College and Career Readiness: Psychosocial Predictors of ...

COLLEGE AND CAREER READINESS: PSYCHOSOCIAL PREDICTORS OF ACHIEVEMENT AND PERSISTENCE David Hicks, M.Ed.

Dissertation Prepared for the Degree of DOCTOR OF EDUCATION

UNIVERSITY OF NORTH TEXAS December 2014

APPROVED: Jimmy Byrd, Major Professor Mary Harris, Minor Professor John Brooks, Committee Member Linda Stromberg, Committee Member James Laney, Chair of the Department of

Teacher Education and Administration Jerry Thomas, Dean of the College of

Education Mark Wardell, Dean of the Toulouse

Graduate School

Hicks, David. College and Career Readiness: Psychosocial Predictors of Achievement and Persistence. Doctor of Education (Teacher Education and Administration), December 2014, 102 pp., 16 tables, 4 figures, references, 131 titles.

Purpose: The purpose of this study was to determine if traditional indicators of college readiness were better predictors of students' first semester college GPA and persistence to the second year of coursework compared to non-traditional indicators of college readiness. Specifically, this study analyzed the predictive validity of high school class rank and ACT/SAT scores compared to that of the psychosocial skills measured by the ACT Engage on students' first semester college GPA and their likelihood of enrollment in the second year of college coursework.

Methodology: Linear and logistic regression models were used to examine the effect of gender, age, ethnicity, socioeconomic status, high school rank, Texas Success Initiative college readiness scores, SAT or ACT scores, and the ten themes of the ACT Engage Inventory (dependent variables), on students' first semester college GPA and rate of persistence to the second year (independent variables). A sample of 4,379 first semester college freshmen participated in this study.

Findings: Results indicated that high school rank, ACT/SAT scores and psychosocial skills measured by the ACT Engage theme academic discipline were accurate predictors of college performance. Results regarding the predictive power of traditional academic and non-traditional psychosocial predictors of persistence were less definitive. Students qualifying for federal financial assistance and female students showed the greatest likelihood of not returning for the second year of college.

Research Limitations: One limitation of this study occurred because separate ethnicities were not evaluated as independent variables. Additionally, further research

should occur regarding the relationship between the independent variables of gender and socioeconomic status and the dependent variable persistence.

Practical Implications: Due to the predictive power of high school class rank, college entrance exam scores, and the psychosocial skill of academic discipline, educators and policy makers should design targeted preparation and support initiatives around improving students' skills in these areas. Recommendations for such initiatives were provided.

Value of Paper: This paper is valuable to educators at the secondary school and university levels because results can be used to design preparation and support programs in order to improve students' performance and persistence at the college level.

Copyright 2014 by

David Hicks

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ACKNOWLEDGEMENTS I would like to extend my deepest thanks to everyone who has encouraged and supported me on this journey. To my wife, Tammy, and children, Keaton and Aubrey, thank you for understanding when I worked late, missed a game, or took my box of research with us on vacation. I love you tremendously! To my parents, Alexander and Marilyn Hicks, thank you for instilling in all of your children a love for learning and a passion for excellence. It is because of your sacrifices, support and love that each of us has been able to pursue our dreams. My brother Steve, my sisters Susan, Kathy, Laura, and Paula, and step mother, Nancy Lee, have all provided much needed encouragement throughout this process as well. I am eternally grateful for, and blessed by, your love and support. To my friends and mentors, Cyndi Boyd, Kathy Kee, John Crain, Lee Alvoid, and Sheila Maher ? thank you for believing in me personally and professionally; I can never thank you enough for your friendship and for all of the opportunities you provided for me to grow as an educator. To my friends, Barry and Judy Dodson, Dawn and David Thompson, and Corrie and Chris Edmondson - thank you for your encouragement throughout this journey; your friendship means more to me than you'll ever know! To my colleagues in Denton ISD: Jamie Wilson, Robert Bostic, Vicki Sargent, Karen Jones, Shannon Dion, and Tami Clary ? thank you for understanding when I seemed preoccupied and for "clearing the path" so I could focus on completing this work. Finally, I would like to thank my professors, Dr. John Brooks, Dr. Linda Stromberg, Dr. Mary Harris, and Dr. Jimmy Byrd for partnering with me on this learning journey. You always knew when to challenge, support, and most importantly, inspire.

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