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Students' Pathways and Supports Toward College Readiness: Results From a Statewide Longitudinal Mixed-Methods Study
Thu, April 13, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 2, OntarioSession Type: Symposium
Abstract
A persistent problem in post-secondary education is the high rate of enrollment in remedial courses by first-year students at 2-year and 4-year colleges (Chen, 2016). Estimates from the National Center for Education Statistics suggest that one-quarter to one-half of first-year college students take a remedial course because they were deemed not ready for college-level coursework (e.g., due to failing a placement exam) in English or mathematics. This symposium presents early results from a statewide longitudinal mixed methods study of high school students’ course trajectories and the supports that schools provide to enhance college-readiness.
Sub Unit
Chair
Papers
Using High School Course Catalogs to Understand Student Access to Advanced English Language Arts and Math Courses - Chu Yi Lu, University of Delaware; Henry May, University of Delaware
A Longitudinal Study of High School Students' Math Course Trajectories - Chu Yi Lu, University of Delaware; Henry May, University of Delaware; Marcia Gail Headley, University of Delaware; Jeffrey Robert Klein, University of Delaware; Katrina K. Morrison, University of Delaware; Roderick L. Carey, University of Delaware
The House and the Bridge: Underlying Aims of College Readiness Supports, a Statewide Longitudinal Study - Katrina K. Morrison, University of Delaware; Marcia Gail Headley, University of Delaware; Henry May, University of Delaware; Jeffrey Robert Klein, University of Delaware; Roderick L. Carey, University of Delaware