This paper examines the impact of dual enrollment on college degree attainment for low socioeconomic status (SES) students. The author examined data from the National Education Longitudinal Study of 1988, and data from a follow up study completed in 2000 resulting in a sample size of 8,800. The author found dual enrollment increases the probability of attaining a degree within 12-years of completing the 8th grade, and that dual enrollment did not hinder students from low SES backgrounds from attaining a degree.
This brief provides a comprehensive overview and practical guidance on the topic of competency-based grading policies. In doing so, it describes the weakness of the traditional grading scale; outlines six steps for effective implementation of competency-based grading policy and practice; offers current case examples and lessons learned from the field; and presents possible implications for policymakers and stakeholders.
This presentation to the Maryland Senate Education, Business and Administration Subcommittee and the House Education and Economic Development Subcommittee shows the steady decline in first-time full-time (“FT/FT”) college students as largely due to the rise of transfer students. A series of graphic exhibits illustrates data on transfer students, including rates of graduation, degree and credit transfers, as well as income statistics. The research presented supports state legislation to improve the success rates of transfer students at four-year institutions.
This report provides a model for competency-based programming aligned to rigorous standards--specifically targeted at off-track youth. The brief outlines the process of developing competencies for struggling students while adhering to the Common Core State Standards and producing college-ready graduates. To contextualize these steps, the report refers to the example of the Boston Day and Evening Academy (BDEA). Tools and resources are integrated throughout the brief to provide a glossary of terms and thorough explanations of key concepts to assist practitioners with the material.
The recent emergence of geen jobs supporting environmental sustainability across a broad range of industries is creating employment opportunities and new career pathways. This report discusses how green jobs may provide options for low-income youth to overcome poverty. In doing so, it offers guidance to youth programs on how to connect disadvantaged youth to the educational and professional development opportunities necessary for a green career.
On December 16th, Education Week hosted a Webinar entitled “Beyond School: Earning Credit for Real-World Experiences.” This Webinar discusses an extended learning opportunity (ELO) initiative involving Providence, Rhode Island school district and its nonprofit partner Providence After School Alliance (PASA). In selected high schools throughout the district, students participate in community programs for digital badges and course credit.
This report describes the history of the credit hour and redefining the credit hour in a way that accounts for measuring student learning. The report also describes emerging efforts to measure student learning, such as the Degree Qualifications Profile, Tuning USA, and competency-based programs. Finally, the report provides federal policy recommendations for awarding credit hours based on student learning through three tools: the credit hour, experimental sites, and direct assessment.