Running head: COLLEGE PREPARATION

College Preparation in Lumberton, North Carolina

Karin Troy, Troy Hunt, and Tia Lowery
The University of North Carolina at Pembroke

COLLEGE PREPARATION

College Preparation in Lumberton, North Carolina

As Americans strive towards fulfilling the American dream, emphasis on college
preparation has risen substantially. Since 1959, the ACT (American College Testing) has become
one of the most commonly used methods for determining how prepared students are for their
first year of college (ACT, 2012a, About the Condition of College and Career Readiness section).
In addition, the results from the ACT are usually a basis for which colleges students are qualified
to attend. Notably, these attributes are often referred to as college and career readiness (ACT,
2012a, Improving College and Career Readiness section). Specifically, this phrase is defined as
the acquisition of knowledge and skills a student needs to enroll and succeed in credit-bearing
first-year college courses at a postsecondary institution without the need for remediation (ACT,
2012b, p. 2,). In 2010 and 2012, only 30% of North Carolina high school graduates were college
and career ready (ACT, 2012b, p. 3). Therefore, it seems as if the problem lies with high school
curriculum being aimed at passing state test rather than lifelong knowledge. The curriculum does
not include preparation for ACT or SAT questions because college level work is often only
offered to those who excel beyond average in general subjects. Fortunately, most of those
students have parents that can afford to invest in additional resources and obtain access to helpful
tools such as study guides, books, and practice test for the SAT/ACT. But low income students
do have access to waivers to take the ACT, but preparation materials are not provided
beforehand. Therefore, the students are responsible for purchasing preparation material before
the test is administered.
ACT (2012a) research reports that having appropriate and aligned standards, coupled
with a core curriculum, will adequately prepare high school students only if the courses are truly
challenging (p.25). However, in rural areas, most families are not aware of the many resources

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available for ACT preparation. In most cases students in rural areas are academically below
average due to various circumstances. These students need a challenging curriculum as well
because it actually encourages the students to use critical thinking and problem solving skills
effectively. Lewis (1994) states that educators must make a commitment that all college bound
students have the opportunity to receive an adequate background in writing and research
techniques (p.1090). Instead of focusing on the students academically above grade level, the
school system should encourage students equally. Evidently, ACT research suggests that school
curriculum does not prepare students for college or careers.
Population
According to the National Center for Education Statistics, more than 2.9 million students
graduated from U.S. high schools in 2008 (Venezia & Jaeger, 2013). In 2009, only 38% of
twelfth grade students performed at or above their grade level (Venezia & Jaeger, 2013). In
addition, only 25% of all high school graduates met the college readiness benchmarks in all 4
subjects (Venezia & Jaeger, 2013). Thus, far too few graduate from high school, too few advance
to college, and too many of those that advance to college are unprepared (McCabe, 2005). While
most high schools offer at least 1 Advanced Placement course, only 30% of 2011 high school
graduate participated. Significantly, only 18% of the students enrolled were successful and
qualified to receive college credit for the course (Venezia & Jaeger, 2013).
In reference to high poverty rural areas, 91% of high school seniors graduated with a
diploma, but only 28% attended post-secondary schools following graduation (Venezia & Jager,
2013). Higher education authority, Kay McClenney insists that there remains a significant gap in
educational attainment between those with higher socioeconomic status and those with lower
socioeconomic status (McCabe, 2005). Considerably, 55% of high graduates from lower family

