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Addressing the issue of college and career preparedness within a Texas high school: a promising practice

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Content Addressing the Issue of College and Career Preparedness within a Texas High School: A
Promising Practice
by
April L. Ruben
A Dissertation Proposal Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2025
Copyright 2025 April L. Ruben

ii
Dedication
This work is dedicated to the nation’s educators and students: may your efforts create a
success trajectory for us all.

iii
Acknowledgements
“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm
you, plans to give you hope and a future.” Jeremiah 29:11 NIV
To God be the glory for the things He has done. God, thank you for loving me beyond
measure, for leading me and for honoring the requests of a little girl because she had the audacity
to request them. Thank you for a voice, anointing and a desire to write. “For every mountain
you’ve brought me over, for every trial you’ve seen me through, for every blessing,” and for
giving me an opportunity to echo your voice in my writing…Halleluia! Thank you for using me.
For this, I give you praise (Carr, 1997).
To my husband: my partner in everything life holds. Thank you for being the co-creator
of the two gifts that only Love could create. Thank you for listening and knowing what to say to
empower me, for telling me how amazing I am when I feel inadequate, Thank you for loving and
believing in me, for encouraging me to be all of myself and daring me to soar. I am forever
grateful.
To my sons, my legacies of love. Thank you for giving me my greatest purpose and
making motherhood so easy. I am blessed by your brilliance, your wisdom and your
unconditional love.
To my Mom and Dad: Thank you for loving me, for everything that involved, and for
always making me feel like a star. I hope you know that I am everything I am because you love
me.
To my brother: Thank you for being my forever advocate, for a lifetime of cheers and
support. Thank you for inspiring me with your adventurous spirit to dream big. You are
priceless.

iv
To my grandmother: my USC introduction. Thank you for sharing your wisdom and
light with the students of that time and for cleaning the dorms at USC for over 30 years. Thank
you for introducing me to my love of USC. I hope I honored you by trying to glean the wisdom
and light from those who came after you. This was for you!
To my family and my ancestors: I am the culmination of your sacrifices, your prayers,
and your love. Thank you for providing the shoulders that I stand upon.
To Dr. Malloy, my chair. Thank you for your patience, and flexibility. Your expertise,
commitment, and compassion in every situation has made all the difference in this process.
Thank you for always listening first and being able to direct me toward the light at the end of the
tunnel.
My dissertation committee members, Dr. Canny and Dr. Hirabayashi. Thank you for your
attention to detail, for celebrating my study, and helping me make this work the best it could be.

v
TABLE OF CONTENTS
Dedication ....................................................................................................................................... ii
Acknowledgements ....................................................................................................................... iii
List of Tables ............................................................................................................................... viii
Abstract.......................................................................................................................................... ix
CHAPTER ONE: INTRODUCTION..........................................................................................1
Introduction to the Problem of Practice .......................................................................................1
Organizational Context and Mission............................................................................................2
Organizational Goal .....................................................................................................................3
Related Literature .........................................................................................................................3
Importance of Studying a Promising Practice .............................................................................7
Description of Stakeholder Groups..............................................................................................8
Stakeholder Group of Focus.........................................................................................................8
Purpose of the Project and Questions...........................................................................................9
Methodological Framework .........................................................................................................9
Organization of Study ..................................................................................................................9
CHAPTER TWO: LITERATURE REVIEW...........................................................................11
Literature on the Problem of Practice.........................................................................................11
College and Career Readiness ...........................................................................................11
Defining Career Readiness ................................................................................................12
Accountability and College Readiness ..............................................................................14
Impact of the Lack of Readiness on Accountability..........................................................17
The Institution of College and Career Readiness ..............................................................19
Building College and Career Readiness ............................................................................21
Integrating High School and College.....................................................................22
Pathway Programs .................................................................................................23
Conclusion..................................................................................................................................23
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences Framework ..24
Stakeholder Knowledge, Motivation, and Organizational Influences .......................................25
Assumed Knowledge Influences........................................................................................26
Procedural Knowledge ..........................................................................................27
Metacognitive and Contextual Knowledge............................................................28
Assumed Motivation Influences .......................................................................................30
Self-Efficacy .........................................................................................................31
Assumed Organizational Influences ..................................................................................32
Cultural Models .....................................................................................................33
Cultural Settings.....................................................................................................34
Conclusion..................................................................................................................................35
CHAPTER THREE: METHODOLOGY..................................................................................36
Introduction to the Methodology................................................................................................36
Participating Stakeholders .................................................................................................36
Administrator Interview Sampling Criteria, Rationale and Strategy.................................37
Parent Teacher Association Focus Group Sampling Criteria, Rationale and Strategy......37
Qualitative Data Collection and Instrumentation.......................................................................39
Interviews...........................................................................................................................39
Focus Group.......................................................................................................................40

vi
Credibility and Trustworthiness.................................................................................................41
Validity and Reliability......................................................................................................42
Ethics..................................................................................................................................43
CHAPTER FOUR: FINDINGS..................................................................................................45
Participants.................................................................................................................................46
Findings for Assumed Knowledge Influences ...........................................................................48
Declarative Knowledge of Current College and Career Readiness Standards ..................49
Identification of College and Career Readiness Standards....................................50
Ongoing Professional Development ......................................................................53
Metacognitive and Procedural Knowledge of Student Choice and Techniques to
Determine Student Interest ................................................................................................54
Student Choice ......................................................................................................54
Summary of Knolwedge Findings..............................................................................................58
Findings for Assumed Motivation Influences............................................................................58
Efficacy in Their Ability to Create a Campus of College and Career Ready Graduates...59
Self-Efficacy ..........................................................................................................59
Summary of Motivation Influences............................................................................................62
Findings for Assumed Organization Influences.........................................................................62
Cultural Models: College and Career Readiness Supports the Campus Mission and is
Promoted Campus-Wide....................................................................................................64
Alignment to Campus Mission ..............................................................................64
Embodying the Campus Mission ...........................................................................65
Campus-Wide Promotion.......................................................................................67
Cultural Setting: College and Career Readiness is Heightened by Teacher Support and
Contextual Environment ...................................................................................................69
Teacher Support ....................................................................................................69
Contextual Environment .......................................................................................71
Summary of Organizational Findings .......................................................................................72
Conclusion..................................................................................................................................72
CHAPTER FIVE: RECOMMENDATIONS AND IMPLEMENTATION ..........................74
ARHS Administrator Current Assets.........................................................................................75
Proposed Recommendations ......................................................................................................76
Recommendation 1: Districts and other high school campuses will ensure their
administrators have current knowledge of CCR standards................................................76
Recommendation 2: Districts and other high school campuses will develop
administrators’s knowledge of student choice and strategies and techniques to determine
interests .............................................................................................................................77
Recommendation 3: Districts and other high school campuses will support
administrators’ belief that they can create a campus of college and career ready students
............................................................................................................................................79
Recommendation 4: Districts and other high school campuses will create an alignment
between pathway courses and the college and career readiness mission that highlights
students becoming professionally certified and licensed...................................................80
Recommendation 5: Districts and other high school campuses will provide the
appropriate contextual environment for various pathway courses that model current
facilities (ex. Dental, pharmaceutical, and EMT facilities) ...............................................81

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Proposed Recommendation Implementation..............................................................................82
Recommendation 1: ..........................................................................................................82
Recommendation 2: ..........................................................................................................85
Recommendation 3: ..........................................................................................................87
Recommendation 4: ..........................................................................................................90
Recommendation 5: ..........................................................................................................93
Future Research..........................................................................................................................95
Conclusion..................................................................................................................................97
REFERENCES ..............................................................................................................................98
Appendix A...........................................................................................................................108
Appendix B...........................................................................................................................111
Appendix C...........................................................................................................................114

viii
List of Tables
Table 1. Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment .......30
Table 2. Assumed Motivational Influence and Motivational Influence Assessment ..................32
Table 3. Assumed Organizational Influence and Organizational Influence Assessment ...........35
Table 4. Demographic Make Up of Administrators Interviewed ................................................47
Table 5. Demographic Make Up of Parent Teacher Association (PTA) Focus Group ................47
Table 5. Summary of Results and Explanation for Knowledge Needs........................................49
Table 7. Summary of Declarative Knowledge Demonstration Results.......................................49
Table 8. Summary of Results and Explanation for Motivation Needs ........................................59
Table 9. Summary of Self-Efficacy Self Report..........................................................................60
Table 10. Summary of Results and Explanation for Organizational Needs ..................................63
Table 11. Summary of Findings.....................................................................................................73
Table 12. Current Assets................................................................................................................75

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Abstract
This study examines the factors influencing the success of Amazingly Realistic High
School (ARHS) in preparing students for both college and career, framed within theories of
knowledge, motivation, and organization influences through the Clark and Estes (2008) gap
analytic framework. The purpose of the project was to identify the key elements that contribute
to graduating high school students who are college and career ready. A qualitative research
design was employed, utilizing interviews from a PTA focus group and four ARHS
administrators. The findings highlight the importance of a comprehensive, multi-dimensional
approach to engaging internal stakeholder groups. Based on these findings, five key
recommendations are provided for districts and campuses seeking to improve their college and
career readiness outcomes: (1) invest in and support administrators’ understanding of college and
career readiness standards; (2) develop administrators’ knowledge of student choice and
strategies for assessing student interests; (3) strengthen administrators’ belief in their ability to
create a college and career ready campus; (4) align pathway courses with the college and career
readiness mission, emphasizing professional certification and licensure; and (5) create contextual
environments that reflect industry standards in various pathway courses (e.g., dental,
pharmaceutical, and EMT facilities). These recommendations aim to guide other districts in
fostering environments that better equip students for success in postsecondary education and the
workforce.
Keywords: college and career readiness, administrator support, pathway courses, student
success

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Addressing the Issue of College and Career Preparedness Within a Texas High School: A
Promising Practice
Achieving college and career readiness represents one of the main purposes of public
education, yet almost 60% of first year college students enter postsecondary education required
to complete developmental or remedial courses (Attewell, et al., 2006). With respect to junior
colleges that are designed to bridge the academic gap, provide associate degrees, career
certifications and training programs, the number of incoming students requiring remediation in
more than one academic area increases to almost 75% (Henry & Stahl, 2017). The evidence
highlights that the aspirations of the federal No Child Left Behind (NCLB) Act of 2001 which
required 100% of students to perform at a “proficient” level on state academic assessment
standards in math and reading by the year 2014 and the American Recovery and Reinvestment
Act of 2009, better known as the economic stimulus plan which provided additional support to
schools identified for school improvement, corrective action, or restructuring under the
accountability provisions in the Elementary and Secondary Education Act have not been realized
(NCLB, 2001; Malin, Bragg, & Hackmann, 2017). When educational institutions do not meet
their accountability standards, they risk not only losing societal backing and funding which leads
to a loss in educational resources for all students, but they also risk hindering students’ transition
into productive and engaged adults. The lack of college and career readiness of high school
graduates is important to address because educated adults fare better in life not only
economically but also in terms of their personal well-being and mental and physical health
(Schafer, et al., 2013).
The focus for this study is to examine the promising practices of one high school that has
been particularly effective with respect to college and career readiness. The study will examine

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the perceived knowledge, motivation and organizational influences that have supported the high
school’s effectiveness in achieving college and career readiness for graduating students.
Organizational Context and Mission
Amazingly Realistic High School (ARHS) is a pseudonym for a progressive, grades 9-12
high school campus located in a suburban city in Texas. ARHS’s district mission is to prepare
students to perform at their highest potential and produce global citizens of tomorrow in
partnership with the community. As a public high school, ARHS is regulated by the state
regarding general course offerings and graduation requirements; however, ARHS is unique in
that it encompasses multiple components of academia. Students at ARHS are taught by a blend
of high school teachers, college instructors, and certified, technical professionals dedicated to
preparing students for life beyond high school.
ARHS is a school of choice focused on student success by ensuring that all students
graduate with a plan for college and/or career. Students must apply to attend, as no one is zoned
to the campus. The two large high schools within the district provide the clientele for ARHS.
Attendance, behavior, and grades are considered during the application process but do not
necessarily include nor exclude students from gaining acceptance. The campus is a relatively
small high school of approximately 1,200 students and 120 administrators, educators, and staff.
Students apply to attend the entire academic day or portions of the school day for various classes.
Most students are drawn to ARHS for the potential college and career benefits. Some benefits
include students obtaining their associate’s degree simultaneously with their high school diploma
or earning college credit and/or certifications. In addition to a regular high school curriculum,
Advanced Placement (AP) and dual credit college courses, as well as the following career
pathways are available at ARHS: environmental studies, metal technologies (welding),

3
veterinary science, heating, ventilation, air conditioning and refrigeration (HVAC-R) and
electrical, animation, audio and video (AV) production, game design/simulation, business
management, hospital administration, information technology, certified clinical medical assistant
(CCMA), registered dental assistant (RDA), emergency medical technician (EMT-B), certified
pharmacy technician (CPhT), medical billing & coding, and engineering. ARHS provides a
myriad of options for its students.
Organizational Goal
ARHS aims to prepare students to perform at their highest potential by graduating students who
are responsible and resilient, passionate lifelong learners, complex thinkers and problem solvers, effective
communicators, and respectful of global interdependence and civic accountability. In 2020, 93% of
ARHS’s students met state requirements for graduation and 100% had a plan for college or a career upon
graduation.
Related Literature
This review covers literature under three topic areas including accountability, college and
career readiness, and college remediation and attrition. Although the literature presented here has
been applied to a variety of contexts, this review focuses primarily on the literature’s application
to the problem of graduating seniors being unprepared for college and career.
Accountability
Education accountability is under increasing scrutiny as the achievement gap grows. As
the United States pursues national school reform, accountability must include more than a testbased approach if it is to positively address college and career readiness (Darling-Hammond, et
al., 2014). One measure of accountability is not thorough enough to ensure achievement for all
students and can create instances where various stakeholders attempt to skew the data. The
currently used test-based approach to accountability reduces curriculum expectations; indirectly

4
encourages teachers to focus on concepts being tested; and induces some teachers and
administrators to manipulate the testing pool; and in well publicized cases, to cheat (Ladd, 2016).
Publicized cases of cheating were not the only issues with test-based accountability, but
accurately documenting student learning and growth presented another accountability task.
According to Jacob (2017), evidence also suggests that current accountability measures did not
move underlying student growth; instead, schools worked strategically to maximize ratings, but
not learning. Additionally, NCLB data found small to modest effects on fourth and possibly
eighth grade math scores and no effects on reading scores; however, 2015 scores show
downturns in both subjects (Ladd, 2016). Ultimately, the accountability measures were not
impacting student learning and growth. In the wake of evidence suggesting that NCLB reforms
have been unsuccessful in raising student achievement, the 2015 Every Student Succeeds
(ESSA) Act recognized the importance of holistic accountability at all levels, and therefore,
provided states and districts flexibility to design or create interventions they deemed best or
appropriate for their students (Jacob, 2017).
The ESSA indirectly acknowledges that all students do not learn in the same way or at
the same rate. ESSA created the flexibility states and districts needed to address unique student
achievement challenges. Subsequently, Ladd (2016) highlights the “limitations and downsides of
test-based accountability of schools” (p. 51). As explained by Ladd, school accountability that
moves away from a test-based focus will yield, “improved quality of schools where children will
learn more, teachers will be happier, parents will stop opting out, and states will end up with
education systems better suited to meet the needs of all children” (Ladd, 2016, p. 52). Even so,
accountability measures to date have been largely unsuccessful in providing a remedy to college

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and career unpreparedness. Another important consideration in improving student outcomes
includes fully understanding college and career readiness.
College and Career Readiness
Studies have found that college and career readiness cannot be simplified into content
knowledge and skills high school graduates must possess in English and mathematics when
addressing college readiness. Conley and McGaughy (2012) conclude that college readiness
and career readiness are comparable, but not likely defined by English and math skills.
American College Testing (ACT) researchers found, “reasoning and problem solving were the
most highly rated skills across all subject areas in both academic and career-oriented courses”
after studying job requirements and cross referencing them with the ACT job skills assessment
system (Conley & McGaughy, 2012, p. 612). The test-based focus on math and reading skills
were only basic components of the necessary skills needed for readiness.
According to Henry and Stahl (2017), there are too many students graduating from high
school who are not college ready. Their research asserts the adoption of common core in 2013
was a “guidepost for college/career readiness” that pushed for “increased levels of rigor focused
on higher order thinking skills, reflective inquiry, and deeper learning while understanding
complex academic concepts” (Henry & Stahl, 2017, p. 612). Equally important was the ACT’s
national report on The Condition of College and Career Readiness 2016 which used a holistic
view of college and career readiness. Using this holistic view, only 26% of 2016 ACT-tested
high school graduates met college readiness standards across all four subjects which included
English, reading, mathematics, and science (The Condition of College and Career Readiness,
2016). Because college and career readiness cannot be simplified into testable math and English
skills to determine preparedness, students leave high school with a diploma instead of being

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prepared for college and career. As a result of their unpreparedness, 40% of traditional
undergraduates take at least one remedial course (Woodham, 1998).
College Remediation
Studies show the quandary of unprepared college students as one of college remediation.
In 2001, colleges required nearly one-third of first year students to take a remedial course in
reading, writing, or mathematics (National Center for Education Statistics, 2003). Of those
documented students taking remedial courses in 1992, only 39% earned a bachelor’s degree
compared to 69% who took no remediation (Adelman, 2004). Adelman also found that students
whose reading skills required remediation were less likely to graduate from college than other
remedial students who were able to improve their skills and complete a degree program.
Furthermore in 1998, one out of five students required English remediation, and one out of four
students needed remedial reading (Merisotis & Phipps, 2000, p. 73). Today, following changes
in accountability including NCLB and ESSA, these numbers have not improved. According to
data available, in 2016, approximately 40-60% of students entering college required remediation
to start their college studies (Chen, 2016). This level of unpreparedness also impacts college
success. Evidence has shown a statistically significant disadvantage for students who took three
or more remedial courses; their graduation rates were 12% to 15% lower than those with
comparable skills and backgrounds who took fewer or no remedial courses (Attewell et al.,
2006). Additionally, Bettinger and Long (2009) argue that underprepared students without
remedial courses are more likely to drop out of college and less likely to complete their degree.
Their research supports a need for remedial courses to assist those students with attaining the
readiness skills to be successful in college. Still, remediation has a high price for students in
terms of financial cost, completion, and well-being (Bettinger & Long, 2009) as well as on

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colleges and universities needing to invest resources into these courses of study (Boatman &
Long, 2018). Literature regarding accountability, college readiness, and college remediation
contributes to our knowledge of college and career unpreparedness and supports the importance
of solving it.
Importance of Studying a Promising Practice
It is important to solve the problem of college and career readiness for a variety of
reasons. Notably, a bachelor’s degree generally provides an occupational status advantage of
33% over a high school diploma; however, unprepared college students have lower graduation
rates (Pascarella & Terenzini, 2005). The status advantage of a college degree suggests that
graduates are more likely to earn more, get married, have greater job satisfaction and lead
healthier lives than their less-educated peers. College has long been a key pathway to financial,
physical, and social-psychological well-being (Brand & Xie, 2010; House, 2002; Hout, 1988).
According to Pascarella and Terenzini (2005), a college education tends to have a positive
impact on job prestige and earnings, and job autonomy. Furthermore, the Gallup Poll (2014)
concluded that 95% of American students believe that the ultimate purpose of higher education is
to “get a good job.” A higher level of self-reported happiness is also among the noted benefits of
a college education according to Buryi and Gilbert (2014). Although selection bias complicates
the understanding of how education influences health, college-educated adults are healthier than
other people in the United States (Schafer, et al., 2013). Furthermore, community college
attendance and graduation reduce welfare reliance and criminal activity (Belfield & Bailey,
2011). At the same time, accountability legislation, college and career readiness standards, and
college remediation have failed to yield positive results in the context of college and career
readiness for graduating high school seniors. Thus, it is paramount to study promising practices

8
for graduating high school seniors to be adequately prepared for college or career upon high
school graduation. Otherwise, the lack of preparation will have a detrimental impact on the high
school seniors, their families, the communities in which they live, and society, generally.
Description of Stakeholder Groups
ARHS’s stakeholders immersed in the process of graduating every senior with a plan for
college and/or career readiness include ARHS’s administration, ARHS’s instructors, and
ARHS’s students. ARHS’s administration is responsible for course offerings, appropriate
student placement, and providing qualified instructors and resources. ARHS’s pathway
instructors are responsible for partnering with other instructors, field knowledge, current
certification, and professional development in teaching specialty courses, documenting, and
ensuring students meet all student learning objectives (SLOs) for certification. Finally, ARHS
students must apply themselves in pathway courses and access available resources to pursue
certifications.
Stakeholder Group of Focus
While the efforts of all stakeholders contribute to the achievement of the overall campus
goal of post-high school college and career readiness, this study will focus on the perceptions of
administrators specifically. Campus administrators play a vital role in communicating the vision
and mission of the campus, ensuring that all actions and decisions align with the overall goals.
They foster an environment that supports this mission by creating a positive, inclusive
atmosphere for students, educators, and staff. Additionally, administrators are responsible for
hiring qualified staff and educators to ensure the right talent is in place to support student
success. Their interactions with the community and other stakeholders help build strong
relationships that benefit students, parents, and educators alike, assuring campus success.

