Michael, There are two major flaws here, the first being that your

Michael, There are two major flaws here, the first being that
your survey is both a quantitative survey and a qualitative
questionnaire. You must stick with the quantitative survey as
this is a mixed-methods study, therefore, you need an entire
approach to be quantitative, which the survey is fully there.
Please re-phrase those questions and provide participants with
Likert choices. Second, you must provide a citation in all
question explanations. The Focus-Group questions need
citations AND the procedures for that approach need to be fully
explained. Please make sure you do this for both aspects prior
to submitting your paper in EDUC887. God bless, Dr. Van Dam
1
Recommendations for Solving Low Rates of College Readiness
at James Monroe
High School, West Virginia
Michael Whitener
School of Education, Liberty University
In partial fulfillment of EDUC 880
Author Note:
Michael Whitener
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Michael Whitener
Email: [email protected]

Chapter 1: Introduction
Overview
The purpose of this study was to provide
at James Monroe High School, West Virginia. The problem was
that 28% of the low-income and underserved students were
ready for college compared to an 84% overall college readiness
rate (Vogel & Heidrich, 2020). This chapter of the report
presents the Organizational Profile, an Introduction to the
Problem, the Significance of the Research, the Purpose
Statement, the Central Research Question, and the Definitions
for this research. Comment by Van Dam, Drew (Doctor of
Education): APA errors - capitalization
Organizational Profile
The education site for this study was James Monroe High
School in West Virginia. Its mission is to educate its student
population with a rigorous, multifaceted curriculum that
empowers students to express personal histories, build
meaningful connections to the outside world, and become
lifelong learners. Its vision is to motivate every student to
achieve academic and personal success through a dynamic
academic program, personalized relationships, and meaningful
connections to the outside world. The school is in Monroe
County and serves students from various backgrounds (white,
black, low-income). It has 524 students from the 9th to 12th
grade, ranking it the 76th in West Virginia and 10416th
nationally (James Monroe high school, n.d).
Introduction to the problem
The problem at the school was that 28% of the low-income and
underserved students were ready for college compared to an
84% overall college readiness rate (Vogel & Heidrich, 2020).

College readiness indicators at the school include placement
tests and GPA, among others. States can establish school -
specific standards to measure college readiness rates (Leeds &
Mokher, 2019). The total minority enrollment is 3%, and in
terms of National Rankings, it is ranked at 9379 according to
how well they prepare its students for college, graduation, and
performance. College readiness can be compared to the rate at
which students enroll at college and in each grade. Students'
enrollment rate by grade in Monroe high school decreases as
they proceed to the next grades. The slight decline was reported
to be taking rigorous courses in high school such as
mathematics as their advanced courses, which decreases from
3% to 1% and likewise to science courses.
Unequal distribution of college readiness among students
raises questions about teaching approaches and discrimination
at West Virginia schools. It appears that some students from
majority groups have advantages over their peers from low -
income families. Consequently, James Monroe High school must
find ways of balancing different students’ needs which appears
to be the major cause of the current performance gaps. Boyce et
al., (2020) analyzed the effects of educational attainment and
income of performance of students in urban schools. Their
results showed that students’ performance was affected by
ethnicity and racial groupings. Black students and those whose
parents had low academic attainment performed dismally. Based
on their findings, low performance could also be prompted by
family issues. As more diagnosis is undertaken in the school
setting, understanding children’s experiences with their families
through the quantitative survey will be crucial.
Significance of the Study
Solving low college readiness gaps at James Monroe High
School will promote public confidence in the school. College
readiness impacts students’ academic success as they proceed to
post-secondary education as shown in a longitudinal study to
determine how students’ readiness to take college classes upon
entry affects postsecondary performance and completion rates

(Jackson & Kurlaender, 2013). The researchers found that
college readiness was an important predictor of postsecondary
completion (Jackson & Kurlaender, 2013). College-ready
students are more likely to complete their college education
than those who are unprepared for college. When students from
a secondary perform well in college, the school receives a
higher public trust from parents and surrounding communities.
However, when students from a school are unable to complete
college studies, the school loses public trust. Therefore, finding
solutions to low college readiness rates at the school will make
it more effective.
Secondly, it will promote the relationship between the
neighboring communities and James Monroe High School. High
college readiness among high school students can help eliminate
income gaps between ethnicities in degree completion (Leeds &
Mokher, 2019). All students have the potential of performing
excellently at college when they are well-equipped for the
challenge. As they move to the job markets, the students from
the school will have an equal chance to get employed. Lastly,
the study will help the school administration develop school -
specific parameters to measure college readiness (Leeds &
Mokher, 2019). College readiness can be measured using many
variables, some of which favor learners while others work to
their disadvantage. The research will help the school identify
the specific challenges underperformers experience and
integrate them into college readiness evaluations to enhance
college readiness.
Purpose Statement
The purpose of this applied study was to provide
recommendations for solving the problem of low college
readiness gaps at James Monroe High School in West Virginia.
Qualitative and quantitative methods were used to collect data.
These methods included semi-structured interviews, a
quantitative survey, and observations. Participants were
students, teachers, and community members. The researcher
interviewed seven teachers from James Monroe High School

during the interview which was done using a face-to-face
approach. Most interview questions focused on school
programs, performance indicators at the school, application of
data analytics, and school-community relationships. The second
approach, a quantitative survey, involved developing objective
questions to gain insightful information from participants on a
given research topic. Fifteen participants participated in the
quantitative survey, five teachers and ten students. The
quantitative survey questions also focused on the school
environment and how students’ background affected their
performance. The quantitative survey forms were sent to
participants through emails. The observation method involved
collecting information at the school by looking at the student-
teacher interactions, student-to-student interactions, and other
aspects such as timetabling. The researcher will sit in five of
the classrooms at the school and observe the events that will
take place. Comment by Van Dam, Drew (Doctor of
Education): You have a focus group and not observations.
Central Research Question
How can the problem of low college readiness gaps at James
Monroe High School in West Virginia be solved?
Definitions
1. College readiness – Possession of skills, behaviors, and
knowledge required from high school students before
enrollment in their first year of college (Durham et al., 2015)
2. College readiness indicators- Parameters used to determine
whether high school students are ready for college. Indicators
may include high school GPA and course taking (Durham et al.,
2015)
3. Underserved communities- Populations traditionally faced
barriers to accessing employment, equal political
representation, etc. Examples include the elderly, illiterate,
low-income families, and people living with disabilities
(Durham et al., 2015)
Chapter 3: Procedures
Overview

