As educational stakeholders endeavor to prepare more students for postsecondary success, the construct of college readiness has gained national attention. Scholarly perspectives vary regarding what constitutes readiness, but even less is known about the perceptions of secondary educators tasked with preparing college-ready students. Drawing on interview data and sensemaking theory, we explore the perspectives of 108 teachers working in eight early college high schools in a border region of Texas. Findings suggest teachers rely primarily on their personal and professional experience to make sense of college readiness, resulting in wide variation with respect to how they approach it in their classrooms. The article closes with implications for policy and practice.

中文翻译：

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在早期大学高中环境中检查教师对大学准备的看法

随着教育利益相关者努力让更多学生为中学后的成功做好准备，大学准备的构建已引起全国关注。关于什么是准备就绪，学术界的观点各不相同，但对负责为大学准备就绪的学生进行准备的中学教育工作者的看法知之甚少。利用访谈数据和意义建构理论，我们探讨了在德克萨斯州边境地区八所早期大学高中工作的 108 名教师的观点。调查结果表明，教师主要依靠他们的个人和专业经验来了解大学准备情况，从而导致他们在课堂上如何处理这一问题的方式存在很大差异。文章以对政策和实践的影响结束。