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.
This brief from Achieve provides advice to policymakers and practitioners on how to promote college and career readiness to the community at large. The document contains practical suggestions on phrasing when to help change the perception others may have of education reform being implemented.
This brief from Achieve identifies the key areas that state policymakers should consider in order to implement the new Common Core State Standards with fidelity. The brief provides suggestions for aligning these new standards with their existing standards and course requirements, as well as aligning assessments for collecting data and measuring achievement. The brief lists steps each state can take to ensure they are implementing the standards effectively.
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 study evaluated the effects of English, mathematics, and career development curriculum on high school sophomore and junior American Indian students’ academic achievement in Nizhoni Academy, a five-week summer program. Data from teacher-constructed math and English pre and posttests and a questionnaire regarding students’ feelings related to career goals and opportunities available to them after graduation were examined. Results revealed that the academy improved test scores in both content areas and prepared American Indian students for college.
This study analyzes the success of Advanced Placement (AP) students in college compared to other high achieving students. A questionnaire and college grade point averages of 41 high achieving college students in courses in natural science and English are examined. Results showed that AP students did not earn significantly higher grades in college compared to those that were considered high achieving students, and AP students also did not find their high school courses more beneficial than their high achieving peers.
This study of high school students examines the gender differences in college-ready performance in reading, math and both subjects, and on the American College Test (ACT) and Scholastic Assessment Test (SAT). Less than one-third of all students were said to be college-ready in both math and reading, and statistically significant differences were revealed in the subject areas and SAT average scores.
This resource from the ACT surveys teachers’ educational practices and expectations in English/writing, reading, mathematics, and science. The purpose of the survey is to determine the skills and knowledge that are currently being taught, in addition to those considered important for success for college readiness. It found that the skills rated most highly by postsecondary instructors across the content areas included reading, English and language arts, writing, communication skills, mathematics, science, and critical thinking and problem-solving skills.
