In a significant decision impacting its academic landscape, California State University (Cal State) has extended newly devised general education requirements initially created for transfer students to include first-time freshmen as well.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
The Transition from High School to College in North CarolinaMolly Osborne
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to teach academic content as well as soft skills, while colleges must provide financial, academic, and social support to help students persist. The document reviews North Carolina's performance, finding improvements in graduation rates but ongoing challenges in math achievement and performance gaps between student groups. It concludes that strengthening each transition point is important to expanding postsecondary attainment.
New York State Proposes Major Overhaul of High School Graduation Requirements...Future Education Magazine
New York State education officials have proposed significant changes to high school graduation requirements, aiming to replace the traditional Regents exams with a broader range of assessment options.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
This document discusses multiple measures that states are using to assess college readiness beyond traditional measures like course completion. It notes that 18 states have partial or full alignment of high school graduation requirements and college admission standards. States are increasingly looking at factors like competency-based assessments, course rigor, GPA, class rank, and index scores that combine measures. The document examines competency-based assessments in more depth and notes a few states that incorporate these into graduation or admission policies. It concludes by offering considerations for policymakers on better aligning expectations and defining college readiness.
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.
Aacc comm. college completion challenge 2010-06IgorLives
1) Community colleges face the challenge of balancing increasing completion rates while maintaining their commitments to access and quality.
2) This requires rebalancing their missions around course enrollment, completion, and certificate/degree completion rather than just curricula.
3) Issues include helping more students complete courses, especially high school students, students who attend multiple institutions, and those taking courses to update skills for work. Aligning programs to facilitate continued education is also important.
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to focus on developing students' academic skills and knowledge, soft skills, and understanding of the application process. Postsecondary institutions need to provide financial support, help with college knowledge, and academic and social engagement supports. The document reviews North Carolina's performance, noting improvements in graduation rates but ongoing challenges in academic achievement, particularly in math, and gaps between student groups. It concludes that strengthening transitions is important to increasing postsecondary attainment.
The Transition from High School to College in North CarolinaMolly Osborne
The document discusses the transition from high school to postsecondary education in North Carolina. It notes that both high schools and postsecondary institutions have a role to play in ensuring students are prepared and supported. High schools need to teach academic content as well as soft skills, while colleges must provide financial, academic, and social support to help students persist. The document reviews North Carolina's performance, finding improvements in graduation rates but ongoing challenges in math achievement and performance gaps between student groups. It concludes that strengthening each transition point is important to expanding postsecondary attainment.
New York State Proposes Major Overhaul of High School Graduation Requirements...Future Education Magazine
New York State education officials have proposed significant changes to high school graduation requirements, aiming to replace the traditional Regents exams with a broader range of assessment options.
This document discusses Mt. San Jacinto College's Dual Enrollment program, which allows high school students to simultaneously earn college credit. It aims to address declining rates of higher education attainment in the US and California. The program provides an alternative or supplement to AP courses. It seeks to increase college completion rates, close achievement gaps, and improve workforce readiness. Students can choose an academic transfer pathway or career technical pathway. Benefits include improved preparation for college, reduced costs and time to degree, and strengthened ties between high schools and colleges. The program aims to enhance student success while saving taxpayer money.
ACT is launching a multi-year initiative to expand dual enrollment programs across the US. With several national education organizations, ACT will work with federal and state policymakers to ensure all eligible high school students can earn college credit through dual enrollment programs at little to no cost. Research shows dual enrollment can help students complete bachelor's degrees faster by easing the transition to college and reducing costs. ACT's goal is to increase access to high-quality dual enrollment programs based on components like academic rigor, instructor qualifications, and student outcomes.
This document discusses multiple measures that states are using to assess college readiness beyond traditional measures like course completion. It notes that 18 states have partial or full alignment of high school graduation requirements and college admission standards. States are increasingly looking at factors like competency-based assessments, course rigor, GPA, class rank, and index scores that combine measures. The document examines competency-based assessments in more depth and notes a few states that incorporate these into graduation or admission policies. It concludes by offering considerations for policymakers on better aligning expectations and defining college readiness.
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.
