Date of Award

1-1-2020

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational and Counseling Psychology

Program

Educational Psychology and Methodology

Content Description

1 online resource (iv, 51 pages)

Dissertation/Thesis Chair

Heidi Andrade

Committee Members

Gabriel Schlomer, Jason Bryer

Keywords

College preparation programs, College attendance, Study skills, Mathematics, Language arts, Academic achievement

Subject Categories

Educational Psychology

Abstract

The majority of high school seniors are unprepared for post-secondary coursework in mathematics and reading (National Assessment of Educational Progress, 2019). Research shows traditional methods for bolstering college readiness skills to be ineffective, unnecessary for the majority of students, and associated with negative outcomes (Jaggars & Stacey, 2014). Another approach to enhancing college readiness is to offer newly enrolled college students the opportunity to assess their level of readiness, and take steps to become better prepared on their own. The Diagnostic Assessment and Achievement of College Skills (DAACS) system was developed with this purpose in mind. The DAACS is intended for use outside the confines of coursework or graded circumstances. The results are not intended for use by instructors, but for the students themselves and their advisors to use towards improvement of academic skills. The research on post-secondary outcomes associated with participation in college readiness programs is severely limited (Kolbe et al., 2018). The intent of this study is to add to the body of research on post-secondary outcomes associated with participation in college readiness interventions. The current study will also address a gap in the research literature relating to whether students’ demographic characteristics are associated with performance in college after participation in readiness interventions.

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