National studies reveal that 50 percent to 70 percent of community college students enter school each year unprepared for college-level mathematics and must take a series of developmental, or remedial, courses to build their skills before they can enroll in a college-level mathematics course. As these students continue to stumble over their mathematics courses, there has been growing awareness that the types of mathematics skills required in many of today’s professions differ from those skills taught in traditional college mathematics courses.
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 is the second in a series of four blog posts from the National College Access Network (NCAN) Conference in Phoenix, Arizona on September 15—17, 2014. These posts summarize findings from selected presentations at the NCAN Conference that provide concrete, actionable recommendations for practitioners on the following topics: increasing student awareness of “college match”; increasing STEM awareness and connecting with local businesses; structuring internships to prepare students for the workforce; and supporting first-generation college students.
This annual report released by ACT presents data on college and career readiness levels for the 2014 high school graduates who took the ACT college readiness assessment. Because of the ACT’s alignment with the Common Core State Standards (CCSS), the analysis of ACT scores also sheds light on academic readiness within a CCSS context. The report is designed to help educators address key questions regarding the readiness of their students and offer recommendations for state policy and practice to increase readiness.
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.