20 Jun According to Kapur (2018), there are notable factors that influence the performance of students on performance and readiness. The findings revealed that fundam
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Recommendations for Solving Low Rates of College Readiness at James Monroe
High School, West Virginia
School of Education, Liberty University
In partial fulfillment of EDUC 850
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Michael Whitener
Email: [email protected]
According to Kapur (2018), there are notable factors that influence the performance of
students on performance and readiness. The findings revealed that fundamental factors such as
school, environment teaching methods, learners' attitudes, and parental support are critical. The
article's findings will be effective in providing significant attention to the factors influencing
the performance towards success, solving low Rates of College Readiness at James Monroe
High School, West Virginia.
Consequently, Kudari (2017) provided an in-depth result to investigate factors
influencing students’ academic performance and learning attitude. The study revealed that there
are internal and external factors that impact a student's performance. Importantly, the literature
will be relevant in highlighting factors influencing solving low Rates of College Readiness at
James Monroe High School, West Virginia.
In a qualitative research method, Hadi et al. (2018), provides a substantive study to
investigate the difficulties of high school students in solving higher-order thinking skills. The
results indicated that students have problems in solving higher-order thinking skills, processing,
and codding respectively. The study will be critical in identifying the problem with high school
learners at solving low Rates of College Readiness at James Monroe High School, West
In a study, Suleiman et al (2017) offer a significant study on how to implement high-
order thinking skills in teaching sciences. The study revealed that there is a significant need to
incorporate strategic planning, processing, and coding to achieve better results in teaching and
performance in the sciences. Similarly, the study provided significant suggestions that are
relevant to the topic by offering a practical solution to the problems in solving low Rates of
College Readiness at James Monroe High School, West Virginia by offering a significant
platform for students in solving higher-order thinking skills and readiness.
Santoso et al (2017) investigated fundamental error analysis of students working on
word problems of the linear program with NEA procedure. The findings revealed that effective
and practical management of the problems with students’ readiness and performance needs
analytical and critical approaches. Similarly, the findings of the study will be relevant in
identifying possible recommendations for the solution to low Rates of College Readiness at
James Monroe High School, West Virginia.
Retnawati et al. (2018) investigated the effectiveness of teachers' knowledge of higher-
order thinking skills and their learning strategy that are critical in providing the solution to the
students’ abilities and readiness. The outcomes demonstrated effective teachers’ knowledge
and strategies are vital for managing problems in the higher-order thinking skills and learning
strategies. Thus, the article's information will be relevant for formulating recommendations on
the topic solving low Rates of College Readiness at James Monroe High School, West Virginia.
In the article, Alhassora et al. (2017) investigated significant presentations on
incorporating and encouraging higher-order thinking skills in mathematics. The study indicated
that providing an effective platform for higher-order thinking skills in mathematics is relevant
in creating learners' performance in and college readiness and managing notable problems.
Thus, the findings in the article will provide a platform to encourage higher-order thinking
skills in SAT as a notable solution to the Problem of solving low Rates of College Readiness at
James Monroe High School, West Virginia.
In a research study, Apino and Retnawati (2017) studied how developing an
instructional model can improve mathematics performance. The results demonstrated that an
effective instructional model is relevant for performance among learners. Admittedly, the result
information will be effective in developing instructional models to solve low Rates of College
Readiness at James Monroe High School, West Virginia.
In a report of the Academic Council’s Standardized Testing Task Force (STTF), the
authors presented notable recommendations for managing performance among the students
(Comeaux & Sánchez, 2020). Notably, suggestions such as developing new assessment
strategies, expanding students' support services, and expanding eligibility and local context
were identified in the report. Similarly, the report's recommendations will be necessary for
offering suggestion in solving low Rates of College Readiness at James Monroe High School,
In research to investigate An Alternative Presentation of Incremental Validity:
Discrepant SAT and HSGPA Performance (Mattern et al. 2018) conducted an effective study
for practical implications. The study revealed that cultural and socioeconomic factors, gender,
and race play a significant role in SAT performance. Similarly, the study information will be
relevant in the study to incorporate external factors in offering recommendations in solving low
Rates of College Readiness at James Monroe High School, West Virginia.
Dixon-Roman et al. (2018) investigated notable articulations on the association of
family income with SAT performance. The results suggested family income posited a
significant impact on SAT performance. Thus, the outcomes in the study will provide effective
expansion on family economic consideration increasing recommendations for effective
management of the Problem low Rates of College Readiness at James Monroe High School,
Finally, in a study to determine the cognitive ability of students in readiness and
performance in areas such as SAT and how such an important aspect in learning and
performance, there was significant evidence that accommodating general cognitive ability in
education research policies was critical. The results revealed that increasing those individual-
level measures of cognitive ability posted a bidirectional relationship with performance college
students’ performance. Therefore, such solutions and suggestions will resonate with the studies'
possible solutions in solving low Rates of College Readiness at James Monroe High School,
Alhassora, N. S. A., Abu, M. S., & Abdullah, A. H. (2017). Inculcating higher-order thinking
skills in mathematics: Why is it so hard? Man in India, 97 (13), 51-62
Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical
higher-order thinking skills of students. Journal of Physics: Conference Series, 812, 1-7.
Comeaux, E., & Sánchez, H. (2020). Report of the UC Academic Council Standardized Testing
Task Force (STTF). https://senate.universityofcalifornia.edu/_files/committees/sttf/sttf-
Dixon-Roman, E., Everson, H., & McArdle, J. (2018). Race, Poverty and SAT Scores: Modeling
the Influences of Family Income on Black and White High School Students’ SAT
Performance, Teachers College Record, 115, 2018
Hadi, K., Retnawati, H., Munadi, S., Apino, E., & Wulandari, N. (2018). The Difficulties of
High School Students in Solving Higher-Order Thinking Skills Problems. Problems Of
Education In The 21stcentury, (76)4, 521-532
Kudari, J.M. (2017). Survey on the Factors Influencing the Student’s Academic Performance.
International Journal of Emerging Research in Management and Technology, 5(6), 30-
Kapur, R. (2018). Factors Influencing the Student’s Academic Performance in Secondary
Schools in India. t: https://www.researchgate.net/publication/324819919
Mattern, K., Shaw, E., & Kobrin, J. (2018). An Alternative Presentation of Incremental Validity:
Discrepant SAT and HSGPA Performance. Educational and Psychological Measurement
Retnawati, H., Djidu, H., Apino, E., Kartianom, K., Anazifa, R.D., (2018). Teachers' knowledge
about higher-order thinking skills and their learning strategy. Problems of Education in
the 21st Century, 75 (2), 215-230
Santoso, D. A., Farid, A., & Ulum, B. (2017). Error analysis of students working on word
problem of the linear program with NEA procedure. Journal of Physics: Conference
Series, 855, 1-8. doi:10.1088/1742-6596/855/1/012043
Sulaiman, T., Muniyan, V., Madhvan, D., Hasan, R., & Rahim, S. S. A. (2017). Implementing of
higher-order thinking skills in the teaching of science: A case study in Malaysia.
International Research Journal of Education and Science, 1 (1), 1-3.
Wai, J., Brown, M., & Chabris, C. (2018). Using Standardized Test Scores to Include General
Cognitive Ability in Education Research and Policy. J. Intell. 2018, 6, 37;
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