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Purpose of the Project and Questions
The purpose of this project is to study the promising practices at ARHS, a school that is
successful at achieving its goal of graduating seniors with the skills and attributes needed for
college and career readiness. This analysis will focus on administrators’ knowledge, motivation
and organizational influences related to achieving their organizational goals.
1. What is the administrators’ knowledge, motivation, and organizational resources that
have enabled it to reach its performance goal related to college and career readiness?
Methodological Framework
The basis of this study is founded in the Clark and Estes (2008) gap analysis framework.
The framework analyzes gaps from three perspectives: knowledge, motivation, and organization.
These three perspectives not only influence performance, but they also provide an analysis of
performance gaps and assets for individuals and the organizational. As a promising practice, this
study will look at administrators’ knowledge, motivation, and organizational assets that have
enabled ARHS to reach its current level of performance related to college and career readiness.
This project will utilize qualitative data and analysis, including administrator interviews and a
Parent Teacher Association (PTA) focus group, to address the identified research question.
Research-based solutions will be recommended in a comprehensive manner (Clark & Estes,
2008).
Organization of the Study
Five chapters are used to organize this study. Chapter One provided the reader with
background, key concepts, and terminology commonly found in the discussion of college and
career readiness. The organization’s mission, goals, and stakeholders as well as the review of the
framework was also furnished. Chapter Two presents a review of current literature

10
encompassing the scope of the study. Topics to be addressed include defining college and career
readiness, accountability and career readiness, and building college and career readiness.
Chapter Two also examines the knowledge, motivation and organizational elements to be
detailed as a part of the gap analytic framework. Chapter Three reviews the methodology used
for the choice of participants, data collection and analysis. The data and results are described
and analyzed in Chapter Four. Chapter Five concludes by providing recommendations for
practice, based on data and literature as well as an implementation plan.

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CHAPTER TWO: LITERATURE REVIEW
This literature review will examine college and career readiness, state readiness
standards, the contributing factors to college and career readiness, and the educational responses
to the issue. The review begins with general research on the definition of college and career
readiness, state mandated readiness standards, and accountability. Then, the review presents
college remediation, and other challenges (problems) associated with the lack of achieving
college and career readiness for all students. After the general research literature is discussed,
the review moves to the specific knowledge, motivational, and organizational assets, -aspects of
the Clark and Estes (2008) gap analysis framework- that impact ARHS’ ability to achieve its
goal of graduating every senior with a plan and prepared for college and/or career.
College and Career Readiness
Perhaps one of the challenges of CCR lies in defining the concept. Alison DeNisco
explains that “the phrase ‘college and career readiness’ invades education discussion from
classroom technology to the Common Core” (2015, p. 22); however, the definition can be
elusive. In the attempt to attain readiness standards for graduating high school students, 32 states
and the District of Columbia have called for the adoption of a statewide CCR definition
according to the 2014 policy analysis "Blueprint for college readiness" from the Education
Commission of the States (DeNisco, 2015).
Simply stated, college and career readiness means being prepared academically and
socially for the rigors of college and career. Conley (2011) concurs citing the definition of CCR
“as the preparation a student needs to enroll and succeed in a credit-bearing general education
course at a post-secondary institution without remediation.” Definitions of CCR also include
skills, behaviors, attitudes, and both cognitive and noncognitive knowledge (DeNisco, 2015).

12
The broader question that remains is what strategies and skills are necessary to support readiness.
William Sedlacek (2004) theorized eight essential non-cognitive components of college
readiness: positive self-concept regarding academics; realistic self-appraisal; understanding and
dealing with racism; long-term goal setting; having an available support person; demonstrated
experience and success with leadership; community service; and knowledge acquired.
Considering non-cognitive factors in assessments of college readiness is seen as a way to
improve the accuracy of selection criteria, casting light on students’ abilities to navigate the
multiple demands of the college environment (Sommerfeld, 2011).
Defining Career Readiness
There are more definitions of CCR that state what a graduate should be able to do if they
are career ready without listing how to get students to that point. Defined as a “sequence of
experiences in the world of work with objectives and consequences” by Sears (1982, p. 137), the
concept of career readiness, although defined, has not necessarily been defined as a measurable
concept. The missing measurable concept creates a challenge for K-12 educators whose lessons
are typically based on testable objectives. Considered a synonym of career preparedness, career
readiness in high schools can also be defined as, “possessing the academic skills and knowledge
required to be placed and succeed in a postsecondary vocational or career-training programs”;
however, “the actual criterion has not been defined” (Camara, 2013).
On the other hand, colleges view career readiness from a prospective graduate’s ability.
As such, colleges are defining career readiness as “the attainment and demonstration of requisite
competencies that broadly prepare college graduates for a successful transition into the
workplace” (National Association of Colleges and Employers, NACE, n.d.). The prestige and
reputation of a college is not only based on what is offered on campus, but also how their

13
graduates perform and succeed in their careers. Some colleges are known for superior courses of
study based on graduate performance. For postsecondary institutions, significant areas in career
readiness may include learning professional roles, understanding workplace cultures, and
professional socialization, according to Trede, et al. (2012). Career readiness obligates students
to develop a divergent understanding of professional requirements needed for success in the
work arena and appropriate knowledge and skill needed in their specific career choice (Daniels
& Brooker, 2014). Mastering career readiness remains quite challenging as workforce dynamics
are continually changing.
Assuming the “current mission of secondary education is to prepare students for the next
level of education, whatever that may be” (Tucker, 2011, p. 115), this notion of readiness must
be more explicitly defined. Tucker highlights the “notion of ‘College and Career Readiness’ as
amorphous as it sounds” suggesting that “it overshadows the essential goals of the arts,
humanities, and sciences”; moreover, “it dismisses the immediate relevance of learning and
undermines the belief that success can be about current priorities and age-appropriate goals”
(Tucker, 2011, p. 115). In essence, education is now “defined by what it can accomplish in the
remote future, not in the present” (Tucker, 2011, p. 115). The “Blueprint for college readiness”
found definitions “as short as one sentence while others [were] pages long” (2014). Although
state definitions varied and were unique to each state, there were some common elements noted.
According to DeNisco (2015), the most commonly stated policies for defining CCR include the
following topics which are more of how to address the lack of readiness than a definition:
Reinforcing and aligning with the Common Core State Standards and other
college and career standards; increasing collaboration between K-12 and higher
education institution, to give administrators a better idea of what skills students

14
will need to continue their education; addressing the remedial needs observed by
higher education and employers; and providing a benchmark to help all
teachers—even in elementary school—understand the knowledge and skills
students will need to demonstrate college and career readiness by high school
graduation (p. 22).
Although there are different definitions for CCR, there are some commonalities in those
definitions. The common features of readiness coined by writers while developing the CCR
standards were the ability to succeed in entry-level, credit-bearing, academic college courses and
in workforce training programs. That is, students who met the standards should be able to enroll
in postsecondary education without needing remediation. For college, that meant enrolling in
either a two-year or four-year institution; for workforce training, it meant enrolling in programs
that prepare students for careers that offer competitive, livable salaries and opportunities for
career advancement in a growing or sustainable industry (Rothman, 2012). This broad definition
left room for academic, social, and mental behaviors needed to achieve the readiness standards.
As noted, coining a statewide definition proves quite significant, as a standard definition
“can serve as a critical touchstone for K12, higher education and the workforce” according to the
Blueprint for college readiness. The ultimate purpose of the definition is to address the gap
between high school and the expectations of higher education or the needs of an employer.
Accountability and College Readiness
College readiness has become a growing concern amid new accountability standards.
This concept of readiness transfers directly to the ability to retain 1
st year college students, award
academic and technical certifications, and award degrees or transfer students to four-year
colleges from community colleges across the nation. At odds with these objectives, students

15
across the United States currently graduate from high school laden with acceptance letters,
scholarships and high school accolades only to be surprised by the stark realization that they are
not ready for the colleges awaiting them (Attewell, et al., 2006). Many are unprepared for
college level reading, writing, or math; this is evident in research that reveals, “approximately
60% of first year college students enter post-secondary education required to complete
developmental education” (Attewell et al., 2006) or remedial courses (Henry & Stahl, 2017, p.
612).
Furthermore, the number of incoming students requiring remediation in more than one
academic area in two-year colleges increases from 60% to almost 75% (Henry & Stahl, 2017).
Although the American Recovery and Reinvestment Act of 2009 declared states to be
“committed to ensuring that their students are prepared for success in college and the
workplace,” this has not been realized (Henry & Stahl, 2017). According to Camara (2013),
“Much of the interest and attention on college and career readiness has resulted from the high
remediation and low completion rates in post-secondary education” (p. 17).
The issue with low completion rates in post-secondary education is problematic because
mandated developmental courses provide no credit progression toward certifications, degrees or
transfers and may negatively affect 1
st year retention rates, —all of which are tied to funding
(Camara, 2013; Hillman, et al., 2015). Hillman, et al. (2015) explain performance funding as an
accountability measure that maintains a focus on educational output as opposed to input.
Consequently, the challenge of college readiness adversely impacts funding, and proves quite
daunting for community colleges (Hillman et al., 2015).
For colleges and universities, the accountability measurement focuses on retention rates,
certificates awarded, and degrees awarded. Even so, K-12 and higher education are intricately

16
connected; therefore, the accountability for college readiness must be improved. Because college
readiness is initially determined while in high school, the college readiness issue can be seen as
both an internal and external problem (Tucker, 2011; Park, et al., 2017; Conley & McGaughy,
2012; Edgerton & Desimone, 2018). Kindergarten through 12th grade teachers are charged with
preparing students to meet readiness standard regardless of external issues; however, when
graduation standards are not aligned with college readiness standards, readiness becomes an
external problem as well (Conley & McGaughy, 2012; Camara, 2013; Edgerton & Desimone,
2018). In essence, it transfers from an internal problem to an external problem making goals and
expectations necessary in addressing or improving the accountability of college readiness
(Edgerton & Desimone, 2018).
In order to address internal and external problems and meet the goals and expectations of
college readiness, the following are needed: 1) vertical alignment, 2) strong and appropriate
leadership, and 3) a performance culture is needed. Nationwide, school districts must align
vertically from kindergarten to college if readiness standards are to be met, and this requires
educators of all levels to collaborate (Childress, et al., 2006). Finding time and funding for
collaborative meetings highlights the importance of appropriate leadership. In addition to vertical
alignment, strong and appropriate leadership remain necessary. Because the policies pursued by
elected officials at the local, state, and federal levels are not connected to student performance
(Childress et al., 2006), education leaders must keep the focus on strengthening teaching and
learning. Finally, accountability mandates a movement to a performance culture. Although the
task of educating can be daunting, districts are charged with creating a collaborative culture of
lofty expectations and accountability from K-12 through post-secondary education (Childress et
al., 2006).

17
Accountability is “commonly used in close association with other ideas, particularly
responsiveness, responsibility, answerability, fault, and blame” (Wallis & Gregory, 2009). As
such, the negative connotations attached to accountability can create an environment where
individuals tend to segment concepts in order to avoid fault and blame which stifles
collaboration. Still, public schools are accountable for producing lifelong learners capable of
adapting to the ever-changing career readiness standards of the U.S. economic system (No Child
Left Behind, 2001; Conley & McGaughy, 2012; Camara, 2013; Edgerton & Desimone, 2018)
Impact of the Lack of Readiness on Accountability
McCarthy and Kuh (2006) argue that the lack of college and career readiness (CCR) has
led to increased scrutiny of high schools, more so than at any time in recent history. A growing
concern is that many students graduate high school with a diploma but lack a clear path forward,
which is evident in the data showing significant gaps in postsecondary success (Santelises, 2016;
Conley, 2014). One of the first major shifts triggered by this issue was the federal government’s
intervention through the No Child Left Behind (NCLB) Act of 2001. NCLB aimed to ensure that
within a decade, all students, including those with disabilities, would perform at a proficient
level on state academic assessments (Simpson, LaCava & Graner, 2004). The act’s overarching
goal was to ensure that all children had access to a high-quality education, ensuring proficiency
on state academic achievement standards (NCLB, 2001).
This was followed by the 2009 American Recovery and Reinvestment Act, which
allocated additional support for schools identified for improvement under the accountability
provisions of the Elementary and Secondary Education Act. However, despite these efforts, the
targeted goals for improving student outcomes have not been fully realized, and federal and state
policies have had significant effects on testing, curriculum, instruction, and teacher preparation

18
(Coburn et al., 2016; Lee & Reeves, 2012). The Obama administration’s emphasis on making
CCR a primary educational goal highlighted the importance of addressing the disparities in
college completion rates between the U.S. and other countries (U.S. Department of Education,
2010). While federal standards affected testing and district accountability grades, their impact on
curriculum and instruction has been less straightforward (Coburn et al., 2016; Lee & Reeves,
2012).
Across various states, including Illinois, Rhode Island, and Washington, four key impacts
on curriculum and instruction have emerged due to the lack of CCR readiness. These include the
alignment of curricula to state standards, an increased focus on test preparation, narrowing of the
curriculum, and the growing need to utilize data more effectively to inform instruction
(Srikantaiah, 2009; Hyslop, 2018). Educators have been prompted to align their curricula with
state standards, focusing particularly on test content, which has led to a narrowing of the
curriculum and diminished class time for other subjects (Srikantaiah, 2009).
Additionally, while data-driven decision-making has become central to educational
reforms, many teachers report that state test data are more useful for district-level policy
decisions than for informing daily instructional practices (Srikantaiah, 2009). Teacher
preparation has also been impacted, as the complexity of teaching and learning required for CCR
preparedness remains an ongoing challenge (Snyder & Bristol, 2015). Various teacher
preparation programs have sought to address professional accountability by improving curricula,
refining candidate selection processes, and focusing on ongoing professional development that
responds to teachers’ local needs (Snyder & Bristol, 2015; Darling-Hammond et al., 2017).
Ultimately, the lack of college and career readiness continues to shape educational accountability
at all levels. As Santelises (2016) asserts, “no one is absolved from responsibility for improving

19
college and career outcomes among [the] country’s young people,” underscoring the collective
obligation to address this challenge.
The Institution College and Career Readiness
Challenges contributing to the institution of college and career readiness standards are
founded in both issues arising within colleges and issues arising within the workforce. The
challenges of readiness within the workforce are difficult to ascertain because the “lack of data
from postsecondary training institutions complicates efforts to define and measure career
readiness” (Camara, p. 21). Even so, it is apparent that there has been a change in workforce
needs. Carnevale and Smith explain that “fundamental changes in skill requirements in the US
economic system have been due to the shift from the industrial era to the post-industrial era of
the knowledge economy” (2013, p. 493). This shift from industrial to a post-industrial service
economy has called for new skills that educational institutions may not have foreseen. New
competitive standards including productive investment, quality, variety, customization,
convenience, consistency, speed and continuous innovation, and social responsibility require a
different level of general skills. These general skills include “learning, reasoning,
communicating, general problem-solving skills and behavioral skills” (Carnevale & Smith, 2013,
p 493). As a result, the call for educational accountability related to reimagined standards has
been heard (Carnevale & Smith, 2013). According to Carnevale and Smith, accountability
standards need to highlight the new skills as they pertain to life and moreover how they pertain
to career skills (2013).
Mounting academic issues in colleges across the nation have also contributed to the
institution of college and career readiness standards. Remediation, low graduation rates, and
attrition are among the most significant concerns. These concerns may be attributed to the course

20
of study high school graduates select. As explained by Santelises (2017), “Only 8% of high
school graduates complete a full college and career prep course of study-defined here as the
standard 15-course sequence required for entry at many public colleges” (p. 26). Furthermore,
“fewer than one-third of graduates complete a college ready course of study only” which
supports the challenges of college administration (Santelises, 2017, p. 26).
Retaining 1
st year college students, awarding academic and technical certifications, and
awarding degrees or transferring students has become increasingly more important for
community colleges in light of the accountability phenomenon. This emergent concept of
accountability continues to alter the dynamic of education; moreover, additional academic
funding is now being tied to accountability in higher education. (Camara, 2013; Hillman, et al.,
2015). With time-based goals tied to funding, there is no place for college remediation and
development. Still, students enter college mandated to enroll in developmental non-credit
courses (Camara, 2013). This is problematic because mandated developmental courses provide
no credit progression toward certifications, degrees or transfers and may negatively affect first
year retention rates—all of which are tied to funding. Hillman, et al. (2015) explain performance
funding as an accountability measure that maintains a focus on educational output as opposed to
input. Consequently, the challenge of college remediation has a ripple effect that impacts timely
graduation rates, and if students lose motivation while completing remediation, it impacts
attrition rates.
More than at any other time in recent history, high schools are under more scrutiny with
regards to college and career readiness as advocated by high stakes testing (Lee & Reeves, 2012;
McCarthy & Kuh, 2006). Although the accountability movement began around the mid-1990s
and intensified in the 2000s, it has established tenacious rewards and sanctions for increasing

21
student achievement (Coburn, et al., 2016). Although graduates have earned their diplomas, they
remain unprepared or underprepared for pending colleges and careers. “Employers and
university faculty members lament that high school graduates do not have knowledge, academic
skills, and practical competencies to perform adequately in college or work environments”
(McCarthy & Kuh, 2006, p. 664).
In 2013, “the United States [spent] roughly $1.5 trillion (11% of GDP) on human capital
or skills development each year” with elementary and secondary education, which primarily
focuses on developing basic skills, [representing] the largest share of human capital development
spending at $608 billion (41% of spending)” (Carnevale & Smith, 2013; Cornman, 2013).
Additionally, “formal and informal training by employers [represented] $454 billion (30% of
spending): $313 billion on informal training and $141 billion on formal training” (Carnevale &
Smith, 2013 p. 491; Carnevale, et al., 2012). This investment in elementary and secondary
students’ human capital development, including the federal government’s response with the No
Child Left Behind (NCLB) Act which was followed by the Every Students Succeeds Act (ESSA)
has not assisted in ensuring college and career readiness for all students.
Building College and Career Readiness
While “the vast majority of high school students aspire to some kind of postsecondary
education, far too many of them enter college without the basic content knowledge, skills, or
habits of mind they need to succeed” (Venezia & Jaeger, 2013, p. 117). In light of this academic
disconnect, states, districts, and schools seek interventions to improve students’ college and
career readiness. Two common and relatively recent interventions include integrating high
school and college via dual credit programs and career pathways that provide academic and
occupational skills.

