Pathways

Postsecondary Education and Training As We Know It Is Not Enough

In this conference paper, the author notes that good jobs require access to postsecondary education and training. There is a growing economic divide between adults with and without postsecondary education and training. The author recommends that policies be put into place that assist non-traditional students and students with barriers to access postsecondary education.

Year-Two Evaluation of the Illinois College and Career Readiness Act Pilot Sites

This evaluation of the Illinois College and Career Readiness Act Pilot Projects, partnerships between five community college and high schools to develop college preparatory programs and supplemental services, assesses their implementation and promising practices. Focus groups, interviews, and classroom observations were used to gather information about each program. Program elements, attainment of program goals and student and instructor perceptions are provided for each program.

Framework for Developing A System of Linked Learning Pathways

This framework, sponsored by ConnectEd: The California Center for College and Career, discusses critical elements needed to build district infrastructure for Linked Learning, California’s system of preparing students for college and careers. The author identifies 17 critical elements that district leaders must consider to properly support Linked Learning. These critical elements are organized into three categories: (1) Leadership and Systems Alignment, (2) Pathway Design and Quality, and (3) Operations.

Helping Students Get Back On Track: What Federal Policymakers Can Learn from New York City’s Multiple Pathways to Graduation Initiative

This report from the Alliance for Excellent Education discusses possible reforms to ESEA using New York City’s Multiple Pathways to Graduation initiative as an example of how to create flexible policy to help high school students graduate college and career ready. The author examines the effects of federal policy on off-track students and provides recommendations that include increased focus on policies that address the needs of off track students and new metrics for school performance that take into account improvements among at risk students.

From GED to College Degree: Creating Pathways to Postsecondary Success for High School Dropouts

This report from Jobs for the Future examines the GED as a pathway to postsecondary success. Authors John Garvey and Terry Grobe note that although 60 percent of GED test takers express a desire to further their education beyond the GED and nearly half of all GED holders go on to postsecondary education, only 4 percent earn a degree. They argue that GED test takers are poorly prepared for college, partly because the GED narrowly focuses on passing the minimum standards of the exam, rather than building comprehensive literacy and numeracy skills.

Preparing Students for College and Career: California Multiple Pathways

This issue brief, sponsored by the Alliance for Excellent Education, discusses using multiple pathways to prepare students for college and career. The author examines the effects of California’s multiple pathways programs on high school students, concluding that multiple pathways can increase high school graduation rates, engagement, achievement, and college and career readiness. The author also provides recommendations that include addressing federal laws, funding stream structures, and policies that inhibit multiple pathway programs.

Closing the Expectations Gap 2011: Sixth Annual 50-state Progress Report

This sixth annual 50-state progress report from Achieve, Inc., on the alignment of high school policies and practices with the demands of college and careers as part of the American Diploma Project. The report finds that 20 states and the District of Columbia have established requirements that all high school graduates must complete a college- and career-ready curriculum that includes at least mathematics at the level of an Algebra II course (or its equivalent) and four years of grade-level English to earn a high school diploma.

The Transition Planning Process

This data brief from the National Center on Secondary Education and Transition (NCSET) provides findings from the National Longitudinal Transition Study 2 (NLTS2). It presents a national overview of the planning process involved in helping students with disabilities make the transition from high school to life after high school. Results indicate that there is variability in the extent to which laws and best practices regarding the transition planning process are followed.

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