In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic [ed: now CampusReady], a self-report measure of critical thinking skills intended for high school students.
A student who is ready for college and career can qualify for and succeed in entry-level, credit- bearing college courses leading to a baccalaureate or certificate, or career pathway-oriented training programs, without the need for remedial or developmental coursework. However, not every student requires the same proficiency in all areas. A student’s interests and post-high school aspirations influence the precise knowledge and skill profiles necessary to be ready for postsecondary studies.
This study analyzed what predicted students’ postsecondary aspirations in a sample of 5258 high school students. Variables explored were GPA, gender, race/ethnicity, FRPL eligibility, parent’s education, and student ratings on the importance and occurrence of behaviors associated with a model of college readiness.
This study analyzed the relationship between eleventh and twelfth grade students’ postsecondary aspirations and their preparation for achieving those aspirations in a sample of 8106 high school students.
This article by Dr. David T. Conley and Charis McGaughy discusses whether students bound straight for careers after high school need the same college readiness preparation as students bound for college.
College readiness and teacher effectiveness are two emerging areas within policy research, yet few studies have linked these concepts. In this study, we examined the psychometric properties of a measure of academic behaviors associated with college readiness intended for high school teachers.
This study explored the attribution of responsibility for teaching skills and strategies associated with college readiness in a sample of 847 teachers, 69, counselors, 53 administrators who completed the College Career Ready School Diagnostic [ed: now CampusReady] in the spring of 2011.
The Oregon Department of Education (ODE) conducted an achievement standards verification process for the Oregon Assessment of Knowledge and Skills for Science on July 19-21, 2011, using the empirically-based Bookmark Procedure to recommend achievement standards for Grades 5, 8, and high school. This document summarizes the resulting recommendations. The recommended achievement standards will be reviewed through a public process August through September and will be considered by The State Board of Education on October 20, 2011.
EPIC completed an alignment study on the Common Core State Standards. The study determines the extent of correspondence (alignment) between the exit level Common Core State Standards and each of five sets of existing standards.
The CCSS gave states an opportunity to voluntarily adopt common expectations in English language arts and literacy, and mathematics. With common standards in place, states could more easily and efficiently share best practices in curriculum and assessments, while still retaining flexibility on how best to teach these subjects locally (Phillips & Wong, 2010). Major questions remain to be answered about these standards, chief among them the degree to which they reflect what is necessary to be ready for college and careers.