Corine Griffin

griffin_corine57@yahoo.com 1
Running head: DETERMINE COLLEGE READINESS IN 11TH AND 12TH GRADERS IN 11TH
AND 12TH GRADERS

Determine College Readiness in 11th And 12th Graders

Sharon BlancherCorine Griffin
Strayer University

Dr. Larry RuddellJeffrey Romanczuk

Educational Assessment
August 8, 2010April 21, 2010

Corine Griffin
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Determine College Readiness in 11th And 12th Graders
Each year, high school students across the United States are preparing for graduation.
Many of them have short-term goals after high school; for many these goals which includes
college. But, many of them are not prepared for college level courses. Therefore, there needs to
be an adequate assessment system to determine college readiness in 11th and 12th graders.
Roderick, Nagaoka, and Coca (2009) address the needs for further research in
determining college readiness and the importance of improving college access for low-income
and minority students (p. 185). The authors stress that although many students desire to go to
college, there is an aspirations-attainment gap in the system. This gap is based on the actual
enrollment of college students and their level of college readiness in relation to their race and
income levels (Roderick et al., 2009, p. 185). The authors offer a compelling argument based on
their research of minorities and college readiness. Roderick et al. (2009) stated that college
students were considered ready for college if they possessed basic literacy skills, scored at or
above the [spell it out the first time] NAEP twelfth-grade reading assessment, and had graduated
from high school (p. 192.) However, based on these requirements, less than one-quarter (23
percent) of African American and only 20 percent of Latino graduates would be deemed college
ready, compared with 40 percent of whites (Roderick et al, 2009, p. 192). Therefore, high
schools need to look beyond high stakes tests, grade point averages, and basic literacy skills
when preparing high school students for college. High school students also need non-cognitive
and social skills that are relevant to college life and demands. Roderick et al. (2009) authors
stated that, if educators are to use college readiness as a strategy for accomplishing the goal of
college access and success, they must couple academic preparedness with the knowledge and
skills students need to navigate the college going (p. 200).

Corine Griffin
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Conley (2008) stated that, college readiness can be defined as the level of preparation a
student needs in order to enroll and succeed, without remediation, in a credit-bearing general
education course at a postsecondary institution that offers a baccalaureate degree or transfer to a
baccalaureate program (p. 4). This article focused heavily on the cognitive development of high
school students in several areas other than basic literacy skills. The author asserts that high
school completion is very different from college readiness (Conley, 2008, p. 5). The author
offers a more in depth view of the academic and cognitive skills needed to prepare for college.
The author also focuses on academic behavior and how schools should prepare students for
college life. Conley (2008) stated that high school students need to be able to study on their own
and in groups, and they need to be taught time management skills to handle the schedules and
demands of college (p. 10). This article further discussed a need for assessment strategies that
focus on social skills as well as cognitive skills.
Kazis (2006) stated that while the number of high school graduates enrolling in college
has increased, the number of college graduates has not increased significantly in more than 30
years (p. 13). To correct this problem, the author suggests that a pipeline be created between
high schools and colleges (Kazis, 2006, p. 13). This article directly addresses the need for a
change in college readiness. The overall focus of the article is that students are not prepared to
succeed in college; instead, they are only prepared to enroll in college. To correct this problem,
Kazis (2006) suggests that the 11th and 12th grade curriculum be realigned to meet college
standards (p. 14). The author further called for changes in accountability for schools,
government policies, and financial assistance. Using the pipeline analogy, Kazis (2006) stated
that we need to plug the leaks (p. 15). This means that changes need to be focused on areas
where students are not successfully transitioning from high school to college.

Corine Griffin
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Hill (2008) also focused on creating a link between high schools and colleges through a
process called college linking (p. 53). The author presented an argument for better assessment
strategies in determining college readiness, and presented several strategies for introducing high
school students to college life. The author also focused on the social and cultural boundaries
faced by many high school students preparing for college. Hill (2008) stated that, that family
background has a greater effect on students outcomes than any measured aspect of the school
(p. 54). Based on research, Hill (2008) presented three college-linking strategies: traditional,
clearinghouse, and brokering (p. 66). Each of these strategies differs according to race, social,
and economic factors in high school students. Overall, the article focused on determining the
needs of high school students in preparation for college, and offered successful strategies that
address those needs.
Milsom and Dietz (2009) reported an inclusive view of college readiness, and used a
Delphi study to examine the construct of college readiness for students with learning disabilities
(p. 315). The authors discussed how students with learning disabilities are often unprepared for
college because adjustments are not made in determining college readiness for this group.
Milsom and Dietz (2009) stated that, low college attendance and completion rates for students
with disabilities reinforce the federal government's emphasis on postsecondary transition
planning (p. 315). The article focused on the fact that most literature viewed college readiness
as the academic preparation for college; however, the articled outlined 12twelve areas of college
readiness that focused on individual needs. [What are the 12, or at least the most important ones.
You cannot just drop a number like that and more on.] Milsom and Dietz (2009) stated that high
school counselors will need to take a more proactive role in determining the needs of children
with learning disabilities and take the steps to address those needs (p. 318). Overall, the authors

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presented research that identified high school students with learning disabilities as a large
population entering college without proper preparation. The authors outlined a strategy based on
the results of the Delphi study that would help determine college readiness in students with
learning disabilities, and benefit other students as well (p. 322).
Conclusion
Overall, the articles defined college readiness as the preparation for college based on
academic achievement. T; however, the articles also agreed that college readiness included
social, economic, and non-cognitive skills. The articles also shared a common view that high
school counselors and teachers need to take a proactive role in preparing all students for college
life. In contrast, only one article discussed college readiness for children with learning
disabilities. Yet, the combined research in these articles clearly identify that there is a need for
assessment changes in college readiness.

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References
Conley, D. (2008). Rethinking college readiness. New Directions for Higher Education, (144), 313. Retrieved from Academic Search Complete database.
Hill, L. (2008). School Strategies and the College-Linking Process: Reconsidering the Effects
of High Schools on College Enrollment. Enrollment. Sociology of Education, 81(1), 5376. Retrieved from Academic Search Complete database.
Kazis, R. (2006). Building a Pipeline for College Access and Success. Connection: The Journal
of the New England Board of Higher Education, 20(4), 13-15. Retrieved from Academic
Search Complete database.
Milsom, A., & Dietz, L. (2009). Defining College Readiness for Students with Learning
Disabilities: A Delphi Study. Professional School Counseling, 12(4), 315-323. Retrieved
from Academic Search Complete database.
Roderick, M., Nagaoka, J., & Coca, V. (2009). College Readiness for All: The Challenge for
Urban High Schools. Future of Children, 19(1), 185-210. Retrieved from Academic
Search Complete database.