College Success for all Students: An Investigation of Early Warning Indicators of College Readiness

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The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions of higher education. Participants in this study included 134 of the class of 2010 from two early college high schools. The graduates were 86% Hispanic, 8% African American, 3% White, 2% Asian, 1% American Indian and 72% economically disadvantaged. A causal-comparative research design using multiple regression analysis of the data collected revealed that each one unit increase in world history was associated with a .470 (p < .05) increase in college GPA, while each one … continued below

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vii, 69 p. : ill.

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Davis, Denise December 2010.

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The purpose of this quantitative study was to determine early warning indicators of college readiness among early college high school students at selected Texas institutions of higher education. Participants in this study included 134 of the class of 2010 from two early college high schools. The graduates were 86% Hispanic, 8% African American, 3% White, 2% Asian, 1% American Indian and 72% economically disadvantaged. A causal-comparative research design using multiple regression analysis of the data collected revealed that each one unit increase in world history was associated with a .470 (p < .05) increase in college GPA, while each one unit increase in Algebra I was associated with a .202 (p < .05) increase. Therefore, student grades in high school Algebra I and world history were the strongest statistically significant indicators that a student will maintain a 2.5 college GPA during the first year of college. According to the early warning indicators, students who maintain a grade of A or B in Algebra I are 10 times more likely to be college ready while having a 78% chance of maintaining a 2.5 or better in college courses. Further, the findings from this study found no significant relationship between TAKS assessment, socioeconomic status, gender or ethnicity and a student's ability to maintain a 2.5 or higher college GPA. Based on the findings from this study, the author recommends an examination of the high school curriculum with the goal of ensuring that students gain competency in courses that indicate college readiness.

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vii, 69 p. : ill.

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  • December 2010

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Davis, Denise. College Success for all Students: An Investigation of Early Warning Indicators of College Readiness, dissertation, December 2010; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc33141/: accessed April 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .

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