Educational research examines college readiness and self-determination skills

Academic research is examining the implementation of college and career readiness (CCR) and self-determination skills within educational settings.

An ethnographic study of a lower-income high school in the United States explores how CCR mandates are operationalized. The research suggests that while policy mandates are broad, implementation varies; schools serving lower-income communities often receive workforce readiness curricula rather than college-focused programming. The study found that a collaborative, interactive environment can foster a culture of high expectations and relational trust, helping to mediate policy for students.

In postsecondary education, research has investigated faculty attitudes toward teaching self-determination skills to students, including those with disabilities. While most faculty recognize the value of these skills, their likelihood of teaching them varies. Common strategies include infusing self-determination into instructional activities and utilizing structured assignments, with teaching methods often differing based on demographic and professional factors.