The purpose of this quantitative study was to determine if a relationship existed between the quality of school-community partnerships and the average score of each ACT subtest for rural Tennessee high school students. Specifically, the researcher examined the following school-community partnerships: business partnerships, university partnerships, service learning partnerships, school-linked service integration, and faith-based partnerships (Sanders, 2006). Administrators from 62 rural Tennessee high schools rated the partnerships present in their schools using the Improving Community Partnership Quality rating scale developed by Sanders (2006). Each of these ratings was compared to the participating school’s mean score for each ACT benchmark to determine whether these partnerships could be linked to success on the ACT. Pearson correlation coefficients were calculated for each partnership type and each ACT subtest. The results revealed that a statistically significant relationship did not exist between school-community partnerships and ACT subtest scores.

Although students have more opportunities than ever before to participate in advanced academic programs while in high school, it is unclear whether this has affected their ability to succeed in college. To determine what impact the students' experiences in Advanced Placement (AP) and dual credit coursework had on their level of college and career readiness (CCR), students were asked to recall what factors influenced their ability to succeed in postsecondary education and describe what information is most beneficial for students as they select their academic pathways. This phenomenological qualitative study gathered data from students that had recently graduated from two high schools in a rapidly growing, suburban school district. Participants in the study reported that the most common benefits from advanced academic programs included more challenging expectations and learning how to navigate the various logistics of postsecondary education. By examining these students' perspectives, the findings from this study may positively influence policy and practice by increasing the likelihood that students are adequately prepared for college and have the ability to succeed at the collegiate level. Continued examination of student experiences in postsecondary education is imperative for improving CCR and may provide more insight into what factors inhibit student success after they graduate. Data collected from a more inclusive sample of participants or perhaps longitudinal data following a cohort through the transition from high school to college could help ensure that educators are able to adequately prepare students for life beyond high school.

Data from the National Center for Education Statistics suggest that as academic standards continue to rise, students' mental health continues to decline (Carr, 2022). Public schools today have a unique opportunity to support the ongoing learning of students, while also encouraging the development of social and emotional skills that will benefit students’ academic performance, as well as their general wellbeing. While schools today follow rigorous state standards and support academic learning, many students attending rural high schools are graduating without the skills necessary to be successful in college or career (Farrington et al., 2012). This mixed-methods case study examines the social emotional skills necessary to promote college and career readiness for a rural California high school. Two research questions frame the study. First, what skills do rural educators, students, families, and community members believe are necessary for students to be successful in college or career? Secondly, in what ways do participants believe rural educators can help in the development of the skills identified in Research Question 1? Qualitative data was gathered through semi-structured interviews with school staff, parents, students, and community members to support both research questions. Quantitative data was later obtained through a follow-up survey with school staff, to identify five key, social emotional competences that school staff believe the be most critical for rural students to learn. It was determined that responsibility, work ethic, social skills, communication, and critical thinking skills are believed to be the most important social emotional skills to learn, for students attending high school within a rural community. Findings from this study contribute to current research as well as provide the district this set of core competencies to assist educators in developing school-wide practices and procedures that promote the development of the whole child.

The impact of a precollege intervention, the Junior High Washington Gateway Academy (JHWGA), on early adolescent aspiration and motivation for a college education was measured. JHWGA provided an intensive week of activities in career planning, self-concept improvement, and study skills. Specific research questions were: a) did participation in this program increase career readiness, self-concept, productive study habits, aspiration, and motivation to prepare for college? b) what percent of the variance in aspiration to and motivation for college in early adolescents could be explained by career readiness, self-esteem, and study habits? Using survey research, a questionnaire was developed with five scales (career readiness, self-esteem, study habits, aspiration, and motivation). Questionnaires were sent to 301 West Virginia students in Grade 8 who had been JHWGA applicants in 1996. The 265 (88%) who responded were divided into two groups: a participant group consisting of 104 students who participated in the 1996 program and a comparison group consisting of 161 students who did not attend the 1996 program. T-tests and chi square tests revealed no significant differences between groups. Multiple regressions were performed for the aspiration and motivation variables using career readiness, self concept, and study scales as independent variables. An assumption of normal variance was found to be violated because subjects favored endpoints on Likert scale causing data to be skewed. Career readiness, self-concept, and study habits (using transformation and excluding several outliers) were found to explain 59 percent of the variance in the aspiration model. However, two regressors (study habits and career readiness) were discovered to be highly correlated (r = .66). Only one regressor for the motivation model (study habits) was found to be significant. Data results may have been affected by group differences, group selection, and lack of normal distribution. The two groups being measured were found to be unevenly matched with JHWGA participants having significantly lower grades than the comparison group. Based on this information and the low variance in data collected, results are believed to have been inconclusive regarding the effectiveness of JHWGA. Recommendations for further research are included. / Ph. D.

