On May 6, the College and Career Readiness and Success (CCRS) Center and National High School Center released a brief titled, Improving College and Career Readiness by Incorporating Social and Emotional Learning. The brief was written to assist state policymakers better understand how social and emotional lear
Family and Community Engagement
On April 29, the Midwest Equity Assistance Center (MEAC) hosted a webinar titled, "Hidden Rules of College and Career Readiness." The webinar, conducted by Dr. Katherine Sprott, Dr. Tonnie Martinez and Mr. Jessie Myles, all from the MEAC, highlighted the connections between college and career readiness (CCR) standards and expectations and the underlying causes for why students might not meet those standards and expectations, and shared strategies to improve this situation.
Educators, business people, and government officials in Forest Grove School District in Oregon are coming together to brainstorm ways to better prepare students for a changing world. In the superintendent’s words, the underlying point to the recent “21st Century Workforce Summit” was “help us help you.” The desire for more collaboration follows a growing district trend called “STEAM,” the acronym educators have coined for Science, Technology, Engineering, Applied Arts, and Math.
On March 25, the American Youth Policy Forum and the National High School Center offered a webinar titled, “Helping Students with Disabilities Transition to College and Careers.” This event brought together several leaders in the field of special ed
On March 14, 2013, the Annenberg Institute for School Reform hosted a webinar, College Readiness: A Citywide Commitment, as part the College Readiness Indicator System (CRIS) project. The webinar highlighted community-wide college readiness initiatives in Dallas and Pittsburgh and shared lessons learned in building and sustaining community partnerships.
This study examines a pre-college academic enrichment program, the Skills Enhancement Approach. This program included the participation of 117 high school students from 10 schools who took sessions focused on topics related to the American College Test (ACT). Some of the preliminary results included: high parental support, improved overall student test performance on the simulated ACT, strong correlation between reading and science scores on the simulated tests, and improved student attitudes.
This study assesses the effectiveness of bridge programs, which aim to provide interventions for high schools students to successfully transition into college. Results showed that effective bridge programs have strong relationships with their partner school district, have orientations and closing ceremonies, involve parents, implement formative and summative evaluations, and provide transportation, academic advising, professional development opportunities, and support services and labs to support instruction.
Using a nationally representative sample of high school seniors this study suggests that college enrollment is influenced by socioeconomic status, academic achievement variables, aspirations of family and friends for the student to attend college, college- linking activities, and parent and peer networks.
This study evaluates the effectiveness of Sponsor-a-Scholar, a program for at-risk high school students which offers a mentor, academic assistance, college counseling and other services through their first year of college. High school academic performance, participation in college preparation activities, students’ self esteem and college enrollment and retention were analyzed.
This study examines how much 6th-12th grade students who reported plans to attend college and their parents knows about the cost of attending college, and the level of college preparation they undergo. Parent and youth survey data is analyzed and the study reveals that many middle and high school students and their parents, particularly parents with lower income and education level, do not have an accurate idea of the cost of college tuition, and students that were involved in family decision making were more inclined to gather information about college.