Aacc comm. college completion challenge 2010-06IgorLives
1) Community colleges face the challenge of balancing increasing completion rates while maintaining their commitments to access and quality.
2) This requires rebalancing their missions around course enrollment, completion, and certificate/degree completion rather than just curricula.
3) Issues include helping more students complete courses, especially high school students, students who attend multiple institutions, and those taking courses to update skills for work. Aligning programs to facilitate continued education is also important.
The role of NC's CAA in Transfer EfficiencyMebane Rash
The document summarizes research on the impact of revisions made in 2014 to North Carolina's Comprehensive Articulation Agreement (CAA) on bachelor's degree completion, time to degree, and accumulation of excess credits among community college transfer students. The research found that the revised CAA had a positive impact on bachelor's degree completion and reducing excess credits earned, but did not reduce time to degree. Specifically, the likelihood of bachelor's degree completion increased by 3-5% and excess credit accumulation decreased by 12-29% for students who earned AA or AS degrees prior to transferring. However, the revisions did not decrease time to graduation, which increased by half a semester to a whole semester for these students.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
Article 8Education for All 2-Year Colleges Struggle to Preserve.docxdavezstarr61655
Article 8
Education for All? 2-Year Colleges Struggle to Preserve Their Mission. (Cover story)
The open-door policy at community colleges is unique in American highereducation. It allows all comers--a retired grandmother, an Army veteran, a laid-off machinist--to learn a skill or get a credential. That broad access--the bedrock of the community-college system--has prepared hundreds of millions of people for transfer to four-year colleges or entry into the work force.
But these days, the sector finds itself in a fight to save that signature trademark. As budgets dwindle and the pressure to graduate more students grows, community-college educators from instructors to presidents worry about the future. Less state and local money is making its way to college coffers, prompting painful choices. And the clarion call for the sector to produce more graduates, part of a nationwide effort to boost education levels, has forced colleges to use scarce resources for degree programs rather than for remedial courses.
The focus now is on the best-prepared students, and not on those who may never graduate. Community colleges foresee a day when access to all is no longer the norm but the exception.
"Community colleges are being hammered to increase graduation rates," says Gary D. Rhoades, a professor of highereducation at the University of Arizona, who also works with the Center for the Future of HigherEducation, a research group. "One way to do that is to change the sort of student you serve." Such a shift would profoundly affect the millions of low-income and minority students who look to attend community colleges every year, many of whom need remedial education first.
In a report in February, the American Association of Community Colleges sounded the alarm on how the national completion agenda is starting to affect community colleges. "In policy conversations," it said, "there is a silent movement to redirect educational opportunity to those students deemed 'deserving.' "
That is an uncomfortable thought for a sector that prides itself on being all things to all people all the time: offering English-language classes for immigrants and enrichment programs for senior citizens. But early evidence suggests that some community colleges are already making judgment calls about whom they educate, and how.
Many of those decisions center on remedial education, long an obstacle to improving graduation rates. Academically unprepared students are usually required to enroll in a sequence of remedial courses to get ready for college-level work. More than 60 percent of students at two-year colleges are steered into developmentaleducation, according to the Community College Research Center at Columbia University's Teachers College. Because a considerable number of students place into the bottom rung of those courses, it tends to take them a year or more to complete the sequence. Many fail, or do not progress, and just drop out.
Labeling low-level remedial courses a "dead en.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
The document describes 8 new postsecondary degree programs that were funded by the Next Generation Learning Challenges. The programs have several common attributes including competency-based learning, disaggregated faculty roles, tuition models that reward persistence, using data to target student supports, and self-paced instruction. They include programs at public and private universities and colleges that offer new associate's and bachelor's degrees focused on increasing college completion.
Colorado redesigned its developmental education system to accelerate student progress and increase completion rates. The previous system required students to spend up to two years completing remedial coursework before college-level classes. The redesign integrated support services, accelerated pathways to college-level courses in one or two semesters, and allowed students to enroll directly in college math or English while taking a corequisite lab. It aimed to reduce time, credits and costs for students while preparing them for career-focused program requirements or transfer. The redesign was informed by national research and local pilots, and intended to increase the number of students completing developmental education and college credentials.
