The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
The event, “Good Jobs Without a Bachelor’s Degree?,” sponsored by the American Institutes for Research, discussed jobs and industries in which two-year degrees, certificates, and employer based training programs are the primary types of education certification for workers, as opposed to the traditional four-year Bachelor’s degree.
Submitted by CCRS Center on
On May 29, the American Institutes for Research (AIR) hosted an event, “Good Jobs without a Bachelor's Degree?” moderated by Amy Goldstein, staff writer at The Washington Post. The event featured a panel of higher education and workforce experts, including William H.
A new study from the National Association for College Admission Counseling reports that receiving college counseling in high school beginning in the freshman year, rather than only during junior and senior years, can significantly increase the college-going rates for students. The impact of early college counseling was the greatest for those student groups that are traditionally less likely to attend college.
Submitted by CCRS Center on
As school systems across the country recommit themselves to ensuring college and career readiness and success, they must rely on districts to translate federal and state policies into the local context.
This issue brief is intended to assist state policymakers in better understanding strategies to prepare students with disabilities and special needs for college and career. The brief provides context and background on the numbers of students with disabilities who are college and career ready; examines issues related to preparation and readiness for postsecondary education and careers; and includes examples of current programs and policies that help students with disabilities to successfully transition to college and career.
As school systems across the country recommit themselves to ensuring college and career readiness and success, they must rely on districts to translate federal and state policies into the local context. This brief builds upon recommendations from a 2009 Institute of Education Sciences (IES) Practice Guide that describes evidence-based practices that promote postsecondary access for high school students.
Submitted by CCRS Center on
The College & Career Readiness & Success (CCRS) Center recently released a brief titled How Career and Technical Education Can Help Students Be College and Career Ready: A Primer. This brief examines the role of career and technical education (CTE) in preparing students for both college and the workforce in a changing postsecondary landscape.
If educators and policymakers are to make good on the national commitment to graduate more students from high school prepared to face postsecondary challenges, schools must continue to improve career technical education (CTE), ensuring that students have access to high-quality pathways to success. This brief provides an overview of the evolution of CTE in the U.S., reviews what CTE looks like in practice, and highlights issues CTE faces in the field that must be overcome for it to become an impactful and wide-reaching strategy for preparing students for postsecondary success.
Submitted by Andrew Valent on
On March 25, the American Youth Policy Forum and the National High School Center offered a webinar titled, “Helping Students with Disabilities Transition to College and Careers.” This event brought together several leaders in the field of special ed
Submitted by Andrew Valent on
On March 22, the American Youth Policy Forum (AYPF) examined the use of research in the policymaking process in a forum on Capitol Hill titled, “The Use of Research within State Education Agencies.” The event featured new research by Dr. Margaret Goertz, University of Pennsylvania and Dr. Diane Massell, University of Michigan, on how staff in State Education Agencies (SEAs) access, interpret, and use research to inform their work and how external partners support the dissemination of research within the agency.
