In this report, the State High Education Executive Officers (SHEEO) shares five processes that are key to the development of effective and sustainable state longitudinal data systems. These components were identified by a cohort of 11 state leadership teams and content experts collaborating to provide a framework for states in the early stages of creating longitudinal data systems.
What is an effective way for schools to assess students in competency based education (CBE) that is effective and equitable? This question was explored in the third installment of a three-part webinar series hosted by the International Association for K-12 Online Learning (iNACOL) and the Council of Chief State School Officials (CCSSO) that took place on April 10, 2014 entitled “How Competency Based Education is Transforming Assessment and Accountability Systems in Schools.”
The alarming numbers of college students who require remedial education courses continue to stir concerns within state policy, education and research circles. At least 20 to 25 percent of students at four- and two-year institutions require at least one remedial course, with the numbers reaching upwards of 60 percent at some community colleges.
This is a quarterly publication of the Annenberg Institute for School Improvement featuring articles from several authors. The topics covered are related to establishing College Readiness Indicator Systems (CRIS). Specifically, the chapters include the need to develop robust data systems, building and implementing a CRIS in a school district, the perspective of three school principals implementing CRIS, supporting minority students in STEM, and the role of the central school district office in implementing and utilizing CRIS.
This guide from the John W. Gardner Center for Youth and their Communities at Stanford University explores the meaning of college readiness beyond eligibility for college. Many students who are capable of succeeding in college are not eligible due to unmet course requirements or lack of knowledge about college opportunities. Through exploring the gap between eligibility and readiness, this guide helps districts think about how to build the most effective early warning and college readiness indicator systems.
This District-Assessment Tool from the Annenberg Institute for School Reform at Brown University aims to help school districts and community stakeholders assess their capacity to implement and sustain a college readiness indicator system. The tool identifies five essential elements and their attributes necessary for developing an indicator system.