The state has endorsed the Association for Career and Technical Education and National Association of State Directors of Career Technical Education Consortium definition of college and career readiness, which states that readiness “involves three major skill areas: core academic skills and the ability to apply those skills to concrete situations to function in the workplace and in routine daily activities; employability skills (such as critical thinking and responsibility) that are essential in any career area; and technical, job-specific skills related to a specific career pathway. These skills have been emphasized across numerous pieces of research and allow students to enter true career pathways that offer family-sustaining wages and opportunities for advancement.”
Source:
Connecticut State Department of Education. (2015). ESEA flexibility request. Washington, DC. Retrieved from http://www2.ed.gov/policy/elsec/guid/esea-flexibility/flex-renewal/ctren...
- Student achievement status on state tests
- Student growth on state tests
- Student absenteeism
- Student on tract to graduate
- Four-year graduation rate
- Additional graduation rates (five or more years)
- Participation in advanced course work, including AP or IB classes or dual enrollment
- Performance in advanced course work, including AP or IB exams and dual enrollment course grades
- Performance on college entry exams such as SAT, ACT, ACCUPLACER, or COMPASS
- Career preparedness participation, including completing career and technical education classes or WorkKeys assessments and participating in job training
- Postsecondary enrollment
- Percentage of students meeting or exceeding physical fitness standards
- Participation in visual and performing arts classes
Source: Center for American Progress. (2016). Explore the Data for ‘Making the Grade’. Retrieved from https://www.americanprogress.org/issues/education/news/2016/05/19/137455...
Dual Enrollment and Articulation
Connecticut allows students to earn secondary credit in academic and/or CTE courses through postsecondary coursework. Career technical students enrolled in the Connecticut Department of Labor apprenticeship program may earn college credit, but not secondary credit. Credit for online courses is accepted on a regional basis. Public postsecondary institutions are not required to accept these credits (Education Commission of the States, 2015).
Early College High School
The Woodrow Wilson National Fellowship Foundation partnered with several institutions of higher education to provide one early college high school as part of the Early College High School Initiative (ECHSI). More information about schools participating in ECHSI is available at the ECHSI website (Jobs for the Future, n.d.).
Citations:
Jobs for the Future. (n.d.). Schools. Retrieved from http://www.jff.org/initiatives/early-college-designs/schoolsUniversity of Connecticut, Office of Early College Programs. (n.d.). UConn Early College Experience. Retrieved from http://www.ece.uconn.edu/
Education Commission of the States. (2015). Dual enrollment – all state profiles. Retrieved from http://ecs.force.com/mbdata/mbprofallRT?Rep=DE14A
Connecticut implements programs of study across all 16 Career Clusters.
Citations:
National Association of State Directors of Career Technical Education Consortium (NASDCTEc). (n.d.). Connecticut [Interactive map of state CTE profiles].
In 2012, Connecticut mandated that all students in Grades 6–12 have a Student Success Plan (SSP) (U.S. Department of Labor, 2013).
SSP and supporting activities are electronic and portable and should include goal setting for academic, career, social, emotional, and physical development; student portfolios; experiences outside the classroom; and dual concurrent credit (Connecticut State Department of Education, 2012).
Citations:
U.S. Department of Labor. (2013). Individualized learning plans across the U.S. Retrieved from
http://www.dol.gov/odep/ilp/map/
Connecticut State Department of Education. (2012). Student Success Plan mission and overview. Retrieved from http://www.sde.ct.gov/sde/lib/sde/pdf/ssreform/studentsuccessplan_mission_skills.pdf
High School and College Alignment |
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Subject |
High School Graduation Requirements |
College Admission Requirements |
English Credits: |
4.0 |
4.0 |
Mathematics Credits: |
4.0 (including Algebra I, geometry, Algebra II or statistics and probability) |
3.0 (Algebra I, Algebra II, and geometry) |
Social Studies Credits: |
3.0 (United States history [1.0], international/world studies [1.0], civics [0.5], and social studies elective [0.5]) |
2.0 (including United States history) |
Science Credits: |
3.0 (including biological/life science; chemistry/physical science) |
2.0 (each with laboratory experience) |
Foreign Language Credits: |
2.0 |
2.0 |
Arts Credits: |
1.0 (from among art, music, theatre, dance) |
None specified (N/S) |
Additional Credits: |
5.5 (science, technology, engineering, and mathematics [STEM] elective [1.0], comprehensive health education [0.5], physical education [1.0], career and life skills electives [2.0], and a capstone experience [1.0]) |
3.0 |
Total Credits: |
25.0 |
16.0 |
Tests: |
N/S |
Scholastic Assessment Test (SAT) or ACT® |
Source: |
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Notes: |
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