Date of Award

Spring 2-27-2020

Degree Type


Degree Name

EdD Education Leadership, Management and Policy


Education Leadership, Management and Policy


Luke Stedrak, Ed.D.

Committee Member

Albert Galloway, Ed.D.

Committee Member

Jennifer Mezzina, Ed.D.


Common Core State Standards, College Readiness, Urban Charter School, College Readiness Metrics, AP Participation, Post- Secondary Enrollment


For this research, four college readiness metrics were examined with the aim of analyzing the effects that implementing the Common Core State Standards (CCSS) in an urban charter school in New Jersey will have on the college readiness of the school’s high school students. These metrics used were (a) participation rates in PSAT/PLAN, SAT, and AP/IB tests; (b) percentage of students who took SAT and scored 1,550 or above; (c) percentage of students who took AP/IB tests and scored three or more; and (d) schoolwide post-secondary program enrollment rates. Using a sequential mixed methods design, the researcher first analyzed these quantitative data, followed by a qualitative analysis of teacher and administrator feedback. The research question was, “How do Common Core State Standards (CCSS) influence the college readiness of high school students in an urban charter school in New Jersey?” This research question was divided into six sub-questions and investigated using descriptive statistics and NVivo outputs.

The analysis showed a perception among educators at this school of challenges associated with the early implementation of Common Core. CCSS relies on the leaders who are responsible for its implementation. The educators felt that they needed more professional development and training to help the students make a smooth transition to college. The success of such an implementation would be validated by increased AP participation and increased post-secondary enrollment rates. The results indicated a need for examining more case studies in traditional public schools as well as charter schools.