Since the start of the COVID-19 pandemic, North Carolina schools have implemented remote, hybrid, and in-person learning models. However, the state's standardized testing and school accountability systems still rely heavily on in-person standardized tests. This can disadvantage students who have experienced disruptions in instruction due to the pandemic. The document discusses proposals to address this issue, including applying for federal testing waivers, expanding testing windows, suspending A-F school grades, and removing standardized test results from teacher evaluations and principal compensation for the 2020-2021 school year.
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.
The document outlines 5 initiatives by the Board of Regents to improve college completion rates in Utah. It proposes that institutions define 15 credit hours as full-time status, encourage plateau tuition models, create graduation maps for all majors, improve developmental math programs to transition students within 3 semesters, and explore automatic associate degree awards through reverse transfer policies. The initiatives aim to incentivize timelier degree completion, provide clearer roadmaps for students, and recognize progress through stackable credentials. Institutions will report on implementation progress over 1-3 years.
Presentation Handout, UK Faculty Senate Council on dual enrollment, 20 Februa...University of Kentucky
This document proposes establishing formal policies and guidelines for the University of Kentucky's dual credit partnerships with secondary schools. It notes that while many high school students currently take UK courses, this could be improved with a more structured dual credit program that provides academic enrichment for qualified students and professional development for partner educators. Such a program would serve as an alternative to existing dual credit programs at community colleges and comprehensive universities. It highlights issues with UK's current concurrent enrollment model and the need to better align high school and college coursework. The proposal then outlines considerations for faculty oversight of dual credit courses, academic advising for enrolled high school students, and strategic recruitment of underrepresented minority students.
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
The effect of entry grades on academic performance of university accounting s...Alexander Decker
This document discusses a study that examines the effect of entry grades in pre-university subjects on the academic performance of accounting students at the university level. Specifically, it analyzes the relationship between performance in pre-university mathematics, English, and accounting, and student performance in business mathematics, financial accounting, managerial cost accounting, and cumulative GPA at the university level. The study employs systems theory and various assessment, selection, expectancy, and learning theories to develop hypotheses and a conceptual framework analyzing the input of pre-university grades and the output of university academic performance. It also reviews previous empirical literature finding relationships between performance in subjects like mathematics and accounting at the high school level and introductory accounting courses at the university level.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Community College to University TransferMebane Rash
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags behind national averages on some key transfer indicators. Improving transfer outcomes is important to meet the state's workforce needs and address educational disparities. The document outlines transfer rates and patterns, completion rates, and credit issues among North Carolina transfer students and recommends strategies like transfer pathways and improved data sharing to enhance the state's transfer system.
MyFutureNC Policy Brief: Community College to University TransferMolly Osborne
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags some national benchmarks. It identifies improving transfer pathways and outcomes as important for meeting the state's workforce and educational needs. Key recommendations include developing statewide transfer pathways, universal course numbering, improved data sharing, and informing students early of transfer options.
The last 25 years have witnessed a growing number of proposals and efforts to help high schools better prepare their students for a world vastly different from the one that gave rise to this American institution. Any observer can see that the students who enter high school, their families, their future employers, and the broader society have all changed far more than have the high schools themselves. Students come from more diverse backgrounds than ever before, traditional two-parent families are an ever-smaller share of the overall population, technology and new organizational models have infused the modern workplace, and local communities are increasingly affected by events in the larger global community. Even as these changes have swept across American life, the high school has remained largely unchanged.
This paper summarizes proposals to bring the high school more in line with the challenges it faces today, highlighting common themes and barriers to their successful implementation. It follows a companion paper that puts forth a conceptual framework for approaching the issue of students' transition from high school to college and work. That review establishes that high schools, postsecondary institutions, employers, parents, and students all share responsibility for how well students manage those difficult transitions. It also highlights the importance of enhancing student motivation to improve student' success in pursuing their postsecondary aspirations. This paper examines in greater depth the role that the high school might play in easing the transitions to school, work, and citizenship and in motivating students to pursue excellence. This focus on the high school, however, does not diminish the importance of changes that must occur in the other institutions noted above. Indeed, many of the changes that high schools may need to undertake will require the assistance and cooperation of other institutions.
