AASA Redefining Ready Initiative
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Redefining Ready! is a national campaign launched by AASA, The School Superintendents Association, to introduce new research-based metrics to more appropriately assess that students are college ready, career ready and life ready. http://aasa.org/redefiningready.aspx
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WeWe know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
know the challenges you face as an enrollment professional are many and varied. We also know that communicating the complex realities of enrollment environments to peers on your campus, presidents, trustees, and committees can be one of them.
To aid you in painting a more complete picture, we’ve assembled and curated 38 data points covering research from 17 unique, trusted enrollment research sources into one easy to read, sharable document.
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What strategies are being implemented at your college or university to address the growing impact that fear of student debt is having on enrollment trends? Chime in using the comments below or tag us on Twitter (@LRAPassociation).
We've taken the time to scour the web for relevant data and statistics regarding the potential for impact fear of managing student debt after graduation might be having on the higher education choices students and families are making.
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Assignment 2
The document discusses the rising cost of college in the United States. It provides research showing that college tuition rises faster than inflation and that rising costs can be attributed to artificially inflated demand. Additionally, the average student loan debt in 2011 was nearly $30,000 according to one source cited. The document collects research on this topic and organizes relevant links.
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What strategies are being implemented at your college or university to address the growing impact that fear of student debt is having on enrollment trends? Chime in using the comments below or tag us on Twitter (@LRAPassociation).
We've taken the time to scour the web for relevant data and statistics regarding the potential for impact fear of managing student debt after graduation might be having on the higher education choices students and families are making.
As a focal point for the facilitated discussion we are leading at NACCAP, we created this convenient take-home document with primary sources listed (and linked at http://lrap.org/NACCAP).Separate and Unequal
The document analyzes enrollment trends in higher education over the past 15 years and finds that the system reinforces racial inequalities. It finds that 82% of new white enrollments have gone to the most selective 468 colleges, while 72% of Hispanic and 68% of African American enrollments have gone to two-year open access schools. As a result, whites attend colleges with greater resources that lead to higher completion rates, graduate enrollment, future earnings and degrees - even for equally qualified students - perpetuating racial inequalities across generations.
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Assignment 2
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The American education system requires that students complete 12 years of primary and secondary
education prior to attending university or college. This may be accomplished either at public (or
government-operated) schools, or at private schools. These 12 years of schooling (or their
equivalent) may also be completed outside the USA, thus giving foreign students the opportunity to
pursue the benefits of the American education system and obtain a quality American education
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Similar to AASA Redefining Ready Initiative
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This document argues that a mandatory life skills course is necessary for freshmen at the University of West Georgia to teach financial literacy and critical thinking skills. It cites studies showing that many students lack these skills, with only a third demonstrating proficiency in critical thinking. Surveys of UWG students found most felt unprepared by high school and support a required life skills course covering topics like personal finance. The document concludes a life skills course is needed to ensure students graduate with fundamental adult and business abilities.
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The document summarizes key findings from a survey of over 4,900 recent college graduates. Some of the main findings include:
1) Nearly half of graduates from four-year colleges say they are working in jobs that do not require a four-year degree. Graduates feel overqualified for their jobs.
2) About one-third of graduates do not feel their college education prepared them well for the working world.
3) Half of all graduates have regrets and say they would choose a different major or school if they could do it again.
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AN INTERIM REPORT ON A PILOT CREDITRECOVERY PROGRAM IN A LAR.docx
AN INTERIM REPORT ON A PILOT CREDIT
RECOVERY PROGRAM IN A LARGE, SUBURBAN
MIDWESTERN HIGH SCHOOL
M . SUZANNE FRANCO
NiMiSHA H . PATEL
Wright State University
School policy regarding student failure of courses at the K-12
level generally focuses on grade retendon or social promotion,
neither of which addresses the students' needs. Grade retention
has never been effective in helping students gain mastery of
course objectives. To reduce the numbers of social promotions,
many states require 8th graders to earn a passing score on state-
mandated standardized tests. If students do not earn the required
score, they are not allowed to matriculate to the next grade,
regardless of their teacher-assigned course grades (Ezarik,
2003). A relatively unique approach to help students who have
failed one or more courses at the high school level is a credit
recovery program. Though details of such programs vary from
district to district, the one unifying aspect for atiy credit recov-
ery program is the opportunity for students to earn credit for a
course failed.