22
Integrating High School and College
Kisker asserts that “education ideas are rarely new; they simply reemerge at different
times, under different circumstance, and are put forth by different people” (2006, p. 68). Such is
the case with combining high school and college in order to build college and career readiness.
With increased accountability serving as the circumstance, scholars and educators alike, support
the integration of high school and community college education, “arguing that it enhances
curricular unity, allows for accelerated and flexible coursework, provides students with a liberal
education before -or in case they do not attend- the university, keeps students in one institution
throughout adolescence, creates cost saving, and reduces dropouts and equalizes education
opportunity” (Kisker, 2006, p. 70). Malin, et al. (2017) explain that high school and community
college educators collaborate to align curriculum, creating dual credit or dual enrollment
opportunities that seek a smoother transition from high school to college. Dual enrollment is
expanding across the nation, with 47 states having adopted dual enrollment policies as of 2012
(Thomas, et al., 2013). Dual enrollment represents a CCR policy that requires alignment to be
fully operational despite myriad differences across states in definitions, student access
provisions, funding, program quality assurance, minimum grade requirements for credit, and
transferability of credits (Education Commission of the States, 2016). “CCR reforms such as
dual enrollment should consider the effects of change at one level of education on the effects at
other educational levels to meet transcendent goals and close equity gaps,” a point made by the
Obama administration as a driver for ESSA (U.S. Department of Education, 2010, p. 814). In
addition to addressing the previous concepts, early college high schools allow students to
complete their high school courses as well as an associate’s degree or two years of college credit.

23
Strategies of dual enrollment programs to help high school students become college ready
and develop a college culture are embedded in five goals. These goals include assisting students
with “understanding the nature of college, recognizing that a college education may be important
to his or her future success, gaining positive perceptions and aspirations about college, preparing
academically for college admissions, and setting short and long term goals that support becoming
college-ready” (Radcliffe & Bos, 2013).
Pathway Programs
Academic engagement is one of the necessities of academic success. An (2015) proposes,
“A core idea of dual enrollment is that these programs raise students’ academic motivation”
(103). Accordingly, immersing students in chosen academic or career programs connected to
various careers may support student engagement and thereby student success (An, 2015).
Pathway programs can provide this opportunity. Educational programs focused on science,
technology, engineering, and math (STEM), Career Technical Education (CTE), Career
Academics and Career Pathways programs seek to better engage students by adding a hands-on
approach to various careers. “The emergence of career pathway programs in high schools across
the nation has served to provide students with both academic and occupational knowledge and
skills, serve as a link between high school and college (two-year or four-year), and are situated to
prepare students for employment” (Stipanovic, et al., 2017, p. 217). As the name suggests,
“career pathway programs provide students with a broad introduction into various careers
blending both academic and career-based curricula” (Stipanovic et. al., 2017, p. 217).
With research suggesting that graduating seniors are not necessarily college and career
ready, high schools are attempting to implement innovative approaches to address the issue.
According to Stipanovic et al., (2017), “one way schools are attempting to positively impact

24
students’ college and career readiness is by “employing a career pathways model with high
quality, career focused educational programming,” which offers “students both rigorous
academics and career-based experiences” (p. 217) provided that the pathway program is well
developed. Research has shown that career pathway programs have a positive impact on student
readiness (Stipanovic et. al., 2017).
The next section will discuss the framework that will be used to understand the
administrative team’s role at Amazingly Realistic High School (ARHS) to develop college and
career readiness among its students.
The Clark and Estes’ (2008) Gap Analytic Conceptual Framework
Clark and Estes (2008) detail a methodical analytic framework that highlights
organizational and stakeholder performance goals and current performance, to better identify
gaps between the desired level of performance and the actual performance level. Knowledge,
motivation, and organization influences that may impact the goal achievement are examined
when a performance gap is identified. This study, as a promising practice, adapts this framework
to examine stakeholder knowledge, motivation, and organizational assets that may help lead to
goal achievement as opposed to influences.
Knowledge and skills can be broken into four types: factual knowledge, conceptual
knowledge, procedural knowledge and metacognitive knowledge (Anderson & Krathwohl,
2001). Factual knowledge “refers to knowledge that is basic to specific disciplines, contexts, or
domains”, and it includes “terminology, detail or elements that one must know or be familiar
with in order to understand and function effectively or solve a problem in a given area” (Rueda,
2011, p. 28). Conceptual knowledge, on the other hand, is defined as “knowledge of categories,
classifications, principles, generalizations, theories, models, or structures pertinent to a particular

25
area” (Rueda, 2011, p. 28). Procedural knowledge is “knowing how to do something” according
to Rueda (2011, p.28). It involves “specific or finite skills, algorithm, techniques, and particular
methodologies that are required to accomplish specific activities (Rueda, 2011, p. 28).
Metacognitive knowledge involves thinking about your own thinking; “It is the type of
knowledge that allows one to know when and why to do something” and “a key aspect of
strategic behavior in solving problems” (Rueda, 2011, p. 29). Assessing the knowledge assets is
the first component of the Clark and Estes’ analytic framework; the second component of
assessment is motivation.
According to Clark and Estes (2008): “Motivation gets us going, keeps us moving and
tells us how much effort to spend on a task” (p. 80). Three concepts of motivational performance
include active choice, persistence, and mental effort (Clark & Estes, 2008; Rueda, 2011). Selfefficacy, value, interest, attribution, goals and goal orientation, as well as emotions affect
motivation and thereby goal achievement; as such, they must be considered when analyzing a
performance gap or understanding performance assets (Rueda, 2011).
In addition to knowledge and motivation, organizational influences on stakeholders must
also be considered. Cultural settings and cultural models including processes and resources
impact stakeholder performance. Each element in the knowledge, motivation, and organizational
(KMO) framework will be addressed in order to better understand ARHS administrators’
performance of their stakeholder goal of ensuring all students graduate with a plan for college
and, or career.
Stakeholder Knowledge, Motivation, and Organizational Influences
Clark and Estes’ (2008) gap analysis conceptual framework will be used to address
ARHS administrators’ knowledge, motivation, and organizational assets that have enabled them

26
to effectively work toward the performance goal of ensuring all students graduate ready and with
a plan for college and, or career. The first section will be a discussion of assumed influences on
the administrators’ knowledge and skills which will be followed by motivational influences that
may impact the success in achieving the performance goal. Finally, the organizational influences
on the administrators’ achievement of the goal will be reviewed. Each of the assumed
knowledge, motivation, and organizational influences on performance will be assessed through
the methodology discussed in Chapter Three.
Assumed Knowledge Influences
Mayer (2011) provides a holistic yet simple definition of learning as, “a change in
knowledge attributable to experiences” (p. 14); this is not only true of the students in high school
classes across the nation but also of those who educate them; therefore, knowledge and skills
provide “what people need in order to function effectively” in schools and workplaces (Rueda,
2011, p. 25). The knowledge dimension can be broken into four types. Those knowledge types
include factual knowledge, conceptual knowledge, procedural knowledge and metacognitive
knowledge (Anderson & Krathwohl, 2001). Factual knowledge is generally known as the facts.
It entails the basic knowledge of specific disciplines or contexts, and it includes terminology and
details individuals must be familiar with to understand or solve a problem effectively (Rueda,
2011). Moreover, factual knowledge is the culmination of the basic facts needed to function
effectively and solve problems or issues that may arise. An example of factual knowledge is
when employees use cognitive memory to recall the mission or vision of their organization. In
addition to factual knowledge, there is conceptual knowledge.
Conceptual knowledge moves beyond factual knowledge to a knowledge and
understanding of, “categories, classifications, principles, generalizations, theories, models, or

27
structures pertinent to a particular area” (Rueda, 2011, p. 28). Conceptual knowledge is the
understanding of how to infer or read beyond the facts to make meaning. This meaning evolves
from deep internalized understanding that is founded in factual knowledge. An example of
conceptual knowledge in an academic area is when an educator knows various academic
strategies and selects the best one to employ when teaching certain concepts and skills to a
particular group of students.
Procedural knowledge, on the other hand, is the knowledge of how to do something. This
knowledge refers to finite skills or methodologies required to accomplish specific activities
(Anderson & Krathwohl, 2001). Many organizations have procedures or specific methods of
conducting company, business, or entity protocols; procedural knowledge is used to make sure
one’s job is done appropriately and effectively.
Finally, there is metacognitive knowledge which involves the complex idea of simply
thinking about one’s own thinking. According to Krathwohl (2002), metacognitive knowledge is
explained as the “knowledge about cognition in general as well as awareness of and knowledge
about one’s own cognition” (p. 214). This type of knowledge enhances an individual’s ability to
reflect and become aware of their knowledge, their attainment of knowledge, and deficiencies
within their knowledge. The ultimate result of this type of knowledge is self-awareness which
can lead to strengthening of one’s learning ability and how one learns.
There are two assumed knowledge influences for this promising practice study; those two
influences include the following: 1) Administrators know current college and career readiness
standards, and 2) Administrators know the importance of student choice and strategies and
techniques to determine students’ interests.
Administrators Know Current College and Career Readiness (CCR) Standards

28
To enable this promising practice, ARHS administrators are assumed to be
knowledgeable about readiness standards and the courses that support those standards.
Knowledge of CCR standards is necessary to fully understand the standard concept and to be
able to instruct or lead others. This makes lifelong learning necessary and the cornerstone of
continuing professional development (Regeher & Mylopoulos, 2008). Professional development
can support administrators in ensuring the standards are being proactively addressed on their
campus. Moreover, as federal and state standards continue to grow and change, the education
industry has to learn and adapt. This may call for new procedures or protocols. “In the best of
circumstances, there will be moments when the new knowledge that is created by way of
practice-based problem solving is used not only to alter future practice, but also to inform future
practice” (Regeher & Mylopoulos, 2008, p. S22). As such, administrators must remain current to
adequately provide an environment that prepares students. While this is true for all
administrators, it is perhaps even more so for ARHS administrators, as they are leading an
institution that has multiple entities with multiple intertwined accountabilities. As such, ARHS
administrators’ current knowledge of standards and their curricular impact is crucial to the
colleges, career industries, and the districts they serve in pursuing college and career readiness of
all students.
ARHS Administrators Know the Importance of Student Choice and Strategies and Techniques
to Determine Students’ Interests
It is not enough to simply know CCR standards and the courses that support those
standards. Choice is a motivating factor; as such, strategies and techniques to determine student
course and career interest are also significant. Engaging students in academic and career choice
requires moving beyond factual knowledge to conceptualized principles. Conceptual knowledge

29
is necessary for ARHS administrators to ascertain which courses and pathways will both support
current and future colleges and careers, as well as student interests and choices. Most students
have been told what to do and, in many cases, how to do it. Providing choice mitigates this and
gives students autonomy. According to Barkley, “self-determination is the basic human need to
have control over one’s life” (2010, p. 85). As an ARHS administrator, creating college and
career ready students involves promoting student autonomy. Even so, the choices provided must
be relevant to pending careers and those necessary in supporting college readiness. Gardner
(2008) explains that humans have certain kinds of intelligences which include musical
intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, linguistic
intelligence, spatial intelligence, interpersonal intelligence, and intrapersonal intelligence. Burke
(2015) adds to the concept of multiple intelligences by suggesting that educators must teach by
design. Likewise, administrators of CCR-focused campuses must facilitate the readiness of
students by design. Just as teaching a lesson without first engaging students is like talking to a
crowd in a stadium without a microphone, so is striving toward CCR without knowing students’
interests and providing choice. Your lesson, like your comments, may be important, but the
students, like the crowd, are not attached. Creating a campus focused on college and career
readiness for every student dictates both interest and choice availability. Although “designing
learning environments that attend to individual students and their interactions with one another
may seem an impossible task,” it remains quite necessary in engaging students in their own
autonomy for CCR (Tanner, 2013, p. 322). Understanding the importance of student engagement
via interests and choice in education and how to access them can directly address the issue of
college and career readiness. The following sections document the assumed knowledge needs of
ARHS administrators.

30
Table 1 illustrates the two assumed knowledge influences impacting the success of
ARHS administrators in meeting the campus goal.
Table 1
Knowledge Influences, Knowledge Type, and Knowledge Influence Assessments
Assumed Motivation Influences
Success in achieving any goal is directly related to both knowledge or ability and
motivation or desire. Motivation is influenced by many variables, and according to Clark and
Estes (2008), it “… tells us how much effort to spend on a task” (p. 80). One key motivational
factor is self-efficacy (Rueda, 2011). This section explores the role of self-efficacy in motivation,
along with the foundational theory behind it.
Bandura (2005) defines self-efficacy as a judgment of personal, task-specific
performance, while Pajares (2006) emphasizes that self-efficacy is not only about general beliefs
in one's capabilities but also about the ability to achieve a specific level of performance. These
beliefs stem from four main sources: mastery experiences, vicarious experiences, social
persuasions, and physiological reactions (Pajares, 2006; Rueda, 2011). Mastery experiences—
Assumed Knowledge Influence Knowledge Type Knowledge Influence Assessment
Administrators know current
College and Career Readiness
(CCR) standards.
Declarative
(conceptual)
Interview
Administrators know the
importance of student choice
and strategies and techniques to
determine students’ interests.
Declarative
(conceptual)
and
Metacognitive
Interview

31
prior success in a task—are the most powerful source, boosting confidence in one's ability to
replicate success. Observing the successes of peers provides vicarious experiences that also
influence self-efficacy beliefs (Pajares, 2006). Social persuasions and physiological reactions
involve feedback from others and information about one’s emotional and physical states, both of
which shape perceptions of task-related capability (Clark & Estes, 2008; Pajares, 2006).
High self-efficacy is associated with improved work performance (Çetin & Askun, 2018),
greater willingness to take on challenges, and increased persistence (Bandura, 2005). A positive
self-assessment of one’s abilities is essential for improving work outcomes, performance, and
commitment (Pillai & Williams, 2004; Walumbwa, Bruce, Avolio, & Zhu, 2008).
While self-efficacy is an individual’s belief in their ability to perform, collective efficacy
refers to a group's shared belief in its power to achieve desired outcomes through collective
action (Bandura, 2000). Collective efficacy arises from both individual members' skills and their
ability to collaborate effectively (Bandura, 2000; Walumbwa, Wang, Lawler & Shi, 2004).
Confidence in the ability of both individuals and groups to meet expectations drives motivation.
Self-efficacy can enhance collective efficacy by building confidence in individual roles
and team dynamics (Tasa, Sears & Schat, 2010). Clark (2005) noted that interdependent teams
are most motivated when they trust each other’s expertise and are confident in their collective
effort to improve.
The motivation goal for this promising practice study is as follows: 1) Administrators
believe they can create a campus of college- and career-ready students.
ARHS Administrators Believe They Can Create a Campus of College and Career Ready
Students

32
Administrators must believe they can drive college and career readiness on campus.
Administrators with a low self-efficacy are less likely to be motivated and engaged in addressing
the daunting task of preparing students for college and career; as such, ARHS administrators are
assumed to have a high self-efficacy with regards to helping students attain college and career
readiness. A high self-efficacy will keep administrators motivated and engaged in pursuing
readiness standards, maintaining progressive academic and current industry knowledge, using
resources, reflecting on strategies and techniques as well as pursuing the goal of readiness for all
students.
Assessing the self-efficacy of ARHS administrators in challenging work situations—such
as handling difficult or struggling students, addressing parent and community expectations, and
maintaining quality educators and curriculum—will help identify motivational factors that
support administrators in achieving their goal of ensuring readiness for all students (Janke et al.,
2015).
Table 2 illustrates an overview of how the motivation influence of ARHS administrators
support the organization mission, global goal, stakeholder goal, and the influence assessment
identified in this literature review.
Table 2
Assumed Motivation Influence and Motivation Influence Assessment
Assumed Organizational Influences
Assumed Motivation Influences Motivational Influence Assessment
Self–Efficacy – Administrators believe they can
create a campus of college and career–ready
students.
Interview

33
This section will focus on the assumed organizational influences necessary to facilitate an
effective college and career readiness program. In order to achieve the organizational goal, the
organization needs to be mindful of its own unique culture. Culture is a dominant and sustaining
force in performance achievement; Clark and Estes (2008) explain it as the goals, beliefs,
processes, and distinct values learned by individuals in a work environment. If there are
organizational cultural barriers, stakeholders can have knowledge and motivation, but will not
meet their performance goal (Rueda, 2011).
Cultural models and settings are two types of organizational cultural influences that
impact organizational performance. Cultural models are defined as “shared mental schema, or
normative understandings of how the world works, or ought to work” (Rueda, 2011, p. 55).
Cultural models are dynamic in nature and can be used to characterize organizations as well as
individuals; they are “expressed through cultural practices” such as behavior, artifacts and rules
(Rueda, 2011, p. 55).
On the other hand, Rueda (2011) defines cultural settings as the context where
organizational policies and practices are enacted; they “help gain some understanding of the
invisible aspects of organizational work settings” (p. 57). The two assumed organizational
influences for this promising practice study include: 1) The organization has an alignment
between the pathway courses taught and the mission of the organization, and 2) The organization
provides the appropriate contextual environment that model current facilities (ex. dental,
pharmaceutical, EMT and etc. facilities).
Cultural Model: The Organization has an Alignment Between the Pathway Courses Taught
and the Mission of the Organization

