This study compares high school English language learners and non-English language learners performance on content assessments. The study also examined the performance of high school English language learner students in grades 10 and 11 on the Utah Academic Language Proficiency Assessment (UALPA), and on the English language arts and mathematics content assessments administered under the Utah Performance Assessment System for Students (U-PASS).
This report describes how Project Exploration, a STEM pipeline alternative, has identified a disproportionate exit of minority and female students from STEM programs. The authors used a mix of quantitative and qualitative data to assess efficacy of Project Exploration's efforts to engage minority and female students who traditionally are under-represented in the STEM pipeline. Based on the success of their alternative approach, the authors propose an alternative model of a STEM pipeline that is based on a matrix of progressive competencies.
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.
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.
On October 14, LearningWorks released a report titled Changing Equations: How Community Colleges are Rethinking College Readiness in Math. The report reveals that remediation, particularly placement in developmental math courses, poses one of the greatest barriers to college completion. The report also highlights four key insights driving recent remediation reform efforts:
This report provides a progress update on the work the Southern Regional Education Board and its partner states completed on the Bill & Melinda Gates Foundation funded grant project, Strengthening Statewide College/Career Readiness Initiative (SSCRI). The grant focused on strengthening the college- and career-readiness initiatives in five states: Florida, Kentucky, Texas, Virginia, and West Virginia. This report focuses on the progress these states have made in regards to the design and implementation of transitional courses in reading, writing, and mathematics.
This report includes vignettes from teachers reflecting on their use of tools--the Literacy Design Collaborative (LDC) and Mathematics Design Collaborative (MDC)--aimed at preparing students for college and careers. The vignettes included in this report are the result of interviews with teachers between September 2012 and January 2013 where educators reflected on their teaching styles, changes in student motivation and engagement, and changes in their own behavior while using the LDC and MDC tools.