Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Barbra Salice

Abstract

College readiness involves not only academics but emotional preparation, study skills, and time management and can be affected by students’ backgrounds. The purpose of this qualitative case study was to investigate perceptions among rural high school graduates and their college teachers regarding these students’ levels of college readiness. The conceptual framework included Astin’s involvement theory, Bandura’s social learning theory, and Tinto’s student integration model. Research questions focused on perceptions of students who graduated from a rural school district and college teachers’ perceptions of these students’ levels of college readiness. Data for this qualitative case study were collected through qualitative surveys and were analyzed based on common themes. The key findings of this study indicated that students in general are not college ready after completion of secondary education. A college readiness program was identified that could be implemented in secondary schools to better prepare students for college. A professional development training program was developed for K–12 educators regarding the readiness program. The results of this study can assist K-12 rural educators in developing a college readiness program to better prepare students for success throughout college. The results of this study also present potentials for social change through minimizing students’ uncertainties, minimizing stress associated with college, endorsing a college culture, increasing college readiness, and promoting college persistence. The findings from this study can inform the efforts of secondary and postsecondary institutions in their work to improve students’ postsecondary transition, retention, and degree completion.

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