ERIC Number: ED673799
Record Type: Non-Journal
Publication Date: 2024-Nov
Pages: 28
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
High School Students' Perspectives on Academic Preparedness for College. ACT Research. Issue Brief. R2427
Joyce Z. Schnieders; Becky L. Bobek; Edgar I. Sanchez
ACT Education Corp.
Academic preparedness is critical when it comes to student success in college, but research on factors such as academic performance indicators and behaviors has shown that many students are not prepared for college. While may studies highlight that college-bound students need help becoming academically prepared for college, fewer studies have investigated what high school students think about their own academic preparedness. In September 2023, a random sample of high school students who registered for the September 2023 ACT national test were surveyed. In this online survey, students were asked to share what academic preparedness means to them, what they think about their chances of success in first-year college courses, what evidence they use to evaluate their academic preparedness, and what supports helped them to become academically prepared. This brief shares what was learned from the 1,842 surveyed high school students on these topics.
Descriptors: High School Students, Student Attitudes, College Readiness, College Bound Students, Self Efficacy, Student Experience, Knowledge Level, Skills, Study Habits, Grades (Scholastic), Success, College Entrance Examinations, Courses, Difficulty Level, College Credits, Socioeconomic Status, Racial Differences, Ethnicity, Family Income, Resources
ACT Education Corp. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT Education Corp.
Identifiers - Assessments and Surveys: ACT Assessment
Grant or Contract Numbers: N/A
Author Affiliations: N/A