Date of Award

Fall 10-16-2017

Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Brandy A. Kamm, Ph.D.

Second Advisor

Latrice Alagbala, Ph.D.

Third Advisor

Denette Foy, Ph.D.


Given the high remediation rate in math, reading, and writing of high school seniors who matriculate to college campuses in the United States, educational leaders have explored ways to address and decrease the need for remedial courses at the postsecondary level. Many K-20 leaders have developed programs and courses to bridge the gap between secondary and postsecondary education, but high remediation rates continue to exist. The purpose of this quantitative study was to explore the role of high school teacher college knowledge in the college-transition process. The survey measured responses using a five-point Likert scale and was administered electronically to high school teachers in one large suburban school district in California. The survey contained five parts: demographic information, teacher college knowledge, teacher interactions with guidance personnel, confidence level in supporting students in areas and tasks related to the college transition, and teacher beliefs about the role of the teacher in the college-linking process. Findings indicate that teachers lack college knowledge of key transition topics, such as placement tests, financial aid, and opportunities to partner with postsecondary institutions and have few opportunities to interact with guidance personnel. This lack of knowledge may contribute to the lack of confidence and willingness to support students as they move into higher education indicated by survey results. This research may inform district and school leadership by identifying areas where the role of the teacher could be maximized as a supportive agent in the postsecondary transition process to complement current programs and the work of guidance personnel.

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