The purpose of this paper is to describe a pilot credit recovery
program implemented in a large suburban high school in the
Midwest. Historical, longitudinal student data revealed that
freshmen who fail at least one course are four times more likely
to fail to graduate in four years (R. Hankey, personal communi-
cation, July, 2009). With this is mind, the school developed a
pilot credit recovery program for freshmen who had failed at
least one course; online and traditional curricula were provided.
The short-term goal was to provide an opportutiity for freshmen
to recover credits lost due to failure; the long-term goal was to
reduce the dropout rate for freshmen who had failed at least one
course, and consequently contribute to a higher graduation rate
for the freshman class. This paper presents the results of the first
cohort of students who completed the pilot program after their
freshman year and who have now completed their second year
of high school.
Literature Review essary. The financial and social costs stem-
ming from high school failure/dropout
High School Dropout rates in the United States are enormous. It
The focus on educadon has and con- has been esdmated that dropouts cost the
tinues to be at the forefront of the American nation billions of dollars annually (Ou &
polidcal agenda, and rightfully so. In order Reynolds, 2010).
for individuals in the United States to stay The negadve correladons associated
viable for career opportunities in the ever- with a lack of a high school diploma are
increasing technological world and earn vast. For instance, those who do not earn
livable wages, a formal education is nee- a high school diploma are more likely to
15
16/Education Vol. 132 No. 1
experience unemployment and earn a lower
annual wage. The annual medium income
of a male over the age of 24 without a high
school diploma is approximately $27,000,
whereas that for a diploma holder .
ENC 1102 THIS PAPER SPELLED OUT THE POSITION / TUTORIALOUTLET DOT COM
ENC 1102 Author Note
This paper was prepared for English Composition 1, taught by Professor Heredia.
Are the High Prices of Attending to College in The United States Worth It? PAYING FOR COLLEGE 2
Abstract This paper spelled out the position of the millions of students that nowadays are struggling
because of the higher prices of attending to college in United Stated.
2015-SVT-Postsecondary-Project-Report-full copy
The document discusses three key "tripwires" or barriers that students face in making a successful transition to postsecondary education:
1) The "birthright lottery" - students from low-income families or who are first-generation college students face significant disadvantages and are less likely to graduate college. Their socioeconomic background and lack of familial experience with college impacts their chances of success.
2) "Veiled college costs" - the expenses of preparing for, attending, and completing college pose major barriers for many students. These costs are not fully transparent and can derail students' progress.
3) "College and career unreadiness" - being academically prepared in high school is not enough
Hunt Institute Multistate Overview
The document discusses postsecondary attainment goals that have been set by 41 states. It provides an overview of key aspects of state goals, including:
- Age ranges targeted (most focus on 25-64 but some focus only on younger adults)
- Credential definitions (some include certificates while others only include degrees)
- Timelines for achievement (which vary widely from 5 to 21 years)
- Levels of targeted growth in attainment (which average around 18 percentage points)
It also summarizes Tennessee's approach, which includes a coordinated statewide effort through alignment between K-12, higher education, and the governor's office to boost attainment through initiatives like Tennessee Promise for free community college.
Reaching a Postsecondary Attainment Goal: A Multistate Overview
This document discusses postsecondary attainment goals that were set by President Obama, the Lumina Foundation, and 41 states between 2008-2017 in response to concerns about the US education system. It provides context on the economic benefits of increased postsecondary education and outlines variations in how states defined their goals in terms of age ranges, timeframes, and credentials included. Specifically, states set goals targeting attainment rates ranging from 8-40 percentage points of growth over 10 years for populations aged 25-64 with a variety of postsecondary credentials.
