This REL technical brief examines the use of Lexile-based assessment to determine the readiness of subgroups of 11th grade Texas students to read books used in first year college English courses. Differences in reading abilities were notable based on ethnicity, gender, SES, at-risk status, Limited English Proficiency status, education track (career and technical education vs. general education), and students receiving special education services.
This policy brief advocates for the approval of academic credit based on the completion of career and technical education (CTE) courses. The brief argues that students who receive CTE instruction are more engaged and experience deeper learning of content in ideal conditions. The authors also propose a method for evaluating CTE courses for academic content in order to determine if they would meet the requirements for awarding academic credit.
This paper examines readiness assessments and transition curricula in all 50-states and Washington, D.C.
This report describes findings from ACT's 2013 College Readiness Assessment, with a special focus on student interest in STEM. The data displays the results by STEM subject, demographic, and college readiness score. A summary of key findings and details of the test are briefly discussed, and extra resources for further investigation of the topic are provided.
The Center on Innovations in Learning introduces its framework to personal competencies by differentiating between three fundamental terms: mastery, competence, and competency. To achieve a competence, or a sufficient degree of mastery in any given area, four specific competencies must be leveraged. These four competencies are: social/emotional competency, motivational competency, metacognitive competency, and cognitive competency. The remainder of this brief describes the four competencies in detail and their critical connection to student achievement.
This brief provides a comprehensive overview and practical guidance on the topic of competency-based grading policies. In doing so, it describes the weakness of the traditional grading scale; outlines six steps for effective implementation of competency-based grading policy and practice; offers current case examples and lessons learned from the field; and presents possible implications for policymakers and stakeholders.
This policy brief explores how Early College High Schools increase high school graduation rates and postsecondary enrollment to improve outcomes for traditionally undeserved students. The brief provides an overview of Early College High Schools and also presents research that provides evidence of the positive impact Early College High Schools have on student outcomes. The brief also includes recommendations for model policy components that policymakers should consider when implementing Early College High Schools as well state examples.