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 report describes the impact that various reform models - such as guided pathways, stackable credentials, and competency-based credentials - have on students' postsecondary outcomes as well as examples of how some states have been implementing these reform models. The report also discusses how technology and human systems in higher education inhibit transformative change while also presenting alternatives and solutions for addressing these barriers to change. Finally, the author presents policy recommendations that could accelerate the acceptance of the various reform models.
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.
This report presents the main findings from the Survey of Adult Skills (PIACC). PIACC was developed by OECD to measure proficiency in several skills, such as literacy, numeracy, and problem solving.
This report explores the results from OECD's international Survey of Adult Skills and focuses primarily on performance in the United States. The Survey of Adult Skills is an international survey that measures the basic skills, such as numeracy and literacy, of adults and compares the results to social and economic outcomes. According to the survey results, more adults have low literacy and numeracy skills in the U.S. compared to adults in other countries. This report provides recommendations for how the U.S. can take action to improve the basic skills of adults.
This policy brief provides an argument for the expansion of current dual enrollment programs--particularly those in CTE--and recommends four policy objectives that states should consider to ensure that dual enrollment programs are adequately implemented, maintained, and scaled up to meet student needs. The authors highlight increased graduation rates and post-secondary enrollment among dual enrollment CTE students as a key indicator of the value of these programs.