Achieve Closing the Expectations Gap 2014
Achieve's ninth annual "Closing the Expectations Gap" report details states’ progress in adopting and implementing a coherent set of reinforcing policies that will prepare all students for college and careers. Visit http://www.achieve.org
Converge 2014: Online College Students: Implications for Marketing and Recrui...
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Who goes to school online? Why? What do they want and need? Answering these questions could help you grow your online programs by better targeting your marketing and increasing conversions. This session will present key findings from a new national report, conducted by Aslanian Market Research and The Learning House, Inc.
KEY TAKEAWAYS:
What today’s “typical” online college students look like, and the major ways in which they are both different and similar to traditional students
What are the most powerful marketing messages to reach this audience
What are the most popular online subject areas and degree programs
CHCI White Policy Paper 2012
This document summarizes research on Latino enrollment practices at for-profit colleges and universities. It finds that while Latino enrollment at for-profits is growing, completion rates for Latinos at these institutions remain significantly lower than at non-profit schools. The document analyzes recruitment tactics, costs, completion rates, and legislative opportunities to improve outcomes for Latino students.
Lipe, david the impact of a program specific orientation course focus v7 n1 2013
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
Research Report Flyer
The document provides summaries of several research reports and publications from ACT, including:
1) A report examining a more holistic view of college and career readiness that focuses on both core academics and noncognitive skills.
2) A review of the 2014 graduating class in the context of STEM fields to determine student interest and readiness in math and science.
3) A highlight of the college and career readiness of the 2014 ACT-tested graduating class, which is updated annually.
4) A report identifying the enrollment status and migration patterns of 2013 ACT-tested graduates attending two-year and four-year colleges.
20080827 Demography Is Not Destiny Reform Lessons from Florida on Overcoming ...
This document discusses education reform in Florida and California. It finds that despite having similar demographics, with large Hispanic populations and many low-income students, Florida students outperform their California peers on standardized tests. Florida adopted accountability measures and school choice policies in 1999, while California has focused more on accountability. The authors argue that if California is serious about improving outcomes for disadvantaged students, it should reconsider its resistance to school choice policies that allow all parents to select their children's schools.
Grant Thornton's State of Higher Education
The annual report examines the state of higher education in 2014 and identifies several challenges facing institutions. Enrollment is down at 46% of schools due to price sensitivity, while costs continue rising. Revenue sources like tuition, government funding, and endowments are under strain. Emerging strategies around risk management, online learning, and shared services aim to help institutions adapt to changes in student demographics and technology while improving operations and governance. However, conservative university presidents remain skeptical of innovations and the need for significant reforms.
2015ISMagazine
The document discusses how independent colleges and universities in New York State are developing new academic programs in response to changes in fields of study, workforce needs, and technology. It provides examples of institutions that have introduced new majors in growing fields like health care, education, business, and digital media. It also describes how some schools partnered with regional employers or identified local workforce gaps to create new programs in specialized areas. Overall, the independent sector aims to anticipate future needs and offer innovative, interdisciplinary programs to prepare students for emerging careers and opportunities.
Assessing the costs of public higher education in the commonwealth of virgini...
Assessing the costs of public higher education in the commonwealth of virgini...Robert M. Davis, MPA
Part 4 in a series of whitepaper research examining the costs of public higher education in the Commonwealth of Virginia. Loan borrowing has become the means in which to cope which costs increases. Loan borrowing may be one of the primary options available to finance the costs of higher education, there are risks associated with this option; recent research identifies that those risks may be growing. New Study: Online College Students 2012: Comprehensive Data on Demands and Pr...
This document provides a summary of a report on a survey of 1,500 online students conducted in 2012. Some of the key findings include: most students pursue online education for career-related reasons; about three-quarters study for a degree with business being the most popular field; and while for-profits make up one-third of online enrollments, non-profits dominate with two-thirds of students. The report provides detailed findings on students' motivations, programs of study, preferences and choices regarding online education providers and formats.
