Annotated Bibliography Group Project:

College Readiness

Alan Killingsworth
Johnny Green

EDUR 7130
Dr. Cordelia Zinskie
Georgia Southern University

Reflection: Alan Killingsworth

I would have to say that this experience was an enlightening experience for me as future
Higher Education Administrator. This assignment helped me to fine-tune the research skills that
I may need in my future endeavors in Higher Education. I have recently started considering
going for my Ph.D. in Education and the skills that I have picked up when doing this assignment
will help with the amount of research that I will have to do for that. The researching process was
a somewhat pleasant process. I did have a little difficulty at first trying to tell the difference
between and article that was empirical and an article that was not. I had to be reminded that an
empirical article was one in which a study was actually conducted. I remember feeling very
foolish when I turned in my articles the first time and I was told that I had included some articles
that were not empirical.
I learned a great deal about our topic of college readiness. Perhaps the most fascinating
article to me of the whole project was the article, Performance, Perseverance, and the Full
Picture of College Readiness by Gartner and McCarty. The researchers of that study used a
longitudinal study to help determine a index so see if Middle School students would be ready for
college. The results of that study indicated that if their index had been used, 90% of the students
found would not have been college ready and therefore intervention could have been made.
College Readiness is an important topic and this assignment has caused me to want to do a study
myself on the issue.
I do have to say that I enjoyed working with Johnny on this project. I have known
Johnny for a couple of years through work and I was excited to see that he was in this class. He
was a great partner to have in in this class and I wish we had had more chances in our Masters
Program to work together. I really enjoyed this class and I am grateful for the skills that I have
learned.
Reflection: Johnny Green
The group project was extensive and a little of a challenge to complete. Overall, I think it was
rigorous but I am grateful for the insight that this project provided. As an educator, research is
important to be able to make strides in how we shape the world around us. The skills acquired
from this project will give me the basics needed to go on and become a better educator. The
course design allowed us to start researching empirical articles in the start of the semester, which
was great due to the need of getting feedback from out professor. I noticed a difference in my
understanding of the assignment as the course went on. I feel that having the assignment due
earlier would have produced a less quality of work. I was fortunate to have a partner that I
trusted and knew who would do his share in the work.

Abraham, R. A., Barnes, W., Slate, J. R., & Saxon, P. (2014). Math Readiness of Texas
Community College Devlopmental Education Students: A multiyear Statewide Analysis.
The Community College Enterprise , 25-43.
The purpose of this study is to look at Texas community colleges students readiness in
math. Data was reported from the Texas Higher Education Coordinating Board. Math students
grades of an A, B, or C were recorded on from the year 2003 to 2008. The population of math
students in the study were identified as first-time in college development education students
(FTIC). Data was collected from 70 community college within the State of Texas. From the
reports of the students grades, 40% of all Texas FTIC community college students were below
college-readiness standards in math as of 2008. It was nearly the same percentage in 2003. Thus,
no change occurred in the past five years.
Cates, J. T., & Schaefle, S. E. (2011). The Relationship Between a College Preparation Program
and At-risk Students' College Readiness. Journal of Lations and Education , 320-334.
The purpose of this study is to examine the relationship between the aspects of a college
preparation program and the college readiness of Latina students. These students are from a
specific socioeconomic status, and are participants in the program, which is measured are the 6th
year of completion. A total of 187 participants were included in this study and the participants
attended schools in districts that received funding for the program called GEAR UP.
Documentation of the hours the participants spent being tutored, attended educational filed trips,
and in mentorship were document and counted for the total hours of participation. An annual
survey was completed by the database manager, which had to be completed each spring. All
participants were given the option to take the PSAT. The results from the PSAT of the students
who participated in the program was compared to those who did not. Participants in the program
demonstrated being more prepared for college and were enrolled in college-track course.
Erdogan, N., & Stuessy, C. (2015). Examining the Role of Inclusice STEM Schools in the
College and Career Readiness of Students in the United States: A Multi-Group Analysis
on the Outcome of Student Achievement. Educational Science: Theory & Practices ,
1518-1529.
The purpose of this study was to look at the role of STEM schools in preparing students
to go to college and into the workforce. The State of Texas was used as a model in this study.
The Public Information Request system was used to obtain data for the study. Achievement was
measured through the Texas Assessment of Knowledge (TAKS). Scores reported were from the
areas of science, mathematics, reading, and history. Variables for the study were gender,
ethnicity, socioeconomic status, and language proficiency. Students in the 11th grade from 53

