The Complexity of College Readiness

Differences by Race and College Selectivity

Datos Bibliográficos

ID9733575
AutoresDaniel Klasik (0000-0003-4038-155X, The George Washington University, Washington, DC, autor de correspondencia), Terrell L Strayhorn (0000-0002-9659-8160, Do Good Work Educational Consulting, LLC, Columbus, OH)
Año2018
Volumen47
Número6
Páginas334-351
Fecha de publicación2018-08-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x18778598
OpenAlexW2803569033
IdiomaEN
Citas recibidas8
Referencias citadas20

To make the abstract idea of “college readiness” legible for public purposes, readiness indicators have tended to treat students identically: If a student meets a simple benchmark, he or she is ready for any college. This shorthand ignores that indicators of readiness may differ according to students’ backgrounds and where they choose to enroll in college. We use nationally representative data to show that readiness measures that are sensitive to students’ race/ethnicity and the selectivity and level of colleges in which they enroll reveal important nuance in readiness predictions. We find different readiness benchmarks indicate readiness for different groups of students when high school performance measures are used to predict different college outcomes, complicating the interpretation and use of conventional readiness measures

Affect (linguistics · Benchmark (surveying · Ethnic group · Interpretation (philosophy · Mathematics education · Medical education · Political science · Race (biology · Racial differences · Sociology · Applied Psychology · Computer Science · Higher Education Research Studies · Medicine · Psychology