Abstract
This correlational study examined the relationship between type of high school a senior attends (University-Model School® [UMS®] or traditional, comprehensive Christian) and academic college readiness, when controlling for prior academic achievement and gender. The study compared archival data of Christian school students from six Texas schools. The Stanford-10 controlled for prior academic achievement. SAT and ACT scores measured academic college readiness. Results of three sequential multiple regressions, controlling for confounding, found school type to be a statistically significant predictor for the SAT Composite score, but not for the SAT Writing score or the ACT Composite score. Although the UMS® seniors averaged higher scores than traditional, comprehensive Christian school seniors on all three exams, only the SAT Composite score was found to be statistically significant. The standardized regression coefficient of the three scores did not find practical significance for the relationship between school type and academic college readiness.
Recommended Citation
Brobst, S. (2014). Academic College Readiness Indicators of Seniors Enrolled in University-Model Schools® and Traditional, Comprehensive Christian Schools. International Christian Community of Teacher Educators Journal, 9(2).