The purpose of this study was to provide recommendations for
solving low rates of college readiness at James Monroe High
School, West Virginia. The problem was that 28% of the low -
income and underserved students were ready for college
compared to an 84% overall college readiness rate (Vogel &
Heidrich, 2020). This chapter of the research presents interview
procedures, quantitative survey procedures, and focus group
procedures.
Interview Procedures
The first approach used to collect information during this study
was semi-structured interviews. The interviews were written
first before being presented to the participants. Interviews are
helpful when gathering information that can help address
research questions or offer more insights on a particular topic.
All questions presented in the interviews were developed from
numerous literature sources on college readiness. The interview
involved seven participants, who were all teachers at James
Monroe High School in West Virginia. Convenience sampling
was used to select the participants. The seven teachers
comprised the school principal, two teachers from the
examination department, and four teachers who taught students
from 9th to 12th Grade.
The interviews were conducted face-to-face in one of the
school's unused halls for teaching and learning. The participants
were required to communicate when they felt ready for the
interview. An interview session with each participant took
between fifteen to twenty-five minutes. Each session with
participants was recorded before being transcribed, for coding,
to identify common themes related to college readiness at the
school. Through coding, the researcher read responses from the
participants and identified themes that cut across. The codes
and themes table will be used to provide evidence of how they
were identified. In responding to the question, how can low
college readiness rates among students from diverse
backgrounds at James Monroe High School be reduced, data was
collected qualitatively using ten semi-structured questions.

Interview Questions
1. What parameters/indicators are used to determine whether a
student is college-ready or not?
The question aimed at identifying whether the participants were
aware of the factors that determined college readiness among
the students at JMHS. (Leeds & Mokher, 2019) showed that
using placement tests to assign students to developmental
courses results in frequent misplacement. Comment by Van
Dam, Drew (Doctor of Education): A parenthetical citation
means that the authors are not included in the sentence.
2. How are college readiness metrics incorporated into the
curriculum at the high school level?
The question was intended to help the researcher determine
whether the JMHS curriculum was designed to help the learners
prepare for college education. (Castellano et al., 2016) studied
the effects of Programs of Study (POS) on preparing students
for college and careers. Using a structural data analysis method,
they found that enrollment in POS increased the graduation rate
among the learners and led to high retention (Castellano et al.,
2016). Comment by Van Dam, Drew (Doctor of Education):
See comment above
3. What are the possible causes of low college readiness for
students from low-income and underserved communities?
The purpose of the question was to understand learner or
school-specific dynamics contributing to poor college
preparedness for high school students JMHS. They noted that
relying on metrics like test scores can lead to poor preparedness
and misplaced (Leeds & Mokher, 2019).
4. What current problem in your school or educational setting
would you like to see solved?
The question was intended to help determine whether the
teachers at the school recognized low college readiness rates as
a problem. The information could help to delve deeper into what
the school was doing to mitigate the challenge after it was
identified (Leeds & Mokher, 2019).
5. What do you believe is the best way to solve this problem?

The question was asked to the participants to understand further
how much they knew about each intervention. Morin (2021)
mentions collaboration between teachers and parents and
allowing parents to visit JMHS as some solutions that can help
improve students' performance.
6. What role will data play in solving the problem?
Data is crucial in schools. JMHS teachers can compare their
school performance with state and federal averages. Moreover,
students' performance can be compared across the year to
identify common patterns. The question aimed to identify
whether the school used data to improve teaching and learning
(Leeds & Mokher, 2019).
7. What do you know about assessments and test scores and
their influence on college readiness?
Teachers and government officials can use school assessments
to make education reforms (Tillema et al., 2011). Also, these
items are used to determine JMHS students' ability in various
subjects and streamline instructions to address their
weaknesses.
8. When you think of performance gaps, what comes to mind
first and why?
The question was crucial in understanding the reasons for the
gaps in college readiness between JMHS students from low -
income and underserved communities and those from wealthy
families (Castellano et al., 2016) Comment by Van Dam,
Drew (Doctor of Education): Missing punctuation.
9. How do you relate with the parents of students who perform
poorly?
Using this question, the researcher would understand the
relationship between parents and teachers at James Monroe
High School (Morin, 2021).
10. What external support does the school need to solve this
problem?
The question would help the researcher understand whether the
local, state, and federal governments had also contributed to
low college readiness at the school (Leeds & Mokher, 2019).

External support would help the school provide more learning
resources for students and offer financial support for those from
vulnerable communities.
Quantitative Survey Procedures Comment by Van Dam,
Drew (Doctor of Education): This section is a combination of
quantitative survey and qualitative questionnaire. You must
stick to one approach, and seeing that you need a quantitative
method due to having two interviews, this approach must be a
quantitative survey, please rephrase Questions 4 - 10 and offer
participants a Likert option, additionally, your procedures need
to be updated/clarified because of this. Comment by Van Dam,
Drew (Doctor of Education): There is no deduction for this
because I did not mention it last time due to my comments
regarding where the questions were heading.
The second method that was used to collect data was
quantitative surveys. The survey involved fifteen participants,
ten teachers, three continuing students, and two alumni. Each
participant took the survey at their convenient time, with data
being collected through the phone. Participants were notified
seven days before the researcher conducted the first survey, and
participation was voluntary. The ten participants were selected
through purposeful sampling, and the data collected was
analyzed using descriptive statistics. Demographic and non-
demographic questions were included in the survey. The data
collected were analyzed using thematic analysis where dominant
themes were identified in the responses. Questions with choices
were analyzed using percentages. Comment by Van Dam,
Drew (Doctor of Education): Quantitative surveys do not
provide codes, they provide frequencies/averages. You'll need
to update this section.
Survey Questions
Part A: Demographic Questions
Instructions: Choose one response only for each question with
multiple choices
1. What is your annual household income?
A. Less than $25,000

