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Yan Suo

Program_of_Studies_and_College_Readiness_Standards_Alignment.pdf (application/pdf Object) - 0 views

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    Kentucky: The alignment of Educational Planning and Assessment System (EPAS) College Readiness Standards and Kentucky's curriculum standards.
Kevin Forgard

Views: Getting Serious About College Readiness - Inside Higher Ed - 0 views

  • A handful of states have taken action toward improving college readiness -- notably Arkansas, California, Indiana, Georgia, Kentucky and Texas, all of which have at least established specific state policy agendas for dealing with the problem
  • There is simply not the critical convergence of thinking around various elements of the readiness challenge that is necessary for all interests to establish or commit to a bold action agenda.
  • n other words, frequently the most difficult task is defining the problem clearly and in such ways that all of the key parties embrace the definition. The solutions are more apparent when the definition is clarified.
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  • Improving college readiness depends on strengthening high school graduation requirements and diplomas, but states and higher education systems cannot delay dealing with the readiness problem until these graduation requirements rise to meet college-readiness standards
  • We must specify what readiness means in those essential skills that every person needs to learn further in school and at work -- reading, writing and math.
  • Sixth, postsecondary education and the public schools need to recognize that meeting the college-readiness challenge will center on setting specific, measurable performance standards in key learning skills and having more students achieve them.
  • uniformly communicating them to all high schools in a state.
  • College readiness will be improved only when high school classroom teachers receive clear and concise signals about standards, backed by all of postsecondary education in their state
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    D. Spence article on CR
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    David Spence article succiently summarizing the issue and providing state policy suggestions. Good to use as a comparative framework
Kevin Forgard

College Board Standards for College Success - 0 views

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    College Board standards listed by discipline
Kevin Forgard

Thomas B. Fordham Institute - The Education Gadfly - 0 views

  • International lessons about national standards
  • hey are part of focused and coherent systems
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    Arguments in favor of school standards summarized
Kevin Forgard

ACT's College Readiness Standards : Information Services - 0 views

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    Specific standards on college readiness orgainzed by subject
Yan Suo

Kentucky program of studies - 0 views

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    Kentucky's Program of Studies (POS) standards
Kevin Forgard

AFT - Publications - America Educator - Spring 2008 - There's a Hole in State Standards - 0 views

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    Article explaining the need for instructional support in implementing CR standards
Kevin Forgard

High School Standards and Expectations for College and the Workplace - 0 views

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    Report by REL and IES developing readiness standards
Yan Suo

New York State Regents : Designed For K-16 Governance But Fails Over Time To Perform at... - 0 views

  • educational governance body in the nation.
  • the Regents Exams.
  • end-of-course-based exams was a factor in university admission and financial aid eligibility
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  • The Regents exams
  • provide high school students information about postsecondary academic content standards.
  • 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.
Kevin Forgard

Council of Chief State School Officers - 0 views

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    The common corp of standards focusing on K-12. Good info on assessments and p-16 alignment.
Yan Suo

Expecting Excellence:What Makes a Student College Ready? - 0 views

  • Learning from Best-Practice High Schools
    • Yan Suo
       
      how to they help students prepare for college and make the transition successful.
  • engaged in a range of practices designed to create a college-going culture.
    • Yan Suo
       
      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
    • Yan Suo
       
      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)
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  • Principle 3: Teach Key Self-Management Skills
    • Yan Suo
       
      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
    • Yan Suo
       
      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
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    Focus on four components of CR, learning from some best-practice high schools on students preparation for college and making their transition successful.
Kevin Forgard

Making College Readiness Real - 0 views

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    Powerpoint presentation on CR by Conley. Use to articulate prescriptive applications in applying CR standards
Kevin Forgard

National CrossTalk -- Vol. 15 / No. 1 -- Winter 2007 - 0 views

  • 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
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  • 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
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    Kirst summarizes how student remediation rate is difficult to define and use
Kevin Forgard

Education Sector: Research and Reports: College- and Career-Ready - 0 views

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    Recent report on how to make better use of tracking data to determine high school's college readiness effectiveness. Of note, the report mentions that current NCLB standards are poor predictors of college success. The report notes that schools that failed NCLB benchmarks graduated students who went on to earn high GPA and return for a second year in college. This is in contrast to schools who passed NCLB benchmarks, but scored low on GPA and 2nd year return rates. The video linked on this site summarizes the report's data.
Kevin Forgard

Post Secondary Connection - Making the link between high school preparation and college... - 0 views

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    This website summarizes the college readiness landscape and provides information on for policymakers to implement change towards K-16 alignment
Yan Suo

High Schools That Work - 0 views

shared by Yan Suo on 06 Jul 09 - Cached
  • STW seeks to advance the mathematics, science, communications, problem-solving and technical achievement of students by providing a framework of goals, key practices and key conditions for accelerating learning and setting higher standards.
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