The purposes of this study were: (1) to assess the attitude of the vocational teachers of the Area Vocational-Technical Centers in the State of Virginia towards vocational education and college preparation: and (2) to determine to what extent combinations of personal characteristics were predictive of the vocational education and college preparation preference of the vocational teachers. Eight research questions were derived for the purpose of Clarifying the direction of the study. The variables were: (1) the area of subject matter taught; (2) the age; (3) the number of years of work experience outside of teaching; (4) the number of years of teaching experience; and (5) sex (male-female). Data were collected on data processing sheets through a mail survey. The subjects were teachers of 17 Area Vocational-Technical Centers. The 17 centers were randomly selected from a total of 27. A total of 201 or 72.92 percent of the 277 vocational teachers responded to the survey. The survey instruments were fed into a computer and the scores from the respondents were recorded on data processing cards, The SAS (Statistical Analysis System) was utilized in programming the cards. Analysis of variance (ANOVA) was used to analyze the data pertinent to the research questions. On the basis of the information presented in this study, the following conclusions resulted relative to the vocational teacher's attitude toward vocational education and college preparation: 1. Attitude is not influenced by the combination of the area of subject matter taught and the age of the teachers. 2. Attitude is not influenced by the combination of the area of subject matter taught and the number of years of work experience of the teachers. 3. Attitude is influenced by the combination of the area of subject matter taught and the number of years of teaching experience of the teachers. 4. Attitude is not influenced by the combination of the age and the number of years of work experience of the teachers. 5. Attitude is not influenced by the combination of the age and the number of years of teaching experience of the teachers. 6. Attitude is not influenced by the combinations of the number of years of work experience outside of teaching and the number of years of teaching experience of the teachers. 7. Attitude is not influenced by the sex (male-female) of the teachers. When analyzed, all data was tested at the alpha level of 0.05. The lack of difference in the combinations of the personal characteristics variables tend to indicate that the personal characteristics of the teachers might not serve as a valid indicator of teacher vocational education and college preparation preference. The overall criterion mean scores of 195.787 was a deviation of 14,213 from the arithmetic mean of 210. This implied that the vocational education/college preparation preference of the vocational teachers, as a group, had a tendency to lean toward college preparation as opposed to vocational education. The results of the Study suggested that ape, when viewed in terms of the criterion measures, and the area of subject matter taught and the number of years of teaching experience, in combination, were valid indicators in predicting the preference of vocational teachers of the Area Vocational-Technical Centers in Virginia. However, preference of these vocational teachers did not differ significantly in terms of the remaining variables of this study. The data appeared to suggest that vocational teachers of these centers were biased against vocational education in favor of college preparation. / Ph. D.

No description available.

In 2004, the Transition Mathematics Project (TMP), funded by the state of Washington and The Bill and Melinda Gates Foundation, was established to create projects to help high school students gain the necessary skills to become college and work-ready. Aligned to TMP's College Readiness Mathematics Standards, a fourth-year capstone mathematics course was developed and implemented, titled Applications in Mathematical Reasoning (AMR), a rigorous course option for students to take during their senior year of high school. The purpose of this study was to explore any relationship between taking the AMR course and preparation for college level mathematics. Using causal-comparative study design and matching participants in the sample, variables were examined based on the number of precollege courses taken; college level math course completed and grade earned; and placement test results for students who took the AMR course compared to those students who took no mathematics during their high school senior year. Though findings for precollege and college level course-taking were inconclusive, mathematics placement test scores were found to be significantly higher for those students who completed the AMR course. The placement test findings supported other research that links rigorous mathematics courses taken in high school with improved college placement and persistence. Based on the research examined and the study findings, there was support to consider the following: (a) creating alternate but rigorous math course offerings for the high school senior year; (b) striving toward a four-years of mathematics graduation requirement for all high schools; (c) enacting mandatory placement at the community college for students placing into precollege courses; and (d) reducing barriers to successful transition between high schools and post secondary institutions by fostering K-16 communication, aligning standards, and improving course alignment. / Graduation date: 2012

The preparation students need to complete college successfully is important to many stakeholders, including students, educators, and the community. Colleges struggle with enrollment and retention while high school teachers and community college instructors focus on the preparation of students to succeed in college. High school teachers and community college instructors are uniquely qualified to inform the determinants of college readiness across the continuum of education. This research study explored the perceptions of high school teachers and college instructors on the skills and behaviors required of students to be successful in college. This qualitative descriptive study was based on the conceptual framework of Conley's 4 keys to college readiness and used interviews from 4 high school teachers and 5 community college instructors to explore the research question. The data were open coded multiple times to construct categories that revealed 3 major themes of college readiness: preparation, engagement, and personal characteristics. High school teachers and college instructors identified similar skills and behaviors displayed by college ready students. The information gleaned from the interviews about college readiness informed the creation of a professional development project to provide college faculty with strategies to facilitate the skills and abilities needed for college success within the context of college courses. This research and project development are a move towards positive social change in improving student success in college. Given the need for college completion and the rising cost of education, the social impact of ongoing work to improve college readiness and college success is imperative for students, colleges, and teachers at all levels.