B. $25,000 - $50,000
C. $50,000 - $100,000
D. $100,000 - $200,000
E. More than $200,000
F. Prefer not to say
The question would help the researcher develop a
correlation between socioeconomic factors and performance
gaps.
2. Which languages are you capable of speaking fluently?
A. English
B. Spanish
C. Other
D. Prefer not to say
The question would help the researcher determine whether
students speaking different languages were at James Monroe
High School. Additionally, it would help dig deeper into the
student/teacher language affected college readiness.
3. Where were you born?
A. the United States
B. Europe
C. Africa
D. Asia
E. Other
The question was intended to help the researcher assess the
relationship between students’ country of birth and their college
readiness.
4. How does JMHS incorporate diversity when employing staff?
The question was intended to help the researcher understand
how the school values the issue of diversity in its staff.
5. What is the ratio of black students to white at James Monroe
School?
This demographic question was linked to question 4. The
enrollment pattern should reflect the school's neighboring
community. Thus, the question was to help the researcher to
identify whether equity gaps began manifesting from enrollment

or originate from the school. Also, college readiness should
reflect students' enrollment figures. Comment by Van Dam,
Drew (Doctor of Education): You will need to explain in the
procedural section that you will have demographic questions
that must be written out.
6. What is the average age of students transitioning to college
from JMHS?
Age is an instrumental factor in the student’s success as it can
affect their motivation to learn and their interactions with other
students and teachers (Navarro et al., 2015). The question
helped the researcher determine whether college readiness is
linked to students' age or whether age and performance were
independent indicators. The researcher will use the information
obtained to recommend the correct age for learners to be taken
to
7. Are there differences between students from underserved and
low-income families and those from wealthy backgrounds?
A. Yes
B. No
C. I don't know
The purpose of the question was to help the researcher dig
deeper into JMHS’s perception of their students. By
understanding how different students are treated, the researcher
could offer recommendations for improving performance at
JMHS.
Part B: Nondemographic Questions
multiple choices
1. The school administration regularly organizes meetings with
parents.
5
4
3
2

1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
whether there was parent-teacher collaboration regularly
occurring at James Monroe High school. This would further
help determine whether collaboration was an issue at the school.
The response to the question would help the researcher
recommend proper strategies to solve the college readiness gaps
between students from low-income and underserved families
and those from wealthy backgrounds at the school. It is
expected that the college attainment rate would be high in
schools that collaborated with parents. Likewise, low
performances were expected when parents were less engaged in
learning. If most respondents strongly agreed the school
administration held meetings with parents frequently, then the
problem was not associated with parent involvement in their
children's learning process. However, if respondents disagreed
that meetings were held frequently, the disparities in
performance between various student groups could be informed
by a lack of collaboration. Thus, the researcher would dig
deeper to identify the barriers to parent involvement in the
learning process at the JMHS (Morin, 2021).
2. The school regularly uses data in designing teaching plans
and strategies.
5
4
3
2
1
Strongly Agree
Agree
Neutral

Disagree
Strongly Disagree
The question aimed at identifying the role of data analytics at
James Monroe High School. The information would also be used
for comparison with data from the interviews. Data is an
essential component in the teaching and learning process. Data
use enhances a robust evaluation of the current and past school
programs. Performance data at JMHS indicated that students
from underserved and low-income communities had the lowest
college readiness compared to those from affluent families
(Garner, 2019). If most respondents agreed with the statement,
the researcher would conclude that the performance gap did not
result from a lack of data utilization. However, if many
respondents disagreed with the statement, the researcher would
conclude that the problem in the school could partly be due to a
lack of data utilization. Therefore, the researcher would
recommend that the educators use data to address each student's
unique needs and reduce the college readiness gap. State and
national data could also be recommended for use in rating the
school's college readiness performance with other schools.
3. Students have equal access to the learning resources at the
school based solely on their race.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Learning resources are crucial for the success of any
student and thus, can affect college readiness. Learning
materials resources may include books, libraries, classrooms,
and educators. The performance disparity is very low for

students with equal access to the learning materials, while it is
very high among students with unequal access to the learning
resources. The question is intended to assist the researcher to
determine whether college readiness disparities were solely
based on race. If many respondents agreed with the statement,
then discrimination did not exist in the school, and the
achievement gaps emanated from other factors. However, if
many respondents disagreed, the researcher would conclude that
JMHS discriminated against students Comment by Van Dam,
Drew (Doctor of Education): All explanations need a citation
4. What is your overall evaluation of JMHS’s learning
environment?
The question was designed to help the researcher to understand
whether disparity gaps emerged from the school environment or
students' family backgrounds. For instance, if most students
agreed that the learning environment at the school was perfect,
it would be probable that low college readiness among students
from low-income and underserved communities resulted from
their family background or student-specific challenges.
However, if most learners said that the learning environment
was unwelcoming, the implication was that the school created
an unfavorable learning environment. The researcher would then
recommend a better course of action based on the response
(Morin, 2021) Comment by Van Dam, Drew (Doctor of
Education): Missing punctuation at the end of a sentence
Comment by Van Dam, Drew (Doctor of Education): This
is also a different approach. Quantitative surveys are what you
presented in Q 1- 3 where respondents chose one option from a
forced list. Here you are asking them to write out answers. It's a
different approach. Update this to include a question that can be
answered in terms of strongly agree - strongly disagree.
5. What roles do instructors have in helping the students set
their goals?
Teachers are instrumental in the students' goal-setting process.
The main aim of setting goals is to focus on what to achieve.
The question would help the researcher assess whether

