Assessments

This study analyzes four different English language arts college readiness standards sets to determine the alignment of content and standards statements in three comparison sets to a benchmark set, and examines the cognitive complexity of all of the sets. Approximately 5 percent of the benchmark statements align with content in all three comparison sets. 53-68 percent of statements in the four sets were rated level 3 on a four-level cognitive complexity scale.

This research synopsis from the Harvard Family Research Project summarizes the findings of the full report, “Engaging Older Youth: Program and City-level Strategies to Support Sustained Participation in Out-of-School Time.” The report examines the program practices and structural features of out-of-school time (OST) programs in six U.S. cities that primarily serve low-income youth.

This report from <i>American Educator</i> discusses five features of successful early college high schools (ECHS). The authors examine the effects of these five features on high school educators, college educators and students, and provide recommendations that include providing a packaged curriculum, and proactively monitoring and guiding students, among others. This resource may be especially relevant to district administrators and teachers looking at way to improve disadvantaged students’ transition to college within their districts or classrooms.

This report from the National Center for Learning Disabilities discusses the educational attainment of students with learning disabilities. The author examines the effects of learning disabilities on students within the K-12 system with a focus on the struggle to attain grade level standards and graduation rate and provides recommendations that include transition planning activities and the use of technology to support students with learning disabilities.

This report provides information on student levels of college and career readiness across the United States based on their performance on the ACT. In addition to showing performance on ACT-related college and career readiness metrics and trends in performance over time, the report provides recommendations to states, districts, and schools to help increase college and career readiness.

This study of high school students examines the gender differences in college-ready performance in reading, math and both subjects, and on the American College Test (ACT) and Scholastic Assessment Test (SAT). Less than one-third of all students were said to be college-ready in both math and reading, and statistically significant differences were revealed in the subject areas and SAT average scores.

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.

Analyses reported in this study found a positive relationship between SAT taking rates and college enrollment rates. The study also found that free and reduced price lunch and residing more than 60 miles away from a higher education institute were associated with lower rates of college enrollment.

To better predict high school graduate preparedness for college course taking, the authors use Hierarchical Linear Modeling (HLM) to analyze ACT English, Mathematics, Reading, and Science test scores to discern the utility of these scores as predictors of success or failure in first year college students taking typical freshman year courses. They found that although the test scores are useful predictors of success in first-year college courses, ACT scores above the cutoffs do not guarantee success.

This resource from the ACT surveys teachers’ educational practices and expectations in English/writing, reading, mathematics, and science. The purpose of the survey is to determine the skills and knowledge that are currently being taught, in addition to those considered important for success for college readiness. It found that the skills rated most highly by postsecondary instructors across the content areas included reading, English and language arts, writing, communication skills, mathematics, science, and critical thinking and problem-solving skills.