The National Assessment Governing Board voted to adopt a definition for what it means to be "college prepared" in regards to reading and mathematics assessment scores on the National Assessment of Educational Progress (NAEP). The definitions are based on more than 30 studies and will be used for the reporting of assessment scores in 2014. In addition to setting college readiness benchmarks within the NAEP, the board tried to set career readiness benchmarks, but were unable to draw conslusions relating NAEP performance to careers.
Looking for new college and career readiness and success-related resources? Here are some pieces that other organizations have recently released:
College and Career Readiness Standards for Adult Education (U.S. Department of Education, April 2013)
This study calculates high school graduation rates and the percentage of all students who left high school eligible to apply for college from 1991 to 2002. The study finds that during this period the graduation rate went from 72% to 71%, while the college readiness rate increased from 25% to 34%.
This third year follow-up study evaluated the impact of Upward Bound, a federally-funded precollegiate program that aims to assist economically disadvantaged students prepare for, enter and succeed in college. Students were randomly assigned into Upward Bound and control groups. The study found that although Upward Bound students were not more likely to attend post-secondary institutions or earned more credits, the study does suggest that Upward Bound may increase the likelihood of attending a four-year post-secondary institution.
This report evaluates the effectiveness of six types of school-to-career (STC) programs, with specific focus on participation resulting in increased post-secondary college enrollment or employment. National longitudinal survey data were analyzed to assess the results. The study indicated that some STC programs (school enterprises) increase post-secondary college enrollment, other programs (cooperative education and internships/apprenticeships) increase post-secondary employment, and Tech Prep reduces post-secondary college enrollment but may increase post-secondary employment.
This study evaluates the impact of the Quantum Opportunity Program (QOP), a case management and mentoring program for high school students aimed at increasing high school graduation rates and college enrollment. It was found that sites implementing the QDP model generally did not meet enrollee needs for education or support services, and most enrollees attended fewer program activities, though there was significant variability by site.
Upward Bound is one of the largest and longest-running federal programs designed to help disadvantaged students prepare for, enter, and succeed in college. This report is the last in a series of study reports from the Upward Bound evaluation. Data collected included surveys, high school and post-secondary transcripts, and data on Upward Bound participation. Results indicated that Upward Bound increased the likelihood of earning a post-secondary certificate or license from a vocational school.
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 the College Board describes the current state of the Pell Grants, the need for reforming them, and recommendations on how to reform them in order to increase the effectiveness of the Pell Grant program. Some of these recommendations include dividing the program into two components, one that serves people through the age of 24 and one that serves older adults; simplifying the application process and eligibility criteria; and changing the award eligibility requirements for those over the age of 24.
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.