What We Know and Where To Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field

2021 ◽  
Vol 42 (2) ◽  
pp. 72-94
Author(s):  
J. Kessa Roberts ◽  
Phillip Grant
Keyword(s):  
Social Cognitive ◽  
The United States ◽  
Rural Students ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
National Education ◽  
College And Career ◽  
Student College ◽  
Policy Priority

College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley’s (2012) college and career readiness model, Perna’s (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students’ college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students’ college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.

scholarly journals A College and Career Readiness Framework for Secondary Students With Disabilities

2015 ◽  
Vol 40 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
Catherine H. Fowler ◽  
David W. Test
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
State Level ◽  
Drop Out ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
College And Career ◽  
Group Data ◽  
Focus Group Data

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.

scholarly journals Policies and Curriculums

2020 ◽  
Vol 5 (2) ◽  
pp. 1-12
Author(s):  
Candace Chambers
Keyword(s):  
Community Colleges ◽  
The United States ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Developmental Courses ◽  
Academic Needs ◽  
Global Competitiveness ◽  
Global Citizens ◽  
College And Career ◽  
Remedial Intervention

College and career readiness is a focal area within the United States for student achievement within the context of global competitiveness. Despite recent efforts to focus on the college and career readiness of America’s students, national data has proven that many students are not prepared for college and need remedial intervention upon entrance into college. This discussion focuses on efforts at community colleges, specifically in the area of literacy, as they work to increase student retention and student success. Recent methods include developmental courses, co-requisite models, and statewide initiatives to determine how to best meet students’ academic needs, while considering faculty voice and administrative and cost efficiency. Community colleges can serve as grounds to determine how various models of remediation work to ensure that college students can be served in the best capacity for their academic needs, excel in their programs of choice, and in turn, be competitive global citizens. 

Modeling College and Career Readiness for Adolescents With and Without Disabilities: A Bifactor Approach

2017 ◽  
Vol 84 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Allison Lombardi ◽  
Jennifer Freeman ◽  
Graham Rifenbark
Keyword(s):  
Latent Variable ◽  
Measurement Model ◽  
Career Readiness ◽  
Future Research ◽  
Specific Factor ◽  
College And Career Readiness ◽  
General Factor ◽  
College And Career ◽  
Mean Differences ◽  
Mind Set

Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models and frameworks, yet little empirical research exists in their support. We employed latent variable modeling to empirically test a previously proposed six-domain framework of CCR for adolescents with and without disabilities. Results support four specific factors of CCR: Academic Engagement, Critical Learning Processes, Mind-Set, and Transition Knowledge. Using a bifactor model, we confirmed one general factor (CCR) and one specific factor (Transition Knowledge), established measurement invariance on the basis of disability, and found latent mean differences between these groups; students without disabilities had greater overall CCR and transition knowledge. Findings support the use of a CCR measurement model with two potential factor scores in future research and practice and may inform efforts to measure CCR nonacademic skills.

College and Career Readiness of Southeast Asian American College Students in New England

2016 ◽  
Vol 20 (4) ◽  
pp. 414-436 ◽  
Author(s):  
Phitsamay S. Uy ◽  
Sue J. Kim ◽  
Chrisna Khuon
Keyword(s):  
College Students ◽  
New England ◽  
Asian American ◽  
The United States ◽  
Southeast Asian ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Asian American College Students ◽  
Southeast Asian American

This study discusses the college and career readiness among full-time Southeast Asian American college students in a 4-year public university in New England. Our study consisted of surveys ( n = 58) and focus groups ( n = 35), of second-generation (born in the United States) or 1.5-generation (immigrated as a youth) college students. While our participants were fairly strong academically, they still struggled to navigate college and many did not feel prepared for careers. We found some variability by majors in the correlation of academic major and career preparedness, and our findings also suggest that Southeast Asian American students shared a number of concerns, such as lack of finances, inconsistent academic advising, and need for more career preparation. Nevertheless, across this heterogeneity, students agreed that peer mentors and effective faculty mentors are invaluable resources and that more such mentors and programs are needed.

Esports Involvement and Its Effect on Student College and Career Readiness Factors

2021 ◽  
pp. 14-29
Author(s):  
Nhung Hoang ◽  
Rafael A. Villagomez ◽  
Zachary Clay ◽  
Mark K. Ford ◽  
Bubba Gaeddert
Keyword(s):  
Sense Of Community ◽  
Character Development ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Future Outlook ◽  
College And Career ◽  
Student Academic Performance ◽  
Student College ◽  
National Federation ◽  
Sense Of Involvement

This research explores how esports involvement affects college and career readiness factors of students aged 14-24. These factors include student academic performance, attendance, individual view of future outlook, observation of student learned soft skills as a result of esports, as well as the sense of involvement on campus. According to the National Federation of State High School Associations, esports helps build a sense of community, aids in character development, and helps increase participation and engagement for students; furthermore, esports also allows for opportunities to explore STEM-related fields (NFHS Parent's Guide). As this is a major cause for the support of esports in education, the research aims to explore these concepts and its validity through individual students.

A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 131-140
Author(s):  
Jessica L. Monahan ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Sarah R. Carlson ◽  
Jennifer Freeman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Students With Disabilities ◽  
Academic Outcomes ◽  
Empirical Support ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career

A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.

scholarly journals An integrative approach to professional development to support college- and career- readiness standards

2020 ◽  
Vol 28 ◽  
pp. 111
Author(s):  
Katie Pak ◽  
Laura M. Desimone ◽  
Arianna Parsons
Keyword(s):  
Professional Development ◽  
United States ◽  
Qualitative Study ◽  
The United States ◽  
Career Readiness ◽  
Integrative Approach ◽  
College And Career Readiness ◽  
District Leaders ◽  
Education Policies ◽  
College And Career

Though scholars agree that professional development (PD) is a key mechanism for implementing education policies that call for teacher change, and that PD generally needs to be content-focused, active, collaborative, coherent, and sustained, the application of this framework has yielded mixed results. In this qualitative study, we employed structured interviewing methods to explore how district leaders across five states are implementing college- and career- readiness (CCR) standards across the United States by creatively adapting and integrating the features of this PD framework in order to meet the demands of this mandated educational policy. We illustrate a revised model for how 70 district officials are conceptualizing these features of PD to support CCR standards-based learning.

scholarly journals Exploring High School Newcomer Youths’ Futures: Academic and Career Aspirations

2021 ◽  
Vol 16 (1) ◽  
pp. 3-22
Author(s):  
Sophia Ángeles
Keyword(s):  
High School ◽  
School Counselors ◽  
The United States ◽  
School Curriculum ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High School Curriculum ◽  
College And Career ◽  
Daunting Task ◽  
High School To College

A majority of newcomer youth who have recently migrated to the United States encounter a daunting task of mastering an entire high school curriculum in a new language while attempting to attain college readiness. Very little research exists that examines newcomer youths’ transitions from high school to college. Utilizing interviews with six high school newcomer students, this paper aims to answer the following questions: What are the career and college aspirations of high school newcomer youth? What barriers do they face in fulfilling their educational and career goals? The findings will better inform educators, specifically school counselors, about how to better develop their college and career readiness.

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