Describe The Importance Of College-Readiness In College

Did you know that the education performance is so bad in the U.S.A that it can take over a decade to recover if we start now? (“The Higher Education Academic Readiness of Students in the United States”) The problem is that the U.S.A society isn’t improving nearly as fast as countries like Japan, China, or even Taiwan. If the United States’ education status doesn’t improve eventually nobody will know how to do anything. Higher education is extremely critical for our society. College education is essential to better inventions and becoming a world leader in education. College is important because our society will become more advanced, students will have a better future, and people will be smarter and have the upperhand on others.

High schools do not focus enough on college readiness. “Our findings suggest that high schools have prioritized credit accrual necessary for graduation over knowledge and skill development that would prepare students for

The number of people with mental illness in the criminal justice system is one of the most pressing problems facing law enforcement and corrections today (Cuellar, McReynolds, & Wasserman, 2006). The Surgeon General’s Report on Mental Health estimated that about 20% of children and adolescents in the general population have mental disorders with some degree of at least mild functional impairment (USPH, 1999). Subsequent research has found much higher rates of serious mental health problems among youth in the juvenile justice system. Among youth who have been arrested, one study found that 31% of youth had received services from the mental health system (Rosenblatt, Rosenblatt, & Biggs, 2000). Two studies of youth in juvenile detention found that between 60% and 68% met the diagnostic criteria for a mental health disorder (Teplin, Abram, McClelland, Dulcan, & Mericle, 2002; Wasserman, Ko, & McReynolds, 2004). Once youth with emotional disturbances enter the justice system, repeated arrests are common through the remainder of childhood and into adulthood. Recidivism rates for individuals with a serious mental illness are nearly double those in the general population (Baillargeon, Binswanger, Penn, Williams, & Murray, 2009; Constantine, Petrila, Andel, Givens, Becker et al., 2010). In an analysis of juvenile trajectories, youth with emotional disturbances in their late adolescent years were more likely to fall into the high arrest trajectory class and much

Some discipline issues that teachers and administrators face are; do we set the same rules for all students, and should the students with special needs have the same consequences as general education students. Students with emotional disabilities often have difficulties with behavior in the following areas: work refusal, outburst (real or perceived persecution). I believe each situation needs to evaluated to determine the consequence of each student. Discipline decisions and actions can vary, such as, if a special needs student is out of class due to discipline issues then the teacher should make sure it is documented for the time they are removed from the classroom, if they are out for more than ten days an ARD meeting needs to be scheduled to look at changes that need to be made and a plan of action needs to take place to help the student be more successful. Some techniques that can be used are, involve all of the students in the

Most often, school is not seen as an enjoyable place to be to begin with, and when that school environment is paired with difficulty learning, bullying, and lack of integration due to a disability, it becomes a toxic environment. Teachers have the ability to make school an enjoyable place to be. For high school students, graduating needs to be an exciting goal. When students with disabilities are expected to have a low paying job and low success whether they graduate or not, many students find that there is little ambition to graduate. Teachers have the responsibility of teaching their students that this is not the case, and that graduating is a great and powerful accomplishment. Testing that holds teachers responsible for their students test scores also has effects promoting the school-to-prison pipeline. When test scores are below acceptability, students occasionally get “pushed out”. Teachers can do something about this by advocating to their students that they are not a test score, and being supportive of their students regardless of scoring. An important aspect is that teachers use a positive behavioral approach to discipline (Coggshall, J. G., Osher, D. & Colombi, G., 2013). Through looking at the zero tolerance policy, it is evident that punishment only strengthens the pipeline. According to recent studies, most teachers are supportive of removing students with behavioral disorders from classrooms,

Determining college readiness is an essential part in determining who will qualify as a good candidate for admission into a college or a university. The last thing that colleges want is for students to qualify for admission and drop out, this affects drop out rate and graduation rate. According Robin Chait and Andrea Venezia (2009),

