Predictors of Postsecondary Success: An Analysis of First Year College Remediation Page: 9
The following text was automatically extracted from the image on this page using optical character recognition software:
college degrees (National Center for Public Policy and Higher Education, 2010). Therefore,
addressing this disconnect between secondary academic preparation and college entry-level
expectations must be an essential part of national and state education discussions.
The Role of Secondary Education in College Readiness
In the United States, 66% of graduated high school students in 2012 were immediately
enrolled into two-year and four-year postsecondary institutions (National Center for Education
Statistics, 2013b). The National Center for Education Statistics (2012) showed student
enrollment in degree granting postsecondary institutions had increased 37%, from 15.3 million to
21.0 million. However, with this increase in student enrollment came a proportionate increase in
the percentage of students deemed not academically prepared to succeed, without remediation, in
credit-bearing general education courses at higher education institutions. There was a distinct
gap between the knowledge and skills that secondary education systems were requiring for high
school graduation and the academic skills and competencies colleges were expecting their
incoming freshman to possess. Conley (2005) referred to this gap of knowledge for high school
graduates as the distinction between being college-eligible and college-ready:
Because of the unique nature of the U.S. educational system, high schools focus on
making students college-eligible, to enable students to meet admissions requirements.
However, these students may or may not be college-ready, which is defined as being able
to meet the expectations they encounter in entry-level college courses. (p. xi)
As educators, being content with simply preparing our students to graduate high school could no
longer be the ultimate goal of our secondary school systems. As evident in the amount of
developmental courses taken by first-year college students, the acquisition of a high school
diploma no longer ensured our graduating students would be able to seamlessly transition into
the higher education environment.
Here’s what’s next.
This dissertation can be searched. Note: Results may vary based on the legibility of text within the document.
Tools / Downloads
Get a copy of this page or view the extracted text.
Citing and Sharing
Basic information for referencing this web page. We also provide extended guidance on usage rights, references, copying or embedding.
Reference the current page of this Dissertation.
Baker, Emmett Andrew. Predictors of Postsecondary Success: An Analysis of First Year College Remediation, dissertation, August 2017; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc1011868/m1/17/: accessed April 19, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .