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College and career ready? Perceptions of high school students related to WorkKeys assessments

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dc.contributor.advisor Stern, Sam
dc.creator Schultz, Deanna D.
dc.date.accessioned 2012-01-17T19:39:08Z
dc.date.available 2012-01-17T19:39:08Z
dc.date.copyright 2011-12-07
dc.date.issued 2011-12-07
dc.identifier.uri http://hdl.handle.net/1957/26784
dc.description Graduation date: 2012 en_US
dc.description.abstract Concern about college and career readiness has been expressed in both the business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in academic areas similar to those required by employers. In this environment, WorkKeys has emerged as a set of assessments that could respond to the needs of both employers and educators and serve as an indicator to test takers of their readiness for further education or a career. In Alaska, state policymakers selected WorkKeys for use with high school juniors in an effort to measure both college and career readiness, and statewide testing was implemented in the fall of 2010. While past studies involving WorkKeys have focused on assessment results related to workforce development, academic indicators, or demographic variables, the purpose of this study was to describe the college and career readiness perceptions of high school juniors related to the WorkKeys Reading for Information, Locating Information, and Applied Mathematics assessments. A survey administered to 178 urban high school juniors at the time they received their WorkKeys results gathered student perceptions of the WorkKeys assessments in general as well as perceptions of college and career readiness. The key findings of this study were that student perceptions of college and career readiness were much higher than the results of the assessments indicated, and students found value in using WorkKeys results for college and career planning. This suggested the assessment results would be useful in career development interventions with students. This was the first year of mandatory WorkKeys assessments in the state and further study is recommended to gather rural student perceptions, further explore factors that students believe make the assessments useful, and determine the influence of the assessments and related interventions on academic self-efficacy. en_US
dc.language.iso en_US en_US
dc.subject WorkKeys en_US
dc.subject career readiness en_US
dc.subject college readiness en_US
dc.subject assessment en_US
dc.subject.lcsh High school juniors -- Ability testing -- Alaska -- Anchorage en_US
dc.subject.lcsh Academic achievement -- Alaska -- Anchorage -- Testing en_US
dc.subject.lcsh Universities and colleges -- Alaska -- Anchorage -- Admission en_US
dc.subject.lcsh School-to-work transition -- Alaska -- Anchorage en_US
dc.subject.lcsh High school juniors -- Alaska -- Anchorage -- Attitudes
dc.subject.lcsh Educational tests and measurements -- Alaska -- Anchorage
dc.title College and career ready? Perceptions of high school students related to WorkKeys assessments en_US
dc.type Thesis/Dissertation en_US
dc.degree.name Doctor of Philosophy (Ph. D.) in Education en_US
dc.degree.level Doctoral en_US
dc.degree.discipline Education en_US
dc.degree.grantor Oregon State University en_US
dc.contributor.committeemember Rubel, Deborah
dc.contributor.committeemember Dalton, Michael
dc.contributor.committeemember Morrison, Michael
dc.contributor.committeemember Orosco, Joseph
dc.description.peerreview no en_us

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