Geoffrey Maruyama begins his article by discussing the importance of a college education and the importance of helping students prepare for college by assessing their college readiness. While acknowledging that the ACT does predict some college readiness the author discusses the problems that arise with just using threshold scores to determine college readiness. The author uses reputable research to support his claim that socioeconomic status, demographics (such as gender), family social class, racial background, and especially grades are important predictors of college readiness. Maruyama argues that a new college-readiness definition is needed and then suggests seven

College is a place of learning. College is a place of experimenting. College is a place of finding yourself. However, with the current state of the way college courses are set up, all students are finding is that they are underprepared for the expectations that their professors and campus upholds. This seems like a ridiculous idea considering a student will have endured approximately thirteen years of public or private education before entering any sort of higher education. However, with a lack of high school counselors (whose main focus is to prepare students for college) and an overinflated idea of what college is really like in a student’s head, among other things, being prepared for what college is truly like may not necessarily be the case

As a result of exclusionary discipline inequality African American students are 3.5 times more likely than white students to be suspended or expelled and Hispanic students are 1.5 times more likely to be suspended and twice as likely than students without a disability to be suspended. When factoring by disability, 76% of students with learning disabilities and 90.2% of students with emotional behavioral disorders will be suspended at least once, while 37% of students with other disabilities, such as autism will be suspended (Cramer, 2014) Zero-tolerance policies

Lee believes there is a disconnect in our current P-12 education system and actual college readiness and completion. We are not properly meeting the needs of students to be admitted to college and to graduate college. The study looks at national data sets of curriculum-based achievement test data from preschool, elementary, and secondary education students to recognize college level entree and attainment. He was also curious about the gap between our nation and state standards being high enough to meet college readiness and success.

Conley Readiness index, published in Pearson’s lab, is one part of the assignment for week one. The purpose of this multiple choice psychological test -- divided in four or five sections -- is to define whether a student is ready for college or not. In this journal I would like to discuss a few points I found the most interesting to me.

Throughout my last four years of high school, teachers, counselors, and other staff have been preparing me for my next steps. There have been countless ways that I have been aided to get me ready for college but there has been two things that have gone above and beyond to help me. One of the biggest is the availability to take college courses offered through Iowa Western Community College. Being able to classes at the Tucker Center:College and Career Center and take CE courses at Abraham Lincoln and Thomas Jefferson has taught me a series of valuable skills. Teachers such as Mrs. Smith and Mr. Loots have taught about syllabus and the importance of deadlines. While also taking these classes, I’ve been shown how to find reliable sources and weeding

Our school is a part of the New Tech Network and we follow the structures for project-based learning implementation that the network provides. The model consists of three major elements, students solving real world problems, students and staff developing a culture of “trust, respect and responsibility”, and an emphasis on one-to-one technology. In order for this type of environment to thrive, project planning and assessment practices are key to ensure the students are getting the most out of their experiences.

Quantitative research is a powerful and versatile tool for educational research. However, I am mostly interested in the study of college readiness and college admissions, as it can help our school counselors, students, and their parents, understand the challenges and opportunities in admissions to the colleges of their dream. Although there are some resources that could be of great help, some of the students’ parents simply do not have the knowledge and/or English to take

School discipline is to ensure that students and the campus staff are safe and peaceful. According to the U.S. Department of Education on Rethinking Discipline (2017), “Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning.” The idea is to decrease bad behavior and school violence which will lead to fewer suspensions and expulsions. There are rules and limitations when it comes to student discipline; there are acts in which students can and must be disciplined. For examples, if a student quality’s for special needs some different guidelines protect them under the Individuals with Disabilities Education Act’s (IDEA). Furthermore, the Education Code, Section 48900 was implied to discipline students who committed any wrongful doing such as attempting or threatening to physical harm another person. In the case f any wrongfulness, the student is forced to be disciplined by being suspended or expulsed from school.