Abstract Attitudes and Concrete Realities: College Attitudes and Preparedness of Memphis City School Students

Abstract

Despite high aspirations toward college, low-income, minority students are often unlikely to pursue and/or complete college. Various factors affect students’ college planning and enrollment, including academic readiness, teacher influences, and family variables, but how exactly do these elements affect students in Memphis City Schools (MCS)? This study assessed MCS eighth graders’ college readiness and retrospectively examined MCS high school graduates’ attitudes and beliefs about college enrollment and their preparation for college. Analysis of eighth grade students’ performance on the EXPLORE test (ACT, 2006) showed these MCS students, as a whole, are not meeting college readiness benchmarks in English, reading, math, and science, though they plan to attend college. African American and Hispanic/Latino students’ scored lower than their Caucasian and Asian American peers. Race/ethnicity by mother’s education level interactions were found; African American and Hispanic/Latino students whose mothers had a bachelor’s degree or higher scored significantly lower than their Caucasian and Asian American peers whose mothers also had a college degree. Additionally, MCS graduates currently enrolled in college completed a survey reporting their high school experiences and current levels of college performance. These graduates remembered positive college attitudes among their peers and felt somewhat prepared for college, but were unhappy with their high school’s student body/environment and needed more college counseling, as well as help with the application process and financial aid.