34
Alignment of courses to the campus mission remains important because it suggests a
specific purpose. At ARHS it is not only important for instructors to know how their courses are
connected to the campus mission, but it is an influencing factor of the campus’ cultural model.
“Research on school mission statements at the K-12 level clearly indicates that schools are
interested in developing more than just mathematics, science, reading, and writing skills in their
students,” so pathway courses as other courses should be reflected in ARHS’s campus mission
(Stemier & DePascale, 2016, p. 57). Additionally, “a vast array of other skills including
empathy, self-esteem, motivation, self-directed learning, citizenship, leadership, teamwork, and
ethics are emphasized” in mission statements; it is important for ARHS to ensure that the
pathway courses provide not only skills needed within the pathway but soft skills as well
(Stemier & DePascale, 2016, p. 57).
Cultural Setting: The Organization Provides the Appropriate Contextual Environment That
Model current facilities (ex. dental, pharmaceutical, and EMT facilities)
ARHS needs to provide appropriate teaching environments for pathway courses and
instructors. Spencer explains that “Learning in [a] clinical environment has many strengths”
(2003, p. 591). Authentic, state of the art facilities assist students with “[focusing] on real
problems in the context of professional practice” (Spencer, 2003, p. 591). According to Spencer,
ARHS pathway students would be motivated by its relevance, through active participation, and
by having instructors model professional thinking, behaviors, and attitudes. Perhaps most
important for ARHS is Spencer’s assertion that, “It is the only setting in which the skills of
history taking, physical examination, clinical reasoning, decision making, empathy, and
professionalism can be taught and learnt as an integrated whole” (2003, p. 591). Contextual

35
environments for pathway courses are a cultural setting necessity in supporting pathway
instructors’ pursuit of college and career readiness for students.
Table 3 illustrates an overview of how two assumed organizational influences of ARHS
pathway instructors support the organization’s mission, global goal, stakeholder goal, and
influence assessments identified in this literature review.
Table 3
Assumed Organizational Influences and Organizational Influence Assessments
Assumed Organizational Influences Organization Influence Assessment
Cultural Model Influence 1:
The organization has an alignment between
the pathway courses taught and the mission
of the organization.
Interview
Cultural Setting Influence 2:
The organization provides the appropriate
contextual environment for various pathway
courses that model current facilities (ex.
dental, pharmaceutical, and EMT facilities).
Interview
Conclusion
The purpose of K-12 education is to prepare students for college and or career;
identifying the successes of promising practices may assist in understanding and addressing the
challenges of this task. The lack of student readiness has heightened accountability measures.
High remediation and low completion rates call for innovative measures to build readiness prior
to leaving high school. Achieving college and career readiness is not an option. As such, ARHS
administrators’ assumed knowledge, motivation, and organizational assets will be studied. Each
of the assumed knowledge, motivation, and organizational influences on achieving career and
college readiness amongst students at ARHS will be highlighted through the methodology
discussed in Chapter Three.

36
CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this study was to explore Amazingly Realistic High School’s (ARHS)
relevant knowledge, motivation, and organizational assets that have enabled it to graduate
students who are career and college ready. The guiding question for the research that will support
the needs analysis is as follows:
1) What are the administrators’ knowledge, motivation, and organizational resources
that have enabled their campus to reach its performance goal related to college and
career readiness?
Methodological Approach and Rationale
This study was a qualitative study designed to explore and glean the experiences of
ARHS administrators in the areas of knowledge, motivation, and organizational resources
necessary to attain their performance goal of graduating all seniors ready and with a plan for
college and/or career. As such, ARHS’s administrators were interviewed. In addition to ARHS
administrators, representatives of ARHS’s Parent Teacher Association (PTA) were interviewed
in a focus groups setting to gain input on the campus culture, settings, and community
relationships that impact college and career readiness on the campus. Qualitative research
focuses on how individuals perceive, interpret, and derive meaning from their experiences
(Merriam & Tisdell, 2016).
Participating Stakeholders
Participants were employed by ARHS or members of ARHS’s PTA because the study
was being conducted on ARHS’s approaches that enable reaching its goals for college and career
readiness, with courses that allow students to sample careers, obtain certifications, licenses, and

37
obtain college credit. There were approximately five administrators that met the criterion. Their
titles include Principal, Assistant Principal for A – Gi, Assistant Principal Gj – O, Assistant
Principal P- Z, and an Assistant Principal from the previous school year. Specific criteria
associated with the selection of ARHS administrators were those who are current administrators
and those who had been administrators at ARHS within the previous school year.
Administrator Interview Sampling Criteria, Rationale, and Strategy
Because this study was qualitative, the sampling was non-random, small, and purposeful
instead of a large random sample (Creswell & Creswell, 2018). This sampling strategy was used
to seek participants for the interview in order to document information on, “the thoughts, feeling,
attitudes, beliefs, values, perceptions, personality, and behavioral intentions of research
participants” with regards to supporting students who may not otherwise meet college and career
readiness standards (Johnson & Christensen, 2014, p. 227). As such, administrators were chosen
as the target group to be studied to understand how ARHS is achieving college and career
readiness. In addition to administrators, a PTA focus group was also interviewed.
According to Krueger and Casey (2009), “the ideal size of a focus group for most
noncommercial topics is five to eight participants” with small focus groups of “four to six
becoming increasingly more popular” (p. 67). One hundred percent of the campus administrators
would be four and appropriate in determining the knowledge and motivation to achieve
accountability standards and college and career readiness requirements for students. The
interview was semi-structured, “guided by a list of questions or issues,” pertaining to college and
career readiness, student engagement, and accountability, “to be explored” (Merriam & Tisdell,
2016, p. 110).
PTA Focus Group Sampling Criteria, Rationale, and Strategy

38
The appropriate setting for a focus group interview is of course “in [the group] and
therefore facilitated by a group setting” (Stewart & Shamdasani, 2015, p. 17; Merriam & Tisdell,
2016, p. 114). In terms of qualitative observation, it is the natural setting where all potentially
relevant phenomena can be observed (Johnson & Christensen, 2014). As such, the focus group
interview occurred on ARHS’s campus via Zoom due to social distancing mandates. Access to
these settings was gained by requesting permission from the principal in advance. This method
was appropriate because administrators provided permission and were aware of the PTA focus
group. The group was interviewed after the administrator interviews had been completed.
“Purposeful sampling should be used to include people who know the most about the topic”
(Merriam & Tisdell, 2016, p. 114), so the PTA of ARHS was chosen.
The PTA members were stakeholders familiar with the achievement of CCR standards.
Likewise, ARHS achievement provided a topic that parents and teachers “could talk about to
each other in their everyday lives – but don’t” (Merriam & Tisdell, 2016, p. 114; Machaghten &
Myers, 2004, pg. 65). Although the PTA was a parent and teacher group, the teachers and
parents had an option for separate focus groups to support free discourse about topics they may
not want to discuss amongst each other. A minimum of four to six members per focus group
supported the increasingly more popular focus groups highlighted by Krueger and Casey (2009).
Members were contacted by email to see if they were willing to assist with informing the campus
study.
Because campus teachers were familiar with the researcher, the observer-as-participant
role was used for the teacher focus group. Johnson and Christensen (2014) explain that “the
participants are fully aware that they are part of a research study”, and that the observer “does
not spend that much time in the field” (p. 240) with this observation method. The researcher was

39
much more of an observer allowing for relevant phenomena to be observed without an intrusive
threat. In a similar fashion, the researcher, who is also a parent, assumed a “peripheral
membership role” which allowed the researcher to “observe and interact closely enough with
members to establish an insider’s identity without participating in those activities constituting the
core of group membership” (Adler & Adler, p. 85). Ultimately, the rationale was to glean
information, and to garner, “a firsthand encounter” with that particular phenomenon (Merriam &
Tisdell, 2016, p. 137).
Qualitative Data Collection and Instrumentation
The qualitative collection methods selected to gather data that informed this research
study regarding college and career readiness included administrator interviews and a PTA focus
group. Individual interviews, the first data collection instrument employed, were chosen as a
method of examining the knowledge, motivation, and organizational influences impacting ARHS
administrators. In addition to individual interviews, a focus group conducted served to highlight
and validate the individual interviews. This contributed additional historical knowledge of the
campus’ pursuit of college and career readiness for all students, as well as the number of students
graduating with associate degrees, certifications, licenses, and/or college credit.
Interviews
Interviews for administrators followed a semi-structured approach by including
structured and non-structured questions to inform the assumed knowledge, motivation, and
organizational influences in achieving the performance goal (see Appendix A).
The PTA focus group also followed a semi-structured approach which allows for
flexibility and adaptations within the topics, words, and questions necessary to understand and
explore the topic (Johnson & Christensen, 2015). Additionally, the semi-structured approach

40
supported the qualitative emergent design, as unstructured questions leave room for influences to
emerge, and structured questions address specific knowledge, motivation, and organization
influences (Merriam & Tisdell, 2016). PTA focus group members answered questions similar to
those of the administrators; however, they were not responsible for answering as many questions
(see Appendix B and Appendix C).
Administrator interviews preceded the focus group interview which followed and
spanned the entire data collection time as needed. The interviews were administered after
obtaining approval from AISD’s internal review board. Once approval was obtained,
administrators were contacted via email and asked to participate in the study. Following their
approval, the researcher scheduled in-person interviews via zoom which was socially mandated
by Covid-19 Pandemic protocols. A semi-structured interview protocol was followed. As such,
structured and non-structured questions were used to validate or not validate the assumed
knowledge, motivation, and organizational influences on performance (see Appendix A). The
interview was completed online within one hour.
Focus Group
The focus group was intended to collect data on the interactions between leadership and
parents, instructors and students, the engagement of students’ pursuit to their unique readiness
pathways, the class environment, and student expectations. The PTA focus group also followed a
semi-structured approach which allows for flexibility and adaptations within the topics, words,
and questions necessary to understand and explore the topic (Johnson & Christensen, 2015).
Additionally, the semi-structured approach supported the qualitative emergent design, as
unstructured questions leave room for influences to emerge, and structured questions address
specific knowledge, motivation, and organization influences (Merriam & Tisdell, 2016). PTA

41
focus group members addressed questions comparable to those of administrators; however, they
were not responsible for answering as many questions (see Appendix B and Appendix C).
The determination for when to conduct the focus group was made after interviews. The
rationale for conducting the focus group after the other data collection method is to confirm or
validate prior findings from interviews with an additional firsthand account. As the interviewer, I
had a first-hand account of “the interactive discussion through which data are generated” which
is something not accessible via individual interviews (Merriam & Tisdell, 2016, p. 114).
Some advantages of observation consist of recording data as it is happening, noticing
unusual aspects, and exploring topics that may be uncomfortable for participants to discuss
(Creswell & Creswell, 2018). As a result, I assumed the role of observer as a participant. It was
important for the PTA members to feel comfortable with the interviewer/observer, so assuming
my role as a teacher normalized the observation by assuming a role that already existed in the
setting thereby providing complete control to the group and aligning the interviewer/observer
with other members. This “peripheral membership role” allows the researcher to “observe and
interact closely enough with members to establish an insider’s identity without participating in
those activities constituting the core of group membership” (Adler & Adler, p. 85).
One 60-minute focus group session was conducted with a minimum of four members.
Focus group and observations notes documented the setting, environment, and answers to
questions. Ultimately, the rationale for collecting data via observation was to glean information,
“in the setting where the phenomenon of interest naturally occurs,” and to garner, “a firsthand
encounter” with that particular phenomenon (Merriam & Tisdell, 2016, p. 137).
Credibility and Trustworthiness
In order to increase and maintain the credibility and trustworthiness of this study, the

42
researcher used the following strategies: (a) rich data, (b) respondent validation, and (c)
clarification of researcher’s bias. By recording observations and taking verbatim notes, the
researcher ensured low inference, and thereby rich data collection. After recordings and notes
were transcribed, the researcher verified documentation with the respondent to validate what
occurred in the setting and correct any misconceptions. Triangulation presented an opportunity
not only for credibility and trustworthiness with participants, but also for “using different
methods as a check for one another,” to determine if “all support a single conclusion” (Maxwell,
2013, pg. 102). Finally, the researcher took notes to clarify her own bias; the researcher realized
that reflexivity would provide an accountability check for her personal positionality. According
to Creswell and Creswell (2018), “reflexivity requires commenting on two important points: past
experiences and how past experiences shape interpretations” (pg. 184).
Validity and Reliability
Maintaining validity and reliability in this study for the qualitative interview component
was accomplished by using triangulation, respondent validation, and adequate engagement.
Merriam and Tisdell (2016) record triangulation as perhaps “the best-known strategy to shore up
the internal validity of a study” (p. 244), as it uses two or three measurable points to best
converge on a site or point of understanding. As such, two types of triangulation were used to
address validity of this study; multiple methods of data were collected from multiple sources.
Multiple data methods to support validity will be addressed by checking ARHS administrators
interviews against the PTA focus group interview. Multiple sources of data were marked by
“comparing and cross-checking data collected from follow-up interviews with the same people”
(Merriam & Tisdell, 2016, p. 245). A second line of validity checks included respondent
validation and adequate engagement. Feedback on “preliminary or emergent findings” were

43
solicited from some of the ARHS administrators interviewed as a measure of respondent
validation or “member checks” (Merriam & Tisdell, 2016, p. 246). Finally, data collection on
ARHS’s campus continued until the researcher “[began] to see or hear the same things over and
over again, an no new information surfaces” as data is collected thereby supporting the adequate
engagement notion of validity (Merriam & Tisdell, 2016, p. 248).
Reliability in qualitative research proved a bit more daunting. As stated by Merriam and
Tisdell (2016), “reliability in a traditional sense is not only fanciful but impossible” (p. 251).
Reliability is simply not plausible, “Because what is being studied in the social world is assumed
to be in flux, multifaceted, and highly contextual; because information gathered is a function of
who gives it and how skilled the researcher is a getting it…” (Merriam & Tisdell, 2016, p. 251).
The validity of interview questions targeted in three sections was to measure knowledge,
motivation, and organizational influences.
Ethics
As a researcher, the responsibilities with respect to involving human participants in
research have a dual purpose. First, it is ethically appropriate to maintain an elevated level of
responsibility, and second, “the validity and reliability of a study depend upon the ethics of the
investigator” (Merriam & Tisdell, 2016, p. 260). The prominent level of responsibility to human
participants included obtaining informed consent and researching with integrity to do no harm.
Participants were solicited via email about the potential study and asked to respond to the email
or stop by the brief meeting if they were interested. From here, there was a brief meeting to
explain the study, that participation was voluntary, that they could opt out at any time, and that
there would be no incentive for participation. Written consent followed to document participants’
understanding and awareness. Glesne (2011) suggests that in addition to voluntary participation

44
and the freedom to choose to stop participating, informed consent also brings awareness to “any
aspects of the research that might affect their well-being” (p. 166). As such, the initial meeting
disclosed the purpose of the research in detail. Additional permission to record was requested as
recording was necessary to ensure that none of the interviewee’s experiences with regard to the
interview questions were inappropriately documented by the interviewer. There was an
opportunity for participants to accept or reject the request.
As a teacher in the organization where the study will be taking place, the researcher was
interested in the results as a member of the body working towards accomplishing the
aforementioned goals. Because this was the researcher’s second year on the campus, there was a
possible potential for confusion among the other teachers of ARHS of the dual role. The
researcher assured other instructors that she was in their classrooms as an investigator pursuant
to the task only, and that my observations have nothing to do with formal nor informal teacher
assessments for the district. Furthermore, participation and interviews were confidential and used
only for research purposes except for mandatory disclosures required by educators.
The researcher recognized a bias regarding the roles and expectations of educators
because the researcher was an educator at ARHS. Additionally, the researcher acknowledged a
potential bias toward novice administrators developing their skills and veteran administrators
who may be set in their ways pertaining to campus facilitation. As an African American woman,
the researcher realized that she was sensitive to race and ethnicity as well as socioeconomic
status of all students with a heightened sensitivity to African American male students. The
researcher’s goal was to document without judging and triangulate data to ensure internal
validity (Merriam & Tisdell, 2016).

45
CHAPTER FOUR: FINDINGS
Achieving college and career readiness for students represents one of the most
fundamental purposes of public education and one of the most evasive. Clark and Estes’ (2008)
gap analytic conceptual framework examines the knowledge motivation, and organizational
influences that may impact the goal achievement when a performance gap is identified. As a
promising practice, this study adapts the Clark and Estes’ framework to examine stakeholder
knowledge, motivation, and organizational assets that may help lead to goal achievement as
opposed to influences. This analysis focuses on how ARHS administrators are achieving the goal
of graduating seniors with the skills and attributes needed for college and career readiness and
focuses on administrators’ knowledge, motivation, and organizational influences related to
achieving their organizational goals. The research was guided by one essential question:
1. What are the administrators’ knowledge, motivation, and organizational resources
that have enabled them to reach the performance goal related to college and career
readiness?
As so, the purpose of this evaluation was to determine the knowledge, motivational, and
organizational factors that influence how Amazingly Realistic High School (ARHS)
administrators understand and approach the task of achieving college and career readiness for
their student population and thereby successfully pursue the state mandated goals of readiness. It
was assumed that ARHS administrators need specific knowledge, motivation, and organizational
capacity to lead their campus to achieving the readiness goal. The purpose of Chapter Four is to
review and analyze the findings relative to the assumed ARHS administrators’ knowledge,
motivation, and organizational influences on their goals of graduating seniors who are college,
career, and military ready. The findings presented in this chapter include data from both

46
interviews and a PTA focus group. Data for this study was collected through four administrative
interviews over a four-week period. Interviews were conducted with the principal, two assistant
principals, and an assistant principal from the previous school year on the campus of ARHS and
via Teams or Zoom. The PTA focus group discussion of four ARHS PTA members was
facilitated off campus via Zoom. This chapter represents the results and findings from those
interviews and the focus group. The Clark and Estes (2008) Gap Analysis framework was used
to assess and validate the assumed needs. This study also proposes recommendations to address
the needs or assets that were ascertained. Recommendations to address the presented needs or
assets are discussed in Chapter Five.
Participants
Qualitative interviews were the leading mode of data collection in this study of ARHS.
Interview requests were sent to all four administrators and one previous administrator from the
campus; of the five administrators, four elected to participate. Based on the influence that leaders
have on the campus vision and strategic goals, leadership was the primary criterion chosen in
determining the study participants. The study targeted current and prior administrators of ARHS
because the high school is a unique college and career “school of choice,” and general campus
administrators may not have experience necessary to inform this study. Gender, years in
education, as well as years as an administrator on ARHS’s campus may impact the knowledge,
motivation, and organizational assets attained or perceived. As such, noting the demographic of
each administrator is essential. Table 4 shows the demographic makeup of the administrators
interviewed for this study.

