Middle School Student Factors as Predictors of College Readiness.

摘要

In this study, several middle school factors of students from two consecutive graduating classes were analyzed to determine what relation they had to college readiness, as measured by ACT subtest scores. The academic factors included: 8th grade EXPLORE composite score, 7th grade spring reading and math MAP scores, highest math course completed in 8th grade, and college interest level while in 8th grade. The non-academic factors included: middle school music program participation and sports team participation. The personal factors included: gender, income level, and ethnicity.;Results of this study indicated that EXPLORE composite scores and 7th grade spring MAP scores had a significant positive relation to college readiness. In addition, the higher level math course that a student completed in 8th grade, the higher his/her college readiness was. There was also a statistically significant small relation between music program participation and college readiness, and there were between-group differences in college readiness for students who identified that they would like to attend a four-year college/university or graduate school than those who planned to go into the military, attend a 2-year/junior college, or were undecided about their post-secondary educational plans. There was a significant difference in the college readiness of White students and Black students, but not between White students and Hispanic students or Black students and Hispanic students. Students who had a lower income level, as measured by their lunch pay status, had lower college readiness scores than those who were not low-income. There was no statistically significant difference in the college readiness scores of males and females or those who participated in middle school sports and those who did not.;There are three major implications for this study. One is that non-academic factors can contribute to the college readiness of a high school student. Another is that more rigorous courses in middle school predict college readiness. Finally, test scores, while significant predictors of college readiness, should not be used in isolation to make a determination of college readiness and placement for a student.