As current educational policies continue to emphasize the importance of college readiness and growth, it is essential to understand the degree to which test scores collected throughout middle school and high school can provide information to make valid inferences about students' college readiness. This thesis sought to summarize the college readiness of Iowa students, describe the nature of student growth, and clarify the relationship between student growth and college readiness. Together, the results support the validity argument that scores from a general achievement test can be used for measuring student growth and making on-track interpretations about college readiness.
Results of analyses on the use of benchmarks as indicators of college readiness are presented first. The analyses showed that the state's general achievement test was just as accurate as the ACT when the criterion was defined by grades in domain-specific, credit-bearing courses. Next, latent growth models and growth mixture models were used to summarize and evaluate longitudinal changes in student achievement and their relationship with college outcomes. A calibration sample representing potential college-bound students was used to set the growth trajectories. Then a cohort of students representing the full student population was used to provide validity evidence in support of the growth trajectories. It was shown that students in the highest-performing group could be considered college ready. Several applications of the growth models are also presented. The typical performance on a variety of college outcomes for each developmental group was presented for the validation sample. A second application illustrated how individual patterns of growth in Grade 8 could be used to predict future class membership in Grade 11.
This thesis was predicated on the notion that understanding and documenting the nature of student growth, the college readiness of Iowa students, and the relationship between the two is an important step in improving the college readiness of Iowa students and meeting the future needs of an aligned K-16 educational system. As this study is among the first to examine the relationship between college readiness and student growth using modern latent variable modeling techniques with actual college outcomes, guidelines for future research are presented.