Alexandria Mahon (Learning and Instruction)

Zoom Link: https://buffalo.zoom.us/j/98568301728?pwd=eHZyN2xjR2RoR1NYTFNJbmw1NmJyUT09

This study examined 15 New York City Charter School teacher’s perceptions of the phenomenon of college-readiness through interviews conducted during Spring 2021. The combined perceptions indicate that student effort, study skills, interpersonal skills, college-level coursework, and reading and writing skills are top components of college readiness and are achieved through rigor, project-based learning, collaboration and discussion, the incorporation of reading, writing and research skills, as well as classroom systems promoting student ownership. Yet, teachers identified impediments to achieving college readiness, including societal factors, availability of opportunities, rigor, reading fluency, student ownership, and competing understandings of college readiness within school systems.