We examine whether dual enrolled students display greater levels of college readiness than nonparticipants. Advocates assert that dual enrollment improves students' college readiness, but despite these assertions, few researchers have evaluated this relationship. Moreover, researchers that do consider whether dual enrollment improves college…

Since SAT and ACT tests have been long-suspected and then shown to contain class and race biases while not accurately predicting retention, the Schedler Honors College at the University of Central Arkansas (UCA) shifted to a holistic, multi-criterion selection process, de-emphasizing standardized tests, and then analyzed the outcomes. This essay…

This paper describes a multistep Enhanced Formative Assessment Program (EFAP) that features a Self-Regulated Learning (SRL) component. The program, which teaches students to become more effective learners, has been applied in a wide range of academic disciplines. In this paper we report on how the EFAP-SRL model can be applied to the area of…

The purpose of this study was to identify the nonacademic reasons that preclude African American males from enrolling in college after high school completion. The examination of this study evolved as a result of an abundance of African American males choosing not to enroll in college after completing high school. A mixed-methods research design…

In this study, we investigated factors related to students' performance on the ACT. We examined how students' background characteristics, academic achievement in high school, education-related accomplishments and activities, and perceptions of self and others affect their ACT scores. Of particular interest were the direct and indirect effects of…