An evaluation of high school students' readiness for college-level English composition at a private college as perceived by instructors

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI--COLUMBIA AT REQUEST OF AUTHOR.] This mixed-methods case study evaluated high school students' readiness for college level English composition at a private college from the perspective of both high school and college instructors. The setting took place at a small private college and two local public high schools. Research questions inquired about the importance of state learning standards for students as well as proficiency levels of students. Findings indicated parallel expectations for the importance of state standards; however, dissimilarities in perceptions of students' proficiency levels. Also included, is an evaluation of similarities promoting and obstacles impeding alignment of expectations between the two educational sectors. Similarities promoting alignment of expectations were teaching experiences, teaching philosophies, independence in curriculum, challenging student characteristics, and teamwork. Obstacles impeding alignment of expectations included lack of collaboration, misunderstandings, different learning goals, dissimilar cultural expectations, and a disconnection between the two groups