educators were involved in their students’ goal-setting process
as they can offer critical help. If educators help learners set
their goals, most of them will likely discover what they need to
do to succeed (Elias, 2019). The responses to the question
helped the researcher in comprehending whether low college
readiness among low-income and underserved communities is
also contributed by poor goal-setting skills.
6. Mention things you feel can contribute most to higher college
readiness rates at JMHS.
The question was intended to help the researcher identify what
participants considered vital activities that supported their
academic performance. Some activities done within the school
can positively impact performance, while others can lower
performance. The responses would help the researcher make a
comparison between what participants think as important
variables and what JMHS has identified as key performance
indicators (Mokher & Leeds, 2019).
7. What is the best teaching/learning strategy you think can
solve the low college readiness gaps at JMHS and why?
The question was intended to help the researcher to navigate
through various teaching/learning techniques at JMHS. It
required the participants to think about various teaching
strategies during the learning process. They could range from
student-centered, teacher-centered, collaborative, providing
feedback, and inquiry-guided instruction. Some students may
have probably benefited from one teaching approach more than
the other. Moreover, some teaching approaches may have
excluded some students leading to poor performance. The
researcher would use the responses from the participants to
identify the best teaching strategy that the JMHS administration
can implement to deal with low college readiness gaps.
8. What is your perception of co-curricular activities on your
overall performance as a student? Why?
When at school students participate in co-curricular and
curriculum activities. These activities can contribute to better
classroom performance or not. The researcher used the question

to investigate whether students at JMHS participated in extra-
curricular activities and how it affected their performances.
9. What observable difference do you see between students from
underserved communities and those from affluent families?
The response to the question was intended to help the
researchers assess whether low college readiness rates were
associated with how the students were treated at the school.
10. What interventions does the school pursue to address any
possibility of discrimination or inequality
Discrimination may manifest in school unintentionally and thus,
there should be some specific policies to address these
possibilities. The question was intended to help the researcher
understand how JMHS sealed any possibility of discrimination.
Focus Group Procedures
The researcher's third method of collecting data from the
school was using focus groups. The participants in the focus
group were selected randomly. The researcher prepared a focus
group related to college readiness at JMHS. Eight people were
selected to participate in the focus group session which was
conducted at the school’s dining hall after classes. Among the
eight participants, three were currently teaching at JMHS while
one was a former teacher at the same school. Two participants
were alumnus at JMHS while two others were neighboring
community members who also happened to be parents at JMHS.
The researcher analyzed data collected using a thematic data
analysis method. Common themes were identified from the
focus group questions. Comment by Van Dam, Drew (Doctor
of Education): One space after punctuation. Comment by Van
Dam, Drew (Doctor of Education): 1) Cite the thematic data
analysis method.
2) Themes are achieved through a process, you need to explain
that process
3) You need to provide evidence for how you arrived at your
themes in a visual chart.
Focus Group Questions
1. What causes low college readiness gaps at JMHS?

This intended to help the researcher collect different views on
college readiness gaps at James Monroe. Different responses to
this question would assist the researcher in narrowing down to
causes of performance gaps at the school. Comment by Van
Dam, Drew (Doctor of Education): All questions must include
an explanation. Comment by Van Dam, Drew (Doctor of
Education): Update throughout.
2. What is the student-teacher ratio at JMHS?
Teacher student ratio is a key determinant of performance. The
question helped the research to determine whether JMHS had
enough teachers. The problem with low college readiness rates
could be informed by a lack of enough teachers.
3. Who influences how students perform at the JMHS?
The question aimed at helping the researcher to know where to
focus when recommending solutions to improve college
readiness. Parents, students, or the neighboring community
could have a massive impact on how the students at the school
perform.
4. What is the relationship between students and teachers at
JMHS?
whether the interaction between students and instructors was
strained. The responses to the question would contribute toward
developing the right recommendations.
Teachers and government can use assessments in schools to
make education reforms (Tillema et al., 2011). The question was
intended to help the researcher evaluate whether GPA was being
used by educators to prepare the students for colleges
6. How does racial composition at JMHS affect how students
are treated?
The question was intended to help the researcher understand the
relationship between racial composition and college readiness.
Responses to the question would help assess whether the larges t
student racial group at JMHS received special treatment

compared to the minority race.
7. How do you use data in improving teaching/learning
experiences and performance?
Data is important in every sector including education. The
question was included to help the researchers assess how JMHS
used data. The same question was also included in the interview
and the responses will be compared.
8. What type of data is considered critical at JMHS?
The question was related to question seven. While it is
important to use data, the type of information uses is also
relevant. The responses to the question assisted the researcher
to determine whether the school needed to change the type of
data that was being used.
9. What is the average number of students per grade?
Student population per classroom is important when it comes to
teaching effectiveness. The number of students in each
classroom can affect how they perform. The responses to the
question assisted the researcher in assessing whether class size
was to be changed.
10. How can parents be involved in the learning process?
Parents are core to the success of students. The question was
intended to get parents’ and teachers’ perspectives on how
JMHS parents should be involved in the learning process of
their children.
Summary
The purpose of this study was to provide Recommendations for
Solving Low Rates of College Readiness at James Monroe High
compared to an 84% overall college readiness rate. This report
chapter presented interview procedures, quantitative survey
procedures, and focus group procedures.
References