Thesis (M.Ed.)--University of North Carolina Wilmington, 2009. / Title from PDF title page (February 16, 2010) Includes bibliographical references (p. 38-42)

The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public school district. The first research question examines the relationship between 8th grade completion of Algebra I and high school mathematics course taking patterns and college readiness. The second question evaluates the relationship between race, gender, socioeconomic status and enrollment in the Advancement Via Individual Determination (AVID) program to college math readiness and high school mathematics course completion. Participants included 841 high school graduates of the class of 2006; 76% of the graduates were White, 15% Hispanic and 7% African American. Twenty-three percent of students were economically disadvantaged and 46% of students completed Algebra I in 8th grade. Chi-square, Cramer's V, and multiple regression were conducted to evaluate possible relationships between variables. The Chi-square and Cramer's V showed statistically significant (p<.05) relationships between 8th grade algebra completion and both college readiness and high school math course completion. A significant statistical relationship was also found between college readiness and each of the independent variables, ethnicity, economic status, completion of 8th grade algebra and enrollment in AVID. The number of math courses completed in high school was statistically related to ethnicity and economic status.. The findings of this study indicate that early access to Algebra I can positively affect the number of high school math courses a student completes and the likelihood that the student will be college ready after high school graduation.

With limited state and local funds as well as a growing student population, how elected decision makers allocate money to impact college readiness needs to be explored. The purpose of this research study was to explore the impact of instructional expenditures on educational outcomes. This multivariate multiple regression study specifically explored the impact of instructional expenditure ratios and per pupil instructional expenditures of every public school district in Texas on student performance college readiness indicators measured by state assessments (State of Texas Assessment of Academic Readiness [STAAR] Mathematics and English Language Arts [ELA] test scores) and national assessments (American College Test [ACT] and Scholastic Assessment Test [SAT] scores) over a 5-year period. Fifteen different regression models were established with various significant predictors of expenditures and revenue funds. These models explained up to 46% of the variance for college readiness scores over the 5-year period.

The short existence of Early College High Schools has not allowed for considerable research to assess their operational effectiveness. Furthermore, the effectiveness perceptions and reactions of students enrolled at these schools have not been given ample opportunity to be studied – an integral component of any school’s operation. The purpose of the study is to focus on one specific ECHS while in its third year of existence to assess its operational effectiveness from the perspective of its students. The research methodology which was selected as appropriate for the study involves the use of qualitative research coupled with the case study method. In order to assess for reliable observations, currently enrolled students were interviewed to gain knowledge of their perception of the operational effectiveness at their early college high school. Additional qualitative data was utilized with an inductive analytic approach to provide for a detailed view of the school. Data was segmented into relevant parts to help identify emergent themes. The following themes emerged from the findings: attainable success; student roles and responsibilities; personalization; support to achieve higher-level work; highly qualified teachers; and engaging parents and community. The findings suggest that student perceptions reflect an effective school environment that enables them to meet the expectations of high school graduation and completion of up to two years of college credit. Moreover, the supplemental data collected provided evidence of effective school administration and instructional practices that foster the support and engagement of students to meet their needs as early college high school students. An objective study of an early college high school may assist its administrators to ascertain whether they are meeting the needs of their students. Future research concerning this topic may be able to utilize the results and conclusions of this study to further enrich the knowledge of effective early college high schools. / text

Pursuing higher education after high school is a common practice in the United States, and for many individuals this process is expected. However, students in historically underrepresented communities still have a substantially harder time transitioning from high school to college, and there are currently an increasingly broad range and scope of college preparation programs that address this issue. This report examines how social and cultural capital frameworks highlight and explore the different aspects of a student’s life that can affect whether he/she is able to access college-related resources. Using these general constructs, this report attempts to illuminate elements that are currently missing in existing programs, and highlight current successful transition programs. / text

Project Independence (PI) is a community college immersion program dedicated to assisting women returning to college. The focus of this study and associated summative evaluation was to understand how the PI program addresses anxiety and other learning deficiencies associated with math. Knowle's andragogical models portray adults as motivated and self-directed, and the American college campus fosters a culture of independence. This culture is foreign to many minority, first-generation, and working class adults who learn through interdependence. This qualitative instrumental case study and evaluation is the first to examine the efficacy of PI. The guiding questions of this study concern early math learning experiences, PI interventions on study, coping and math-learning skills, and how participants utilize these skills in subsequent math classes. Three faculty members and 8 graduates of the program who had completed at least 2 math classes participated in individual interviews. Inductive analysis of these interviews showed the cohort and long term counseling as pivotal to developing a sense of belonging, self-esteem, and an attitude of self-worth. With cohort support, students learn to find campus resources, explore career options, and overcome personal obstacles to their education. Improved math learning for adult minority and first generation students has diverse implications for social change. Math education is requisite for many technical degrees and certificates. Enabling math learning expands options that transcend gender, cultural, and socioeconomic barriers. The cohort experience and culture of interdependence should be expanded to college preparation programs for men, as well as mainstream community college math preparation interventions.