47
Table 4
Demographic Make Up of Administrators Interviewed
Administrator Gender Years in Education Years at ARHS
A Female 10 years 3 years
B Male 12 years 4 years
C Female 17 years 4 years
D Female 11 years 1 year
In addition to ARHS administrators, the Parent Teacher Association (PTA) focus group
discussion provided additional information to inform the assumed knowledge, motivation, and
organization needs of ARHS administrators while providing necessary triangulation. PTA
campus president, Mrs. PTA, was contacted via email; however, she was unavailable. She did
facilitate the acquisition of four PTA members who agreed to participate. Because members of
the PTA can be parents, teachers, or both parents and teachers on the campus, noting the
demographic of each PTA member is essential. The gender, number of children attending ARHS,
and identifying whether the member was a parent, teacher, or both a parent and a teacher at
ARHS was important as these factors may impact how the knowledge, motivation, and
organization assets are perceived. Table 5 shows the demographic makeup of the PTA members
who participated in this study.
Table 5
Demographic Make Up of Parent Teacher Association (PTA) Focus Group
PTA Member Gender Number of Students Parent/Teacher
Member 1 Female 1 Parent and Teacher
Member 2 Female 2 Parent and Teacher
Member 3 Male 0 Teacher

48
Member 4 Female 2 Parent
Findings for Assumed Knowledge Influences
Two key assumed knowledge influences on the ability of administrators to attain their
campus goal of graduating college and career ready seniors emerged from the literature review.
The first is current knowledge of College and Career Readiness (CCR) standards (declarative
knowledge) and the second is knowledge of the importance of student choice strategies and
techniques to determine students’ interests (declarative and metacognitive knowledge). Interview
participants were asked four questions related to their knowledge in these areas. Knowledge
needs were measured as “validated” if 50% or less demonstrated knowledge needs and “not
validated” if a majority of 75% of participants demonstrated knowledge in the areas questioned.
The validated knowledge needs are those that solutions will be focused on in Chapter 5. The
questions used to investigate the assumed knowledge needs of ARHS administrators were:
1. Tell me a little about yourself, your experience, and position here at ARHS.
2. What would you say is the ultimate purpose of K-12 education? How does college and
career readiness fit within that purpose?
3. ARHS is a College and Career Readiness (CCR) high school by title. How are current
CCR standards and knowledge of those standards maintained? How often?
4. How do you feel about student choice? What are some strategies or techniques used to
assist with student choice? Which has been most successful? Most challenging?
5. Do you have or make time to reflect? If so, how often? What would you say you focus
most on during your reflections?
Table 6 presents a summary of the assumed knowledge findings.

49
Table 6
Summary of Results and Explanation for Knowledge Needs
Assumed
Knowledge Needs
Category Result Current Asset
or Need?
Explanation
ARHS
administrators need
to know current
college and career
readiness (CCR)
standards.
Declarative
(factual)
Not
Validated
Current Asset 100% of ARHS
administrators were
able to identify current
CCR standards. 75% of
ARHS administrators
were able to recall
specific annual and
ongoing CCR trainings.
ARHS
administrators need
to know the
importance of
student choice and
strategies and
techniques to
determine student
interest.
Declarative
(conceptual
and
metacognitive)
Not
Validated
Current
Asset
100% of ARHS
administrators
acknowledged the
importance of student
choice and provided
some detail of the
strategies or techniques
used to determine
student interest.
Declarative Knowledge of Current College and Career Readiness (CCR) Standards
In order to provide perspective on ARHS administrators’ knowledge of college and
career readiness standards with regards to graduating high school seniors ready for college and
career, interviews were conducted. Table 7 clarifies that all ARHS administrators showed
declarative knowledge as they identified college and career readiness standards and addressed
the new addition of military readiness to the standard.
Table 7
Summary of Declarative Knowledge Demonstration Results
College and Career
Readiness Standards
Number of Interviewees Percentage of
Interviewees
Able to Identify CCR 4 100%

50
Has Received Ongoing
Professional Development
4 100%
Identification of CCR Standards
ARHS administrators were interviewed to determine if there were needs in the
knowledge of College and Career Readiness standards. The findings reveal that four out of four
participants interviewed could list specific components of state regulated College and Career
Readiness Standards (CCRS). All ARHS administrators mentioned a multifaceted approach that
included academic knowledge and skills and the measures that indicated student college or
career readiness.
Administrators. While explaining CCRS, participant B explained, “In the state of Texas,
we’ve made it a little bit more complicated. The Texas Education Agency has redefined CCR as
CCMR so, they threw M in there which stands for military.” Participant B continued explaining
the measures such as “obtaining college credit, CTE pathway completions, and scores of 3 or
higher on any AP exam” in addition to State of Texas Assessment of Academic Readiness
(STAAR) scores. Although participant D had the least experience as an administrator at ARHS,
she was aware of the standards, the military addition, and commented on the student measures.
She focused on the importance of “collaborating with curriculum and instruction…understanding
testing and accountability and understanding college and career readiness.” Participant D also
noted that “the standards are kind of vague allowing them to fit into multiple programs, so really
figuring out what programs you have on your campus and that streamline is important.” Perhaps
aware of her experience as the new administrator, she went on further to explain, “I’m not over
College and Technical Education (CTE), but our administrator who is over CTE along with our
principal and the CTE specialists as well as our college student support counselor…help students

51
know they have that liaison to get their interests or get their questions answered.” According to
participant A, “students are considered college and career ready if they meet one of a host of
criteria such as a minimum SAT or ACT score, or if they take a certain number of advanced
classes whether AP (Advanced Placement) or dual enrollment classes.” She continued by
explaining that students can also be considered college and career ready if they “get an industry
credential or …certified in one of about 150 and growing industry certifications.”
Perhaps more telling than the discussion of components the state uses to certify college
and career preparedness, were the unspecified skills that administrators shared. Participant D
explained the ultimate purpose of education as providing the “experience to educate and to build
character and self-confidence for students.” She elaborated saying, “I think beyond just content
knowledge. I think applicable life skills and how they can be productive citizens…Are we
building character as well as content knowledge?” There was a parallel response from
participant A and C. Participant C compared education and preparing students to be college and
career ready as “a beautifully aligned dance” of “growing a child educationally as well as
socially to go into college or career… ultimately to be prepared for the adult world,” while
Administrator A explained that the goal of K-12 education is to help students identify and
cultivate their strengths, preparing them to make a meaningful contribution to the world. She
provided the following explanation:
The purpose of K-12 education is to help students find their place in their world.
Meaning, we should identify and grow student strengths so they can realize and
be equipped with the skills to utilize their strengths to help our world in some
capacity. College and career readiness fits in with this because students will be

52
able to understand how they can utilize their strengths out in the career field of
their choice and/or pursue college to further develop towards that career choice.
Likewise, this theme was continued with Participant B, who emphasized the importance
of high school programs in preparing students for success. According to participant B, “a high
school program should prepare students to be successful in the world…whether that is going
directly into a university setting and having the skills to be successful in that setting or in a work
setting.” He continued by explaining his ideology of success:
When I say successful, I mean more than the hard skills. They need to have
the understanding of how the world works, how to be a good citizen in the
world, how to treat people, how to interact with other people… I believe
K-12 education is to prepare students for that eventuality when they leave
us…showing up on time, smiling…courtesy and etiquette.
ARHS administrators listed the components of CCRS measures according to Texas. The
addition of military readiness as a standard was echoed in each interview which supported a
validation of current knowledge of CCR standards. The interviewees’ ability to move beyond
those standards and measures and speak to student skills that had no accountability for Texas
school districts -- those less tangible or testable skills needed for readiness-- suggest a deep
conceptual knowledge that moves beyond awareness and into the sphere of expertise with
understanding what students need to graduate ready for college, career, and military
PTA Focus Group. In discussing the purpose of K-12 education and how college and
career readiness fits within that purpose, Member 1 explained, the ultimate purpose of K-12
education is to equip students with the foundational knowledge and skills they need to succeed in
their future endeavors, whether that's higher education or the workforce. College and career

53
readiness is a crucial part of this because it ensures that students are not only academically
prepared but also have the practical skills needed to navigate their chosen paths successfully."
Member 2 added, "Absolutely, I agree. K-12 education should prepare students to be critical
thinkers and problem solvers. College and career readiness fits in by providing them with the
tools and experiences to transition smoothly into their next phase, making sure they are both
academically and personally ready for the challenges ahead." Member 3 and Member 4 nodded
in agreement but did not elaborate verbally.
Ongoing Professional Development
Administrators. ARHS administrators mentioned the annual professional development
provided at the beginning of the academic year. Administrators also discussed the heightened
importance of professional training for their campus, designated by name as a college and career
campus. Four of the four participants could also identify professional development to ensure
identification and conceptional understanding of the current CCRS.
When discussing the annual training, participant C noted, “in the summer we look at
them in depth on the district level with all district administrators and someone that has come
from the state level and we get an update…That training is about four days long and from there
anywhere from four to five months, we’re looking at standards.” Participant A was aligned with
Participant C in her knowledge and recall of CCRS professional development. Participant D
recalled the professional development “update prior to the academic year that reviewed CCRS.
I’m not over CTE, but I think it’s different for the principal and the administrator over CTE.
They meet on a regular basis.” Participant B did not speak about specific professional
development for CCR; he began addressing the quick evolution of College and Career Readiness
(CCR), noting the language comes out of the Carl D. Perkins Act. “I think we’re on the 6th

54
iteration of the Carl D. Perkins Act where they talk about career readiness, and so in the four
years I’ve been here, we went from an accountability system that didn’t factors those standards
in very heavily to a new accountability system that factors those things in a large way.”
Participant B’s professional development over CCR or CCMR standards was obvious as was the
continual and current updating as he spoke to specific federal acts and the change in
accountability systems impacting college and career readiness.
PTA Focus Group. When asked how current CCR standards and knowledge of those
standards are maintained at ARHS, a CCR high school by name, Member 3 responded, “At
ARHS, we see that the standards for college and career readiness are actively maintained through
regular professional development for our teachers. The administration is diligent about staying
updated with the latest CCR guidelines and integrating them into our curriculum. This helps
ensure that our students are meeting the required benchmarks and are prepared for their future.”
Member 4 added, “I’ve noticed that ARHS also keeps communication open between educators
and parents regarding CCR standards. This transparency helps everyone stay aligned with the
school's goals and ensures that the standards are effectively implemented and maintained.”
Metacognitive and Procedural Knowledge of the Importance of Student Choice and
Techniques to Determine Students’ Interest
Administrators need to understand the importance of student choice as a student
motivator and strategies and techniques to assist students with identifying their interests.
Student Choice
ARHS administrators were interviewed to determine how they felt about student choice
and the procedural techniques used to determine student interest. All ARHS administrators’
knowledge supported an understanding that students are motivated by active choice.

55
Administrators. Participant D said, “Empowerment, student choice is empowerment!
They have all kinds of choice. They can do an endorsement, a certification, an associate’s
degree.” Participant B responded, “We consider ourselves a school of choice. That’s kind of our
motto. It’s a weird motto, but we’re a school of choice.” Participant B elaborated on the
school’s motto of providing choice, explaining how it is reflected in the district’s structure: "The
choice motto manifests in a lot of different ways. First, none of the students in this school district
or in this town are zoned to ARHS. We’re not considered a magnet school, but we are a school
of choice in that students can choose to go to their traditional high school campus or they can
choose to apply in, come to our school and experience all the programs that we have that cannot
be offered at those other campuses." Participant A emphasized the significance of offering
students choices, not only in attending high school but also in selecting career pathways as she
stated the following:
Student choice is pivotal in career pathways. We must have various career
pathways so that students can have explore the many options that they have in this
world for a career choice. Some strategies used are career interest surveys,
discussing programs with students prior to high school and during high school,
college and career activities done in homerooms, meeting with incoming 9th
grade students to talk about their pathway at Turner. The most successful ones are
the recruitment efforts we do including going out to the junior high campuses and
the tours. It is one thing talking about the program and a completely different
thing when you can actually see the facility and experience.
Administrators discussed the diverse options for students and the important impact of
choice. Participant C even recalled a situation where a student came in stating, “My parents want

56
me to be an engineer. I know engineering is where the money’s at, but I really like to cook, so I
can take culinary class.” ARHS boasts an ability to support the academic field of interest and the
general personal interests. Understanding that students feel empowered when able to please their
parents and explore personal interest speaks to how choice assist students at ARHS with
becoming college and career ready. Interviewee responses revealed not only an understanding of
the importance of student choice but also a support of “self-determination, the basic need to have
control over one’s life” (Barkley, 2010).
Supporting student choice is one aspect of providing students with academic autonomy.
ARHS administrators prove strong in their resolve to provide students with academic choice.
Another important knowledge component embedded in procedural knowledge is the awareness
and knowledge of techniques to determine student interest. In trying to ascertain how student
interest was determined so that the campus could provide student with choice, administrators
were asked about techniques used to determine student interest.
Administrator D explained, “Our counseling team is really quite amazing…” After
recalling previous campuses she’s worked on, she calmly asserted “I know that there’s not
another team who meets with every single one of their students on campus as ours do… Those
individual conversations with both families and students are what help with the guidance. The
Community College (TCC) support counselor here on campus helps students with interests or
gets their questions answered with TCC.
Administrator B’s response supported Administrator D; saying, “Our counselors meet
with the students every single year, and they create a four-year plan.” Counselors review the
plan and the courses with students. Students can explore their interests and adjust their study
plan. Administrator B reveals the unreasonable aspect of requesting middle school students to

57
make a career decision without allowing for change. “I think that that’s a heavy burden to put on
an eighth grader to make a decision and commit to it for four years.”
Administrator C also highlighted the counseling team in her explanation, revealing “when
freshmen come in, they have already had a counseling session with our counselors about what
they’re interested in doing after college…what subjects they like the most, and we already start
those career conversations.” Outside of sitting with their counselor, “students work with
teachers in particular pathway to support the students by building the relationships that aid in
figuring out exactly what that particular kid likes and wants to do in that field.” Students also
find out that if they do not like dealing with blood or bloody things that Health Science is
probably not a field he or she should go into.
Administrator B concluded by mentioning that the school sells itself when students and
parents see the facilities: “A lot of times the facilities that we have are better that the facilities
that the student would be working in if they were to go on and choose this situation as a career.”
So, the facilities provide an added component to assist students in their choice process.
PTA Focus Group. Focus group members confirmed that choice was a major marketing
component of the campus. Members 1, 2, and 4 discussed the process from the parent’s
perspective. Member 4 explained that she wanted her student to attend “more than [the student]
wanted to attend because of the options available.” Other members laughed and Member 2
agreed that she pushed and persuaded a bit, but “my [student] loves it here.” All agreed that it
takes a little time for students to understand what they actually have on campus compared to
other high schools.
Summary of Knowledge Findings

58
In summary, most ARHS administrators were aware of CCR standards, the importance of
student choice and campus techniques to support students in realizing how their interests fit or
support various academic pathways. The administrators declarative or conceptual knowledge
involves the ability of administrators to move beyond the basic facts needed for a task to a deep
internalized understanding of theories, generalizations, models, or structures pertinent to a
particular area (Rueda, 2011). Procedural knowledge, on the other hand, refers to the finite skills
or methodologies required to do something. Both declarative and procedural knowledge
influences are considered current assets based on the data gathered, as the assumed knowledge
needs in these areas were not validated.
Finding for Assumed Motivation Influences
The motivational design is composed of three components: active choice, persistence,
and mental effort (Rueda, 2011). Clark and Estes (2008) reveal persistence and mental effort
commence after active choice. As so, motivational challenges find their solutions rooted in
interventions that provide a choice, encourage persistence when presented with obstacles, or
spark the mental effort required to achieve the performance goal. Success then, is directly
connected to both knowledge or ability and motivation or desire. In order to determine the
motivation appropriate in supporting ARHS administrators’ pursuit of college and career
readiness, motivation needs were assessed using data gleaned from interviews. Results of the
evaluation of motivation needs are grouped into three sections according to assumed motivation
influences. This section reviews findings for stakeholder efficacy. The motivational assumed
influence was explored using the following questions in the interview protocol:
1. What is your goal for each student? What about African American males? What about
Hispanic males and other underserved populations?

59
2. How confident do you feel about being able to impact readiness standards via the courses
on your campus? Great! On a scale of 1-10 with 10 being the highest, what would your
confidence level be?
3. For various certification and licensure exams, have you seen improvement? Have you
documented this? If so, how?
Table 8 presents a summary of the assumed motivation findings.
Table 8
Summary Results and Explanation of Motivation Needs.
Assumed Motivation
Influence
Category Result Current Asset
or Need?
Explanation
ARHS administrators
believe they can
create a campus of
college and careerready students.
Self-Efficacy Not
Validated
Current Asset 100% of ARHS
administrators believe
they can create a
campus of college and
career ready students.
Efficacy in Their Ability to Create a Campus of College and Career Ready Graduates
According to the dictionary, effectiveness is a simplistic one-word definition of efficacy
which is more specifically defined as the capacity for producing a desired result or effect
(Dictionary.com). In this context, efficacy is the ability to create a college campus and career
readiness.
Self-Efficacy
Self-efficacy addresses the belief in one’s own confidence in a specific task (Bandura,
2000; Pajares, 2006). ARHS administrators’ efficacy beliefs are considered as an assumed
motivation influence because there are numerous factors that influence whether a student
graduates ready for college and career. Notably, some of those factors are within ARHS
administrators’ control; however, many are not. As so, it is reasonable that ARHS

60
administrators’ beliefs about their ability to positively impact the goal of readiness for all
graduates would factor into how they approach the task and how motivated they are to follow
through with the daunting task.
Administrators. One key finding around efficacy is that ARHS administrators all
appeared to have high self-efficacy related to creating a campus of college and career ready
graduates; however, they were quite reluctant in suggesting a score higher than an 8. ARHS
administrator self-reported levels of self-efficacy, on a scale of 1-10 with 10 indicating highest
efficacy and 1 indicating the lowest are outlined in Table 9.
Table 9
Summary of Self-Efficacy Self Report
Administrator Rating Self-Efficacy Self-Rating
A No response
B 8
C 8
D 7-8
The majority of ARHS administrators tended to rate themselves highly with regards to
their confidence in their abilities to positively impact college and career readiness for students.
Their confidence and belief in their ability stems from two sources—their knowledge of college
and career readiness, and the strength of the collaborative nature of the three in one campus
which includes the high school, a junior college, and the career and technology education
pathways. Rueda (2011) asserts that employees with a higher self-efficacy are more motivated
and engaged in completing their goals as opposed to those with lower self-efficacy.
Multiple administrators acknowledged their high self-efficacy even amid new campus
protocols for the Covid Pandemic due to teachers on campus. One administrator noted that “our
teachers are mastering something new every day” when discussing teaching during the pandemic

61
“…and I don’t really see any complacency… and so I think that we are impactful. I’m gonna say
about 7 to 8.” Others reiterated the college and career readiness standards and how Amazingly
RHS addresses readiness. Administrator C discussed how fortunate they were to have all
components housed on their campus:
So again, we’re very fortunate because of the fact that we do have The
Community College (TCC) here on campus. We work with the military
branches and then of course we have the majority of the CTE certifications
on this campus… giving myself a 10 is very hard because that
means that we’re perfect and we don’t have any flaws, but I definitely
would say that we’re probably at an 8.
While no flaws were mentioned, it was evident that asserting perfection was not something any
of the administrators of the progressive campus were willing to do.
PTA Focus Group. PTA focus group members supported the administrators’ rating and
shied away from rating the campus a perfect 10. Member 3 and Member 4 rated their confidence
in their campus’ ability to impact readiness standards based on the campus courses exactly as the
administrators did. Member 3 rated the “campus at an 8. We have a solid framework in place for
impacting readiness standards through various courses, and the administration’s commitment to
continuous improvement gives me confidence. However, there is always room for growth and
enhancement.” Member 4 replied, “I agree with an 8. The courses are well-designed, and there’s
a strong emphasis on aligning them with readiness standards. The ongoing feedback and
adjustments we see are a testament to our campus's dedication to maintaining high standards.”

