Assessing a College Readiness Model for an Independent Residential School

Natalia Dorovskaya Collins

Abstract

Interest in the topic of college readiness is growing as more and more high school graduates are not prepared for college-level work (Bok, 2006, 2013; González, 2012; Pascarella, Wolniak, Pierson, & Terenzini, 2003; Professor X, 2011). Most models offering assessment of the college readiness of students concentrate strictly upon the academic part of the issue – high school GPAs, high school course titles, standardized test scores – while disregarding non-academic elements, such as time management, the ability to demonstrate college-level academic behaviors and a general awareness of the environments present in different institutions of higher education. The purpose of this exploratory study was to identify certain key mechanisms, programs, and initiatives developed by a singular boarding school to prepare its students for the rigors of a college education. The study also examined the influence those programs and initiatives had on students. To accomplish this, the researcher interviewed school faculty, administrators, senior class students, and school alumni. The foundation for the interview questions was a college readiness model developed by Conley (2008) which included the examination of both academic and non-academic aspects of college readiness.

The results of this research revealed that the programs, methods, and techniques developed and implemented by the private school under study had a positive influence on increasing the college readiness of its students.