英文【ACT】高中生對(duì)大學(xué)學(xué)業(yè)準(zhǔn)備的看法

ACTResearch|IssueBrief|November20241

HighSchoolStudents’PerspectivesonAcademicPreparednessforCollege

JoyceZ.Schnieders,BeckyL.Bobek,andEdgarI.Sanchez

Introduction

Academicpreparednessiscriticalwhenitcomestostudentsuccessincollege.Forsome,

academicpreparednessincludesonlyacademicperformanceindicatorsthatreflectmasteryofacademicknowledgeandskills,suchastestscoresandhighschoolgrades.Forexample,

somestatespointtoacademicknowledgeandskillsincoresubjectssuchasEnglishandmathwhenreferringtoacademicpreparedness(Mishkind,2014).Additionalindicatorsofacademicpreparednessincludestandardizedtestscores(e.g.,ACT?,SAT),college-credit-bearing

courseenrollment,andadvancedhighschoolcourseworktaken(Barnesetal.,2010).For

others,academicpreparednessisconsideredmorebroadlyandincludesnotonlyacademic

performanceindicatorsbutalsobehaviors(alsoreferredtoasnoncognitivefactorsinthe

literature)suchasshowingworkethicandpersistence(Porter&Polikoff,2012).Giventhat

thesebehaviorsandothershavebeenfoundtocontributesignificantlytostudents’academicperformance,itismaintainedthatthey(inconjunctionwithacademicindicators)areimportantaspectsofacademicpreparedness(Nagaoketal.,2013).Behaviorsthatcommonlyrelatetoacademicpreparednessincludedevelopingstudyskills(e.g.,timemanagement,note-taking),

settinggoals,exertingeffort,takingresponsibility,andexercisingsocialskills(e.g.,collaboration,communication)(Edmundsetal.,2017).

Researchonfactorssuchasacademicperformanceindicatorsandbehaviorshasshownthatmanystudentsarenotpreparedforcollege.Forexample,onestudyreportedthatabout70%ofstudentsentering2-yearinstitutionsandabout40%ofstudentsentering4-yearinstitutionshadtotakeoneormoreremedialcoursesoncetheyenteredcollege(Chen,2016).Further,the

averageACTCompositescoreforthehighschoolclassof2023declinedcomparedtothatoftheclassof2022,followingalongitudinaltrendoverthelastdecade;moreover,forEnglish,

math,reading,andscience,morethanfourintenseniorsintheclassof2023didnotmeettheACTCollegeReadinessBenchmarks,theminimumACTsubjecttestscoresneededfor

studentstohaveahighprobabilityofsuccessincredit-bearingfirst-yearcollegecourses(ACT,2023;Allen&Radunzel,2017).Additionally,somestudiesreportedthatfirst-yearcollege

studentswerenotfullyequippedwiththebehaviorsnecessaryforcollegesuccess,suchasmanagingtimeandapplyingsocialskills(Baruch-Runyonetal.,2009).

Whilethesestudieshighlightthatcollege-boundstudentsneedhelpbecomingacademicallypreparedforcollege,fewerstudies(e.g.,Millar&Tanner,2011;Monnapula-Mapesela,2015)haveinvestigatedwhathighschoolstudentsthinkabouttheirownacademicpreparedness.

Howdostudentsconceptualizeacademicpreparednessforcollege?Dotheyconsider

themselvesacademicallypreparedforcollege?Whatevidencedotheyusetoevaluatetheiracademicpreparedness?Whatsupportsdotheyconsiderhelpfulwhenpreparingforcollege?

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Theanswerstothesequestionscanhelpusbetterunderstandstudents’perspectiveson

academicpreparationbeforecollegeandprovideinsightsintohowtobetterhelpthembecomemorepreparedforcollege.

InSeptember2023,wesurveyedarandomsampleofhighschoolstudentswhoregisteredfortheSeptember2023ACTnationaltest.Inthisonlinesurvey,weaskedstudentstosharewhatacademicpreparednessmeanstothem,whattheythinkabouttheirchancesofsuccessinfirst-yearcollegecourses,whatevidencetheyusetoevaluatetheiracademicpreparedness,and

whatsupportshelpedthemtobecomeacademicallyprepared.Inthisbrief,wesharewhatwelearnedfrom1,842highschoolstudentsonthesetopics(seethetechnicalappendixformoredetailsaboutthestudentsample).

CollegeAcademicPreparednessMeansDifferentThingstoDifferentHighSchoolStudents

Studentswereaskedwhat“academicpreparednessforcollege”meanttotheminanopen-endedquestion(seethesurveyquestionsinthetechnicalappendix).Byanalyzing

1

1,508

responses,weidentifiedthetopcategoriesdescribingacademicpreparedness(seeTable1).Eachofthesecategoriesisfurtherexplainedbelow.

Table1.TopFiveCategoriesDescribingWhatCollegeAcademicPreparednessMeanstoStudents

Category

Count(n)

Beingreadytotakecollege-levelcourses

465

Masteringfoundationalknowledgeandskills

344

Havinggoodstudystrategies/habits

295

Takingrigorous/challengingcoursesinhighschool

236

Havinggoodgradesinhighschoolcourses

194

Note.Astudentcouldhavereferencedmorethanonecategory.

BeingReadytoTakeCollege-LevelCourses

Whendescribingacademicpreparednessforcollege,manystudentshighlightedthatitmeantbeingreadytotakecollege-levelcourses.Theymentionedthatbeingacademicallypreparedmeantbeingabletokeepupwithcollegecourses,includingtherigorandpaceofcollege

courses,alongwithadjustingtotheteachingstylesincollegecourses.Forsomestudents,italsomeanthavingtheabilitytounderstandthecontentofcollegecoursesandhandletheworkload.Twostudentsremarkedasfollows

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:

“‘Academicallypreparedforcollege’meansbeingpreparedfortherigorofcollegecoursesandbeingreadytomeettheexpectationsofcollegeprofessors.”

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“Tome,academicallypreparedincludesbeingreadyforcollegeclasses(thedifferentteachingstyleandcourseload),aswellasknowingwhattoexpectofgrades.”

MasteringFoundationalKnowledgeandSkills

Whendescribingacademicpreparednessforcollege,somestudentsemphasizedthe

importanceofmasteringfoundationalknowledgeandskills.Afewstudentspointedoutthat

beingpreparedforcollegerequiredthemtohavesubjectknowledgeandskillssuchasreadingandwritinginordertohandlethehigherlevelofeducation.Otherstudentsremarkedonthe

importanceofunderstandingbasicconceptsinsubjectareassothattheywouldbeabletolearnthematerialsincollegecourses.Commentsfromthesestudentshighlightthispoint:

“Academicallypreparedforcollegeformemeansthattheessentialknowledgeandskills

requiredforwhatevermajor/classhasalreadybeenlearnedandcanbeafoundationforfurthereducation.”

“Academicallypreparedmeansthatanindividualhasastrongfoundationofknowledgeneededtobesuccessfulinlearningmoreextensiveinformationonaspecifictopicorsubject.”

“‘Academicallypreparedforcollege’meanstohaveadecentfoundation,likePreCalcorCalculus,beforeactuallytakingthecollegeversionofyourclasses.”

HavingGoodStudyStrategies/Habits

Inadditiontomentioningacademicknowledgeandskills,manystudentsemphasizedthe

importanceofhavingsuitablestudystrategiesorstudyhabits.Theypointedoutthatthesestudystrategiesandhabits,suchastimemanagement,note-taking,retaininginformation,and

planning,wouldbeessentialforacademicsuccessincollege.Amongthesestrategies,properlymanagingtimewasfrequentlymentioned.Somestudentsalsoindicatedthatknowinghowtostudywouldbeimportant.Threestudentssharedthefollowinginsights:

“Beingacademicallypreparedforcollegemeansunderstandinghowtotakegoodnotes,havinggoodtimemanagement,havinganicework-lifebalance,knowinghowtostudy,etc.”

“Tome,itmeansthatyouhavebuiltupconsistentstudyinghabitsthatprepareyoutocomfortablylearninyourcollegecoursesandkeepupwithschoolwork.”

“ItmeansIampreparedtobeabletoschedulemytimewell,andthatIknowthebestwaytostudytoensurepersonalacademicsuccess.”

TakingRigorous/ChallengingCoursesinHighSchool

Somestudentsthoughttakingrigorousorchallengingcoursesduringhighschoolindicated

academicpreparednessforcollege.Theybelievedthatrigorouscourses,suchascollege-credit-bearingcourses,wouldhelpthemtransitionfromhighschooltocollegeandmanagefirst-yearcollege-levelcoursework.Studentstoldusthefollowing:

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“Beingacademicallypreparedforcollegemeanshavinganexposuretocoursesandsubjectsthataresimilartothecoursesinthefirstyearofcollege.”

“‘Academicallypreparedforcollege’meanstakingthecorrectamountofchallengingcoursesinhighschooltohandlethecollegelevelcoursework.”

“Havingexperiencetakingdifficultclassesandbeingabletokeepupandexcelinthoseclassesaregoodindicationsofhow‘a(chǎn)cademicallyprepared’youareforcollegeclasses.”

HavingGoodGradesinHighSchoolCourses

Therewerestudentswhobelievedthathavinggoodgradesinhighschoolcoursesmeanttheywereacademicallypreparedforcollege.Someconsideredgoodgradesasevidencethattheyhadreachedtheacademiclevelnecessarytobesuccessfulincollege.Othersthoughtthat

excellinginthebasicsubjectsinhighschoolwastheprerequisiteforperformingwellincollegecourses.Thesebeliefsareillustratedbytwostudents:

“Itmeansthatyouhavecompletedandpassedwithgoodgradesineveryclassandcoursethatyouneedtogetintocollegebeforeyougraduate.”

“[Beingacademicallypreparedmeans]thatyouhavethegradestoprovethatyouarereadyforcollegeandcanmaintainyourgradesincollege.”

StudentsMixedonBeingAcademicallyPreparedforCollege,WithSomeOverestimatingTheirChancesofSuccess

Studentsclearlythoughtthatacademicpreparednessforcollegeinvolvedbeingreadytotakecollege-levelcoursesandmasteringfoundationalknowledgeandskillsbeforeenteringcollege.Inthesurvey,studentsindicatedwhethertheythoughttheywouldhaveatleasta50%chance

ofearningaBorhigherinthefirst-yearcollegecoursesthatcorrespondtoeachofthefourACTCollegeReadinessBenchmarksubjectareas(English,math,reading,andscience).ThecollegecoursesusedinthesurveyitemwerethesameasthoseusedtoestablishtheBenchmarks:

EnglishCompositionI,collegealgebra,ahumanitiescourse(e.g.,history,psychology,

sociology,politicalscience,economics),andbiology(Allen&Radunzel,2017).Studentswho

meetanACTBenchmark(18forEnglish,22formath,22forreading,and23forscience)haveatleasta50%chanceofearningaBorhigherinthecorrespondingcollegecourse(Allen&

Radunzel,2017).Inthisstudy,weconsideredastudentacademicallypreparedinasubject

areaiftheymetthecorrespondingBenchmark.Overall,amajorityofstudentsreportedthattheybelievedtheyhadatleasta50%chanceofearningaBorhigherinfirst-yearcollegecourses—theratingsofagreementwiththisitemwere97%forEnglishCompositionI,89%forcollege

algebra,95%forahumanitiescourse,and87%forbiology.

Wethencomparedstudents’self-ratedacademicpreparednessforfirst-yearcollegecourseswiththeirACTsubjectscoresfromtheSeptembertestdate,whichindicatedwhethertheymetorexceededtheBenchmarks.AsshowninFigure1,somesurveyedstudentsoverestimated

ACTResearch|IssueBrief|November20245

theiracademicpreparednessforcollege.Althoughmorethanhalfofthestudentsrated

themselvesasacademicallypreparedandmettheBenchmarks(82%,61%,64%,and55%inEnglish,math,reading,andscience,respectively),othersthoughttheywereacademically

preparedbutdidnotmeettheBenchmarks(15%,28%,31%,and32%inEnglish,math,

reading,andscience,respectively).Additionally,asmallproportion(lessthan5%)consideredthemselvesunpreparedbutneverthelessmettheBenchmarks.Theremainingstudents(rangingfrom1%to9%acrossthefoursubjectareas)didnotfeelpreparedanddidnotmeetthe

Benchmarks.

Figure1.Students’Self-RatedAcademicPreparednessandMeetingACTBenchmarks

1

English(n=1,772)

Math(n=1,769)

Reading(n=1,772)

Science(n=1,765)

3

15

2

31

32

82

61

28

64

55

1

9

1

3

9

0%20%40%60%80%100%

aSelf-ratedpreparedandmetACTBenchmark

oSelf-ratedpreparedbutdidnotmeetACTBenchmarkaSelf-ratednotpreparedbutmetACTBenchmark

uSelf-ratednotpreparedanddidnotmeetACTBenchmark

Note.Percentagesdonotaddupto100%duetorounding.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

UsingAdditionalMeasuresRelatestoBetterGaugingofAcademicPreparednessAmongStudents

Tofurtherilluminatehowstudentsevaluatedtheiracademicpreparednessforcollege,weaskedstudentswhathighschoolacademicinformationtheywouldusetoevaluatetheirchancesof

successinfirst-yearcollegecourses.Studentscouldselectuptofivetypesofevidence:high

schoolgradepointaverage(HSGPA),standardizedtestscores(e.g.,ACT,SAT),difficultylevelofhighschoolcourses,gradesincollege-credit-bearingcourses(i.e.,AP,IB,dual/concurrent

enrollment,dualcredit),andotheracademicinformation.Theresultsshowedthatmoststudents(79%)usedmorethanonemeasuretoevaluatetheiracademicpreparedness.

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Moststudents(81%)usedHSGPAasonetypeofevidencewhenevaluatingtheiracademic

preparedness.However,furtheranalyses

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showedthatstudentswhoaccuratelyevaluatedtheiracademicpreparedness(i.e.,thosewhoratedthemselvesacademicallypreparedandmettheACTCollegeReadinessBenchmarks,andthosewhoratedthemselvesnotacademically

preparedanddidnotmeettheBenchmarks)weremorelikelytousestandardizedtestscores,difficultylevelofhighschoolcourses,andgradesincollege-credit-bearingcoursesasevidenceofreadinessthanstudentswhoeitherunderestimatedoroverestimatedtheiracademic

preparedness,althoughmoststudentsinbothgroupsusedHSGPAasonepieceofevidence.Forexample,Figure2showsthatinmath,studentswhoaccuratelyestimatedtheiracademic

preparednessweremorelikelytousestandardizedtestscores(e.g.,ACT,SAT),difficultylevelofhighschoolcourses,andgradesincollege-credit-bearingcoursesasevidenceofacademicpreparednessthanstudentswhooverestimatedorunderestimatedtheirpreparedness.The

samepatternsheldforEnglish,reading,andscience.Thesefindingshighlighttheimportanceoftakingmultipleacademicmeasuresintoconsiderationwhengaugingacademicpreparedness.

Figure2.AcademicMeasuresUsedtoEvaluateChanceofAcademicSuccessinMathbyStudentsAccuratelyEstimatingTheirChancesVersusNot

HSGPA

Standardizedtest(e.g.,ACT,SAT)

Difficultylevelofhighschoolcourses

Gradesincollege-credit-bearingcourses

80

83

56

75

74

47

46

45

020406080100

Percent

Studentsover-orunderestimatedStudentsaccuratelyestimated

Wealsocomparedsubgroupdifferencesintheselectionofdifferenttypesofacademic

measuresasevidenceofacademicpreparednessandfoundsomesignificantdifferences.

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First,intermsofracial/ethnicgroups,Blackstudentsweresignificantlymorelikelytoselect

standardizedtestscoresthanHispanic/Latinxstudents(60%ofBlackstudentsversus45%ofHispanic/Latinxstudents).AsianstudentsweresignificantlymorelikelytoselectdifficultylevelofhighschoolcoursesthanBlack,Hispanic/Latinx,andWhitestudents(77%,44%,67%,and65%ofAsian,Black,Hispanic/Latinx,andWhitestudents,respectively),andthesamewastrueforgradesincollege-credit-bearingcourses(75%,47%,56%,and66%ofAsian,Black,

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Hispanic/Latinx,andWhitestudents,respectively).Second,intermsoffamilyincomegroups,studentsfromlow-incomefamiliesweresignificantlylesslikelytoselectdifficultylevelofhighschoolcoursesthanstudentsfromhigh-incomefamilies(48%ofstudentsfromlow-income

familiesversus69%ofstudentsfromhigh-incomefamilies).Third,intermsofparental

educationlevelgroups,studentswhoseparent(s)/guardian(s)hadabachelor’sdegreeorhigherweresignificantlymorelikelythanstudentswhoseparent(s)/guardian(s)hadsomeornocollegeexperiencetoselectHSGPA(82%,74%,and72%ofstudentsinthe“college”group,“some

college”group,and“nocollege”group,respectively),difficultylevelofhighschoolcourses

(70%,46%,and51%,respectively),andgradesincollege-credit-bearingcourses(68%,43%,and56%,respectively).

StudentsRevealedImportantFactorsAssociatedWithAcademicPreparednessforCollege

Academicperformanceindicatorsandbehavioralfactorswereidentifiedasimportantfor

academicpreparednessforcollege.Amongstudentswhoratedthemselvesashavingatleasta50%chanceofearningaBorhigherinfirst-yearcollegecourses,weconductedaseriesof

logisticregressionmodels

5

toinvestigatefactorsthatcoulddistinguishstudentswhometor

exceededtheACTBenchmarksfromthosewhodidnot(i.e.,thosewhooverestimatedtheir

chancesofsuccessincollegecourses).Basedontheresults(seethetechnicalappendixformodeldetails),wefoundthatthreefactorsweresignificantlyrelatedtostudents’academic

preparedness:college-credit-bearingcourses,studyskills,andacademicresources.WhenweexpandedthemodelstoincludeallthestudentsinthesampleandinvestigatedthefactorsthatcouldhelpdistinguishstudentswhobothfeltpreparedandmettheBenchmarksfromstudentswhoeitherdidnotfeelpreparedordidnotmeettheBenchmarks,thesethreefactorswerestillsignificantpredictors.Wewilldiscusseachfactorinthefollowingsections.

College-Credit-BearingCourses

Takingcollege-credit-bearingcourseshasbeenfoundtobebeneficialforstudents’college

academicpreparedness(Ricciardi&Winsler,2021).Inthesurvey,weaskedstudentshow

manycoursestheyhadtakenduringhighschoolthatawardedcollegecredit(i.e.,AP,IB,

dual/concurrentenrollment,dualcredit).Basedontheresults,

6

onaverage,thesurveyed

studentstookfivecollege-credit-bearingcoursesduringhighschool.Wefurtherinvestigatedthesubgroupdifferencesinthenumberofcoursestaken

7

andfounddisparitiesamongstudents

fromdifferentracial/ethnicbackgroundsandfamilyincomegroups.Intermsofracial/ethnic

subgroupdifferences(Figure3),Asianstudentstooksignificantlymorecollege-credit-bearingcoursesthanBlack,Hispanic/Latinx,andWhitestudents.Also,BlackstudentstooksignificantlyfewercoursesthanAsian,White,andHispanic/Latinxstudents.Onaverage,Asianstudents

tooksevencollege-credit-bearingcourses,whileBlackstudentstookonlythree.Intermsoffamilyincomesubgroupdifferences(Figure4),studentsfromfamilieswithhighandhigh-

moderateincomestooksignificantlymorecollege-credit-bearingcoursesthanstudentsfromfamilieswithlowincomes.

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Figure3.NumberofCollege-Credit-BearingCoursesTaken(byRace/Ethnicity)

Asian(n=311)

Black(n=161)

Hispanic/Latinx(n=232)

White(n=692)

7.07

3.39

5.5

4.88

012345678

NumberofCollege-Credit-BearingCoursesTaken

Note.Thencountsareunweightedsamplesizes,whilethemeanswereweightedmeans.

Figure4.NumberofCollege-Credit-BearingCoursesTaken(byFamilyIncome)

Lowincome(n=110)

Low-moderateincome(n=166)High-moderateincome(n=283)Highincome(n=934)

3.77

4.92

4.97

5.11

02468

NumberofCollege-Credit-BearingCoursesTaken

Note.Thencountsareunweightedsamplesizes,whilethemeanswereweightedmeans.

Theregressionmodelsrevealedthattakingmorecollege-credit-bearingcourseswasassociatedwithbeingacademicallypreparedforcollege.Afterwecontrolledforothervariables(e.g.,

race/ethnicity,familyincome,parentaleducation),thenumberofcollege-credit-bearingcourseswasstillasignificantpredictorofmeetingtheACTBenchmarksinallfoursubjectareas.Amongstudentswhoratedthemselvesashavingatleasta50%chanceofearningaBorhigherinfirst-yearcollegecourses,foreveryadditionalcollege-credit-bearingcoursetaken,theoddsof

meetingtheACTBenchmark(i.e.,accuratelyevaluatingacademicpreparedness)were1.30

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timeshigherforEnglish,1.27timeshigherformath,1.21timeshigherforreading,and1.21timeshigherforscience,whentheothervariablesinthemodelswereheldconstant.

StudySkills

Inadditiontoacademicknowledge,behavioralskills—especiallydevelopingstudyskills—havebeenfoundtobeessentialforcollegepreparationandpostsecondarysuccess(Nagaoketal.,2013).Thesurveyedstudentsratedthemselvesoneightstudyskillsusingascalefromvery

goodtoverypoor(seeFigure5).Overall,amajorityofthestudentsthoughttheyhadgood

studyskills,with68%to91%ratingthemselvesassomewhatgood,good,orverygoodoneachoftheeightstudyskills.Amongallthestudyskills,listeningskillsgotthemostpositiveratings:Sevenoutoftenstudentsthoughttheyhadgoodorverygoodlisteningskills.Ontheother

hand,somestudentsseemedtohaveissueswithtimemanagement:Aboutonethird(32%)

ratedtheirtimemanagementskillsassomewhatpoor,poor,orverypoor.Thiswasfollowedby29%providingsimilarlypoorratingsfortest-takingstrategies.

Figure5.PercentagesofStudentsRatingStudySkills

Listeningskills(n=1,790)Organizationalskills(n=1,791)

Readingforcomprehensionskills(n=1,788)Takingnotes(n=1,791)

Timemanagementskills(n=1,791)Outlining(n=1,783)

Test-takingstrategies(n=1,789)Effectivestudypractices(n=1,786)

31

39

21

6

2

1

31

23

10

6

27

2

1

43

25

8

4

29

29

25

12

4

1

20

15

23

30

9

4

19

13

32

38

11

5

1

13

27

31

17

3

9

12

31

32

15

3

7

0%20%40%60%80%100%

VeryGoodGoodSomewhatGoodSomewhatPoorPoorVeryPoor

Note.Percentagesdonotaddupto100%duetorounding.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Basedontheresultsoftheregressionmodels,studyskillswerealsorelatedtocollege

academicpreparedness.Whenwecontrolledforothervariablesinthemodels

,5

theaverageself-reportedstudyskillscore

8

wasasignificantpredictorofmeetingtheACTBenchmarksfor

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English,math,andscience.Foreveryone-unitincreaseinthestudyskillscore,theoddsofmeetingtheBenchmark(i.e.,accuratelyevaluatingthechancesofsuccessincollege)were1.52timeshigherforEnglish,1.30timeshigherformath,and1.28timeshigherforscience,aftertheothervariablesinthemodelshadbeenheldconstant.

AcademicResources

Academicresourcesmatteragreatdealforstudents’academicsuccess(Travers,2018).Thesurveyedstudentsindicatedtheacademicresourcesavailabletothemamongeightcommon

academicresources(Figure6).Almostallthestudents(98%)reportedthattherewasatleastoneacademicresourceavailabletothem.Morethanhalf(52%)indicatedthattheyhadaccesstoonetofouracademicresources,andabout46%hadaccesstomorethanfour.Amongtheeightacademicresources,thetwomostcommonweretimeoutsideclasstoaskteachersforacademichelp(85%)andstandardizedtestpreparation(70%).Theleastcommonresources

werepaidacademictutoring,astudygrouporacademicclub,andinternet-basedinstructionalsupportprograms,withonlyalittleoveronethirdofstudents(rangingfrom34%to38%)

reportingtheavailabilityoftheseresources.

Figure6.PercentagesofStudentsReportingAcademicResourcesAvailable(n=1,744)

Timeoutsideclasstoaskteachersforacademichelp

Standardizedtest(e.g.,ACT,SAT)preparationLibraryservices

Highschoolcourseworkplanning/advisingFreeacademictutoring

Studygroup,academicclub

Internet-basedinstructionalsupportprogramsPaidacademictutoring

85

70

64

54

48

38

38

34

0102030405060708090100

Percent

Note.Thencountsareunweightedsamplesizes,whilethepercentageswerecalculatedafterweighting.

Theregressionmodelsshowedthattheavailabilityofacademicresourceswasanimportant

factorassociatedwithacade