Instruction

Early College, Early Success: Program Overview, Research Findings, and Implications for Practice

Submitted by George Knowles on

On Thursday, January 30, 2014, the College and Career Readiness and Success Center (CCRS), in partnership with the American Youth Policy Forum (AYPF), hosted a webinar titled "Early College, Early Success: Program Overview, Research Findings, and Implications for Practice."

Mystified by Jargon? Defining College and Career Readiness

Submitted by Stephen Abbott on

If you picked out random Americans on the street and asked them if they know what public-school teachers are and what they do, you would almost certainly receive universally affirmative responses. Everyone knows what a teacher is—it’s practically self-evident. Teachers teach students, of course.

It's About Time: A Framework for Proficiency-Based Teaching & Learning

This workbook, a product specifically requested by the Oregon Department of Education, addresses the topic of proficiency in an attempt to define it objectively and ensure its consistency in the measurement of student achievement across schools and districts. It articulates the many manifestations of proficiency-based practices in the classroom and addresses the common concerns and questions of those exploring “proficiency.” The workbook makes a case for how schools and districts can and will ultimately benefit from this redesign.

Support for States Employability Standards in CTE and Adult Education

Submitted by CCRS Center on

Employability skills, such as critical thinking, technology use, and communication, are critical for success in the labor market. Many of these skills have been integrated into the Common Core State Standards and the Common Career Technical Core. Realizing the importance of developing employability skills across all sectors and levels of employment, the Office of Vocational and Adult Education (OVAE) at the U.S.

LearningWorks Report on Community College Math Remediation Strategies

Submitted by Austin Pate on

On October 14, LearningWorks released a report titled Changing Equations: How Community Colleges are Rethinking College Readiness in Math. The report reveals that remediation, particularly placement in developmental math courses, poses one of the greatest barriers to college completion. The report also highlights four key insights driving recent remediation reform efforts: 

Changing How Students Learn and Teachers Teach

This report includes vignettes from teachers reflecting on their use of tools--the Literacy Design Collaborative (LDC) and Mathematics Design Collaborative (MDC)--aimed at preparing students for college and careers. The vignettes included in this report are the result of interviews with teachers between September 2012 and January 2013 where educators reflected on their teaching styles, changes in student motivation and engagement, and changes in their own behavior while using the LDC and MDC tools. 

START! The Successful Transitions and Retention Track Program: A Comprehensive Approach to Supporting GED Holders Entering College

This report highlights the Successful Transitions and Retention Track (START) Program at Idaho State University. The START Program, which consists of three components (classroom instruction, career and personal counseling, and math/English tutoring), is aimed at providing holistic support to students in order to increase the retention of GED holders entering college. This report also discusses some positive preliminary results on START initiatives, and provides first steps for implementing a START program.

Common Core State Standards & Career and Technical Education: Bridging the Divide

This report provides state education leaders with information on how to align academics and career & technical education (CTE) through implementation of the Common Core State Standards (CCSS). This report describes what states are doing to align CTE and CCSS, highlights strategies, and identifies common challenges and barriers to alignment.

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