This dissertation is accessible only to the Illinois State University community.
- Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
- Non-ISU Users: Contact your library to request this item through interlibrary loan.
Date of Award
Thesis and Dissertation-ISU Access Only
Master of Science (MS)
School of Communication
Cheri J. Simonds
John F. Hooker
Many high schools are removing their required speech classes from their curricula or replacing the speech class with other requirements. As a result, high school graduates are coming to college with varying levels of basic communication skills. This shift became evident with the implementation of No Child Left Behind as communication licensure was subsumed under English Language Arts. However, as many states began to adopt the Common Core State Standards, schools were tasked with teaching speaking and listening as a strand of the English Language Arts curriculum. Even though the standards support communication (speaking and listening), many schools have cut communication classes in favor of supplementing communication skills in an English class or across the curriculum. These changes have affected how students view their self-efficacy and preparedness towards their college communication classes, which has implications for their future academic success.
KEYWORDS: communication, preparedness, Common Core State Standards, No Child Left Behind, curriculum, instruction, social cognitive theory, Every Student Succeeds Act
McGuire, Tina Marie, "Student Preparedness Upon Entering The College Communication Classroom" (2018). Theses and Dissertations. 872.