Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 850
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: mwhitener@liberty.edu
Literature Review: Findings
Overview
This paper analyses various educational articles on student performance and the
learning and teaching environment. The primary purpose of the review is to identify factors
that contribute to poor performance and how they relate to James Monroe High School.
Current articles published since 2018 have been included to identify the most relevant and
updated information. This study will therefore expound on the factors that affect college
readiness, thinking skills, cognitive abilities, and learning outcomes required for students in
college.
Related Literature
Several scholars have provided research, remedies, and recommendations on how
students can get better prepared for transitioning from high school to college. Therefore, this
section of the study will shed light on articles that show the lack of proper preparation for
college and how the challenge can be mitigated.
Factors affecting student performance and college readiness
There are notable factors that influence students’ performance on performance and
readiness. Kapur (2018) revealed that fundamental factors such as school, environment,
teaching methods, learners’ attitudes, and parental support are critical.
Cultural and socioeconomic factors, gender, and race play a significant role in SAT
performance. This was revealed by a compelling study for practical implications, which was
conducted by Mattern et al. (2018) to investigate an Alternative Presentation of Incremental
Validity: Discrepant SAT and HSGPA Performance.