Boyce, S., Bazargan, M., Caldwell, C. H., Zimmerman, M. A.,
& Assari, S. (2020). Parental educational attainment and social
environment of urban public schools in the U.S.: Blacks’
diminished returns. Children, 7(5), 44.
https://doi.org/10.3390/children7050044
Castellano, M. E., Richardson, G. B., Sundell, K., & Stone, J.
R. (2016). Preparing students for college and career in the
United States: The effects of career-themed programs of study
on High School Performance. Vocations and Learning, 10(1),
47–70. https://doi.org/10.1007/s12186-016-9162-7
Durham, R. E., Bell-Ellwanger, J., Connolly, F., Robinson, K.
H., Olson, L. S., & Rone, T. (2015). University–District
Partnership Research to understand college readiness among
Baltimore City Students. Journal of Education for Students
Placed at Risk (JESPAR),
20(1-2), 120–140.
https://doi.org/10.1080/10824669.2014.987278
Elias, M. J. (2019, November 14). A framework for student
goal-setting. Edutopia. Retrieved July 22, 2022, from
https://www.edutopia.org/article/framework-student-goal-
setting
Garner, I. (2019, January 18). Data in education: Learning A. Z.
Retrieved July 22, 2022, from https://www.learninga-
z.com/site/breakroom/data-in-
education#:~:text=Data%20usage%20enables%20more%20effec
tive,of%20the%20state%20and%20district
Jackson, J., & Kurlaender, M. (2013). College readiness and
college completion at Broad Access Four-year institutions.
American Behavioral Scientist, 58(8), 947–971.
https://doi.org/10.1177/0002764213515229
Leeds, D. M., & Mokher, C. G. (2019). Improving indicators of
college readiness: Methods for optimally placing students into
multiple levels of postsecondary coursework. Educational
Evaluation and Policy Analysis, 42(1), 87–109.
Morin, A. (2021, May 15). How do students benefit when

parents and teachers work together. Verywell Family. Retrieved
July 16, 2022, 2022, from
https://www.verywellfamily.com/parents-and-teachers-working-
together-620922
Tillema, H. H., Smith, K., & Leshem, S. (2011). Dual roles –
conflicting purposes: A comparative study on perceptions on
assessment in mentoring relations during practicum. European
Journal of Teacher Education, 34(2), 139–159.
Vogel, D., & Heidrich, L. (2020). Make Connections–ask
questions. Sprachsensible Schulen im Internationals Network
for Public Schools in New York. Bremen: Universität,
Fachbereich 12. Arbeitsbereich Interkulturelle Bildung
1
at James Monroe
Michael Whitener
Author Note:
Michael Whitener
Michael Whitener

Overview
procedures, quantitative survey procedures, and focus group
procedures.

Interview Questions
courses results in frequent misplacement.
2016).

weaknesses.
first and why?
families (Castellano et al., 2016)
poorly?

problem?
Quantitative Survey Procedures
quantitative surveys. The survey involved fifteen participants,
ten teachers, three continuing students, and two alumni. Each
analyzed using descriptive statistics. Demographic and non-
demographic questions were included in the survey. The data
collected were analyzed using thematic analysis where dominant
themes were identified in the responses. Questions with choices
were analyzed using percentages.
Survey Questions
Part A: Demographic Questions
multiple choices
1. What is your annual household income?
A. Less than $25,000
B. $25,000 - $50,000
C. $50,000 - $100,000
D. $100,000 - $200,000
E. More than $200,000
The question would help the researcher develop a
correlation between socioeconomic factors and performance

gaps.
A. English
B. Spanish
C. Other
3. Where were you born?
A. the United States
B. Europe
C. Africa
D. Asia
E. Other
The question was intended to help the researcher assess the
relationship between students’ country of birth and their college
readiness.
4. How does JMHS incorporate diversity when employing staff?
how the school values the issue of diversity in its staff.
5. What is the ratio of black students to white at James Monroe
School?
This demographic question was linked to question 4. The
enrollment pattern should reflect the school's neighboring
community. Thus, the question was to help the researcher to
identify whether equity gaps began manifesting from enrollment
or originate from the school. Also, college readiness should
reflect students' enrollment figures.
6. What is the average age of students transitioning to college
from JMHS?
Age is an instrumental factor in the student’s success as it can
affect their motivation to learn and their interactions with other
students and teachers (Navarro et al., 2015). The question

helped the researcher determine whether college readiness is
linked to students' age or whether age and performance were
independent indicators. The researcher will use the information
obtained to recommend the correct age for learners to be taken
to
A. Yes
B. No
C. I don't know
The purpose of the question was to help the researcher dig
deeper into JMHS’s perception of their students. By
understanding how different students are treated, the resear cher
could offer recommendations for improving performance at
JMHS.
Part B: Nondemographic Questions
multiple choices
parents.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
whether there was parent-teacher collaboration regularly
occurring at James Monroe High school. This would further
help determine whether collaboration was an issue at the school.
The response to the question would help the researcher

recommend proper strategies to solve the college readiness gaps
between students from low-income and underserved families
and those from wealthy backgrounds at the school. It is
expected that the college attainment rate would be high in
schools that collaborated with parents. Likewise, low
performances were expected when parents were less engaged in
learning. If most respondents strongly agreed the school
administration held meetings with parents frequently, then the
problem was not associated with parent involvement in their
children's learning process. However, if respondents disagreed
that meetings were held frequently, the disparities in
performance between various student groups could be informed
by a lack of collaboration. Thus, the researcher would dig
deeper to identify the barriers to parent involvement in the
learning process at the JMHS (Morin, 2021).
and strategies.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
for comparison with data from the interviews. Data is an
essential component in the teaching and learning process. Data
use enhances a robust evaluation of the current and past school
programs. Performance data at JMHS indicated that students
from underserved and low-income communities had the lowest
college readiness compared to those from affluent families
(Garner, 2019). If most respondents agreed with the statement,

the researcher would conclude that the performance gap did not
result from a lack of data utilization. However, if many
respondents disagreed with the statement, the researcher would
conclude that the problem in the school could partly be due to a
lack of data utilization. Therefore, the researcher would
recommend that the educators use data to address each student's
unique needs and reduce the college readiness gap. State and
national data could also be recommended for use in rating the
school's college readiness performance with other schools.
school based solely on their race.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Learning resources are crucial for the success of any
student and thus, can affect college readiness. Learning
materials resources may include books, libraries, classrooms,
and educators. The performance disparity is very low for
students with equal access to the learning materials, while it is
very high among students with unequal access to the learning
resources. The question is intended to assist the researcher to
determine whether college readiness disparities were solely
based on race. If many respondents agreed with the statement,
then discrimination did not exist in the school, and the
achievement gaps emanated from other factors. However, if
many respondents disagreed, the researcher would conclude that
JMHS discriminated against students
4. What is your overall evaluation of JMHS’s learning
environment?