Many high schools have shifted from comprehensive graduation exams to a focus on College and Career Readiness. A common method used to determine when a student is college and career ready is a Career Readiness Indicator (CRI). Many CRIs demonstrate a benchmark learning goal for students. Among academic-based CRIs are Career and Technical Education (CTE) industry credentials. Credentials are just one way that agriculture classrooms contribute to student success. This study compiled existing research on CRIs and employability skills in CTE students to determine how the State FFA Degree could potentially fit into this category as well as highlight specific employability aspects of FFA members that coincide with the three-circle model of agricultural education. Data were collected and analyzed to compare FFA members to non-FFA members. FFA members who have earned their State FFA Degree were additionally compared to FFA members who did not earn the State FFA Degree.

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This phenomenological case study explores the college and career readiness (CCR) and postsecondary trajectories of six African American youth, 18 to 20 years of age, who attended or graduated from a northeastern urban school district during 2021 to 2022. Drawing on social reproduction theory and critical race theory, interviews, school, district and demographic data were examined to understand how participants made meaning of their CCR experiences and the family, school, work, and community influences on their postsecondary trajectories. Findings demonstrated that the youth used community cultural wealth to support their education and career goals and to navigate structures and systems. However, as participants pursued their aspirations, dominant White capital (social, financial, and temporal) in education and employment structures increasingly created barriers to their goals. Participants continued to aspire toward their dreams; however, the obstacles they confronted and their ability to navigate those obstacles varied by parental educational and occupational background. In order to ready African American youth for postsecondary success, participants recommended that CCR school implementation (a) engage with students one on one and not rely on computers; (b) ready students for good-paying jobs as well as college; (c) employ caring, culturally responsive educators and staff with high expectations; (d) offer more creative and critical thinking learning experiences and a less regimented curriculum; and (e) provide support for postgraduation transition. This research has implications for social reproduction, Black habitus, caste, and intergenerational mobility. / Urban Education

Concern about college and career readiness has been expressed in both the business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in academic areas similar to those required by employers. In this environment, WorkKeys has emerged as a set of assessments that could respond to the needs of both employers and educators and serve as an indicator to test takers of their readiness for further education or a career. In Alaska, state policymakers selected WorkKeys for use with high school juniors in an effort to measure both college and career readiness, and statewide testing was implemented in the fall of 2010. While past studies involving WorkKeys have focused on assessment results related to workforce development, academic indicators, or demographic variables, the purpose of this study was to describe the college and career readiness perceptions of high school juniors related to the WorkKeys Reading for Information, Locating Information, and Applied Mathematics assessments. A survey administered to 178 urban high school juniors at the time they received their WorkKeys results gathered student perceptions of the WorkKeys assessments in general as well as perceptions of college and career readiness. The key findings of this study were that student perceptions of college and career readiness were much higher than the results of the assessments indicated, and students found value in using WorkKeys results for college and career planning. This suggested the assessment results would be useful in career development interventions with students. This was the first year of mandatory WorkKeys assessments in the state and further study is recommended to gather rural student perceptions, further explore factors that students believe make the assessments useful, and determine the influence of the assessments and related interventions on academic self-efficacy. / Graduation date: 2012