This brief argues that a competency-based approach to education is necessary to maximize learning opportunities and student diversity in the 21st century. Drawing from expertise in the field and the preexisting research base, this paper attempts to pinpoint the characteristics of high-quality and effective competency-based pathways. Additionally, it articulates the conditions wherein innovation and implementation of competency-based approaches have surged, and the associated setbacks and challenges states and districts are facing as a result.
Dual enrollment and early college high schools have been shown to have a positive association with college completion rates. However, these programs are often among the first to be cut when state funding gets tight. This report outlines how performance-based funding that rewards outcomes such as graduation rates or annual student growth goals is a promising answer to state funding challenges.
This literature review explores the role of noncognitive factors in academic performance, which is measured by student GPA. The report develops an evidence-based conceptual framework from existing literature on noncognitive factors. The report also analyzes existing research to identify any gaps in knowledge in order to assist policymakers who wish to assess leverage points for improving student achievement. Additionally, it examines implications for student learning, presents case studies, and provides recommendations.
Yesterday we shared some highlights from the first year of the College and Career Readiness and Success (CCRS) Center. Today we’d like to share some of our plans for Year 2!
Over the course of our first year, we have seen three major CCRS themes emerge that will form the cornerstones of our work moving forward: multiple pathways to success, P20-W alignment, and indicators and measures of college and career readiness.
Looking for new college and career readiness and success-related resources? Here are some pieces that other organizations have recently released:
College and Career Readiness Standards for Adult Education (U.S. Department of Education, April 2013)
This issue brief was written to assist state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice. In addition, examples of standards that support SEL at the federal and state levels, current SEL initiatives and programs, and outcomes and measures that can be used to assess SEL programming are described.
This study investigated the short- and long-term outcomes of the College-Level Examination Program (CLEP) compared to students who earned comparable credit through the Advanced Placement Program (AP) and through traditional course enrollment. Results are reported with respect to graduation rates, patterns of additional courses taken, academic performance, and SAT scores.
In this webinar, Tiffany Jones from CUE, Sarah Melnick from NCAN, Catherine Chiu from Boston Public Schools, and Catherine Carney from East Boston High School present their work in promoting an equity-based college-going culture through the use of the Equity Scorecard—a change process, previously implemented in colleges and universities, that examines racial inequities in educational outcomes.
The National High School Center at the American Institutes for Research, in collaboration with the American Youth Policy Forum and the Educational Policy Improvement Center, hosted an invitation-only “College and Career Readiness Symposium: The Role of Technical Assistance in Actualizing College and Career Readiness,” in Washington, D.C., on April 24, 2012. During the Symposium, presenters and participants discussed several challenges to achieving college and career readiness.