The question was designed to help the researcher to understand
whether disparity gaps emerged from the school environment or
students' family backgrounds. For instance, if most students
agreed that the learning environment at the school was perfect,
it would be probable that low college readiness among students
from low-income and underserved communities resulted from
their family background or student-specific challenges.
However, if most learners said that the learning environment
was unwelcoming, the implication was that the school created
an unfavorable learning environment. The researcher would then
recommend a better course of action based on the response
(Morin, 2021)
5. What roles do instructors have in helping the students set
their goals?
Teachers are instrumental in the students' goal-setting process.
The main aim of setting goals is to focus on what to achieve.
The question would help the researcher assess whether
educators were involved in their students’ goal-setting process
as they can offer critical help. If educators help learners set
their goals, most of them will likely discover what they need to
do to succeed (Elias, 2019). The responses to the question
helped the researcher in comprehending whether low college
readiness among low-income and underserved communities is
also contributed by poor goal-setting skills.
6. Mention things you feel can contribute most to higher college
readiness rates at JMHS.
The question was intended to help the researcher identify what
participants considered vital activities that supported their
academic performance. Some activities done within the school
can positively impact performance, while others can lower
performance. The responses would help the researcher make a
comparison between what participants think as important
variables and what JMHS has identified as key performance
indicators (Mokher & Leeds, 2019).
7. What is the best teaching/learning strategy you think can
solve the low college readiness gaps at JMHS and why?

The question was intended to help the researcher to navigate
through various teaching/learning techniques at JMHS. It
required the participants to think about various teaching
strategies during the learning process. They could range from
student-centered, teacher-centered, collaborative, providing
feedback, and inquiry-guided instruction. Some students may
have probably benefited from one teaching approach more than
the other. Moreover, some teaching approaches may have
excluded some students leading to poor performance. The
researcher would use the responses from the participants to
identify the best teaching strategy that the JMHS administrati on
can implement to deal with low college readiness gaps.
8. What is your perception of co-curricular activities on your
overall performance as a student? Why?
When at school students participate in co-curricular and
curriculum activities. These activities can contribute to better
classroom performance or not. The researcher used the question
to investigate whether students at JMHS participated in extra-
curricular activities and how it affected their performances.
9. What observable difference do you see between students from
underserved communities and those from affluent families?
The response to the question was intended to help the
researchers assess whether low college readiness rates were
associated with how the students were treated at the school.
10. What interventions does the school pursue to address any
possibility of discrimination or inequality
Discrimination may manifest in school unintentionally and thus,
there should be some specific policies to address these
possibilities. The question was intended to help the researcher
understand how JMHS sealed any possibility of discrimination.
Focus Group Procedures
school was using focus groups. The participants in the focus
group were selected randomly. The researcher prepared a focus
group related to college readiness at JMHS. Eight people were
selected to participate in the focus group session which was

conducted at the school’s dining hall after classes. Among the
eight participants, three were currently teaching at JMHS while
one was a former teacher at the same school. Two participants
were alumnus at JMHS while two others were neighboring
community members who also happened to be parents at JMHS.
The researcher analyzed data collected using a thematic data
analysis method. Common themes were identified from the
focus group questions.
Focus Group Questions
1. What causes low college readiness gaps at JMHS?
This intended to help the researcher collect different views on
college readiness gaps at James Monroe. Different responses to
this question would assist the researcher in narrowing down to
causes of performance gaps at the school.
2. What is the student-teacher ratio at JMHS?
Teacher student ratio is a key determinant of performance. The
question helped the research to determine whether JMHS had
enough teachers. The problem with low college readiness rates
could be informed by a lack of enough teachers.
3. Who influences how students perform at the JMHS?
The question aimed at helping the researcher to know where to
focus when recommending solutions to improve college
readiness. Parents, students, or the neighboring community
could have a massive impact on how the students at the school
perform.
4. What is the relationship between students and teachers at
JMHS?
whether the interaction between students and instructors was
strained. The responses to the question would contribute toward
developing the right recommendations.
Teachers and government can use assessments in schools to
make education reforms (Tillema et al., 2011). The question was
intended to help the researcher evaluate whether GPA was being

used by educators to prepare the students for colleges
6. How does racial composition at JMHS affect how students
are treated?
The question was intended to help the researcher understand the
relationship between racial composition and college readiness.
Responses to the question would help assess whether the largest
student racial group at JMHS received special treatment
compared to the minority race.
7. How do you use data in improving teaching/learning
experiences and performance?
Data is important in every sector including education. The
question was included to help the researchers assess how JMHS
used data. The same question was also included in the interview
and the responses will be compared.
8. What type of data is considered critical at JMHS?
The question was related to question seven. While it is
important to use data, the type of information uses is also
relevant. The responses to the question assisted the researcher
to determine whether the school needed to change the type of
data that was being used.
9. What is the average number of students per grade?
Student population per classroom is important when it comes to
teaching effectiveness. The number of students in each
classroom can affect how they perform. The responses to the
question assisted the researcher in assessing whether class size
was to be changed.
10. How can parents be involved in the learning process?
Parents are core to the success of students. The question was
intended to get parents’ and teachers’ perspectives on how
JMHS parents should be involved in the learning process of
their children.
Summary
School, West Virginia. The problem was that 28% of the low-

procedures, and focus group procedures.
References
Elias, M. J. (2019, November 14). A framework for student
goal-setting. Edutopia. Retrieved July 22, 2022, from
https://www.edutopia.org/article/framework-student-goal-
setting
Garner, I. (2019, January 18). Data in education: Learning A. Z.
Retrieved July 22, 2022, from https://www.learninga-
z.com/site/breakroom/data-in-
education#:~:text=Data%20usage%20enables%20more%20effec
tive,of%20the%20state%20and%20district
parents and teachers work together. Verywell Family. Retrieved
July 16, 2022, 2022, from
together-620922

1
at James Monroe
Michael Whitener
Author Note:
Michael Whitener
Michael Whitener
Overview

procedures, quantitative survey procedures, and observati on
procedures.
Interview Questions

courses results in frequent misplacement.
2016).

