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 study explores graduates of a baccalaureate-level program in Heating, Ventilation, and Air Conditioning (HVAC) Engineering Technology, and aims to determine the experience of graduates after they completed their degrees and began work in the field for which they were trained. The authors surveyed on-campus and on-line graduates, and their low response rate resulted in a non-representative sample. The authors found that graduates felt the program was useful in their employment, and that they had positive perceptions of the faculty and curriculum.
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.
The 2014 GED test will be computer-based and aligned to the Common Core State Standards. The revised test will measure whether students are college and career ready and will also test on the following subjects: reasoning through language arts, mathematical reasoning, science, and social studies.
This evaluation of New Jersey GEAR UP assessed the quality of program implementation and outcomes of the program implementation in middle and high schools.
This report from ACT examines academic factors indicative of first-year college success and retention for high school students, specifically underrepresented racial/ethnic minority and low-income students. The report finds that college readiness, core curriculum, and taking additional coursework in math and science are directly related to college success. This report also discusses factors that lead to lower college success rates and presents recommendations for narrowing achievement gaps.
This study compares block scheduling to traditional scheduling used for college level science courses. The researchers surveyed more than 7000 high school students enrolled in introductory college biology, chemistry, and physics courses. Survey results revealed that teaching methods were similar in both scheduling types. Students in AB scheduling, especially those in peer tutoring classrooms, performed less well then students in other scheduling conditions.
The National Research Council’s Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas is being highlighted as a resource to help educators think through implementation of the Next Generation Science Standards., The framework, created in 2011 by an 18-member panel of experts in science and science education served as a blueprint for the standards and provides an “accessible narrative” that can support curriculum and assessment design as well as local implementation of the standards.