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Improving College Readiness: An Analysis of School-Level Factors

While much of the literature regarding college readiness focuses on student-specific factors, such as the individual's academic achievement; scores on college readiness assessments; and high school GPA, more research is needed to understand which school-level factors have the most influence on the percentage of college-ready graduates. The purpose of this research study was to explore the impact of various school-level factors (i.e., student demographics, college entrance exam facts, course offerings, and school characteristics) on the percentage of college ready graduates from Texas public high schools serving Grades 9-12 over a 3-year period. A multiple regression analysis conducted for each year's data resulted in three regression models, which identified various predictors (e.g. per-pupil instructional expenditures, teacher years of experience, taking advanced and/or dual credit coursework) of the percentage of college-ready graduates for schools accounting for 91.7%, 79.5%, and 65.6% of the explained variance in 2013, 2014, and 2015, respectively. Findings from this study provide educational leaders with data that could help them to make better-informed decisions regarding potential college readiness initiatives that, ultimately, could improve student performance.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1609060
Date12 1900
CreatorsNorton, Shonna Christine
ContributorsPaufler, Noelle A., Huffman, Jane B., Capps, Matthew, Hicks, David
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatvi, 133 pages, Text
RightsPublic, Norton, Shonna Christine, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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