On July 16, the College and Career Readiness and Success Center at the American Institutes for Research and the American Youth Policy Forum co-hosted a webinar, “Promising Practices and Considerations for Districts in Competency-Based Education.” A brief summary of the webinar is available here.
This study examines the efficacy of the curriculum in the Early Assessment Program (EAP) 12th grade Expository Reading and Writing Course (ERWC) on proficiency rates for non-proficient incoming freshman students. Survey data was collected from both teachers who received ERWC professional development and implemented at least two modules of the ERWC curriculum and a comparison group of teachers, along with assessment data.
This report compared the outcomes of Project Lead the Way (PLTW) relative to the High Schools That Work (HSTW) program. The majority of study participants were white males who had parents that pursued post-secondary education. PLTW students had higher scores in math and science on the NAEP-referenced HSTW Assessment than similar HSTW career/technical students in comparable career/technical fields and all fields.
This report examined strategies used in Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina to improve student achievement and, ultimately, high school graduation rates to ensure that students are equipped with 21st century skills and knowledge. Information on state-level high school reform initiatives in each state and state profiles were then analyzed to identify themes or “levers for change.” The report provides a detailed description of each lever and aims to give policymakers ideas about approaches to consider.
This third annual report on the national evaluation of the Bill & Melinda Gates Foundation's Early College High School Initiative focuses on the 2005-06 implementation year. ECHS appears to have some preliminary positive impacts on student outcomes and the overall implementation and development of ECHS is progressing.
The International Association for K-12 Online Learning (iNACOL) and CompetencyWorks hosted a webinar titled “How State Educational Leaders are Advancing Competency Education” on May 17, 2013. The webinar focused on how state educational leaders in Iowa and Maine are advancing competency-based education (CBE) practices and policies.
A group of forty states, including New York, Montana, and New Hampshire, are exploring alternatives to the General Education Development test (GED). The new changes, expected to take effect in 2014, will raise the cost of the test to $120.
This study examines the alignment of the American College Testing (ACT) and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for 9th-12th grade students, and their cognitive complexity. It was determined that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards, and that the TEKS ELAR standards require higher levels of cognitive complexity than the other standards sets.
Looking for new college and career readiness and success-related resources? Here are some pieces that other organizations have recently released:*