Indicators
Overview: State Definitions of College and Career Readiness
This overview highlights common elements of state definitions of college and career readiness. A definition of college and career readiness can help build an understanding of the necessary knowledge, skills, and dispositions of learners who are prepared for postsecondary success. In addition, these definitions can guide efforts to identify which students are on track for postsecondary success and support state efforts to achieve their visions that all students receive the multidimensional preparation necessary for success in the global economy.
College, Career, and Civic Readiness: How Can a State Measure It? - Part 1
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On July 9, 2014, the National Association of State Boards of Education (NASBE) hosted the Webinar, “College, Career, and Civic Readiness: How Can a State Measure It?” The Webinar highlighted different methods of measuring college, career, and civic readiness (CCCR) that have been overlooked by more traditional CCCR indicators such as standardized test scores.
College Readiness Indicator System: Building Effective Support for Students
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.
Are Students Ready?
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The Policy Analysis for California Education hosted a seminar titled “Ready for College? The College Readiness Indicator System” on Friday, May 16, 2014. This seminar addressed the implementation of the College Readiness Indicator System (CRIS) and CRIS Resource Series, which includes information on the six essential elements of CRIS implementation and research-based indicators.
Essential Elements in Implementation
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.
District Self-Assessment Tool
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.
Predictors of Postsecondary Success: Understanding the Value of Workforce Data
As part of our Webinar series building on the brief, Predictors of Postsecondary Success, which summarizes research that identifies student skills, behaviors, and other characteristics that predict future academic and workplace success, this Webinar will provide an overview of workforce data and its utility. Presenters will discuss the opportunities and trends related to workforce data as well as the challenges and opportunities of building connections to education data.
Upcoming College and Career Readiness and Success Events
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Looking for events that address college and career readiness and success issues? Learn more about some upcoming events below.
The Forgotten Middle: Ensuring that All Students Are on Target for College and Career Readiness before High School
This report details ACT's findings that the level of academic achievement students attain by the eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school. ACT examined data from 216,000 high school graduates who had taken all three programs that make up the longitudinal assessment component of ACT’s College Readiness System.
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