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.
Submitted by Dan Sherman on
This blog is cross-posted with the Education Policy Center at AIR, and was originally published on November 13, 2014.
According to new AIR analysis of an international survey by the Organisation for Economic Co-operation and Development (OECD), a surprisingly large number of adults in the United States cannot apply reading or math skills to solve simple real life problems.
This report summarizes the results of a study that examined the impact of college preparatory transition courses on students who tested below ACT benchmarks in math and reading in 11th grade. The study found most students in the approaching benchmarks category do not enroll in college preparatory transition courses. In both math and reading nearly all students who take college preparatory transition courses pass them.
This paper examines the results of the study of the Project CRISS efficacy in fostering reading comprehension in grade 9 students. Project CRISS is based on the belief that teachers can become more effective when trained in a standardized method of presenting reading comprehension strategies that eventually are internalized by the students. The comprehension strategies themselves provide an intellectual framework that aims to foster reading comprehension. The study consisted of a randomized trial with pre- and post-treatment measurement of reading comprehension abilities.
This study reviews the alignment of ACT and the American Diploma Project (ADP) national college readiness standards with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR). The study assessed alignment based on both content and cognitive complexity. Findings reveal that the majority of the content in the ACT and ADP standards sets is also in the TEKS ELAR standards, and that the TEKS ELAR standards requires greater cognitive complexity than the ACT and the ADP.
This report presents the main findings from the Survey of Adult Skills (PIACC). PIACC was developed by OECD to measure proficiency in several skills, such as literacy, numeracy, and problem solving.
This report explores the results from OECD's international Survey of Adult Skills and focuses primarily on performance in the United States. The Survey of Adult Skills is an international survey that measures the basic skills, such as numeracy and literacy, of adults and compares the results to social and economic outcomes. According to the survey results, more adults have low literacy and numeracy skills in the U.S. compared to adults in other countries. This report provides recommendations for how the U.S. can take action to improve the basic skills of adults.
Submitted by REL Midwest on
What do high-quality career and technical education (CTE) programs look like, and how can incorporating rigorous science, technology, engineering, and mathematics (STEM) content into CTE programs help guide students into STEM-focused careers?
Submitted by CCRS Center on
This month the College and Career Readiness and Success Center (CCRS Center) released a brief titled Predictors of Postsecondary Success. Prepared in collaboration with Quill Research Associates, LLC, the brief identifies measures of student characteristics (e.g., behaviors, skills) which predict future academic and workplace success.
