This report presents data on remediation practices for incoming post-secondary students, collected from 33 states that participate in the Complete College America/National Governors Association Common Completion Metrics. The authors provide an introduction to remediation practices and a description of their methodology for studying outcomes, which is followed by an analysis and recommendations for making changes in state policy and practice. The guide is organized into three parts.
This report puts forth the Workforce Data Quality Campaign's five-point policy agenda to improve and increase the use of workforce data in state longitudinal data systems. Developed in consultation with national organizations leading the field in adult basic education, job training, career and technical education, and postsecondary education, this policy agenda argues that education and workforce data systems must be inclusive, aligned, and market-relevant. The report provides specific policy recommendations at both the federal and state level.
Part of the Data for Action series that analyzes state progress on key data priorities, this fact sheet highlights how states link K-12 and workforce data systems and how they use labor market data to support the alignment of education and workforce policies.
This report provides a detailed overview of early college programs in the United States, and makes a compelling case for the expansion of such programs as a means for increasing graduation rates and postsecondary attainment, especially for students at risk. The authors review key features of early colleges and their relative impact over and above traditional high schools and on college readiness and success. The authors also outline Jobs for the Future's plans to expand the early college network by establishing partnerships with other nonprofits as well as districts, states, and the U.S.
This policy brief advocates for a state education policy that would award academic credit for career and technical education (CTE) coursework. The authors argue that such a model would improve student engagement, deeper learning, and graduation rates. The brief provides an overview of CTE policy and academic coursework integration, posits a model for best practice, reviews exemplary states in the field, and outlines key factors in effective policy implementation.
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.