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incomes enrolled in college immediately after school. Although many of these students are
enrolling into college, many find themselves taking remedial courses as a result of the lack of
college preparation.
Short and Long Term Consequences
Students that attend schools with inadequate curriculum are faced with various academic
and emotional obstacles. According to the ACT (2013), students who are not prepared to enter
college will be even more unlikely to take the necessary steps when it comes to enrolling for
college; thus, reducing the opportunity for higher education all together (p. 1). As a result of not
being prepared, one could see where students would become discouraged when it came to
pursuing a college degree.
Some students who are underprepared decide to enroll in college but they end up taking
remedial classes depending on their scores on the institutions placement tests. The National
Conference of State Legislature [NCSL] informs us that in order to take these classes, students
must still pay tuition and can use their financial aid to assist in paying for the classes; yet, these
classes do not contribute to their college credits (par. 3). These classes may or may not be
beneficial to the students. Regardless, they are using valuable time and money while taking the
remedial courses. The NCSL states, Remedial education is one of the biggest pitfalls students
encountermany are assigned to remedial courses that delay-and for some, ultimately preventtheir attainment of a college degree, (par. 25). One can clearly distinguish both the benefits and
consequences of having to take remedial classes.
Frequently, those without college credentials face the long term consequence of
struggling to find a fulfilling job. In North Carolinas College- and Career-Ready Commitment
(n.d.) it is stressed that practically all good jobs require some form of postsecondary education or

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training (p. 1). Overall, being underprepared for college does not mean that students cannot be
successful. Instead, being unprepared puts more obstacles in the path to postsecondary success.
Community Demographics
The United States Census Bureau estimates that the population of North Carolina in 2013
was 9,848,060, which is ranked the 10th largest population in the United States (2010). Based
on the population and based on the area of the state, the population density of the state is about
212 people per square mile, ranked the 15th largest population density in the United States
(World Population Statistics, 2013). Additionally, the population is expected to reach
approximately 10.088 million people by the year 2015, which is an approximate 3.4% increase
from the current population (World Population Statistics, 2013, par. 2).
Also, the poverty status of individuals/families living below the poverty level, is
approximately 12.4% and the average median household income, is 46,450 (US Census, 2012,
section Selected Economic Characteristics). Education as a whole in North Carolina has an
estimated 84.5% of graduates (US Census, 2012, section Educational Attainment). In addition,
26.8% of individual have received a bachelor's degree from a college or university, or a master's,
professional, or doctorate degree (US census, 2012, section Educational Attainment).
According to the 2014 US census bureau, the population within Robeson County is
approximately 135,496 (2010). Robeson County is amongst the largest in North Carolina, though
it is listed as a dangerous place to live and it is also considered economically the poorest county
(Hixenbaugh, n.d.). McDonald (2013), states that 31% of those residing in Robeson County live
below the poverty level and most are uneducated. Additionally, the unemployment rate peaks at
13.3% while the rate of violent crimes surge at 809.5 per 100,000 residents (McDonald, 2013).
Although, 70.9% obtain at least a high school diploma, only 3.1% attain education beyond the

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first four years of post-secondary education (US Census, 2012, section Educational Attainment).
The City of Lumberton was created by an Act of the N.C. General Assembly in 1787 and
was named the County seat of Robeson County (City of Lumberton, NC, n.d., section history).
Robeson County is located in the Coastal Plains region of southeastern North Carolina. The
County was created from Bladen County in 1786 by two Revolutionary War heroes and residents
of the area, General John Willis and Colonel Thomas Robeson (City of Lumberton, NC, n.d.,
section history). It was at this time the county was named after Colonel Thomas Robeson and the
land for the County seat was donated by General Willis who is also accredited with naming the
County seat Lumberton. Lumberton was incorporated in 1859 (City of Lumberton, NC, n.d.,
section history).
Lumberton is located on the Lumber River in the coastal plains region of North Carolina
(City of Lumberton, NC, n.d., section history). Information researched states that the Lumber
River State Park, has one hundred and fifteen miles of beautiful natural and scenic waterway, and
flows through Lumberton, North Carolina; Lumber River was designated as a National Wild and
Scenic River and is part of the North Carolina Natural and Scenic River System. Additionally,
the River has been considered one of the most highly prized recreation sites in North Carolina.
The Lumber River is also known for its cultural resources. In addition, four hundred and twentynine archaeological sites have been recorded in Robeson County (City of Lumberton, NC, n.d.,
section history).
Lumberton has grown tremendously since its creation in 1787. Of the 123,339 people in
Robeson County, 20,795 live within the city limits of Lumberton (City of Lumberton, NC, n.d.,
section History). Highways in the area include Interstate 95 which runs along the East Coast
from Miami Florida to Houlton Maine at the Canadian border. U.S. Highways 301 & 74 also

