Toward a More Comprehensive Conception of College Readiness

The purpose of this report is to provide an operational definition of college readiness that differs from current representations of this concept primarily in its scope. The report suggests that, while much has been learned about this phenomenon, particularly during the past 20 years, few systematic attempts have been made to integrate the various aspects or components of college readiness that have been investigated in some depth during this period of time. As a result, college readiness continues to be defined primarily in terms of high school courses taken and grades received, along with scores on national tests, as its primary metrics.

College Knowledge:
What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready

by David Conley Although more and more students have the test scores and transcripts to get into college, far too many are struggling once they get there. These students are surprised to find that college coursework demands so much more of them than high school. For the first time, they are asked to think deeply, write extensively, document assertions, solve non-routine problems, apply concepts, and accept unvarnished critiques of their work. College Knowledge confronts this problem by looking at the disconnect between what high schools do and what colleges expect and proposes a solution by identifying what students need to know, and be able to do, in order to succeed.