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 uses a sample of ninth grade students and their parents to determine current educational and career plans, perceptions and concerns. Findings indicate a discrepancy between actual college cost and availability and students’ plans, and alignment between parent and student aspirations.
This research discussed the findings from the EXPLORE test which assesses students on English, math, reading and science and measures progress towards college and career readiness based on “College Readiness Standards.” 1,444 8th grade students from three districts in Ohio took this test, answered questions regarding career and post secondary plans were reviewed and data from pre and post surveys from parents, students and curriculum directors and teachers were administered.
This brief sponsored by Achieve, Inc., discusses the results from a poll of registered voters to examine: 1) whether they support the goal that students graduating high school should be college and career ready, and 2) whether they support the policies necessary to reach the goal. Voters polled indicated a strong belief in rigorous, well rounded high school academic requirements that are aligned with college and career expectations.
Through examination of the National Longitudinal Survey of Youth 1997 and its transcript component, vocational education is analyzed for a group of youth. Career and technical education (CTE) courses taken and participation in career-related programs of courses and activities are described. The findings revealed that the majority of American high school students participate in CTE courses and work-related activities, which hold true across demographic subgroups as well.
This resource from Achieve discusses graduation exams for six states: Florida, Massachusetts, Maryland, Ohio, New Jersey, and Texas. The authors look at their usefulness in gauging a high school student's success after high school. The study found that the exams should continue to be used to measure a high school student's knowledge, but that they should not be the only tool used.
This resource from Achieve discusses the results of research by Peter D. Hart Research Associates and Public Opinion Strategies on public high school graduates from the classes of 2002, 2003, and 2004. The results found that many graduates cite gaps in preparation, college instructors/employers confirm graduates’ lack of preparation, few employers feel high school graduates prepared for advancement, and graduates who faced high expectations were twice as likely to feel prepared, among others.
This paper illustrates the advantages of career and technical education in high schools in order to retain students and provide those students that are not college bound the skills needed to be successful after graduation. The authors provide recommendations on how federal resources can support a systemic approach to knowledge and skill development for all youth. These recommendations provide policymakers ideas on how federal and state policies can support a greater role for CTE in high school reform.
This paper reviews research and makes the case for a definition of academic preparation that includes academic rigor, grades, and specific academic skills that students will need to be successful in a college level course. The authors assert that though it may be difficult to measure, it is important to consider all of these aspects in defining readiness and in helping students meet a threshold of it.
This report is divided into five parts that present national forecasts of educational demand from 2008 through 2018 and provide economic context for the findings. These estimates are grounded in occupational and industry forecasts based on a macroeconomic model that generates a cohesive economic outlook for the economy over the next decade. The report demonstrates that projecting education and job requirements is technically feasible with a minimum amount of error.
This report from the Annenberg Institute for School Reform at Brown University discusses the findings of a qualitative study of 13 New York City schools that have experienced success in improving student outcomes. Through interviews with school administrators, faculty, and staff, the authors discerned four effective practices or key strategies that were shared among the 13 successful schools. These include: academic rigor, networks of timely supports, college expectations and access, and effective use of data.
