College readiness is best understood as a property of interactions between students and the college context, not only individual skills¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2018: baselines and conditions change

Subclaims¶

q2 i? Students' likelihood of attaining a degree depends on the institutional characteristics of the colleges they attend and the fit between student needs and the college environment, not just on individual preparation. → Jenny Nagaoka 2013

Evidence¶

Jenny Nagaoka 2013¶

Jenny Nagaoka, Camille A. Farrington, Melissa Roderick, Elaine Allensworth, Tasha Seneca Keyes, David W. Johnson, and Nicole O. Beechum. (2013). Readiness for College: The Role of Noncognitive Factors and Context. VUE (Voices in Urban Education), Fall 2013. https://consortium.uchicago.edu/publications/readiness-college-role-noncognitive-factors-and-context

q2 · i? · review · r2

The review's argument that perseverance and academic behaviors can be outcomes of college contexts rather than simply personal qualities students bring. The article offers this as an interpretive synthesis, with no effect sizes printed.

"It may be most helpful to think about college readiness as a property of the interactions between students and the college context; students’ likelihood of attaining a degree also depends on the institutional characteristics of the colleges they attend."

Discussion¶

Related Claims¶

• The review reports that equally qualified Chicago graduates' college persistence differed systematically depending on the institutional graduation rates of the colleges they attended — a narrower finding that bears on this claim
• Identical representational designs produced wide individual variation in what felt helpful versus overwhelming (representational fit) — a narrower finding that bears on this claim
• Ninth grade GPAs are the single most predictive indicator of high school graduation, college enrollment, and degree completion for all English Learner groups — related
• Combining GPA or course failure rates with attendance provides the best prediction of high school graduation for most EL groups, while GPA plus test scores best predicts college degree attainment — related
• Dual enrollment classes taken on college campuses increase students' likelihood of attending college and earning a bachelor's degree — related
• Course grades and GPA predict high school and college outcomes better than standardized test scores or coursework — related
• Dual enrollment college algebra near the cut-off was associated with a 23 percent higher likelihood of earning a college degree — related
• GPA combined with test scores was the best prediction of college degree attainment for all English Learner groups, but the test-score relationship partly reflects school composition — related