- A snapshot of how various organizations are framing their college and career readiness discussion in terms of outcomes, where those outcomes overlap, and prevalence of those outcomes.
- A compilation of definitions from organizations that have developed explicit language around what college and career readiness means for their work.
In November 2011, eleven states submitted applications to the U.S. Department of Education (ED) for waivers from up to ten provisions of the Elementary and Secondary Education Act (ESEA), now known as the No Child Left Behind (NCLB) Act. Although the state waiver process currently underway presents an opportunity to strengthen college and career readiness among the nation’s high school students, the waiver applications as submitted may also have the unintended consequence of weakening high school graduation rate accountability.
In this brief, the National High School Center provides an overview of the College and Career Development Organizer. First, the brief describes the organizer and its intended use, providing specific examples of what it is and is not designed to do. Then, it walks potential users through the organizer to familiarize them with its content. Finally, the brief concludes with key considerations for those engaged in college and career readiness work.
This brief, the fourth in the College and Career Development Organizer series, summarizes the outcomes and measures of college and career success that have been collected and organizes this information into three key threads: 1) On-track indicators; 2) Attainment and authentication; 3) Accountability and improvement feedback. Along with a brief description of each thread, key components are highlighted and examples of each type of outcome and measure are provided.
This brief, the second in the College and Career Development Organizer series, summarizes the goals and expectations of college and career readiness that have been collected and organizes this information into three key threads: 1) Core Content; 2) Pathways Content; 3) Lifelong Learning Skills. Along with a brief description of each thread, key components are highlighted and examples of each type of goal and expectation are provided.
This report evaluates the progress made in the implementing School-to-Work (STW) programs, which are designed to align the education system with the workplace by preparing students for college and employment opportunities. This evaluation surveyed local partnerships between schools and employers, case studies for states, surveyed 12th grade and college students, and analyzed the transcripts of students in the high school sample.
This brief from Achieve provides advice to policymakers and practitioners on how to promote college and career readiness to the community at large. The document contains practical suggestions on phrasing when to help change the perception others may have of education reform being implemented.
This brief from Achieve identifies the key areas that state policymakers should consider in order to implement the new Common Core State Standards with fidelity. The brief provides suggestions for aligning these new standards with their existing standards and course requirements, as well as aligning assessments for collecting data and measuring achievement. The brief lists steps each state can take to ensure they are implementing the standards effectively.