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runs through Lumberton as do N.C. Highways 211, 41, 72 and 711(City of Lumberton, NC, n.d.,
section history).
Being that Lumberton is located in the poorest county in North Carolina, students are put
at risk for decreased college-readiness. Significantly, Lumberton Senior High ranks the lowest in
the district in college readiness, subsiding 8.5% below the North Carolina average (The US
News and World Report, 2014). This rural/urban area contains seven high schools, serving more
students in the district of Lumberton at Lumberton Senior High with an estimated 2,182 students
(National Center for Education Statistics, 2014). In comparison to other schools within districts,
the plague of poverty is evident even when it comes to the meal plan for the school. It is reported
that 40% of Lumberton Senior High receives free or reduced lunch. In addition, 60% of students
at Red Springs and South Robeson qualify for this lunch program as well (National Center for
Education Statistics, 2014). It is evident based on these signs what the socio-economic status is
of Robeson County. Research has shown that the socioeconomic status of the family of students,
plays an important factor in their choice of secondary education (Pohlmann, 1956). With that
being said the population of Lumberton lies within the social problem of college preparation in
rural areas.
Interview with Professional
On March 28, 2014, an interview was conducted with Lumberton Senior High School
guidance counselor, Nicole Hunt. Mrs. Hunt has been a counselor at Lumberton Senior High for
several years and stresses the importance of postsecondary schooling to all students. The aim of
this interview was to gain insight on the point of view from a professional who may actually look
at things from a different perspective. Interestingly, Mrs. Hunt looks at the social problem as if
the school system can only do what the state allows because the curriculum is statewide

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(Personal communication, March 28, 2014). However, she did state that the future ready
curriculum that requires 3 maths and 1 advanced math, better equips the students for college. She
believes that all students can be academically heightened if the available resources and support
are available. One of the disadvantages to the students of Lumberton Senior High is the fact that
the rural area and extensive poverty makes access to advanced courses very difficult to obtain
because of financial challenges, says Mrs. Hunt (Personal communication, March 28, 2014).
For this reason, many rural schools lack the access to Advanced Placement courses, but
Lumberton Senior High is fortunate to offer more than most of the schools nearby. Therefore,
many of the students have the opportunity to become college ready.
However, not every student at Lumberton Senior High wishes to obtain a college degree
simply because no one has instilled the importance of education into the child. Mrs. Hunt says
that the schools main purpose is To educate all students by building a foundation for learning in
an ever-changing global society (Personal communication, March 28, 2014). In other words, the
schools focus is to constitute a system that can withstand the changing demands of society
(Personal communication, March 28, 2014). But the mission should be led towards the value of
the education given to the students and how beneficial their education will be when they are
entering college or the workforce. Mrs. Hunt states that one of the issues with the rural
community of Lumberton is the fact that many of the students would like to be successful but
they lack the proper guidance from parents, relatives and friends (Personal communication,
March 28, 2014). You can't make a horse drink water, being successful in school is an
individual choice but parental support plays a huge part as well, says Mrs. Hunt(Personal
communication, March 28, 2014).
In todays society, many of the kids would much rather conform to the social norms of

