Rachel E. Durham

The concept of college readiness is complex because of its many components, and its meaning is further complicated by disparate definitions applied by different postsecondary institutions. The research featured in this study attempts to measure college readiness according to traditional indicators, such as high school GPA and course taking, but also by assessed need for developmental courses upon college arrival. The analyses feature a cohort of graduating students from the Baltimore City Public Schools, which are part of an urban, high-poverty, predominantly African American school system. This research is part of a larger effort to inform the school district's efforts at improving college readiness, and was conducted by the Baltimore Education Research Consortium (BERC), a partnership of local university researchers and school district representatives. The history and current activities of this partnership with respect to college access and readiness research are described, along with descriptive findings concerning the extent to which the academic characteristics of graduates corresponded with readiness definitions at their most frequently attended postsecondary institutions.