High school whitepaper-final
The white paper discusses CDA and career and technical high schools as an effective entry into early care and education.
High School Whitepaper-Final
The document discusses whether career and technical high schools (CTE) are an effective entry point for early childhood education careers. It analyzes surveys of CTE teachers/administrators and students who earned a Child Development Associate (CDA) credential in high school. The surveys found that CTE programs are capable of creating pathways to the field and that earning a CDA in high school encourages continued education. However, challenges remain around varying training standards, lack of funding, and low compensation for early childhood educators. Overall, the CDA credential appears well-aligned with recommendations to improve the early childhood workforce.
Similar to AASA Redefining Ready Initiative (20)
DU in Education Trust Advancing to Completion Hispanics 2012
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AN INTERIM REPORT ON A PILOT CREDITRECOVERY PROGRAM IN A LAR.docx
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Reaching a Postsecondary Attainment Goal: A Multistate Overview
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AASA Redefining Ready Initiative
- 2. 2 No Child Left Behind: 2001 2
- 3. 3
- 4. 4 Every Student Succeeds Act: 2015
- 5. 5 The only premise we went into the project with was this simple truth: “We all learn in a variety of ways. Our students learn in a variety of ways. They should be able to demonstrate readiness in a variety of ways.”
- 6. 66 Students are more than just the number they earn on a standardized test.
- 7. 7 We looked at the research from leading educational institutions and research organizations to develop a new multi-metric, research-based definition of College and Career Ready.
- 9. 9 A report called Predictors of Postsecondary Success published by the American Institutes for Research in 2013 highlighted multiple indicators for success, including less than ten percent of absences, dual enrollment participation, 3 or higher on AP exams and FAFSA completion, among others.
- 10. 10 AP success is used as a widely accepted indicator of college readiness in university’s entrance applications and is also used to rate and rank the rigor/excellence of high schools for nationally-published lists by news organizations like U.S. News and World Report.
- 11. 11 Both the College Board and ACT have released extensive research showing that these subject level benchmarks directly correlate to corresponding grades in college courses.
- 12. 12 The National Center for Postsecondary Research which looked at data from Florida schools found that dual enrollment students were statistically significantly more likely to persist in college to a second semester and earn a higher college GPA.
- 13. 13 “82 percent of high schools report that students are enrolled in dual credit courses” – this must be considered in our college readiness indicators. 2011 report by the National Center for Educational Statistics
- 14. 14 A study out of Brown University found success in Algebra II in high school is linked to both college enrollment and bachelor’s degree attainment. Courses students take in high school are more predictive of (college) success than family income and race.
- 15. 15 And another study from The Diploma Project found Algebra II is the benchmark course for students aspiring to highly paid professional jobs or well-paid, white-collar jobs.
- 16. 16 Up until now, there has been limited data on measurable career-readiness indicators… …that changes today.
- 17. 17 In 1988, the William T. Grant Foundation published a report that called the then 20 million non-college bound youth “the forgotten half,” and warned: “ they are in danger of being caught in a massive bind that can deny them full participation in our society.”
- 18. 18 In a report by Attendance Works, absenteeism influences not just chances for graduating but also for completing college. A new analysis of Rhode Island data found that “only 11 percent of the chronically absent students who graduated from high school made it to a second year of college, compared to 51 percent of students with better high school attendance records.”
- 19. 19 Community service to fulfill class requirements significantly enhanced the average odds of college graduation by 22 percentage points. Alberto Davila and Marie T. Mora (2007). An Assessment of Civic Engagement and Educational Attainment
- 20. 20 The research we studied about college and career readiness led us to the following indicators…
- 21. 21
- 22. 22
- 23. 23
- 24. 24
- 25. 25
- 26. Multi-Pathway Framework: ISBE Proposal 26
- 27. Multi-Pathway Framework: ISBE Proposal 27
- 28. Multi-Pathway Framework: ISBE Proposal 28
- 29. Multi-Pathway Framework: ISBE Proposal 29