Socio-Economic Status as Predictor of College Readiness Among Alternative Learning System Students: A Descriptive-Correlational Study

The study aimed to determine whether the socio-economic status (SES) of Alternative Learning System (ALS) learners significantly predicted their level of college readiness. Using complete enumeration, 26 (n = 26) adult ALS learners, predominantly female and economically disadvantaged, with 92% classified as poor, participated in the study. Results showed that the overall level of college readiness was “moderate” (M = 3.23, SD = .58), indicating moderate yet uncertain confidence in academic skills, financial preparedness, social independence, and digital competency. Correlation analysis revealed no significant relationship between SES and college readiness (Spearman’s rho = .12, p = .56), and simple linear regression confirmed that SES did not significantly predict readiness (β = .12, p = .56). These findings imply that factors beyond economic conditions, particularly motivation, self-efficacy, and resilience, may have a greater influence on ALS learners’ preparedness for higher education. The study’s primary limitation is its small sample size and limited SES variability, which may have reduced the ability to detect statistical effects. Future research may consider larger, more diverse samples, incorporate psychological and motivational predictors, and employ longitudinal designs to better understand how ALS learners transition into college over time.