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.
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The College Board has recently released the 7th Annual AP Report to the Nation, which details states’ efforts over the last year to increase Advanced Placement (AP) coursetaking, particularly among traditionally underserved student populations.
Report highlights include:
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Last week was a big week for science education. Results of NCES’ Science 2009: National Assessment of Educational Progress (NAEP) at Grades 4, 8, and 12 were released; in his State of the Union speech, President Obama suggested that we are in the equivalent of “our generation’s Sputnik moment;" and the nation remembered Christa McAuliffe 25 years after she perished in the explosion of
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Today, the National Center for Education Statistics (NCES) released a very interesting and timely report on postsecondary education. Among figures on postsecondary enrollment and graduation, the NCES report includes a section on financing postsecondary education—a topic of enduring interest, but particularly so in times of economic challenge and as a new class of high school seniors enter the final stretch of their secondary education.
According to the report:
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In an earlier post, we discussed virtual high schools (VHSs), highlighting examples from Florida and North Carolina. We have since learned that an increasing number of states have plans to use VHSs as a strategy to maximize limited resources, as evidenced by inclusion of VHSs in Race to the Top (RTTT) and School Improvement Grant (SIG) applications. Rural SIG schools and districts looking to expand their course catalogues are particularly interested in exploring VHSs.
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In our most recent posts, we have examined indicators that can identify students with disabilities who are at risk of dropout. In order to increase the graduation rate of students with disabilities, the National High School Center suggests the following recommendations:
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In our previous post, we noted that the Consortium on Chicago School Research (CCSR) identified four predictors of risk for dropout during ninth grade: course grades, course failures, absences, and “on-track” status.[1] This post explains how these indicators apply to students with disabilities.
Course Grades:
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Graduation rates for students with disabilities fall significantly below the national graduation rate for all students. In 2005–06, 57 percent of students with disabilities earned a regular school diploma.
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A recent IES-funded study explored high school students’ academic progress at the end of ninth grade in five Texas school districts as an indicator of whether they would graduate from high school.[1] In the report, Applying an On Track Indicator for High School Graduation: Adapting the Consortium on Chicago School Research Indicator for Five Texas Districts, researchers examined 12,662 students and used one of the Chicago Consortium on School Research’s (CCSR)
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Between the School Improvement Grants (SIG), the Smaller Learning Communities Program (SLC), Race to the Top (RTTT) and the High School Graduation Initiative (HSGI), it’s an exciting and challenging time to be in high school reform. Wi
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Increasing learning time is one of the requirements of both the transformation and turnaround models of the School Improvement Grant (SIG) and districts propose fulfilling this requirement in myriad ways. About half of high schools receiving SIG funds are adding minutes to the school day and/or adding days to the school calendar—by design, increasing learning time for all students.
