Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Fincher, Mark

Committee Member

Leffler, Jeffrey

Committee Member

Moore, Jenifer

Committee Member

O'Harroll, Phatasis

Committee Member

Windham, Melissa

Date of Degree

5-16-2025

Original embargo terms

Immediate Worldwide Access

Document Type

Doctoral Capstone - Open Access

Major

Education (Educational Policy and Organizational Design)

Degree Name

Doctor of Education (Ed.D.)

College

College of Education

Department

Division of Education

Abstract

A disconnect exists between statewide accountability systems and college and career readiness (CCR) outcomes measured by the ACT and SAT. The goal of a statewide accountability system is to enable, implement, and support success for all students in areas that demonstrate high academic achievement through federal- and state-mandated metrics. Under the Every Student Succeeds Act (2015), states have been granted flexibility in how to measure CCR via a number of School Quality and Student Success (SQSS) indicators. Through a quantitative correlational design, data were collected from 44 states with ACT and SAT participation rates ≥ 90%, ≤ 10% or closest to 50%. The dependent variable was state ACT and SAT test averages for 2023 graduates. The independent variables were College and Career Readiness Accountability Scores (CCRAS) collected from a matrix developed from Conley’s (2012) four key areas of college and career readiness and SQSS indicators. Results indicate statistically significant, though weak, positive correlations between ACT test averages and postsecondary opportunities offered through accountability policies (r = 0.367, p < 0.05), as well as between SAT test averages and advanced coursework/CTE experiences (r = 0.329, p < 0.05). Additionally, multiple linear regression analysis showed that CCR activities fostering real world opportunities accounted for 11.4% of the variance in ACT test averages. These findings are a start in uncovering the importance of balancing college entrance exam scores, access to postsecondary pathways for all students, and the power of policy. Future research should explore the success of students following high school graduation and the multiple factors that impact and strengthen this evidence.

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