The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
This study evaluates what types of services, programs and providers are needed in Virginia to increase student access to post-secondary education. This report highlights the resources available by examining statistics, maps, figures and case-narratives, areas where progress is being made and college access roadblocks encountered. A detailed illustration which includes technical information is also described.
A study published this month by the Community College Research Center reaffirms the benefit in community college students attaining an associate degree before making the transition into a four-year college. It reveals that it may lower the long-term costs of college, increases the chances of earning a bachelor’s degree, and can ultimately improve their learning potential when compared to earlier transfer students.
This study examines a pre-college academic enrichment program, the Skills Enhancement Approach. This program included the participation of 117 high school students from 10 schools who took sessions focused on topics related to the American College Test (ACT). Some of the preliminary results included: high parental support, improved overall student test performance on the simulated ACT, strong correlation between reading and science scores on the simulated tests, and improved student attitudes.
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.
This study examines the implementation and impact of New York State’s career technical education (CTE) programs. CTE student’s courses, graduation rates, perceptions and academic achievement were reviewed from nine CTE sites. Results revealed that students in these programs are generally offered curricula that are characterized by rigorous standards and perform at par with their non-CTE classmates.
This study explores the influences of work-based beliefs and autonomy support as predictors of adaptive achievement-related beliefs. Analysis of questionnaires completed by over 200 students enrolled in a work-based learning program was conducted. Results showed that work hope, career planning, and autonomy support shared 37.5% of the variance with achievement-related beliefs, and work hope and teacher autonomy support further contributed unique variance in explaining these beliefs.
This study examines the relationship between academic motivation and self-efficacy and participation in career development interventions. A national sample of 293 high school students was analyzed based on these sentiments and their participation in 44 career development interventions. The study revealed that there was no association between the participation in these interventions and academic motivation or self-efficacy.
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.
This study from Education First and the Editorial Projects in Education Inc. (EPE) Research Center examines state implementation plans on the Common Core State Standards (CCSS). Study findings from a summer 2011 survey of state education officials of 50 states and the District of Columbia show that all CCSS-adopting states but one have developed plans to implement the CCSS. Authors further analyze the implementation plans and report on details including plans for specified areas and professional development.
