The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
State presenters from Colorado and Iowa will discuss work-based learning as part of their systemwide approach to college and career readiness and describe how they align work-based learning with other education priorities, including CTE, employability skills, and the Every Student Succeeds Act to ensure students are prepared for tomorrow’s workforce demands.
This brief from the Education Commission of the States examines the policymaking activity of 13 states concerning two core areas: (1) how these states are establishing processes for educators and employers to use workforce data to set goals that align with high school and postsecondary career and technical education (CTE) programs; and (2) how these states are developing strategies that scale up career pathways in a way that connects K–12 education to postsecondary CTE initiatives.
Growing evidence highlights the importance of teaching social and emotional skills alongside academic skills for students’ success throughout their education and beyond. Although social and emotional skills are frequently tied to early education standards, they are often left out of the standards for elementary, middle, and high school. As a result, many states have encountered roadblocks in aligning early learning standards with those for K–12.
Learn about the opportunities to leverage the Every Student Succeeds Act, 2015 (ESSA) to promote a coherent college and career readiness vision.
This report presents findings from two self-report surveys taken by teachers throughout the United States. The surveys were designed to gather information on how teachers use instructional resources to address their state standards. In addition, the report identifies areas where teachers have mixed understandings regarding the instructional approaches most aligned with their standards. It offers recommendations for states and districts to consider, such as the development of goals, messages, and resources in those areas.
Submitted by Catherine Jacques on
Submitted by CCRS Center on
Submitted by Erin Russ on
In recent years, schools, districts, and states have relied increasingly upon high-stakes testing as a way to measure student achievement. Yet many worry that educational outcomes have not improved in meaningful ways. Stakeholders remain concerned that the most disadvantaged and underserved students are not reaching their full potential, despite the increased reliance on accountability standards.