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fitting in with the crowd that smoke illegal substances, get drunk on the weekends, and party
with friends much older than themselves. It is less likely for students to be leaders and stay home
on the weekend studying or leisurely reading. However, Mrs. Hunt does believe that a
component that is equally contributed to students success is the self-esteem, confidence,
motivation, and life goals of the individual (Personal communication, March 28, 2014). Thus,
she feels that maybe the finger should not be pointed at the school staff and choice of curriculum
because every student is not made to be a college student. She does not believe the school
curriculum is the reason students are less prepared, she thinks that the students are not taking full
advantage of the opportunities made available. Specifically, the seniors are not challenged
because they would rather choose early dismissal before they take Advanced Placement classes
to prepare them for college(Personal communication, March 28, 2014).
When entering high school, students are asked to choose a study track. For Lumberton
high school this can be Future-Ready Core or Future-Ready Occupational. During an interview
with a senior of Lumberton High School, Mariah Burnette, one is able to gain insight to how the
Future-Ready Core track of study is beneficial to students planning to enter college. Burnette
(personal communication, April 3, 2014), stated that she felt that she was somewhat prepared for
college. Burnette (personal communication, April 3, 2014), informed that she is taking advanced
placement classes and is on the course track that is designed to prepare her for college. Research
suggests that advance placement classes are useful for students who intend on applying to a four
year college (Kim, 2012). Despite taking these classes, she has some reserves about entering
college and not knowing what to expect, (M. Burnette, personal communication, April, 3, 2014).
Anxiety is common when students do not feel prepared for the academic performance that will
be expected of them as they enter college.

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10

In the online tables for High School Graduation Requirements (n.d. ), the course load for
the Future-Ready Core track of study is listed. It is evident how heavy the course load is.
Burnette (personal communication, April 3, 2014), related that she has a considerable amount of
homework nightly and also on the weekends. She informed us that her grade point average is a
4.0 (M. Burnette, personal communication, April, 3, 2014). This student has taken the necessary
classes and performed above average; yet, she still feels slightly unprepared for college.
At this time it would be beneficial to consider what someone who is knowledgeable about
this issue could share. Jessyca Morgan (personal communication, April 4, 2014), has been
teaching for ten years. Recently, she has taken time off to go back to graduate school.
Throughout the years she has witnessed the school curriculums of Robeson County, NC in a
sense fail their students, (J. Morgan, personal communication, April 4, 2014). Morgan expressed
that she feels that whether or not a student is successfully prepared depends heavily upon which
teachers they encounter, (personal communication, April 4, 2014). She has taught at two schools
in Robeson County and one of those was Lumberton High School (personal communication,
April 4, 2014). She related that Lumberton High, being a bigger school and one that has more
resources, does have more to offer its students as far as classes available and learning tools
(personal communication, April 4, 2014). Morgan stated, I have taught many students over the
years. Some have been very successful. At the end of the day, students must have a positive
attitude and take full advantage of what they have available, (personal communication, April 4,
2014). She went on to indicate that students can be successful in college despite the school
curriculum because there are so many online resources and other ways they can gain access to
what they need, (personal communication, April 4, 2014). However, not everyone is aware of
these resources and it is ultimately the schools responsibility to prepare the students for success

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in college or a career.
Efforts to Close the Gap
North Carolina school systems are making changes to help their students be more
prepared for college. One advancement that has been made for Robeson County is the start of
Early College High School. This school is located on the campus of Robeson Community
College in Lumberton, NC. Here students are able to graduate with not only a high school
diploma but also a two-year degree. Even though Robeson County is not the wealthiest county of
North Carolina, this opportunity is very beneficial for its residents. The North Carolina New
Schools organization describes the first two years of college in this way, typically the most
vulnerable period for students from low-income families. Because students earn two years of
college credit without paying tuition, early colleges also lift the financial barrier students and
families often face, (Early College High Schools, n.d, par. 2). .In the report of Early College
High Schools (n.d.), NC New Schools reports that high school graduation rates are rising and
that students are doing better on their college assessments. It is recommended that these efforts
be expanded and the expectation for students to succeed not only needs to be set, but more
importantly supported, (Early College High Schools, n.d.).
No matter how many resources and opportunities are placed in front of students and their
families, they must be willing to utilize them. The importance of education needs to be
heightened in every county. In Lumberton, NC it is evident that strides are being made, however,
they are not completely met. School curriculums are continually being revised. Classes for those
pursing two-year degrees and those pursing four-year degrees are being tailored to meet their
needs. There is no doubt that the requirements for these different degree levels are not the same.
Students most carefully consider their future goals and aspirations and choose which pathway of