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Both Member 1 and Member 2 physically acknowledged with smiles and nods before
simultaneously saying, “Yes, an 8!” There was a bit of laughter with the acknowledgement and
agreement of all.
Summary of Motivation Findings
After interviewing four administrators, the results of efficacy were consistently high,
though they acknowledged areas for growth, avoiding claims of perfection. Successful
attainment of certifications and licenses not only reinforced their sense of efficacy but also
seemed to inspire pride among the administrators. They recognized these achievements as a
reflection of their effectiveness and commitment.
Findings for Assumed Organizational Influences
Culture is a dominant and sustaining force in performance achievement; Clark and Estes
(2008) explain it as the goals, beliefs, processes, and distinct values learned by individuals in a
work environment. Organizational cultures are usually a composite of established subcultures,
each with its own language, beliefs, and assumptions (Schein, 2017). Although it is not
necessarily visible or tangibly manipulated (Schneider, Brief & Guzzo, 1996), the significance of
culture cannot be overlooked. If there are organizational cultural barriers, administrative
stakeholders can have knowledge and motivation but will not meet their performance goal of
college and career readiness for students. In this study's context, culture is explored through the
lens of cultural models and settings. Cultural models are the invisible shared schemas or
normative understandings of how the world works (Rueda, 2011). Cultural settings, on the other
hand, are those contexts in which culture plays out (Gallimore & Goldenberg, 2001). This study
sought to determine the cultural influences that informed how ARHS administrators reach the

63
goal of college and career readiness for all students. The questions used to examine the assumed
organizational influences included:
1. How are pathway courses chosen? Aligned to the campus mission?
2. How do you think pathway courses and college and career readiness are perceived on this
campus? What makes you say that?
3. In what ways are faculty and staff members supported in facilitating this college and
career campus?
4. Pathway courses are modeled as the unique contextual environments. How is this funded
and annually sustained?
Table 10 presents a summary of the assumed organizational influences.
Table 10
Summary of Results and Explanation for Organizational Needs
Assumed
Organizational
Influence
Category Result Current Asset or
Continuing Need?
Explanation
The organization
needs to have an
alignment between
the pathway courses
taught and the
mission of the
organization.
Model Not
Validated
Current Asset The organization
demonstrated an
alignment between
pathway courses
taught and the mission
of the organization.
The organization
needs to provide the
appropriate
contextual
environments for
various pathway
courses that model
current facilities
(ex. dental,
pharmaceutical, and
EMT facilities).
Setting Not
Validated
Current Asset The organization
demonstrated the
appropriate contextual
environments for
pathway courses that
model current facilities
(ex. Dental,
pharmaceutical, and
EMT facilities).

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Cultural Models: College and Career Readiness Supports the Campus Mission and is
Promoted Campus-wide
Administrators need an organization that understands and promotes college and career
readiness as a part of the campus mission.
Alignment to Campus Mission
Course alignment to the campus mission suggests a specific purpose for the course in
achieving readiness for students. Stemier and DePascale assert that their research on school
mission statements at K-12 level “clearly indicates that schools are interested in developing more
than just mathematics, science, reading, and writing skills in their students (2016, p. 57).
Knowing how courses are connected to the campus mission provides an important foundation for
the teacher and thereby influences the cultural model.
Administrators. Administrator B explained the extensive way of how pathways and the
courses affiliated with them were originally chosen:
The original pathways that we had went back to a survey that went out when
this school was still being thought of. Basically, back in 2010, eleven or twelve
members of the community, small businesses in the community and the
superintendent were meeting to see what the school district could do to better
prepare students for what was evidently a labor shortage. There was an ardent
desire by the community to better prepare our students for a lot of the jobs
happening in this area…Community partners, along with this group, started to
hash out the idea of this school and the model that they wanted to do. So, they
determined that they were going to create a career and technical education high
school where our students could earn a lot of these certifications.

65
Administrator C also discussed the community connection to selecting pathways and the
courses within them in her response saying:
Those [pathways and pathway courses] are chosen in collaboration with our CTE
director as well as our Superintendent. So, we look at the area around us and ask,
what is the greatest need. As you know, this is different in different areas, so it’s
the area of the high school and what the industry needs then the teachers
available. In order to be a CTE teacher for certification, you have to have
industry experience as well as your certification as a teacher.
There was an administrator who responded that she did not genuinely know; however,
her response included some of the key aforementioned details of course selection. “I think it’s
determined with Dr. N, who is the director of CTE. I would assume they would do some kind of
community survey, but I’ve never really been a part of a process like that, so I’m not really sure”
(Administrator D).
Although the response was brief, Administrator A did echo some of the same components
as Administrator B and C did in their responses. She highlighted the following with regards to
selecting pathway courses:
Pathways are chosen in partnership with curriculum and CTE departments. It is
always going to come down to do we have the capacity to hire a teacher who can
start and maintain this program. Do we have the funds? Do we have the district
and campus support needed to make this program a success?
Embodying the Campus Mission
Administrators. The educational philosophies of ARHS administrators appear to align
with the organization’s mission. Administrators were active supporters of the campus mission as

66
expressed by their desires for students on ARHS’ campus. Administrator B called his goal for
students overly simplistic and overly cliché before responding, “I’ve always said that I want each
of our students to leave Amazingly with multiple doors of opportunity available to them.” The
unique concept in this, according to Administrator B is that ARHS has “very very bright
students…who come to our campus...college bound. We still encourage them to take part in all
our career and technical education programs.”
Administrator D echoed this organizational sentiment by expressing her goal for each
student to “feel that they can do anything they want to do and be anything they want to be.
Simply stated, “I want each kid here to find who they truly are and who they want to become.”
Administrator D’s response moved beyond the readiness standard. “I want them to feel that they
can do anything they want to do and be anything they want to be.”
Administrator A’s goal for each student also superseded college and career readiness, as
she discussed wanting “all students to realize their worth and what they can offer to our world.”
She continued explaining, “Ultimately, I want students to realize their why and go for it.”
Sounding like Administrator A and D, Administrator C expresses her desire for all
students on their unique roads to reach their goals. She concluded by saying: “So I want every
kid here to have that --to find their own voice and be confident in who they are because they’ve
had training and because they had teachers support them.”
Administrator B concluding by emphasizing the importance of providing students with as
many opportunities as possible upon graduation, regardless of their background or initial abilities
while asserting the importance of high school with regards to college and career readiness when
he said, “So, I don’t care who you are when you get here, we want you to have as many doors of
opportunity available to you when you graduate as possible.” He further discussed how some

67
students, initially uncertain about their academic potential, can gain confidence through their
experiences in Career and Technical Education (CTE) classes. As he described situations where
a student may think they are not going to be college material:
They’re going through these CTE classes and the success that they experience in
those CTE classes begins to translate into some of the other classes and all of a
sudden you get an English teacher saying, “Hey, you can do this. Let’s go!
According to Administrator B, in completing dual credit courses, “students not only earn
certifications but also realize they can succeed in higher education, opening a new path for their
futures.” Administrator B continued by explaining that initially a student may have been thinking
they “were going to be a welder and they can leave with all those welding certifications, but they
can also leave with some junior college credit, or at least the confidence to know if I go to junior
college, I’m going to be successful.”
Campus-wide Promotion
Another cultural model assumption is that ARHS promotes not only college and career
readiness but also the academic and CTE pathways among all teaching faculty. That is to say that
the intersection of beliefs and practices or the shared mental schema includes a normalization of
both academic and CTE pathways at ARHS (Corwin & Tierney, 2007; Rueda, 2011).
Administrators. In reference to promoting and perception of academic and CTE
pathways Administrator A said, “I believe it is perceived in a positive manner. That is evident
through how many students pass their certification exam.” After thinking about it, Administrator
B said the perception of pathway courses would be different for diverse groups of people. He
explained that the school is “three equal and separate parts.” According to Administrator B,
there is the career and technology education program which houses 20 CTE programs, electives

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designed in four year sequences; the core teachers, who teach similar classes to those academic
classes in every high school, necessary for graduation requirements; and finally, the dual
enrollment instructors from the junior colleges, who teach college courses that student obtain a
high school and college credit for on ARHS’ campus.
Administrator C responded, “I think that it works” referring to the concept of three
campuses in one. As a parent of a district, Administrator D discussed being a silent member of a
Facebook parent group where she encountered a feed of ARHS parents and students talking
about “all the positive experiences and opportunities and why ARHS was great. I think it’s
perceived positively.” Administrator B concluded by referencing the three components again and
saying, “You know we’re all in this for the same reason. We all want to see our kids be
successful. I think we’re all proud of the opportunities that our students have, but we’re
approaching it from completely different lenses.”
PTA Focus Group. The PTA group’s responses to CTE or pathway courses and college
and career readiness are positively perceived on this campus and in the community. According to
Member 2 who responded, “I think the community sees these programs as essential for student
success. The feedback we receive from parents and the involvement of local businesses in
supporting these pathways reinforce this perception.” Member 3 added, “Definitely positive. It’s
a win, win for parents, students and our community.”
Member 4’s response received nods from those in the group as she explained, “I love
knowing that my son will graduate with a welding certification and a year of college credit. He
can go straight to working or choose to continue his degree.” Member 1 added her perspective by
saying “On campus, pathway courses and CCR are perceived very positively. Students and
parents see them as valuable tools for preparing for the future. In the community, there’s a

69
growing recognition of the importance of these programs, largely due to the success stories and
positive outcomes we hear from graduates.”
This study assumes that to achieve such a prominent level of college and career ready
students, the cultural model of ARHS is promoted throughout the campus and has an alignment
between the mission of the organization and CTE pathway courses taught.
Cultural Setting: College and Career Readiness is Heightened by Teacher Support and
Contextual Environment Maintenance
The importance of cultural settings cannot be downplayed in achieving goals. The
cultural setting of an organization may prove more important than other components in the
pursuit of college and career readiness for all students.
Teacher Support
Supporting teachers is an indirect way to support students. This is why administrators
were asked about supporting faculty in facilitating a college and career readiness campus. In
addressing the questions, administrators were concerned about ensuring the support of their
teachers.
Administrators. Two tiers of support were described by Administrator D. She reviewed
the first tier which was professional development provided by district level curriculum specialist
who focused on finding out “where teachers want or need to grow.” The second tier is campus
based. Administrator D expresses how she supports teachers:
One of the things I do is I communicate with Curriculum and Instruction
for both science and social studies as frequently as bi-weekly. I make sure
I know what the district is asking of them, so I can be a voice or protector for
both their time and for what is appropriate for our campus needs. I collaborate

70
with teachers; I make sure I know what their needs are, and I try to get those
resources or address the concerns as quickly as possible.
Administrator A agreed with Administrator D and validated the method in which resources are
pursued. She also added ensuring teacher access to administrative communication:
Whenever a staff member would bring up something that they needed then we
would do our best to find the resources needed to support that teacher’s need. For
example, teachers needed more support in administrator communication so we
came up with various platforms to communicate so that we could be intentional
and purposeful about how and when we communicate.
Administrator C’s response echoed the responses of Administrator A and D and
explained supporting teachers is probably what she reflects most on. Administrator C spoke of
having an open-door policy and discussed talking with the other administrators about how the
faculty and staff are feeling. Specifically, “Do they feel supported? Do they need anything? Are
they lacking anything that we need to provide?” These were a few of the questions Administrator
C talked about reviewing with other administrators.
Administrator B discussed the importance of supporting and providing the teachers and
staff with the resources they need to pursue college and career readiness for all students as “a
genuine commitment to fostering a supportive and responsive environment that not only helps in
addressing immediate concerns but also contributes to a positive and productive school culture."
PTA Focus Group. According to the PTA group, faculty and staff support in facilitating
this college and career ready focused campus was explained by Member 2 response, “Faculty
and staff receive support through regular training sessions and access to resources that help them
stay current with best practices in college and career readiness. There are also collaborative

71
opportunities to share insights and strategies.” Member 3 agreed with a nod while Member 1
revealed, “…there is support through mentorship and professional development programs.
Faculty and staff are encouraged to participate in workshops and conferences, which helps them
effectively facilitate college and career readiness on campus."
According to PTA members, ARHS can further improve its approach to ensuring an
equitable and supportive environment for all students by, “…[enhancing] communication
channels between students, parents, and administration to better address and act on feedback.
More targeted support programs for underrepresented groups could also make a significant
difference.” (Member 3) Member 4 also responded, “I think increasing community involvement
in decision-making processes and continuing to invest in professional development for staff will
help in creating a more equitable and supportive environment for all students.”
Contextual Environment
PTA Focus Group. When asked about the CTE program and available resources,
Member 4 spoke about the medical environments at the high school explaining, “The state-ofthe-art pharmacy, EMT, and vet tech programs are absolutely incredible! It’s exciting to think
about how students are getting hands-on experience in such relevant fields. The pharmacy lab, in
particular, looks exactly like one you'd find in a professional setting.” Member 2 said, “I
completely agree. The addition of the culinary kitchen and dining room is another huge win.
Having a full-scale dining area where students can not only learn but also interact with the
community is a great way to prepare them for real-world work. It's not just about cooking, it’s
about customer service, teamwork, and management skills. Having a coffee shop on-site for
students to practice their barista skills is such a unique touch, plus it’s become my coffee shop
when open.”

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"Absolutely” Member 2 responded, “And then there’s the welding and dental hygienist
programs. These facilities are top-notch and align with industry standards, which is so important.
Students in the welding program are learning on the same equipment they’d use in the
workforce, and the dental hygiene lab looks like something out of a professional clinic. It’s a
great way to give them a competitive edge.” Member 1 agreed and concluded by saying,
“Couldn't agree more. This is the kind of education students need to prepare them for their
futures. I’m looking forward to seeing are students in these careers in the near future.”
Summary of Organizational Findings
Based on interviews conducted with ARHS administrators, no organizational needs were
presented in the areas of cultural models and cultural settings. Culturally, ARHS’s alignment
with its mission as well as the district and state accountability measures proved quite sound.
Summary of PTA Focus Group Findings
After facilitating the focus group of ARHS PTA members, it was quite notable that the
campus is highly regarded for their pursuit and achievement of college and career ready students.
The PTA provided additional insight to the assumed needs assessment of ARHS administrators
and the campus, and there were no knowledge, motivation, or organization needs presented.
Conclusion
The results demonstrate that the assumed influences in both declarative and procedural
knowledge are current assets for the ARHS campus. ARHS administrators demonstrated a high
value and efficacy in graduating seniors who are ready for college and career, marking the area
of motivation as an asset as well. There were also no needs found in the areas of cultural models
nor cultural settings.
Table 11 summarizes the results across all assumed influences.

