Group items tagged

Opinion piece from KY CPE Bob King on the results of the recently released High School Feedback reports showing high percentages of high school graduates requiring remedial education.

The GED testing service has just published Crossing the Bridge: GED credentials and Post Secondary Educational Outcomes. This is a baseline report that follows GED graduates from 2003 (first cohort of the new test) and their enrollment, persistence, and graduation from post secondary institutions. It compares this group with the high school diploma and general population for the school's attended. This is the first year report of a 3 year project to provide a cohort of students with targeted instruction, GED passage, career exploration, and college readiness. The GED administered will be a prototype using the national State College Readiness standards.

Finds that adult students who had been awarded academic credit for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit. (Council for Adult and Experiential Learning, March 2009)

Web page for the legislatively mandated College Graduation Task Force for the Institutes of Higher Learning in Mississippi.

The final report for the Mississippi College Graduation Task Force

Results from a policy audit for the Mississippi College Graduation Task Force

SREB report articulating strategies for how states can significantly increase college graduation rates. Features the Cal State Long Beach strategy for serving students with developmental education needs

Report found that an increasing number of students who borrowed to finance their college are dropping out. Those who dropped out were far more likely to default on their loans, had higher unemployment rates and made less money than those who graduated. The trends were more pronounced in the for-profit sector. (Education Sector, February 2012)

"The Importance of Minority-Serving Institutions January 16, 2012, 7:53 pm By Marybeth Gasman This past week the Institute for Higher Education Policy released a report titled The Role of Minority-Serving Institutions in National College Completion Goals. The report urges the nation to look closely at minority-serving institutions (MSI's) and their work with underrepresented minorities for clues on student learning and student success. It also emphasizes the role of MSI's in educating a disproportionate number of low-income and first-generation students. Nearly 98 percent of the black and Native American students who attend MSI's are eligible for need-based financial aid. Moreover, almost 50 percent of MSI students receive Pell Grants in comparison to all students. These students, according to countless research studies, are some of the most difficult to retain and graduate as they have less access to quality education and opportunities."

Community colleges can improve graduation rates by offering a course that teaches students how to navigate college with lessons on study skills, time management and how to find the bursar's office. Yet while "student success" courses are increasingly common, resistance remains strong at many community colleges. (Inside Higher Ed, 02/21/12)

This annual report summarizes and disaggregates data on New Mexico high school graduates who require college remedial courses. The percentage decreased by 3.1% from 2008 to 2009. NM has implemented several initiatives to better prepare students for college.

Summarizes state progress on the alignment of high school policies with the demands of college and careers, with respect to standards, graduation requirements, P-20 data systems, assessments and accountability. (Achieve, March 2010)

Article on CUNY's new community college that is cohort based and offers intense services to students, while limiting degree options. Goal is to significantly increase graduation rates.

Documents how much and what kinds of remedial coursework students take; examines the effects of taking remedial courses on graduation rates and time to degree; explores whether some kinds of remediation are more consequential than others; assesses the effects of remedial coursework completion on degree completion; and suggests implications for policies about remediation. (Paul Attewell, David Lavin, Thurston Domina and Tania Levey, Journal of Higher Education, Education, September/October 2006)

Facing dwindling state dollars and more pressure to graduate students, Texas community colleges may begin steering students who test at the lowest skill levels toward shorter vocational programs or adult basic education before attempting college academics. (San Antonio Express-News, 01/21/11)

Annual remedial report includes data on participation, student success and cost, as well as high school feedback data. This year's report includes detailed graduation information for remedial students. (Colorado Commission on Higher Education, February 2011)

Article and data show that only 41% of 2009 New York high school graduates met the English and math state Regents scores that experts predict would allow students to earn a C or higher is college course in same subject. (New York Times, 02/07/11) Link to NYT data document http://graphics8.nytimes.com/packages/pdf/nyregion/20110208regentsGradRates.PDF

Annual survey summarizes whether states and the District of Columbia have adopted standards, graduation requirements, assessments and accountability systems aligned to the expectations of two- and four-year colleges and employers. (Achieve Inc., January 2011)

An analysis by the Michigan Department of Education shows that at more than half of high schools, fewer than 10% of students graduating this spring are college ready. For the first time, state data measures the extent of college readiness at every high school. (Detroit Free Press, 02/21/11) Also See: http://www.michigan.gov/documents/mde/Many_Michigan_high_school_grads_not_ready_for_college_346220_7.pdf

The Virginia agencies responsible for secondary and postsecondary education have approved an agreement on the performance expectations in English and mathematics high school graduates must meet to be successful in freshman-level college courses or career training.