| Summary |
The purpose of this study was to examine students enrolled at community colleges and universities in North Carolina about their perceptions of their college preparation experiences. The study specifically examined student perceptions as to the role that high school teachers, high school counselors, parents, and college admissions and recruiting staff played in their college preparation experience. Gender, race, high school course of study, level of first English course, and level of first mathematics course served as independent variables. Results indicate that students enrolled in the College/University Prep course of study while in high school perceived their high school teachers had significant influence on their preparation for college compared to students enrolled in the College Tech Prep, Career Prep, or Occupational Prep course of study. Although not statistically significant, students enrolled in a curriculum level mathematics course as the first level college mathematics course felt their high school teachers had a greater influence on their college preparation when compared to their peers enrolled in developmental/remedial mathematics. The same trend was found when examining the influence of high school counselors. Students enrolled in a curriculum level mathematics course as the first level of mathematics course felt their high school counselors had a greater influence on their college preparation when compared to their peers enrolled in developmental/remedial mathematics. Finally, students enrolled in curriculum level English as their first level of English course also felt their high school counselors had a greater influence on their college preparation when compared to their peers enrolled in developmental/remedial English. Students believe parents and college admissions and recruiting staff played a minimal role in their college preparation. Generalizations from this study can be used by administrators in higher education to analyze the situation of college preparation, identify areas of needed change, and adopt new strategies to increase college readiness. The findings can assist educational leaders, legislators, and policymakers in increasing the communication between secondary and postsecondary institutions regarding expectations of high school graduates, in writing educational policies, and in assisting students in the transition from high school to college. |
