LEADER 04497nam 2200577Ii 4500001 ocn951119766 003 OCoLC 005 20160805093009.0 006 m o d 007 cr unu|||||||| 008 160603s2016 ncua obm 000 0 eng d 035 (Sirsi) o951119766 035 (OCoLC)951119766 040 ERE |beng |erda |cERE |dERE |dUtOrBLW 043 n-us-nc 049 EREE 090 LB2846 100 1 Weber, Steven Mark, |eauthor. |?UNAUTHORIZED 245 10 Examining the reliability of middle school progress indicators and their potential for supporting the goal of college and career readiness / |cby Steven Mark Weber. 264 1 [Greenville, N.C.] : |b[East Carolina University], |c2016. 300 281 pages : |billustrations (some color) 336 text |btxt |2rdacontent 337 computer |bc |2rdamedia 338 online resource |bcr |2rdacarrier 347 text file |bPDF |c2.75 MB |2rda 538 System requirements: Adobe Reader. 538 Mode of access: World Wide Web. 502 |bEd.D. |cEast Carolina University |d2016. 500 Presented to the faculty of the Department of Educational Leadership 500 Advisor: Harold Holloman, Jr. 500 Title from PDF t.p. (viewed June 14, 2016). 520 3 College and career readiness is the new goal for American students. College and career readiness is a process that begins prior to high school. As school districts implement programs and strategies for supporting college and career readiness, it will be important to analyze which students are off-track. In order to determine readiness, educators will need a set of indicators to monitor. This research study examined the reliability of middle school progress indicators and their potential impact on supporting high school readiness, along with college and career readiness. For the purpose of this study, the following definition of College and Career Readiness was used. In North Carolina, students are considered career and college ready when they have the knowledge and academic preparation needed to enroll and succeed, without the need for remediation, in introductory college credit-bearing courses in English Language Arts and Mathematics within an associate or baccalaureate degree program. These same attributes and levels of achievement are needed for entry into and success in postsecondary workforce education, the military or directly into a job that offers gainful employment and career advancement (North Carolina State Board of Education, 2015). Research in the area of college and career readiness is limited, because the goal of the traditional American high school was to sort and select some students for college and the rest for careers or the workforce. This study provides middle school principals with insight regarding the use of progress indicators that could support decision-making and identification of students who are off-track for high school readiness. Policymakers can utilize current findings to refine or develop new policies regarding college and career readiness and the use of indicators at the middle school level. Parents and students could also benefit from the information presented in this research, if there are middle school progress indicators that could illuminate whether or not each student is on-track for success in high school. This study analyzed multiple indicators that could assist educators as they support each student in becoming high school ready. 504 Includes bibliographical references. 650 0 Educational indicators |zNorth Carolina. |=^A301088 650 0 Middle school students. |=^A560695 650 0 Vocational guidance. |=^A3096 650 0 Educational mobility. |=^A1304852 650 0 Middle school principals. |=^A475902 653 college 653 career 653 readiness 653 high school 700 1 Holloman, Harold, |cJr., |edegree supervisor. |?UNAUTHORIZED 710 2 East Carolina University. |bDepartment of Educational Leadership. |?UNAUTHORIZED 856 40 |zAccess via ScholarShip |uhttp://hdl.handle.net/10342/5381 949 |owjh 994 C0 |bERE 596 1 4 998 4407917