Responding to workforce demands and growing pressure on students to earn a post-secondary degree or certificate, U.S. high schools have increasingly focused on "college readiness." It's a concept, however, that can be difficult to formally define.

In a new study led by the University of Washington's Julia Duncheon, researchers explored how a teacher's background, academic focus, and personal experience can influence their definition of "college readiness."

Duncheon joins CPRE Knowledge Hub managing editor Keith Heumiller to discuss her findings and their potential implications for instruction, policy, and future research.