73
Table 11
Summary of Findings
Knowledge Assumed Administrator Knowledge Influences Result
Declarative Administrators need to know current College and
Career Readiness standards.
Current Asset
Conceptual and
Metacognitive
Administrators need to know the importance of
student choice and strategies and techniques to
determine student interests.
Current Asset
Motivation Assumed Administrator Motivation Influences Result
Self-Efficacy Administrators must believe they can create a
campus of college and career ready students.
Current Asset
Organization Assumed Organizational Influences Result
Cultural Model The organization needs to have an alignment
between the pathway courses and the mission of
the campus
Current Asset
Cultural Setting The organization needs to provide the appropriate
contextual environment for various pathway
courses that model current facilities (ex. dental,
pharmaceutical, and EMT facilities).
Current Asset
Chapter 5 will present recommendations to address the potential needs identified or
difficulties in using ARHS as a model for CCR.
CHAPTER FIVE: RECOMMENDATIONS AND IMPLEMENTATION
This study aimed to identify the factors influencing the achievement of college and career
readiness for graduates of a high school in Amazing Independent School District (AISD). Clark

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and Estes’ (2008) Gap Analysis framework was used to examine the performance gaps that affect
the attainment of the administrators’ goal of ensuring that 100% of students graduate with a plan
and the necessary skills for college and/or career readiness. The study was guided by one
research question: (1) What are the administrators' knowledge, motivation, and organizational
resources that have enabled the district to achieve its performance goals related to college and
career readiness? This chapter focuses on recommendations for other districts and campuses
seeking to improve college and career readiness, derived from the ARHS administrators'
validated knowledge, motivation, and organizational resources that have enabled their success
with CCR. Additionally, an implementation plan to address the academic challenges will be
discussed.
This study’s current assets reflect areas where ARHS administrators demonstrated
strengths in relation to the 100% graduate readiness goal. Had any ongoing needs been
identified, they would have indicated gaps within the ARHS administrative group. Although no
needs were found in knowledge, motivation, and organizational capacity, the recommendations
presented in this chapter focus on supporting districts and campuses seeking to enhance college
and career readiness. This chapter is organized into three main sections. The first section
highlights the ARHS administrators' current assets related to graduating college and career ready
students. The second section presents evidence-based solutions for achieving the goal of
graduating college and career ready students, and the third section outlines an implementation
plan for adopting a promising practice from ARHS.
ARHS Administrator Current Assets
The findings identified current assets that support the ARHS administrators in achieving
the district and campus goal of ensuring readiness for all graduating seniors. These assets include

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two related to knowledge, two related to motivation, and two related to organizational factors.
Table 12 presents the current assets, which will be discussed in this chapter.
Table 12
Current Assets
Knowledge Assumed Administrator Knowledge Influences Result
Declarative Administrators need to know current College and
Career Readiness standards.
Current Asset
Conceptual and
Metacognitive
Administrators need to know the importance of
student choice and strategies and techniques to
determine student interests.
Current Asset
Motivation Assumed Administrator Motivation Influences Result
Self-Efficacy Administrators must believe they can create a
campus of college and career ready students.
Current Asset
Organization Assumed Organizational Influences Result
Cultural Model The organization needs to have an alignment
between the pathway courses and the mission of
the campus.
Current Asset
Cultural Setting The organization needs to provide the appropriate
contextual environment for various pathway
courses that model current facilities (ex. dental,
pharmaceutical, and EMT facilities).
Current Asset
Regarding current knowledge assets, ARHS administrators demonstrate a strong
understanding of the College and Career Readiness Standards (CCRS), the importance of student
choice, and effective strategies for assessing students' interests. They also show a strong
commitment to reflecting on campus instruction to improve student learning and experiences.
The administrators at ARHS share a collective belief in their ability to foster a campus of
college- and career-ready students. Each administrator emphasized the importance of helping
students achieve professional certification and licensure through the courses offered at ARHS,
thus underscoring the practical value of these programs. The following recommendations,

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offered by ARHS administrators, are intended to assist other districts and campuses in achieving
college and career readiness.
Proposed Recommendations
There are five recommendations that will enable other districts and campuses to improve
their performance in college and career readiness. These are: 1) invest in and support
administrators current knowledge of college and career readiness standards; 2) develop
administrators’ knowledge of student choice and strategies and techniques to determine student
interests; 3) support administrators’ belief that they are capable of creating a campus of college
and career ready students; 4) create an alignment between pathway courses taught and the
college and career readiness mission that highlights students becoming professionally certified
and licensed; and 5) provide the appropriate contextual environment for various pathway courses
that model current facilities (ex. dental, pharmaceutical, and EMT facilities).
Recommendation 1: Districts and other high school campuses will ensure their
administrators have current knowledge of college and career readiness standards
The need for ARHS administrators to have a collective understanding of current College
and Career Readiness (CCR) standards is crucial to their ability to support CCR outcomes for
graduates. ARHS administrators were found to possess a strong grasp of these standards.
Research highlights that administrators' understanding of CCR standards is essential for aligning
curriculum, instruction, and student support systems to meet students' evolving needs (Conley,
2014; Gándara et al., 2018).
Clark and Estes (2008) argue that employee interactions increase when employees
maintain the necessary knowledge and skills to perform their jobs and solve problems related to
their responsibilities. A solid understanding of CCR standards provides the conceptual

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knowledge required to address the readiness needs of all students, particularly those facing
academic challenges. Conceptual knowledge—understanding how to apply facts to broader
contexts—equips administrators with the tools to apply “categories, classifications, principles,
generalizations, theories, models, or structures pertinent…” to ensuring that all students are
ready for college and careers, regardless of their unique academic challenges (Rueda, 2011, p.
28).
Regular professional development opportunities centered on current CCR frameworks
and policies can equip administrators with the skills needed to make informed decisions that
foster student success. Keeping administrators updated on the latest standards enables them to
assess and refine school strategies to ensure that all students are prepared for postsecondary
education and career opportunities, ultimately improving overall educational outcomes
(Schneider & Martinez, 2020). Research also shows that administrators with current CCR
knowledge are better positioned to assist teachers, counselors, and staff in implementing
practices that align with college and career readiness for all students (Dougherty et al., 2018).
This knowledge allows administrators to provide teachers and staff with the resources and
professional development necessary to create environments that prepare students for success in
postsecondary education and careers.
Recommendation 2: Districts and other high school campuses will develop administrators’
knowledge of student choice and strategies and techniques to determine student interests
The knowledge of student choice and the strategies and techniques required to assess
student interests effectively was validated as an influence that impacts the ability to achieve CCR
for ARHS graduates. To ensure that students are provided with opportunities to explore career
pathways and higher education options that align with their interests and skills, it is crucial for

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high school administrators to possess a deep understanding of student choice. Administrators
who are well-versed in student interests can better guide students toward making informed
decisions about their academic and career futures. By developing administrators’ knowledge of
various strategies and techniques to assess and determine students’ interests, districts can create a
more personalized and engaging educational environment, where students feel empowered to
pursue their passions and are equipped with the tools to succeed in their chosen paths.
To achieve this, professional development programs should be implemented to provide
administrators with the tools and resources necessary to understand student choice. These
programs should include training on data-driven strategies, such as surveys, one-on-one
counseling sessions, and interest inventories, which can help administrators assess students’
interests and preferences. Additionally, administrators should be trained to interpret this data to
offer personalized advice and interventions, aligning students with courses, extracurricular
activities, and career exploration opportunities that resonate with their aspirations. By equipping
administrators with this knowledge, schools can create more tailored and effective support
systems for their students, helping them navigate their educational journey with confidence.
Furthermore, districts and high school campuses should encourage collaboration between
administrators, teachers, counselors, and community stakeholders to develop a comprehensive
approach to student interest assessment. Creating a network of support will ensure that students
receive consistent guidance and opportunities to explore their interests across various domains,
from academics to extracurriculars. This collaborative approach can lead to a more robust
understanding of student needs and better alignment with college and career readiness initiatives.
Ultimately, by focusing on administrators’ ability to understand and act on student choice,

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districts and campuses will be better positioned to provide students with the necessary resources
and guidance to thrive in both their academic and professional lives.
Recommendation 3: Districts and other high school campuses will support administrators’
belief that they can create a campus of college and career ready students
Administrator self-efficacy was validated as an important asset in achieving CCR for all
ARHS graduates. Research highlights that administrators’ self-efficacy and belief in their
abilities are critical factors in the successful implementation of college and career readiness
(CCR) initiatives (Tschannen-Moran & Hoy, 2007; Hill, 2017). This support can be achieved
through professional development opportunities, mentorship programs, and a collaborative
leadership structure. Administrators who feel confident in their capacity to implement and lead
college and career readiness (CCR) initiatives are more likely to inspire the same belief in their
staff and students.
By equipping administrators with the necessary tools, data, and support, districts can
foster an environment where administrators feel empowered to drive change, leading to greater
implementation of CCR strategies that benefit both students and staff (Hargreaves & Fullan,
2012). It is essential for districts to provide administrators with the necessary resources, data, and
training to ensure they feel equipped to lead these efforts effectively. By fostering an
environment of trust and empowerment, districts can help administrators recognize their role as
key drivers of CCR success. When administrators feel supported by the district and by their
peers, they are more likely to take ownership of the goal of ensuring every student is prepared for
college and career success. This unified approach not only strengthens the administrators’ belief
in their capacity to lead but also enhances the overall effectiveness of CCR efforts across the
school campus. This collaborative environment, combined with ongoing support from the

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district, helps create a model for continuous improvement in preparing students for both college
and careers (Leithwood et al., 2004).
Recommendation 4: Districts and other high school campuses will have an alignment
between the pathway courses taught and the college and career readiness mission that
highlights students becoming professionally certified and licensed.
An organizational need to support the alignment between pathway courses taught and the
campus CCR mission by celebrating students who become professionally certified and licensed
as a result of learning gained through campus courses was validated as an asset. Recognizing
these achievements can serve as a powerful motivator for both administrators, staff, and students.
This may encourage students to pursue similar certifications and licenses that will enhance their
college and career readiness.
Celebrations such as certificate ceremonies, public recognition events, or special
announcements can highlight the real-world value of the skills students have acquired and their
readiness for professional careers. Studies have shown that such recognition can increase student
engagement and self-efficacy, which in turn boosts their academic and career outcomes
(Blankenstein et al., 2020; Lichtenberger & Haegele, 2017).
Additionally, showcasing students’ professional achievements on a campus-wide scale
can help bridge the gap between high school education and industry needs, reinforcing the
connection between academic learning and career success. Research supports that celebrating
certifications and licenses at the high school level not only validates students’ efforts but also
increases their chances of success in the workforce (McDonald & Hurley, 2019). When districts
and campuses publicly celebrate these milestones, they send a clear message to both students and
the broader community about the importance of career and technical education (CTE) programs

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in preparing students for post-graduation success. As noted by Haimson (2017), public
recognition of students’ achievements helps to create a positive school culture and enhances the
perceived value of CTE programs. By instituting these methods of recognition, districts and high
school campuses can ensure that students who earn certifications are celebrated, leading to
stronger college and career readiness outcomes for all students.
Recommendation 5: Districts and high school campuses should provide the appropriate
contextual environment for various pathway courses that model current facilities (ex.
dental, pharmaceutical, and EMT facilities)
The organizational influence of providing the appropriate contextual environment for
various pathway courses by modeling current industry facilities, such as dental, pharmaceutical,
and emergency medical technician (EMT) spaces, to ensure students are prepared for real-world
careers was validated as an asset. Research highlights that students enrolled in career and
technical education (CTE) programs benefit from hands-on, authentic learning experiences that
closely mirror professional environments (Stone et al., 2019; Wenzel et al., 2017). By creating
pathways with state-of-the-art facilities that replicate the working conditions of these industries,
schools provide students with practical training that enhances their skill development and
improves their employability. Furthermore, the alignment of classroom experiences with actual
work environments boosts student engagement and motivation, as they can directly connect what
they are learning to future career opportunities (O’Neil et al., 2020).
Incorporating up-to-date industry facilities into high school pathway courses also fosters
stronger partnerships between high schools’ post-secondary educational institutions and local
industries. Research shows that collaboration with local businesses and community organizations
leads to more effective training programs aligned with the current demands of the workforce

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(An, 2019; Carnevale et al., 2018). By integrating these resources into the curriculum, districts
and campuses can ensure that students not only gain technical knowledge but also develop
essential workplace competencies. Such investments in creating realistic, industry-relevant
learning environments contribute to the broader goal of increasing college and career readiness
by providing students with the skills and certifications required by employers in high-demand
fields. This approach also helps bridge the gap between education and industry, ensuring that
students are not only ready for higher education but are also well-prepared to enter the workforce
immediately upon graduation (Kemple et al., 2019).
To ensure that students are adequately prepared for careers in specialized fields, districts
and high school campuses should provide learning environments that closely mirror the
professional settings students will encounter in their chosen pathways. This recommendation
emphasizes the importance of offering students the opportunity to gain hands-on experience in
facilities that simulate the real-world environments of industries such as healthcare,
pharmaceuticals, and emergency medical services (EMS). By creating contextual environments
that reflect current industry standards, students can better understand the expectations of the
workforce, develop industry-specific skills, and be more confident in their ability to transition
into professional roles after graduation.
Proposed Recommendation Implementation
Recommendation 1
Districts and other high school campuses will ensure their administrators have current
knowledge of college and career readiness standards
To ensure high school administrators remain current with college and career readiness
(CCR) standards, it is essential to establish an ongoing, proactive plan. This plan should focus on

83
three key components: professional development, collaboration with external partners, and the
integration of best practices into curriculum and program alignment.
Professional Development. Professional development and training should include
regular workshops or seminars focused on the latest trends and policies in CCR. Topics may
include higher education admissions, workforce trends, career pathways, and best practices in
CCR program design.
A critical aspect of professional development should be forming partnerships with local
colleges, universities, and technical institutions. These partnerships will provide administrators
with access to the latest educational requirements, program offerings, and evolving expectations
in the postsecondary landscape.
Finally, administrators should be encouraged to attend national or regional college and
career readiness conferences. Such conferences provide opportunities to learn from experts,
network with peers, and explore new approaches to supporting students in their transition to
college and careers.
Collaboration With External Partners. Collaboration with external partners should be
prioritized and begin with the establishment of a network of administrators within the same and
surrounding districts. Once the network is in place, districts and high school campuses within
like districts can share best practices related to CCR standards as well as resources and
strategies. This network should be both via collaborative meetings and an online forum to
support those who cannot meet at specific times.
In addition to a collaborative network, district and community partnerships need to be
created or strengthened. Partnerships with local businesses, community organizations, and
workforce development agencies provide stakeholder insight and support. Administrators need to

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meet monthly during the initial phases and should continue meeting quarterly with these
stakeholders to understand local workforce needs, current trends in various industries, and how
these align with the skills students need to develop for successful career pathways.
Curriculum and Program Alignment. Curriculum and program alignment should be
the result of administrators current CCR knowledge. Aligning with changing industry standards
will ensure that the campus curriculum and career preparation programs remain consistent with
current industry standards, certifications, and the skills employers seek. Programs should also be
updated annually to incorporate emerging career fields and new educational pathways.
To maintain curriculum and program alignment, administrators should cultivate flexible
program structures that can adapt to changing industry needs, technological advances, and
educational policies. Fostering a culture of continuous improvement and flexibility will allow
administrators to support their campus in responding quickly to emerging trends in college and
career readiness.
Conclusion. To maintain current college and career readiness knowledge standards, high
school administrators must engage in continuous professional development, foster strong
community and industry partnerships, and ensure their programs remain relevant by aligning
curricula with industry trends to ensure that students are equipped with the skills and knowledge
necessary for success in college and the workforce.
Recommendation 2
Districts and other high school campuses will develop administrators’ knowledge of student
choice and strategies and techniques to determine student interests
To put this recommendation into practice, districts and high school campuses need to
introduce professional development sessions for administrators focused on techniques such as

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interest inventories, career assessments, and one-on-one counseling approaches. Administrators
should be trained to effectively interpret data from these tools to help students identify their
strengths, preferences, and potential career paths. Additionally, campuses should create systems
for ongoing engagement with students, such as regular surveys or interest workshops, where
administrators and counselors collaborate to discuss individual student goals and aspirations.
Furthermore, administrators should facilitate partnerships with local businesses,
industries, and colleges to expose students to real-world experiences, helping them connect
classroom learning with future opportunities. This approach not only informs administrators
about student needs but also ensures that the educational experience is responsive to students’
evolving interests. By implementing these strategies, schools can create a supportive framework
for students to make meaningful choices regarding their academic and career development.
To effectively support students in determining their college and career pathways, it is
recommended to implement a comprehensive, student-centered approach that integrates
personalized strategies in assessing interests and strengths, and exposure to various pathways.
This plan should involve multiple phases and a variety of strategies to ensure that all students are
equipped with the tools and support they need to make informed decisions.
Assessing Interests and Strengths. In order to determine student’s interest and strength,
career exploration tools should be adopted. By implementing online platforms such as career
interest inventories, personality assessments, and skills inventories, administrators can assist
students with pathway and career choices by exploring their interests and strengths. Two such
inventories that can be used are Naviance and Career Cruising. These tools should be integrated
into the curriculum starting in 8th or 9th grade and revisited periodically throughout each grade
level.

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Another method of assessing students’ interests and strengths is the individualized
counseling session. Administrators should ensure counselors are well trained in providing regular
one-on-one meetings with students. These sessions should be mandatory because they give
students an opportunity to discuss and explore all potential career choices. Counselors can
discuss assessments and help students connect their strengths and interests to potential career
paths. These meetings can be especially crucial in 9
th
, 10th
, and 11th grade as students begin to
narrow down their future plans.
Exposure to Various Pathways. Administrators should focus on exposing students to
various pathways to assist students with identifying their career interests and strengths. One way
campus administrators can expose students to different pathway careers is by organizing career
fairs, job shadowing opportunities, and internships with local businesses and professionals. This
hands-on exposure will give students a deeper understanding of real-world applications and
opportunities in various fields. This opportunity will also help students identify if this is a field
they are interested in.
Partnerships with colleges and employers is a necessity. These partnerships provide a
technique for helping students choose a career or academic pathway based on interests. Strong
partnerships with local colleges, vocational schools, and businesses to create opportunities for
students to experience different college and career pathways through workshops, guest speakers,
and mentorships.
Administrators should also focus on offering a range of college preparatory and careerfocused courses aligned with various pathways. These pathways should be flexible to cater to
students’ interests and provide them with both practical skills and academic knowledge.

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Advisory and Mentorship Programs. Another method administrators can use to support
student choice is by facilitating advisory and mentorships programs. Professional mentorships
connect students with professionals in their fields of interest through mentorship programs. This
provides practical advice, networking opportunities, and a real-world understanding of the
chosen career or college path. Student mentorships should pair students with upper class students
or alumni who have already chosen a pathway. These peer mentors can provide valuable insights
and advice and foster a sense of community and support.
Conclusion. This implementation plan fosters a comprehensive approach for
administrators to determine student choice in college and career pathways by focusing on
personal interest and strength, various pathway exposure via curricular integration, and advisory
and mentorship programs. By creating an environment where students are guided, informed, and
empowered to make decisions based on their interests and skills, administrators can better
prepare them for successful futures in both higher education and the workforce.
Recommendation 3
Districts and other high school campuses will support administrators’ belief that they can
create a campus of college and career ready students
In order to cultivate a campus that consistently prepares students for both college and
careers, it is essential for administrators to genuinely believe in their ability to lead their schools
toward this goal. When administrators are confident in their capacity to foster a college and
career-ready environment, they are more likely to inspire and motivate staff, students, and the
broader school community to actively engage in achieving this mission. Believing in their
capability empowers administrators to take decisive actions, implement effective strategies, and

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continuously improve school programs that directly impact student readiness for post-secondary
education and the workforce.
To operationalize this recommendation, districts can ensure that administrators have
access to data and resources that demonstrate the impact of college and career readiness efforts
on student outcomes, reinforcing their belief and confidence in the importance of this work.
Additionally, districts can help build this belief by recognizing and celebrating the
achievements of schools that are making considerable progress in preparing students for college
and careers. By reinforcing a culture of belief, support, and achievement, districts can empower
administrators to lead their campuses with a shared vision of college and career readiness for all
students.
Data-Driven Confidence. Administrators’ confidence in their ability to create a campus
of CCR graduates can be supported with outcome analysis. Districts should provide
administrators with access to data on student success, showing the direct impact of their
leadership on college acceptance and career placement rates. Campus data should also be used to
celebrate achievements and identify areas for growth. This type of analysis celebrates campus
success and presents the next campus focus through continuous improvement and feedback.
Districts should also establish regular feedback loops from students, teachers, and parents
to highlight the progress of CCR programs, ensuring administrators see the positive effects of
their efforts. Seeing the positive effects through the various feedback loops support
administrators’ belief in their ability to create CCR students.
Promoting a College and Career Ready Culture. Another method that facilitates
administrator belief in their ability to create and sustain a CCR campus is the visibility of success
coupled with recognition and support. It is necessary to highlight success stories and display the

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achievements of both students and staff in creating a college and career-ready campus,
reinforcing administrators' belief in the effectiveness of their work. Recognizing and celebrating
administrators’ efforts through awards or public acknowledgment should be implemented to
boost morale and confidence in their leadership capacity. In addition to promoting a college and
career-ready culture, districts should ensure that administrators have access to resources and
tools necessary to sustain a CCR campus.
Access to Resources and Tools. Administrators must have access to resources and tools
necessary to initiate and sustain a CCR campus. District should provide effective tools to ensure
administrators have access to the latest resources, tools, and technologies that support CCR
initiatives. It is also necessary to offer training to ensure administrators are equipped to use these
tools effectively. Training should be provided for the staff as well.
The access to resources and tool should not be limited to administrators. Staff
development should be ongoing. Ensuring that all members of the school community are aligned
in their approach to college and career readiness and reinforcing administrators’ leadership role
in these efforts.
Conclusion. By equipping administrators with the tools, data, and recognition they need,
this plan fosters a powerful sense of capability and ownership in creating a campus where all
students are prepared for success in college and careers.
Recommendation 4
Districts and other high school campuses will create an alignment between the pathway
courses taught and the college and career readiness mission that highlights students becoming
professionally certified and licensed.