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high school study they need to pursue in order to reach their goals. Advisors play an important
role in helping students with their application to college and the process; therefore, they need to
make themselves available (Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy,
C., 2011). Most students do not realize the resources that their school counselors have at their
fingertips. Teachers and counselors should reach out to students. Also, students who have a
college in mind that they would like to attend, should research the entrance requirements for that
particular school and find out what they need to do to meet those requirements.
Along with North Carolinas recent attempt to introduce students to a broader course of
study with the Future Ready curriculum, students are also offered the dual enrollment career
track. Dual enrollment allows high school students to attend classes at their local high school in
addition to classes offered at Robeson Community College. In addition to the students course
study, students are allowed the opportunity to gain college credits while completing classes
needed for high school graduation as well. Therefore, once students approach their senior year
they are better prepared for college level work because they have taken college courses
throughout high school. Also, these college credits can transfer to most colleges so they would
have an advantage over students that only completed core curriculum throughout high school.
Dual enrollment can also be helpful for students who choose to make use of the Advanced
Placement courses offered at their high school. These AP courses are highly beneficial for
students with intentions to attend a 2-year or 4-year institution following high school graduation.
Thus, these additional courses are a great resource for college preparation in the local community
of Lumberton.
Summary
In conclusion, high school student in Lumberton, North Carolina have many

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opportunities and resources that will help them succeed in college. In their schools they have
access to their guidance counselors, advance placement classes, and curriculums that are specific
to whether they intend on going to a 2-year or 4-year college. Between the establishment of the
future ready curriculum and the dual enrollment courses at Robeson Community College,
graduation rates for Robeson County is on the rise. No matter how many programs such as these
that are put in place, students will only succeed if they truly have the desire to do so. The
expectations for students need to continue to rise and the importance of a college education
should be further integrated into the school system. Teachers along with other professionals
should make themselves available and genuinely want to help students in their pursuit of
knowledge and success. Even more importantly, family support is imperative. It all begins at
home and that is where the values of child are shaped most. Despite living in the poorest county
in North Carolina, students have been and can continue to be very successful.

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References
ACT, I.c. (2012a) The condition of college and career readiness, 2012. North Carolina. ACT, Inc.
ACT, I. c. (2012b). The Reality of college readiness, 2012. North Carolina. ACT, Inc.
Bryan, J., Moore-Thomas, C., Day-Vines, N.L., & Holcomb-McCoy, C. (2011). School
counselors as social capital: The effects of high school college counseling on college
application rates. Journal Of Counseling & Development, 89(2), 190-199.
Early College High Schools. (n.d.). Retreived from: http://ncnewschools.org/earlycollege/
Comtech Business Park. (2014). Education and training. Retreived from:
http://comtechcenter.org/robeson-co/education-training/
High School Graduation Requirements. (n.d.). Retrieved from:
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requirements.pdf
Hixenbaugh, M. (n.d.) Robeson County is one of the most violent in state. The Fayetteville
Observer.
Kim, D. (2012). The role of high school connections to colleges in adolescents transition to
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1080/02732173.2012.700834
Lewis, R. r. (1994). Public Relations and Politics in the Public Schools: Barriers to Academic
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McCabe, R. H. (2005). The Bridge to college success: Community college/high school
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McDonald, T. (2013, September 14) In violent Robeson county, leaders seek hope through
children. News Observer.

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North Carolina College- and Career-Ready Commitment. (n.d.) Retrieved from:

http://www.achieve.org/files/NorthCarolina_CCR_FactSheet-Sept2012.pdf
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The National Conference of State Legislature.(2012) Improving college completion reforming
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mpletion-reforming -remedial.aspx
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American Fact Finder. Retrieved from:
http://factfinder2.census.gov/faces/nav/jsf/pages/community_facts.xhtml#none
Venezia, A., and Jaeger, L. (2013). Postsecondary education in the united states, The Future of
Children. 23(1), 117-136.
World Population Statistics. (2013) North Carolina Population 2013. Retrieved from:
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