An Analysis of Subgroup Differences on Self-Assessment Scores of College Readiness Skills
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College and career readiness is an essential element in the success of students post high school; predicting how successful a high school student will be in a post-secondary setting is the focus of substantial research. Many tools and methods exist for predicting a student's readiness for college and career; unfortunately, gaps persist between readiness rates of different groups of students. The purpose of this study is to examine diagnostic data generated by an innovative survey tool to determine the relationship between high school students in ninth and tenth grades and their self-assessments of five subscales measuring college readiness. Using extant data collected by the Educational Policy Improvement Center as part of the CampusReady tool, this study uses basic descriptive and inferential statistics to look for differences between groups. Results suggest significant differences in the way that students from certain populations (students whose parents have completed differing levels of education, economically disadvantaged students, and Hispanic students) self-evaluate key college readiness skills. Findings from this study will inform K-12 practitioners who plan/develop college and career readiness programs. The impact of student self-reporting of college and career readiness has implications for future studies that aim to integrate college and career readiness programs.