weaknesses.
first and why?
families (Castellano et al., 2016)
poorly?
problem?
Quantitative Survey Procedures
quantitative surveys. The survey involved ten participants, five
teachers, three continuing students, and two alumni. Each

analyzed using descriptive statistics. Five questions were
included in the survey form.
Survey Questions
Instructions: Choose one response only for each question
parents.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
whether there was parent-teacher collaboration at James Monroe
High school. This would further help determine whether
collaboration was an issue at the school.
and strategies.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

for comparison with data from the interviews.
school.
5
4
3
2
1
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Learning resources determine students' success. This
survey question would help the researcher determine whether
there were forms of discrimination at James Monroe School.
A. English
B. Spanish
C. Other
A. Yes
B. No
C. I don't know
The researcher would further understand if the school treats
students discriminatively using the question.
Observation

school was observation. The observation was random. The
researcher observed how students worked in groups, teaching
methods, punishments, and how the teachers and students
related. Moreover, the researcher observed the school
curriculum and other school activities organized at the school.
The number of parent visits to the school was also noted during
the data collection.
Summary
procedures, and observation procedures.
References
parents and teachers work together. Very well Family. Retrieved
July 16, 2022, 2022, from
together-620922

1
at James Monroe
Michael Whitener
Author Note:
Michael Whitener
Michael Whitener

Overview
The purpose of this study was to provide
at James Monroe High School, West Virginia. The problem was
that 28% of the low-income and underserved students were
ready for college compared to an 84% overall college readiness
rate (Vogel & Heidrich, 2020). This chapter of the report
presents the Organizational Profile, an Introduction to the
Problem, the Significance of the Research, the Purpose
Statement, the Central Research Question, and the Definitions
for this research.
lifelong learners. Its vision is to motivate every student to
achieve academic and personal success through a dynamic
academic program, personalized relationships, and meaningful
connections to the outside world. The school is in Monroe
County and serves students from various backgrounds (white,
black, low-income). It has 524 students from the 9th to 12th
grade, ranking it the 76th in West Virginia and 10416th
nationally (James Monroe high school, n.d).
underserved students were ready for college compared to an
84% overall college readiness rate (Vogel & Heidrich, 2020).
College readiness indicators at the school include placement
tests and GPA, among others. States can establish school-
specific standards to measure college readiness rates (Leeds &
Mokher, 2019). The total minority enrollment is 3%, and in
terms of National Rankings, it is ranked at 9379 according to

how well they prepare its students for college, graduation, and
performance. College readiness can be compared to the rate at
which students enroll at college and in each grade. Students'
enrollment rate by grade in Monroe high school decreases as
they proceed to the next grades. The slight decline was reported
to be taking rigorous courses in high school such as
mathematics as their advanced courses, which decreases from
3% to 1% and likewise to science courses.
Unequal distribution of college readiness among students
raises questions about teaching approaches and discrimination
at West Virginia schools. It appears that some students from
majority groups have advantages over their peers from low -
income families. Consequently, James Monroe High school must
find ways of balancing different students’ needs which appears
to be the major cause of the current performance gaps. Boyce et
al., (2020) analyzed the effects of educational attainment and
income of performance of students in urban schools. Their
results showed that students’ performance was affected by
ethnicity and racial groupings. Black students and those whose
parents had low academic attainment performed dismally. Based
on their findings, low performance could also be prompted by
family issues. As more diagnosis is undertaken in the school
setting, understanding children’s experiences with their families
through quantitative survey will be crucial.
School will promote public confidence in the school. College
readiness impacts students’ academic success as they proceed to
post-secondary education as shown in a longitudinal study to
determine how students’ readiness to take college classes upon
entry affects postsecondary performance and completion rates
(Jackson & Kurlaender, 2013). The researchers found that
college readiness was an important predictor of postsecondary
completion (Jackson & Kurlaender, 2013). College-ready
students are more likely to complete their college education
than those who are unprepared for college. When students from

a secondary perform well in college, the school receives a
higher public trust from parents and surrounding communities.
However, when students from a school are unable to complete
college studies, the school loses public trust. Therefore, finding
solutions to low college readiness rates at the school will make
it more effective.
Secondly, it will promote the relationship between the
neighboring communities and James Monroe High School. High
college readiness among high school students can help eliminate
income gaps between ethnicities in degree completion (Leeds &
Mokher, 2019). All students have the potential of performing
excellently at college when they are well-equipped for the
challenge. As they move to the job markets, the students from
the school will have an equal chance to get employed. Lastly,
the study will help the school administration develop school -
specific parameters to measure college readiness (Leeds &
Mokher, 2019). College readiness can be measured using many
variables, some of which favor learners while others work to
their disadvantage. The research will help the school identify
the specific challenges underperformers experience and
integrate them into college readiness evaluations to enhance
college readiness.
Purpose Statement
recommendations for solving the problem of low college
readiness gaps at James Monroe High School in West Virginia.
Qualitative and quantitative methods were used to collect data.
These methods included semi-structured interviews, a
quantitative survey, and observations. Participants were
students, teachers, and community members. The researcher
interviewed seven teachers from James Monroe High School
during the interview which was done using a face-to-face
approach. Most interview questions focused on school
programs, performance indicators at the school, application of
data analytics, and school-community relationships. The second
approach, a quantitative survey, involved developing objective

questions to gain insightful information from participants on a
given research topic. Fifteen participants participated in the
quantitative survey, five teachers and ten students. The
quantitative survey questions also focused on the school
environment and how students’ background affected their
performance. The quantitative survey forms were sent to
participants through emails. The observation method involved
collecting information at the school by looking at the student-
teacher interactions, student-to-student interactions, and other
aspects such as timetabling. The researcher will sit in five of
the classrooms at the school and observe the events that will
take place.
How can the problem of low college readiness gaps at James
Monroe High School in West Virginia be solved?
Definitions
2015)
References
Boyce, S., Bazargan, M., Caldwell, C. H., Zimmerman, M. A.,
& Assari, S. (2020). Parental educational attainment and social
environment of urban public schools in the U.S.: Blacks’
diminished returns. Children, 7(5), 44.
https://doi.org/10.3390/children7050044

