Exploring the Predictability Power of Arizona's College and Career Readiness Indicators on College Enrollment Rates: A Multiple Regression Analysis
AuthorBurns McOmber, Eve Marie
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractArizona’s most recent implementation of the A-F policy provides a unique opportunity to explore the relationship of various college and career readiness indicators (CCRI) on the impact of college enrollment rates. These CCRI incorporate various components of a school’s college-going culture that often fall to school counselors to design and implement within the school. Unfortunately, scholars find that school counselors do not have the time (McClafferty, McDonough, & Nunez 2002; McDonough, 1997; McKillip, Rawls, & Barry, 2012), in part because they are overburdened with excessive student caseloads (McClafferty, McDonough, & Nunez 2002; McDonough, 1997; McKillip, Rawls, Barry, 2012), and excessive administrative responsibilities to adequately support the college navigation process (Corwin & Tierney, 2007; McKillip, Rawls, Barry, 2012). Moreover, scholars have found that counselors often lack the prerequisite training (Corwin & Tierney, 2007) and policy support (Dahir, 2004). Furthermore, the extant literature is almost devoid of school counseling outcome research (Dahir, 2004; Whiston & Sexton, 1998). Research that reveals the support structures, advising needs or how to best use limited counselor time in order to support students is essential for successful evidence-based practices. The objective of this study is to examine the predictive power of various components of Arizona’s A-F CCRI on Title 1 high school’s college enrollment rates in southern Arizona. The secondary goal of this study is to analyze the available data to determine if specific CCRI components or combination of components have stronger impacts on college enrollment. These results may then be utilized to inform school counselors and administrators on the best methods to support their underserved student populations. Data was analyzed using multiple regression to determine the predictive nature of the selected indicators on the enrollment rates of students. Results indicate that of the indicators analyzed, meeting all 16 Arizona Board of Regents Program of Study Requirements and sections passed on the ACT had significant positive relationships with post-secondary enrollment rates. However, contrary to expectations the Number of College Classes Credit was Earned had a significant negative relationship with post-secondary enrollment rates. An (2013) and (Taylor, 2015) stated in their literature reviews that research on the effects of dual enrollment credit is still minimal however the consensus is that there is college access and completion benefits. These research findings indicate this relationship warrants deeper investigation. The findings have relevance for informing counselors and administrators on ways to support first-generation and underserved student populations. Counselors as advocates for students are ideally situated to act as critical advocates to support these students and protect student agency as schools work to maximize the points in all categories of the CCRI measures. Furthermore, a number of potential follow-up studies may further expand the existing literature and support counselors in making evidenced based policy implementation recommendations.
Degree ProgramGraduate College
Educational Leadership & Policy