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.
Bills moving swiftly through the Florida House and Senate are seeking to expand virtual education, both in the public school system and in higher education. One would enable out-of-state online education providers to qualify for public dollars while another would require Florida's top public university to set up a virtual branch.
Submitted by CCRS Center on
Looking for new high school-related resources? Here are some pieces that other organizations have recently released:*
This national study examines Phase I of the implementation of Talent Search, a federal program designed to encourage students to participate in the federal aid program for postsecondary education. This report provides program growth, regulatory and legislative changes that occurred during this period and how the program was operating in terms of providing academic assistance, using technology to serve students, and issues faced when serving middle school students.
Implementing response to intervention (RTI) in high schools requires educators to work across traditional boundaries. This brief presents a portrait of RTI implementation in three Colorado high schools as well as the state and district practices that support implementation at the school level.
This report provides a profile of 38 schools and details how these schools have implemented strategies to promote and advance college readiness. The report outlines each school, characteristics that make the school unique, and lessons learned from undertaking particular strategies. The report is organized into six sections: 1) alternative schools, 2) charter schools, 3) comprehensive schools, 4) early college high schools, 5) magnet schools, and 6) private schools. In several cases, schools may have utilized more than one strategy to achieve their goal.
This policy brief discusses the growing second-language learner population in schools. Through case studies of schools in Austin and the Rio Grande Valley region of Texas, it provides state and federal policymakers recommendations for policy changes that can help schools increase student achievement among this population.
This policy statement from the Council of Chief State School Officers (CCSSO) provides reasons why the Elementary and Secondary Education Act (ESEA) should be reauthorized. The authors include recommendations for ESEA reauthorization in the four core areas of reform: standards, assessments, and accountability; data and reporting; teachers and leaders; and supports for next-generation learning.
This report, sponsored by Digital Learning Now, identifies 72 measures that state policy makers should incorporate into their state policy in order to facilitate high quality digital learning for all students. The authors stress the importance of providing all students access to digital forms of learning, including virtual and blended learning, using digital learning to provide personalized learning trajectories, and providing quality content, instruction and choices through digital learning.
This report from the National Center for Learning Disabilities discusses the educational attainment of students with learning disabilities. The author examines the effects of learning disabilities on students within the K-12 system with a focus on the struggle to attain grade level standards and graduation rate and provides recommendations that include transition planning activities and the use of technology to support students with learning disabilities.
This policy brief outlines the policy agenda of the Coalition for a College and Career Ready America. The authors note that the coalition supports: high standards with supports for students, providing states and districts with access to quality data and technical assistance, recognizing the role of charter schools and high-quality models, turning around all low-performing schools, and aligning state and federal initiatives with these principals.
