College readiness to be engaged
نویسندگان
چکیده
Traditional indicators of college readiness mainly focus on subject-specific high school academic preparation. However, these indicators do not reflect the students’ readiness to be meaningful engaged. The purpose of this study is to broaden the dialog of college readiness to include college readiness for engagement. Results show that with each increasing level of high school academic engagement there is a corresponding increase in the percentage that are engaged at or above the mean level for each of the NSSE engagement scales. This study provides evidence that use of prior high school engagement as a predictor of future academic engagement has merit. There may be good reason to start considering high school academic engagement as an indicator of readiness.
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