This is a cross-post from The Quick and the Ed, authored by Lydia Malley and Teresa Kroeger (original post date: August 18, 2014). This is the first of two posts about U.S. teens’ results on a recent international assessment of financial literacy.
On July 9, 2014, the National Association of State Boards of Education (NASBE) hosted the Webinar, “College, Career, and Civic Readiness: How Can a State Measure It?” The Webinar highlighted different methods of measuring college, career, and civic readiness (CCCR) that have been overlooked by more traditional CCCR indicators such as standardized test scores.
This is a quarterly publication of the Annenberg Institute for School Improvement featuring articles from several authors. The topics covered are related to establishing College Readiness Indicator Systems (CRIS). Specifically, the chapters include the need to develop robust data systems, building and implementing a CRIS in a school district, the perspective of three school principals implementing CRIS, supporting minority students in STEM, and the role of the central school district office in implementing and utilizing CRIS.
On Tuesday, May 6, 2014, the Northwest Evaluation Association (NWEA) held an event to launch Make Assessment Matter. The new study, which provides a comprehensive overview of the initiative, was conducted in cooperation with Grunwald Associates LLC. The work builds on previous NWEA evaluations of assessment perceptions from 2012, and for the first time, includes a focus on student input and voice. Matt Chapman, President and CEO of NWEA, provided an introduction to and background on NWEA’s work, and highlighted the importance of including student input in the survey.
This publication from the Institute of Education Sciences is a guide that is intended to assist schools and school districts develop practices to increase access to higher education. This publication contains specific steps on how to implement the recommendations that are targeted at school- and district-level administrators, teachers, counselors, and related education staff. The guide also indicates the level of research evidence demonstrating that each recommended practice is effective.
This report reviews the research on how students who are far off track in preparing for college can catch up in four years. The study examined data from four nationwide cohorts of students whose EXPLORE scores were 1 standard deviation below the benchmark scores associated with being on track. The authors found 10 percent or fewer students who were far off track in eighth grade met ACT College Readiness Benchmarks by twelfth grade.
This report details ACT's findings that the level of academic achievement students attain by the eighth grade has a larger impact on their college and career readiness by the time they graduate from high school than anything that happens academically in high school. ACT examined data from 216,000 high school graduates who had taken all three programs that make up the longitudinal assessment component of ACT’s College Readiness System.
This paper examines the ability of the freshman on-track indicator and off-track indicator to successfully predict graduation of high school freshman using student-level data collected for cohorts in two districts. The authors found the on-track indicator to be effective in predicting on-time graduation, even when controlling for student characteristics and grade 8 assessment scores. Also, students from both districts who were on track to graduate at the end of grade 9 did so on time and more than students who were off track.