Texas stem schools and 53 traditional schools were included. The result showed there was no
statically significant difference between the two.
Gartner, M. N., & McCarty, K. L. (2015). Performance, Perseverance, and the Full Picture of
College Readiness. Educational Measurement: Issues and Practices, 20-33.
The purpose of this study was to determine a college readiness index for middle school
students. The researchers designed their index to focus on six factors: achievement, behavior,
motivation, social engagement, family circumstances, and school characteristics. This study also
sought to see the middle school college readiness index compare to admissions tests relating to
predicting college outcomes. The researchers used the National Education Longitudinal Study of
1988 because it included data from students, parents, teachers, college and high school records,
and they felt it was the most complete data source available to study middle-school students and
their outcomes later in life. The data was analyzed using predictors that the researchers
developed using statistics. The researchers found that if their middle-school index was used that
90% would have found to not be college ready. 45% would have registered low enough to
predict that they would not be college-ready without intervention. The researchers concluded
that out of the six factors they analyzed, 69% of the variance was caused by motivation and
behavior.
Gross, J., Hochbein, C., & Royster, P. (2015). Timing is Everything: Getting Students Back on
Track to College Readiness in High School. THe High School Journal, 208-225.
The purpose of this study is to look at the students in urban, public school districts, and
how to redirect them on the right path. Variables used were gender, first-generation college
student status, college aspiration, college preparatory activities. The focus were on the areas of
Math and English. Data was collected from the ACT and Jefferson County was used as an
example in the study. The study showed that students who did not benchmarked college
readiness after the 8th grade would not be college preparatory ready after completion of high
school. Those students who participated in AP, IB, or gifted-talented courses matriculated to be
successful in their college-preparatory course work.
Houser, L., & An, S. (2015). Factors Affecting Minority Students' College Readiness in
Mathematics. Urban Education, 938-960.
The purpose of this study was to see how demographic factors (gender, race/ethnicity,
language, and socioeconomic status) and academic factors (CST scores in math, science,
English, and scores on the math section of the California High School Exit Exam) predict college
readiness. The researchers use logistical regression to try to predict student college readiness in
math. Data was collected from a magnet high school in an urban school district in southern
California. The study population consisted of 95% students who were junior and the remaining
5% were senior graduates. 75% of the sample were African American, 24% Hispanic, and 1%
belonged to other races. A correlation design was used and regression analysis was run to

determine relationships. The researchers found that many of their variables were not significant
in determining college readiness, but there is a low amount of college readiness amongst
minority students. In addition, CST scores in Mathematics and Science were good indicators of
determining which students were college ready.
Jo, I., & Milson, A. J. (2013). College Readiness for Geography: Perceptions of High School
Teachers and College Faculty. Journal of Geography, 193-204.
The purpose of this study was determine students college readiness in the subject of
geography. The researchers designed this study because there has not been much attention
placed on standards, policies, and commitments to readiness in the subject of Geography. Seven
goals were developed to indicate a students readiness for geography and then the researchers
designed a survey around those seven goals. The same three questions were asked about each
goal. Those questions sought to see how much importance the instructor placed on each goal, to
see how the instructors perceived the proficiency of their students in geography, and to see what
challenges the instructors saw with each goal. The survey sample was 2,101 instructors of
Geography, but only 416 responded. The researchers contacted their respondents multiple times
to ensure response. The study found that instructors of geography have differing opinions on
curricular. In addition, students were seen as not having the appropriate knowledge in geography
skills. The researchers also determined that more research is needed.
Kim, J. (2014). Relationship of Tech Prep and Dual Credit to College Readiness and Readiness
and Retention. College Student Journal, 337-346.
The purpose of this study was to see if there was a relationship between the taking of tech
prep and dual credit courses in high school and to see if taking those courses have an effect on
college readiness in reading, writing, math, and retention. The researchers used quantitative
research methods. The researchers obtained 4,700 records from the Community College and
Beyond data set. This dataset was created from high school and college transcripts. Correlation
analysis and paired t-test were used to examine the relationships in the study. The independent
variable were the taking of dual and tech prep classes with college readiness being the dependent
variable. The researchers found that taking academic dual credit classes did have a positive
relationship with college readiness. In addition, taking dual credit classes had a negative
relationship with college credit earned and this confirmed prior research. Taking CTE dual
credit courses could result in a longer stay in college. The researchers concluded by hoping that
their study may encourage administrators to use parts of both the tech and dual credit systems.
Moore, G. w., Slate, J. R., Edmonson, S. L., Combs, J. P., Bustamante, R., & Onwuegbuzie, A. J.
(2010). High School Students and Their Lack of Preparedness for College: A Statewide
Study. Education and Urban Society, 817-838.

The purpose of this study was to study the graduation rates for all college-ready students
in the state of Texas for the Academic Year of 2006-2007. Prior research has indicated that the
vast majority of high school graduates from Texas are not prepared for college or training and
Texas. The researchers developed seven research questions to examine the college-ready
graduation rates of students from various ethnical backgrounds in math and reading and for all
students regardless of ethnic group membership. Data was collected from all high school
campuses in the State of Texas. Descriptive and inferential statistics were used to analyze the
data. The researchers concluded that less than one-third of all high-school graduates were
college-ready in reading and math. In addition, more than one-fifth of Hispanics, less than onefifth of African Americans, and less than one-half of white students were found to be college
ready in Reading and Math. The researchers feel that educational policies should be reexamined and that more research should be conducted on college-readiness issues.

Relles, S. R., & Tierney, W. G. (2013). Understanding the Writing habits of Tomorrow's
Students: Thecnology and College Readiness. The Journal of Higher Education, 478505.
The purpose of this study is to examine and analyze the digital skills of low-income
students who are enrolled in writing remediation courses. Technology has created a shift in the
way educators instruct. This study shows the impact of students and the connection of their
online and offline skills. Variables used were gender, race, and class. In the study, 91 students
participated during a summer-bridge writing remediation program. Data was collected through
the online profiles students created, looking at text, audio, and image postings. Performance,
appropriation, and visualization were the different criteria the participants were being evaluated
on. The findings showed the proficiency in using technology to improve writing but also gave
some disadvantages of the findings.