University Freshmen Evaluate College Readiness: Implications for Instruction that Supports Success

By Jennifer McCormick and Anne Hafner.

Published by The International Journal of Literacies

Format Price
Article: Print $US10.00
Published online: May 22, 2017 $US5.00

In this quantitative methods study, we examined how college freshmen assessed their readiness for university-level reading and writing and the variables that best predicted placement in credit-bearing college English courses. The findings showed that two educational factors had a major influence on students’ learning and readiness for college: the English courses students reported taking in their senior year of high school and the amount of essay writing they reported doing in those classes. Students who were placed in a college-level English class were significantly more likely to report that they took a college prep English course or an Expository Reading and Writing course and that they wrote more essays in high school English. The implications of the study include an evaluation of how secondary curriculum practices such as frequent essay writing and use of expository strategies can impact student success.

Keywords: Curriculum, College Readiness, Writing

The International Journal of Literacies, Volume 24, Issue 2, pp.17-31. Article: Print (Spiral Bound). Published online: May 22, 2017 (Article: Electronic (PDF File; 446.164KB)).

Dr. Jennifer McCormick

Associate Professor, Department of Curriculum and Instruction, California State University, Los Angeles, Los Angeles, California, USA

Dr. Anne Hafner

Professor, Division of Applied and Advanced Studies, California State University, Los Angeles, Los Angles, California, USA