Transition: High School to College

Are Texas’ English Language Arts and Reading Standards College Ready?

This study examines the alignment of the American College Testing (ACT) and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for 9th-12th grade students, and their cognitive complexity. It was determined that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards, and that the TEKS ELAR standards require higher levels of cognitive complexity than the other standards sets.

LAUSD College-Prep Plan Faces Uphill Struggle, Harvard Study Says

A Harvard study found that just 16 percent of Los Angeles Unified School District’s (LAUSD) Class of 2011 passed the classes needed to attend California's public universities, an indicator of the challenges facing the district as it makes rigorous college-prep courses a requirement for graduation. Researchers tracked LAUSD’s Class of 2011 from the time students entered ninth grade, creating a snapshot of how many graduated four years later and how many completed the A-G curriculum.

New College & Career Readiness & Success Center Brief on Career and Technical Education

The College & Career Readiness & Success (CCRS) Center recently released a brief titled How Career and Technical Education Can Help Students Be College and Career Ready: A Primer.  This brief examines the role of career and technical education (CTE) in preparing students for both college and the workforce in a changing postsecondary landscape.

How Career and Technical Education Can Help Students Be College and Career Ready: A Primer

If educators and policymakers are to make good on the national commitment to graduate more students from high school prepared to face postsecondary challenges, schools must continue to improve career technical education (CTE), ensuring that students have access to high-quality pathways to success. This brief provides an overview of the evolution of CTE in the U.S., reviews what CTE looks like in practice, and highlights issues CTE faces in the field that must be overcome for it to become an impactful and wide-reaching strategy for preparing students for postsecondary success.

The Use of Research within State Education Agencies

On March 22, the American Youth Policy Forum (AYPF) examined the use of research in the policymaking process in a forum on Capitol Hill titled, “The Use of Research within State Education Agencies.” The event featured new research by Dr. Margaret Goertz, University of Pennsylvania  and Dr. Diane Massell, University of Michigan, on how staff in State Education Agencies (SEAs) access, interpret, and use research to inform their work and how external partners support the dissemination of research within the agency.

Community-Wide College Readiness Initiatives

On March 14, 2013, the Annenberg Institute for School Reform hosted a webinar, College Readiness: A Citywide Commitment, as part the College Readiness Indicator System (CRIS) project. The webinar highlighted community-wide college readiness initiatives in Dallas and Pittsburgh and shared lessons learned in building and sustaining community partnerships.

New NCES Report on Dual-Enrollment

On March 5th, the National Center for Education Statistics (NCES) published a new report on dual enrollment programs.  The report, Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010–11, provides descriptive data on the prevalence and focus of dual enrollment courses.  The data was gathered through a national survey of high schools and postsecondary institutions.

Career and Technical Education Transition Programs: Effects of Dual Credit Participation on Postsecondary Readiness, Retention, Graduation, and Time to Degree

This study analyzes Career Technical Education (CTE) transition programs, which aim to create formal partnerships between secondary and postsecondary institutions and support the completion of a degree program. Longitudinal academic achievement data from 6,000 students who transitioned into college were used to determine the effects of participation in CTE on student outcomes.

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