College: 4-year

Aligning Resources, Structures and Supports for Actualizing College and Career Readiness

The importance of aligning college and career readiness initiatives—from the common core and career technical education standards, to funding streams like Title I and Perkins, as well as to school structural changes like expanded learning time and career academies—is a growing concern in the field. Dr.

Goals and Expectations for College and Career Readiness: What Should Students Know and Be Able to Do?

This brief, the second in the College and Career Development Organizer series, summarizes the goals and expectations of college and career readiness that have been collected and organizes this information into three key threads: 1) Core Content; 2) Pathways Content; 3) Lifelong Learning Skills. Along with a brief description of each thread, key components are highlighted and examples of each type of goal and expectation are provided.

Defining College and Career Readiness: A Resource Guide

This resource guide synthesizes information collected through a review of more than 70 organizations focused on college and career readiness. The guide includes:
  • A snapshot of how various organizations are framing their college and career readiness discussion in terms of outcomes, where those outcomes overlap, and prevalence of those outcomes.
  • A compilation of definitions from organizations that have developed explicit language around what college and career readiness means for their work.

The Complexity of College and Career Readiness

Dr. David Conley, CEO of the Educational Policy Improvement Center (EPIC) and a professor at the University of Oregon, discusses challenges and strategies for addressing the increasingly complex landscape of college and career readiness on this National High School Center Webinar held June 5, 2012. This session incorporates and expands upon a presentation shared by Dr. Conley at the National High School Center's College and Career Readiness Symposium, held on April 24, 2012 in Washington, DC.

Career and Technical Education Transition Programs: Effects of Dual Credit Participation on Postsecondary Readiness, Retention, Graduation, and Time to Degree

This study analyzes Career Technical Education (CTE) transition programs, which aim to create formal partnerships between secondary and postsecondary institutions and support the completion of a degree program. Longitudinal academic achievement data from 6,000 students who transitioned into college were used to determine the effects of participation in CTE on student outcomes.

Do high school exit exams influence educational attainment or labor market performance?

This study addresses if the high school exit exam influences educational attainment and employment outcomes through analysis of data from the 2000 Census and the National Center for Education Statistics’ Common Core of data. The results revealed that this exam has the capacity to improve student and school performance and college enrollment and employment outcomes, but appears to exacerbate the inequality in educational attainment.

Raising Academic Standards and Vocational Concentrators: Are They Better Off Or Worse Off?

This paper explores the affect of more rigorous graduation requirements on learning, college attendance, course taking and employment outcomes for vocational concentrators and non-concentrators. Longitudinal data was collected from a nationally representative sample of students, which followed them from 8th grade through eight years after high school graduation. The analysis showed that requiring a higher number of academic credits to graduate and Minimum Competency Exams help high school graduates’ success in the labor market, but lowers their probability of receiving a college degree.


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