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.
This study assessed the relationship between the English language arts and reading assessment scores of 11th grade students and their ability to both read and comprehend textbooks used in entry-level college English courses. Findings revealed a 75 percent comprehension level for students, and that 51 percent of students can read 95 percent of first-year English textbooks used in entry-level college classes.
This report from ACT examines academic factors indicative of first-year college success and retention for high school students, specifically underrepresented racial/ethnic minority and low-income students. The report finds that college readiness, core curriculum, and taking additional coursework in math and science are directly related to college success. This report also discusses factors that lead to lower college success rates and presents recommendations for narrowing achievement gaps.
Submitted by Andrew Valent on
This post is the second in a two-part series following the webinar, “Promising Practices and Considerations for Districts in Competency-Based Education”, where presenters are responding to questions submitted by participants.
Submitted by Andrew Valent on
On July 16, the College and Career Readiness and Success Center at the American Institutes for Research and the American Youth Policy Forum co-hosted a webinar, “Promising Practices and Considerations for Districts in Competency-Based Education.” A brief summary of the webinar is available here.
This study examines a sample of schools selected based on their success with assisting underrepresented students with being college ready in order to develop a definition of college readiness. Thirty-eight public high schools were visited to determine what programs, activities, practices, attitudes and cultures these schools had, and the study revealed seven main principals that assisted with fostering college readiness.
This national study examines Phase I of the implementation of Talent Search, a federal program designed to encourage students to participate in the federal aid program for post-secondary education. This report provides program growth, regulatory and legislative changes that occurred during this period and how the program was operating in terms of providing academic assistance, using technology to serve students, and issues faced when serving middle school students.
This study assesses how the High Schools that Work initiative prepares students for college and careers. The report also presents strategies that district and school leaders can use to help students become more prepared for transitioning from high school to college and careers.
This 4-year longitudinal study evaluates the experiences of high school graduates enrolled in tech prep programs in eight regions across the nation. The study reports on their demographics, college readiness risk indicators, vocational interests, and performance as a function of graduation requirements at their high schools. The researchers reported no differences between participants and non-participants of tech prep programs with regard to college enrollment rates and percentage of students completing a degree or certificate.
Submitted by Andrew Valent on
The College and Career Readiness and Success Center and the American Youth Policy Forum recently co-hosted the webinar, “Promising Practices and Considerations for Districts in Competency-Based Education.” The Webinar brought together leaders in two districts that have restructured into a competency-based system—Superintendent Thomas Rooney from the L
