This District-Assessment Tool from the Annenberg Institute for School Reform at Brown University aims to help school districts and community stakeholders assess their capacity to implement and sustain a college readiness indicator system. The tool identifies five essential elements and their attributes necessary for developing an indicator system.
This report provides a detailed overview of early college programs in the United States, and makes a compelling case for the expansion of such programs as a means for increasing graduation rates and postsecondary attainment, especially for students at risk. The authors review key features of early colleges and their relative impact over and above traditional high schools and on college readiness and success. The authors also outline Jobs for the Future's plans to expand the early college network by establishing partnerships with other nonprofits as well as districts, states, and the U.S.
This paper examines readiness assessments and transition curricula in all 50-states and Washington, D.C.
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.