This report details an Annenberg Institute for School Reform study in which leading indicators, as inspired by those used by economists, are explored at four school districts prominently utilizing leading indicators to discern student progress prior to the availability of high stakes testing data.
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.
This study uses a nationally representative sample of students that were in grade 10 in 1980 that took the High School and Beyond Survey. The findings indicate that math courses do play an important role in predicting postsecondary education success for both men and women and students of different ethnic backgrounds, and students that took more advanced math courses on average had higher earnings.
This report by EPIC reveals that students who are generally proficient in the Common Core State Standards (CCSS) will likely be ready for a wide range of postsecondary courses. The more CCSS in which they are proficient, the wider the range of postsecondary-level classes they will be ready to undertake.
This paper in the Journal of General Education reports on a study of the The WVEB Mathematics Project. The sample included 1,322 students enrolled in the WVEB Mathematics Project in West Virginia compared to matched peers who took equivalent on-campus courses. Students enrolled in both on-campus and high school WVEB sections showed moderate gains on the ACT scores.
This sixth annual 50-state progress report from Achieve, Inc., on the alignment of high school policies and practices with the demands of college and careers as part of the American Diploma Project. The report finds that 20 states and the District of Columbia have established requirements that all high school graduates must complete a college- and career-ready curriculum that includes at least mathematics at the level of an Algebra II course (or its equivalent) and four years of grade-level English to earn a high school diploma.
This report by The College Board presents national, state, and Advanced Placement (AP) data for public school students. It describes trends in overall participation, participation rates of traditionally underserved student populations, achievement rates on science and math exams, and how policymakers and educators can support student success.