The number of college freshmen enrolled in developmental courses is an indicator that many American high school graduates are not adequately prepared for college. Research has indicated that from 30% to 69% of high school graduates who entered college are required to take at least one developmental course. The purpose of this study was to examine the high school experiences of freshmen college students, specifically, the roles their high school teachers, high school guidance counselors, the parents, and they themselves played in preparing them for college. Data were analyzed to explore differences by race (majority v. minority), gender and type of English class (regular v. developmental). The participants were freshmen students enrolled in college developmental English and general English courses at one community college and one four year college. In order to answer the research questions presented in this study, participants completed a 60-item questionnaire. Fifteen items addressed areas that the research questions investigated (i.e. role of high school teachers, guidance counselors, parents, self). The research questions were examined through a series of analysis of variance tests. Results revealed significant differences by race, gender, type of class and interactions between the effects. The data provide the basis for making recommendations to high school administrators and local school boards which, when implemented will better prepare high school students for the academic rigors of college courses. / Ed. D.

We the Peopleâ ¦The Citizen and the Constitution is a course of study that enhances the civic knowledge, skills, and dispositions that lead to responsible citizenship. The curriculum, published by the Center for Civic Education, is intended for students in grades 5, 8, and high school. Students prepare for a mock congressional hearing in which they testify in response to questions about the philosophy and application of the U.S. Constitution and Bill of Rights. This project includes a history of civic education, a matrix showing a comparison of civic participation theories, and an examination of certain practices in 102 high school classes that participate in the Center's nation-wide competition, as well as comments from teachers who use the curriculum in other contexts. I compare classes that usually win their state's competition and go on to the national meet, or "Championship programs" to competitive classes that are historically less successful. Results of my comparison indicate that there are few important differences between the more successful groups and the less successful groups, and that those differences primarily center on the experience and academic strengths of the teacher. My interpretation of this outcome is that there is little to prevent any teacher from improving his/her skills to more effectively teach citizenship in this outstanding program. / Master of Arts