1. Automatically enroll students in CR program.
2. Post college acceptance letters prominently.
3. Award ceremonies focuse on students' academic accomplishments.
4. Require students to apply to at least one college.
5. Faculty advisors meet with students regularly to review grades, discuss course selection, develop strategies to overcome learning obstacles.
6. College counselor work with students, providing technical support related to college application, choice and financial aid.
7. Arrange multiple visits to college campuses.
8. Senior seminars (financial aid applications, encouragement and support)
Principle 2: Align the Core Academic Program with College Readiness Standards
1. Align course expectations, assignments, goals, and activities vertically across grades 9-12, using a set of college readiness standards as the reference point.
2. Require all students at a given grade level in a given subject to complete a common performance task (particularly important in schools with diverse students populations)
strategies and programs: collect, orgnize, and retain factual information; take better notes; time management; work in teams; reflect on the quality of work.
e.g. students assemble work samples regularly->self-assess their performance using scoring guide->assess work and set goals with advisor and parents.
Principle 4: Prepare Students for the Complexity of Applying to College
1. Provide college information to students repeatedly and systematically during all four years of high school.
2. Require all students to take one or more college readiness tests. student advisors helped students interpret the results.
3. Extensive programs: financial aid program, visitation programs, dual enrollment courses.
Principle 1: Create and Maintain a College-Going Culture
Focus on four components of CR, learning from some best-practice high schools on students preparation for college and making their transition successful.
The program was established to provide
opportunities for students to measure their readiness for college-level English
and mathematics in their junior year of high school, and to facilitate
opportunities for them to improve their skills during their senior year.
None of the experts are comfortable with the current definitions.
After synthesizing data from many sources, I estimate that 60 percent of students ages 17 to 20 in two-year colleges, and 30 percent in four-year institutions, need remedial courses.
All analysts agree that there has been remedial outsourcing by four-year institutions in the last decade
Secondary and postsecondary education systems need to create a process to define and measure remediation based on curriculum content and assessment standards for specific subjects
provide high school students information about postsecondary academic content standards.
The Regents exams
Moreover, CUNY, uses the K-12 Regents exams as its own placement exam, a policy that can reduce remediation by sending clear signals about college standards to high school students.
The overarching purpose of the project is to improve
opportunities for all students to enter and succeed in higher education
by strengthening
the alignment between higher education admissions-related requirements
and K-12 curriculum frameworks, standards, and assessments.