Understanding College Readiness: The Limitations of Information and The Possibilities of Cultural Integrity

The college readiness of high school graduates has become a core objective of the education policy of the United States. Early college readiness programs now exist in 38 states, and early college transition curricula have been developed in 29 states. This article evaluates the oldest of these progra...

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Bibliographic Details
Published in:The Educational forum (West Lafayette, Ind.) Ind.), 2020-01, Vol.84 (1), p.80-93
Main Authors: Kolluri, Suneal, Tierney, William G
Format: Article
Language:English
Subjects:
Academic Achievement
Academic readiness
Barriers
College Preparation
College Readiness
Culturally Relevant Education
Education policy
Educational evaluation
High School Graduates
High School Students
Higher education
Language Arts
Mathematics Achievement
Program Effectiveness
Remedial Instruction
Student Characteristics
Student Evaluation
Transitional Programs
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Summary:The college readiness of high school graduates has become a core objective of the education policy of the United States. Early college readiness programs now exist in 38 states, and early college transition curricula have been developed in 29 states. This article evaluates the oldest of these programs, the Early Assessment Program (EAP), operated through the California State University (CSU) system. The authors argue that the EAP, grounded in enhanced information and choice -- tenets of rational choice theory -- is inadequate to meet the goals of the university. Remediation challenges at the CSU have remained substantial. An early college readiness program that also incorporates the theory of cultural integrity will have a more substantive impact on college readiness, particularly for marginalized youth.
ISSN:0013-1725
1938-8098
DOI:10.1080/00131725.2020.1672003