Placed at Risk (JESPAR), 20(1-2), 120–140.
Jackson, J., & Kurlaender, M. (2013). College readiness and
college completion at Broad Access Four-year institutions.
American Behavioral Scientist, 58(8), 947–971.
EDU 880
at James Monroe
Michael Whitener
Author Note:
Michael Whitener

Michael Whitener
Overview
The purpose of this study was to provide recommendations
for solving low rates of college readiness at James Monroe High
Heidrich, 2020). This chapter of the report presents the
Organizational Profile, an Introduction to the Problem, the
Significance of the Research, the Purpose Statement, the
Central Research Question, and the Definitions for this
research.
to express personal histories, build meaningful connections to
the outside world, and
lifelong learners (Leeds & Mokher, 2019). Its vision is to
motivate every student to achieve academic and personal
success through a dynamic academic program, personalized
relationships, and meaningful connections to the outside world.

The school is located in Monroe County and serves students
from various backgrounds (white, black, low-income). It has
524 students from the 9th to 12th grade, ranking it the 76th in
West Virginia and 10416th nationally (High-Schools.com, n.d).
James Monroe is a public school, and the administration has
focused on increasing the teacher-to-student ratio to improve
college readiness.
underserved students were ready for college at James Monroe
High School compared to an 84% overall college readiness rate
(Vogel & Heidrich, 2020). College readiness indicators at the
school include placement tests and GPA, among others. States
can establish school specific-standards to measure college
readiness rates (Leeds & Mokher, 2019). The long-term effect is
that the inequality gaps between minority and majority groups
will be maintained because educational attainment affects
employment, income, and health outcomes.
School will promote public confidence in the school. Secondly,
it will promote the relationship between the neighboring
communities and James Monroe High School. Lastly, the study
will help the school administration develop school-specific
parameters to measure college readiness (Leeds & Mokher,
2019).
Purpose Statement
recommendations for solving low college readiness gaps at
James Monroe High School in West Virginia. Qualitative and
quantitative methods were used to collect data. These methods
included semi-structured interviews and observation.

Participants were students, teachers, and community members.
How can low college readiness rates among students from
diverse backgrounds at James Monroe High School be reduced?
Definitions
2015)
References
Placed at Risk (JESPAR), 20(1-2), 120–140.
James Monroe high school. High Schools. (n.d.). Retrieved July
8, 2022, from https://high-
schools.com/directory/wv/cities/lindside/james-monroe-high-
school/540096000768/

Criteria Ratings Points
Section
Content
69 to >62.0 pts
Advanced
Includes all items and
sub-sections required by
the instructions. Effectively
addresses all required
content areas within each
section. Effectively
addresses all instructor
comments on previous
drafts within each section.
Is a minimum of 14 full
pages.
62 to >57.0 pts

Proficient
Includes most items and
the instructions.
Adequately addresses
most required content
areas within each section.
Effectively addresses most
instructor comments on
previous drafts within each
section. Is between 13 to
14 pages.
57 to >0.0 pts
Developing
Includes some items and
the instructions.
Inadequately addresses
required content areas
within each section. Fails to
effectively address most
instructor comments on
previous drafts within each
section. Is less than 13
pages.
0 pts
Not
Present

69 pts
Information
Literacy
51 to >46.0 pts
Advanced
Exceptional understanding
of existing body of
knowledge on the topic. All
the following qualities are
present: supports claims
with evidence; critically
evaluates claims of others;
seriously considers or
engages with other
interpretations. Required
sections contain at least
20 sources/citations to
support claims.
46 to >42.0 pts
Proficient
Adequate understanding of
existing body of knowledge
on the topic. Most of the
following qualities are
present: supports claims
with evidence; critically
engages with other

sections contain at least 18
sources/citations to
support claims.
42 to >0.0 pts
Developing
Inadequate understanding
of existing body of
knowledge on the topic.
Few of the following
qualities are present:
supports claims with
evidence; critically
engages with other
sections contain fewer than
18 sources/citations to
support claims.
0 pts
Not
Present
51 pts
Grammar,
Spelling, &
Current
APA
Formatting

30 to >27.0 pts
Advanced
Spelling and grammar are
correct. Sentences are
complete, clear, and
concise. Paragraphs
contain appropriately
varied sentence
structures. Where
applicable, references are
cited in current APA
format. Reference page
contains at least 20 total
sources.
27 to >24.0 pts
Proficient
There are some spelling
and grammar errors.
Sentences are presented
well. Paragraphs contain
some varied sentence
structures. Where
mostly cited in current APA
format. Reference page
contains at least 18 total
sources.
24 to >0.0 pts

Developing
Spelling and grammar
errors distract the reader.
Sentences are incomplete
or unclear. Paragraphs are
poorly formed. Where
minimally or not cited in
current APA format.
Reference page contains
fewer than 18 total
sources.
0 pts
Not
Present
30 pts
Total Points: 150
Prospectus: Part 5 - Final Submission Grading Rubric |
EDUC880_D11_202230
EDUC 880
Prospectus: Part 5 - Final Submission Assignment Instructions
Overview
This assignment is linked to the development of your capstone
project.
Instructions
The candidate will submit a fully developed prospectus aligned
with the course textbook and the Capstone Handbook, especially

the Applied Research Report Examplewithin the textbook). The
final prospectus must be at least 14 pages (including only the
Introduction and Procedures sections) and address all instructor
feedback on the previous section submissions. The candidate
will revise and improve upon every section of his/her
prospectus. The final submission must include at least 4
additional unique sources/citations, which are also properly
listed on a reference page at the end of the submission (total of
20 sources minimum), using proper APA format.

Michael, There are two major flaws here, the first being that your

More Related Content

Similar to Michael, There are two major flaws here, the first being that your (20)

More from DioneWang844 (20)

Recently uploaded (20)

Michael, There are two major flaws here, the first being that your