Dissertation/Thesis Abstract

Facilitators or impediments to college readiness
by Bryan, Daniel, Ed.D., California State University, Long Beach, 2015, 190; 3712133
Abstract (Summary)

A major problem high schools are confronted with is how to help all their students to become college ready. Part of the problem is how to provide that important social capital to thousands of students on campus while the counseling staff numbers at a school may be in the single digits, with student-to-counselor ratios ranging from 450-1000 students to one counselor. A way to mitigate this ratio is to educate the teaching staff to help provide key college knowledge in class, as they are the primary contact with students during the school day. In order to explore how high schools can create a culture around college readiness, a holistic qualitative study using in-depth interviews of students, and an open-ended survey of both students and teachers, along with a study of important college readiness documents provided rich, valuable feedback about how students and teachers and other staff members experience sharing the social capital of college knowledge. The data for this study was obtained from nine individual interviews of current high school students from grades 10, 11, and 12, and eight open-ended surveys of current high school students from grades 10, 11, and 12. Data was also gathered from eight open-ended surveys of teachers, counselors and college-career specialists, and through a review of primary source documents from the school site the student participants attend. The findings show the power institutional agents possess to influence students through daily contact and sharing the most relevant college readiness information. Findings also indicate the synergy created when a high school implements the elements of a framework (system) at the macro (school wide) and micro (classroom level) for college readiness, shows promise in terms of creating the potential to maximize students’ ability to become not only college ready, but prepared well for any postsecondary future.

Indexing (document details)
Advisor: Symcox, Linda
Commitee: Austin, Donald, Gamble, Brandon
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 76/11(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education
Keywords: College readiness, Social capital
Publication Number: 3712133
ISBN: 978-1-321-88757-0
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest