Responding to workforce demands and growing pressure on students to earn a post-secondary degree or certificate, U.S. high schools have increasingly focused on “college readiness.” It’s a concept, however, that can be difficult to formally define.

In a recent study led by the University of Washington’s Julia Duncheon, researchers explored how a teacher’s background, academic focus, and personal experience can influence their definition of “college readiness.”

Duncheon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and their potential implications for instruction, policy, and future research.

Featured Article: Julia C. Duncheon and Jair Muñoz, “Examining Teacher Perspectives on College Readiness in an Early College High School Context,” American Journal of Education 125, no. 3 (May 2019).