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.
Submitted by CCRS Center on
In today’s world, earning a high school diploma doesn’t guarantee college readiness. To explore what states are doing to address this critical problem, the Community College Research Center (CCRC) at Columbia’s Teachers College has developed the Reshaping the College Transition project. Two of CCRC’s four planned reports were published in 2013.
This report argues that college and career readiness information should be collected and shared publicly in order to support data-driven decision making aimed at increasing student success.This report also defines the four characteristics of a successful college readiness report - transparent, thorough, timely, and tailored.
This report examines the need for improving high school accountability for preparing students for college and careers. The report also provides examples of how states use outcomes data to track student success beyond high school and how that data is used to hold schools accountable.
This brief explores measures states can use to hold high schools accountable for developing students' career readiness. The brief focuses on implementing one specific indicator: obtaining a satisfactory performance rating by a supervisor in a job, internship, school-based enterprise or other experience that demonstrates a student's career-related transferable skills. In addition to this indicator, other indicators are also recommended by the author.
This brief focuses on the role that career and technical education (CTE) teachers can play in ensuring college and career readiness (CCR) for all students. The authors introduce who CTE teachers are and how current policies support and integrate them into schools. The authors argue that these teachers are critical to meeting the needs of students who may wish to enter a career without obtaining a 4-year college degree or for those who wish to gain experience in a field before obtaining a higher degree.
Submitted by Austin Pate on
On November 25, the College and Career Readiness and Success Center (CCRS Center) and the American Youth Policy Forum (AYPF) co-hosted a Webinar entitled “Understanding Accelerated Learning Across Secondary and Postsecondary Education.” This webinar discussed the recent CCRS Center is
This report includes findings from an impact evaluation of the Early College High School Initiative, launched by the Bill & Melinda Gates Foundation. The study compared the educational outcomes of students who applied and received admission into Early College through a lottery system to the outcomes of students who participated in the lottery system but did not receive admission. The study sample included 2,458 students and included data from 2004 to 2012.
This report describes the gap in the alignment between K-12 and higher education learning objectives and outcomes. The authors argue for the coordinated adoption and alignment of the Common Core State Standards (CCSS) and the Degree Qualifications Profile (DQP) as a solution to this problem.
This report discusses the benefits of competency education in the context of digital technology that increases personalization and customization, enabling the management of individual learning progression in a data-driven environment. The report outlines 10 capabilities of a competency-based system including flexibility in time and resources, measuring learning gains, and setting college- and career-ready expectations; and 10 design choices that inform the necessary changes in areas such as school structure, grading, and student support.
Using American College Testing (ACT) data, this study assessed whether students have the knowledge and skills necessary to enroll and succeed in a first-year course at a postsecondary institution. The report presents the percentage of students meeting the benchmarks in each area, alignment of student aspirations and workforce demands, graduates exposed to college entrance tests and students pursuing a core curriculum, overall academic achievement and behavior, and policies and practices to improve college readiness.