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Recognizing and celebrating students who become professionally certified or licensed as
a result of their coursework is a powerful way to acknowledge the connection between academic
learning and real-world skills. Such certifications can serve as a concrete measure of student
achievement and readiness for careers, showcasing the practical value of high school education
beyond traditional academic metrics. By creating systems to celebrate these accomplishments,
districts and campuses can support the relationship between pathway courses and student
readiness, help students feel valued, encourage other students to pursue similar pathways, and
strengthen the relationship between education and workforce preparation.
To operationalize this recommendation, districts and high school campuses should
establish formal recognition programs such as certification ceremonies, student spotlights, or
achievement awards during school events like graduation or career fairs. These ceremonies could
include presentations from industry professionals who can speak to the importance of
certifications in the workforce, emphasizing the real-world impact of these accomplishments.
Additionally, schools can develop partnerships with local businesses and industries to showcase
students' achievements, creating opportunities for employers to recognize and potentially hire
certified graduates. Another way students’ certifications should be celebrated is by incorporating
them into school-wide communications, such as newsletters, social media posts, or school
websites, where students' certifications are publicly acknowledged. This public recognition not
only honors the students but also raises awareness of the value of these certifications within the
broader community.
In addition to formal recognition, districts need to create systems to track and support
students throughout their journey toward certification, ensuring they have access to the
resources, guidance, and preparation necessary for success. This could involve offering

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preparatory workshops, providing mentorship from industry professionals, or connecting
students with internship opportunities that further develop their skills. By embedding these
celebration methods into the school culture, districts and campuses can foster an environment
where career and technical education pathways are not only respected but celebrated, motivating
students to pursue certifications that will help them succeed in their careers.
Recognition Events. Districts should create a system of recognizing and celebrating
students who become professionally certified. Certification ceremonies and public
acknowledgment are two ways in which students can be recognized. Produce an annual or
semester-based ceremony to honor students who have earned professional certifications or
licenses. Invite parents, faculty, and community members to celebrate their achievements.
Public acknowledgment could include listing the names and certifications of students in
school newsletters, websites, and social media platforms to highlight their success and build
school pride. Student names and certification can also be highlighted on campus by creating
acknowledgement bulletin boards in their pathway courses and hallways.
Partnerships with Industry. In addition to recognition events, partnering with industry
employers to celebrate certification and license successes is necessary. Administrators should
invite local businesses or industry professionals to attend the recognition events or participate in
certification celebrations. This reinforces the real-world value of certifications and licenses.
Workforce connections within the industry should also be garnered to facilitate connections
between certified students and potential employers through internships or job shadowing
opportunities, further validating the significance of their achievement.
Integration into Graduation and Career Pathways. Integrating recognition of
achieved certifications and licensing into graduation and career pathways is another viable way

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to celebrate student achievements. Administrators should incorporate special graduation
recognition for professional certification achievements by awarding special honors or cords for
students who have earned certifications or licenses. This tangible and visible recognition serves
as both an honor during student graduation ceremonies, identification to all community members
and stakeholders present, and a student keepsake.
Not only should administrators highlight achieved certifications and licenses into
graduations, but they should also ensure the integration of these successes into career pathways.
Integrating these achievements into campus career pathway programs will ensure that
certification and licensing milestones are recognized within the school’s career pathways
program and make these accomplishments an integral part of students’ post-graduation plans.
Conclusion. By celebrating certifications through events, public recognition, partnerships
with industry, and integration into school milestones, administrators can demonstrate the
alignment of pathway courses with CCR standards, reinforce the value of professional learning,
and motivate future students to pursue certifications and licenses.
Recommendation 5
Districts and high school campuses should provide the appropriate contextual environment for
various pathway courses that model current facilities (ex. dental, pharmaceutical, and EMT
facilities)
To operationalize this recommendation, districts should partner with local businesses,
hospitals, and vocational institutions to create model facilities on high school campuses that
resemble actual work environments. For example, a high school offering a dental pathway

93
should develop a dental lab or clinic with the necessary equipment, such as dental chairs,
sterilization tools, and diagnostic devices, allowing students to practice procedures in an
authentic setting. Similarly, campuses could establish pharmaceutical labs or EMT training
facilities that replicate the conditions students will face in these professions. To support this
initiative, schools could invest in partnerships with local professionals and industry leaders who
can advise on the design and operation of these spaces, ensuring they meet the current demands
of the industry. This might also involve bringing in guest instructors or creating internship
opportunities for students in real-world settings, further bridging the gap between classroom
learning and professional practice.
In addition to physical infrastructure, districts should provide professional development
for educators to ensure that they are equipped to teach in these specialized environments.
Teachers should be trained not only in the technical aspects of their fields but also in how to
create immersive, hands-on learning experiences that simulate real-world work conditions. For
example, instructors in the EMT program could lead emergency response drills or mock accident
scenarios, helping students apply their knowledge in realistic settings. By establishing these
contextual learning environments and offering continuous support for both students and teachers,
districts can enhance students' preparedness for careers in fields such as dentistry,
pharmaceuticals, and emergency medical services, providing them with both the skills and the
confidence needed to succeed in these professions.
Facility Design and Alignment. Districts and high school campuses should provide the
appropriate contextual environment that model current facilities (ex. dental, pharmaceutical, and
EMT facilities) by supporting state of the art facilities and real-world simulation. Administrators
can foster an environment with state-of-the-art facilities by designing or updating classrooms and

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labs to mirror industry standards for career pathways such as dental, pharmaceutical, and EMT
programs. It is also necessary to make sure these facilities are equipped with the latest tools,
equipment, and technology used in these fields. Students should feel like they are in their unique
fields of study in their classrooms.
Facility design and alignment foster real-world simulation. Administrators wanting to
support a college and career ready campus must create learning environments that simulate realworld workplaces, such as dental clinics, pharmacies, and EMT stations, to give students handson, authentic experiences. In order to do so, industry partnerships are necessary.
Industry Partnerships. Industry partnerships can serve as both collaborations with local
businesses and potential internships or job shadowing opportunities for students. Administrators
should collaborate with local businesses that their campus pathways support such as local dental
offices, pharmacies, and emergency medical services (EMS) to ensure facilities reflect industry
practices and provide students with access to industry expertise. These partnerships can support
internships and job shadowing for students. These connections should be used to allow students
to experience these fields in real world settings by offering students internships, apprenticeships,
or job shadowing opportunities. Industry partnerships can contribute to seamless integration into
the workforce for students.
Curriculum Integration and Student-Centered Learning. Facility design and industry
partnerships can assist administrators with creating industry relevant curriculum and hands on
learning opportunities while supporting certifications or training programs that are directly
linked to the skills taught in these pathways, ensuring students are prepared for certification
exams or entry-level positions. Administrators need to make sure course content is aligned with

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the skills and knowledge required in the respective industries (dental, pharmaceutical, EMT) and
ensure it is reinforced in the context of the model facilities.
Conclusion. By creating realistic, industry-aligned learning environments and ensuring
that facilities reflect current practices in dental, pharmaceutical, and EMT fields, high school
administrators can enhance students’ readiness for both certifications and careers.
Future Research
Achieving college and career readiness for all students is an issue with profound
implications that extend well beyond the academic years of an individual’s life. Preparing
students for success in postsecondary education and the workforce is crucial for both individual
achievement, communities, and the nation. This study specifically explored the assets of a
promising practice aimed at addressing the critical issue of college and career readiness. While
the study contributes valuable insights to achieving readiness, future research on the topic could
expand the understanding of how the availability of resources, when effectively integrated into
the educational experience, might enhance students’ preparedness for life after graduation. The
future of college and career readiness will likely be shaped by a variety of alternative educational
pathways and non-traditional approaches that cater to diverse student populations.
Another promising avenue for future research involves leveraging the support of federal
laws and initiatives aimed at enhancing educational equity and workforce development. The
Every Student Succeeds Act (ESSA), for example, provides a framework for states to focus on
college and career readiness as part of their accountability systems. Future studies could
investigate how federal, and state policies designed to promote readiness have been implemented
and their effectiveness in improving outcomes for all students. This research could examine how

96
the allocation of resources and federal support can directly influence educational practices and
outcomes, especially in historically marginalized communities.
Finally, as technology continues to play an increasingly prominent role in education, its
impact on college and career readiness deserves further exploration. The rise of virtual learning
programs, online certifications, remote learning platforms, and Artificial Intelligence (AI)
programs such as ChatGPT have transformed the ways in which students acquire knowledge and
skills. Future research could focus on how technology-driven educational innovations, such as
virtual internships, remote work simulations, or e-learning programs, and AI contribute to
students’ readiness for college and careers. Researchers could explore whether these
technological tools effectively bridge the gap between classroom learning and real-world
experiences and thereby prepare students for the demands of the modern workforce or work to
circumvent them.
In summary, the pursuit of college and career readiness for all students is a multifaceted
challenge that requires continuous innovation and research to identify best practices and effective
strategies. Future studies could address a wide range of topics, from resource availability and
policy effectiveness to the role of technology in transforming educational experiences. As the
landscape of education continues to evolve, so too should our understanding of the most
effective methods for preparing students for success in both higher education and the workforce.
By expanding the body of knowledge in these areas, researchers can help shape a more equitable
and effective system that ensures every student has the opportunity to succeed in the 21st
century.
Conclusion

97
The current study used a qualitative approach to investigate the knowledge, motivation,
and organizational factors that influence ARHS administrators in their achievement of college
and career readiness for graduating seniors. The study found that there were multiple areas of
knowledge, motivation, and an organizational contexts that may serve as examples to other
organizations seeking to duplicate or improve their CCR results. The attainment of CCR for all
graduating seniors has the potential to open doors of success for students across the nation.

98
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Appendix A:
Administrator Interview Protocol
Good afternoon. My name is April Ruben, and I will be conducting the interview. First, I want
to take the opportunity to thank you for being here and for providing your valuable insight to
inform my research. The focus on the research is on this high school as a promising practice in
establishing career and college readiness, particularly among traditionally underserved
populations. I am conducting this research as a doctoral student at University of Southern
California (USC) for my dissertation research.
In addition, I want to make sure you are aware that your participation in this research is
voluntary and that you may opt out of the research as you feel necessary. To ensure privacy, your
information, responses, and identity will be kept confidential.
Do you have any questions that I might review with you before signing the consent? Okay.
Thank you.
Would it be okay if I recorded the interview? I’ll be taking notes, but I do not want to miss any
of the valuable insight you’ll be providing. This is just the ensure that I don’t miss anything.
Okay. Thank you.
Let’s get started with the interview questions. Please feel free to help yourself to the bottled
water and chocolates.
Interview Questions
1. Tell me a little about yourself, your experience, and position here. Okay… Thank you.
With that said…

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2. What would you say is the ultimate purpose of K-12 education? How does college and
career readiness fit within that purpose?
3. ARHS is a CCR high school by title. How do you maintain current CCR standards and
knowledge of those standards? How often?
4. How do you feel about student choice? What are some strategies or techniques used to
assist with student choice? Which have been most successful? Most challenging?
5. Do you have or make time to reflect? If so, how often? What would you say you focus
most on during your reflections?
6. What is your goal for each student? What about African American males? Hispanic
males? Underserved populations?
7. How confident do you feel about being about to impact readiness standards via the
courses on your campus? Great, so on a scale of 1 to 10 with 10 being the highest, what
would that be?
8. For the various certifications and licensure exams, have you seen improvement? Have
you documented this? If so, how?
9. How are pathway courses chosen? Aligned to the campus mission?

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10. How do you think pathway courses and college and career readiness are perceived on this
campus? What makes you say that?
11. In what ways are faculty and staff members supported in facilitating this college and
career campus?
12. Pathway courses are modeled as the unique contextual environments. How is this funded
and annually sustained?
13. Is there anything else that you think would inform my research?
Well, Thank you very much. That concludes the interview questions. If I have any followup questions. May I contact you? Okay Thank you! Do you have any questions for me? Okay.
Address questions... Are there any others? Okay. I want to make sure you have my information.
(Hand information (business card).
Thank you so much for your time. Have a great afternoon.

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Appendix B:
PTA Focus Group Protocol (Parents)
Good afternoon. My name is April Ruben, and I will be conducting the interview. First, I want
to take the opportunity to thank you for being here (online) and for providing your valuable
insight to inform my research. The focus on the research is on this high school as a promising
practice in establishing career and college readiness, particularly among traditionally
underserved populations. I am conducting this research as a doctoral student at University of
Southern California (USC) for my dissertation research.
In addition, I want to make sure you are aware that your participation in this research is
voluntarily and that you may opt out of the research as you feel necessary. To ensure privacy,
your information, responses, and identity will be kept confidential.
Do you have any questions before you sign the consent form? Okay. Thank you.
Would it be okay if I recorded the interview? I’ll be taking notes, but I do not want to miss any
of the valuable insight you’ll be providing. This is just the ensure that I don’t miss anything.
Okay. Thank you.
Let’s get started with the interview questions.
Interview Questions
1. What would you say is the ultimate purpose of K-12 education? How does this campus fit
within that purpose?
2. What grades level are your children? From your perspective, what has their experience
been here at ARHS? What about your/your family’s experience?

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3. Why did your child/student choose ARHS? Was this a family or individual decision?
4. What is your goal for your child/student? Do you think ARHS supports that goal with
choice? Why or why not?
5. How confident to you feel about your student graduating ready for college and/or career?
Great, so on a scale of 1 to 10 with 10 being the highest, what would that be?
6. Does your child expect to earn an associate’s degree or any certifications or licenses? If
so which ones?
7. How do you think pathway courses and college and career readiness are perceived on this
campus? In the community? What makes you say that?
8. In what ways are your children supported at ARHS and by whom. Please be specific.
9. In what ways are faculty and staff members supported in facilitating this college and
career campus?
10. Is there anything else that you think would inform my research?

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Thank you. That concludes the interview questions. If I have any follow-up questions. May I
contact you? Okay Thank you! Do you have any questions for me? Okay. Address
questions... Are there any others? Okay. I want to make sure you have my information. (Hand
information (business card).
Thank you so much for your time. Have a great afternoon.

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Appendix C:
PTA Focus Group Protocol (Teachers)
Good afternoon. My name is April Ruben, and I will be conducting the interview. First, I want
to take the opportunity to thank you for being here and for providing your valuable insight to
inform my research. The focus on the research is on this high school as a promising practice in
establishing career and college readiness, particularly among traditionally underserved
populations. I am conducting this research as a doctoral student at University of Southern
California (USC) for my dissertation research.
In addition, I want to make sure you are aware that your participation in this research is
voluntary and that you may opt out of the research as you feel necessary. To ensure privacy, your
information, responses, and identity will be kept confidential.
Do you have any questions before you sign the consent form? Okay. Thank you.
Would it be okay if I recorded the interview? I’ll be taking notes, but I do not want to miss any
of the valuable insight you’ll be providing. This is just the ensure that I don’t miss anything.
Okay. Thank you.
Let’s get started with the interview questions.
Interview Questions
1. Tell me a little about yourself, your experience, and position here. Okay… Thank you.
With that said…
2. What would you say is the ultimate purpose of K-12 education? How does college and
career readiness fit within that purpose?

115
3. ARHS is a CCR high school by title. How are current CCR standards and knowledge of
those standards maintained?
4. What is administration’s goal for each student? What about African American males?
Hispanic males? Underserved populations?
5. How confident are you in your campus’ ability to impact readiness standards via the
courses on campus? Great, so on a scale of 1 to 10 with 10 being the highest, what would
that be?
6. How do you think pathway courses and college and career readiness are perceived on this
campus? In the community? What makes you say that?
7. In what ways are faculty and staff members supported in facilitating this college and
career campus?
8. In what ways are faculty and staff members supported in facilitating this college and
career campus?
9. Is there anything else that you think would inform my research?

Abstract (if available)

Abstract This study examines the factors influencing the success of Amazingly Realistic High School (ARHS) in preparing students for both college and career, framed within theories of knowledge, motivation, and organization influences through the Clark and Estes (2008) gap analytic framework. The purpose of the project was to identify the key elements that contribute to graduating high school students who are college and career ready. A qualitative research design was employed, utilizing interviews from a PTA focus group and four ARHS administrators. The findings highlight the importance of a comprehensive, multi-dimensional approach to engaging internal stakeholder groups. Based on these findings, five key recommendations are provided for districts and campuses seeking to improve their college and career readiness outcomes: (1) invest in and support administrators’ understanding of college and career readiness standards; (2) develop administrators’ knowledge of student choice and strategies for assessing student interests; (3) strengthen administrators’ belief in their ability to create a college and career ready campus; (4) align pathway courses with the college and career readiness mission, emphasizing professional certification and licensure; and (5) create contextual environments that reflect industry standards in various pathway courses (e.g., dental, pharmaceutical, and EMT facilities). These recommendations aim to guide other districts in fostering environments that better equip students for success in postsecondary education and the workforce.

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Asset Metadata

Creator Ruben, April L. (author)

Core Title Addressing the issue of college and career preparedness within a Texas high school: a promising practice

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2025-05

Publication Date 01/28/2025

Defense Date 01/28/2025

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag administrator support,college and career readiness,OAI-PMH Harvest,pathway courses,student success

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Malloy, Courtney (committee chair), Canny, Eric (committee member), Hirabayashi, Kimberly (committee member)

Creator Email aprilrub@usc.edu,aprilruben@yahoo.com

Unique identifier UC11399FQDL

Identifier etd-RubenApril-13790.pdf (filename)

Legacy Identifier etd-RubenApril-13790

Document Type Dissertation

Format theses (aat)

Rights Ruben, April L.

Internet Media Type application/pdf

Type texts

Source 20250128-usctheses-batch-1238 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu