Student preparedness for postsecondary United States history courses: High school teachers\u27 perceptions and college instructors\u27 expectations

The purpose of this study was to examine Nebraska high school and college instructors\u27 views concerning their students\u27 preparedness for postsecondary coursework. High school teachers\u27 perceptions of what students need to know and be able to do to be successful in college United States history courses and the expectations of United States history college instructors for incoming students were analyzed. The study utilized a two-phase design with administration of a self-designed survey followed by interviews with high school teachers and college instructors. The results indicate that instructors in the study group at both levels have much in common. Their courses attempt coverage of much of the same subject matter, and each course is typically a required or semi-required one. Most of the faculty respondents are graduates of local colleges and have similar ranges of teaching experience. Both groups view themselves as teachers of history, with the additional self-view of historian among the latter group. There was consensus that preparation for citizenship is the primary purpose of high school, followed by preparation for college. Course objectives at the two levels differ somewhat; this was determined to be appropriate. Both faculties identified nearly-identical knowledge, attitudes, and skills requisite for college preparedness. Secondary and postsecondary study participants expect changes in their courses as a result of multiculturalism and technology. There were discrepancies between the two contingents regarding student preparedness. Secondary teachers perceive that their students are prepared to succeed in a college-level American history course while college instructors find their incoming students do not meet their expectations. While most of the participants have little or no contact with instructors of United States history at the preceding or succeeding level, increased communication holds appeal for some of the college instructors, but is not desired by most of the high school personnel. Thus, consistencies and inconsistencies between the perceptions and expectations emerged. Conclusions and recommendations were drawn