The reform proposals summarized in this paper seek to identify the most productive elements that these three visions either have in common or are complementary and to unify them in a coherent manner. Each emphasizes one or even two of the three visions, but strives to embrace elements of all three. The reform proposals range from those that exist only in the realm of theory to those that have resulted in vibrant networks of high schools working to implement new ideas.
As the following discussion explains, although these reform proponents approach high schools from unique perspectives and offer different solutions, they all arrive at the same two key objectives for high school reform. Thus, all of these reform proposals begin with a core curriculum that students must master before they graduate from high school.
Source: https://ebookscheaper.com/2022/05/12/challenges-in-reforming-high-schools/
This document discusses the shortcomings of traditional remedial assessment and placement in college. It argues that viewing readiness as a dichotomy of remedial vs college-ready is flawed. Instead, it proposes a comprehensive readiness model that assesses students across four dimensions of readiness to varying degrees. This model would provide a richer dataset to guide students and help colleges match interventions to support success. However, implementing this solution faces challenges for colleges to change policies and programs.
Transforming Education: The Role of Personal Learning Environments in Modern ...Future Education Magazine
Discover how Personal Learning Environments (PLEs) are revolutionizing education! This article explores how PLEs can empower students, personalize learning, and improve outcomes in modern schools.
Here are 15 medical research topics: 1. The Role of Genetics in Disease 2. Advances in Immunotherapy 3. The Microbiome and Human Health 4. Neurodegenerative Diseases
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The document summarizes research on the impact of revisions made in 2014 to North Carolina's Comprehensive Articulation Agreement (CAA) on bachelor's degree completion, time to degree, and accumulation of excess credits among community college transfer students. The research found that the revised CAA had a positive impact on bachelor's degree completion and reducing excess credits earned, but did not reduce time to degree. Specifically, the likelihood of bachelor's degree completion increased by 3-5% and excess credit accumulation decreased by 12-29% for students who earned AA or AS degrees prior to transferring. However, the revisions did not decrease time to graduation, which increased by half a semester to a whole semester for these students.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
Article 8Education for All 2-Year Colleges Struggle to Preserve.docxdavezstarr61655
Article 8
Education for All? 2-Year Colleges Struggle to Preserve Their Mission. (Cover story)
The open-door policy at community colleges is unique in American highereducation. It allows all comers--a retired grandmother, an Army veteran, a laid-off machinist--to learn a skill or get a credential. That broad access--the bedrock of the community-college system--has prepared hundreds of millions of people for transfer to four-year colleges or entry into the work force.
But these days, the sector finds itself in a fight to save that signature trademark. As budgets dwindle and the pressure to graduate more students grows, community-college educators from instructors to presidents worry about the future. Less state and local money is making its way to college coffers, prompting painful choices. And the clarion call for the sector to produce more graduates, part of a nationwide effort to boost education levels, has forced colleges to use scarce resources for degree programs rather than for remedial courses.
The focus now is on the best-prepared students, and not on those who may never graduate. Community colleges foresee a day when access to all is no longer the norm but the exception.
"Community colleges are being hammered to increase graduation rates," says Gary D. Rhoades, a professor of highereducation at the University of Arizona, who also works with the Center for the Future of HigherEducation, a research group. "One way to do that is to change the sort of student you serve." Such a shift would profoundly affect the millions of low-income and minority students who look to attend community colleges every year, many of whom need remedial education first.
In a report in February, the American Association of Community Colleges sounded the alarm on how the national completion agenda is starting to affect community colleges. "In policy conversations," it said, "there is a silent movement to redirect educational opportunity to those students deemed 'deserving.' "
That is an uncomfortable thought for a sector that prides itself on being all things to all people all the time: offering English-language classes for immigrants and enrichment programs for senior citizens. But early evidence suggests that some community colleges are already making judgment calls about whom they educate, and how.
Many of those decisions center on remedial education, long an obstacle to improving graduation rates. Academically unprepared students are usually required to enroll in a sequence of remedial courses to get ready for college-level work. More than 60 percent of students at two-year colleges are steered into developmentaleducation, according to the Community College Research Center at Columbia University's Teachers College. Because a considerable number of students place into the bottom rung of those courses, it tends to take them a year or more to complete the sequence. Many fail, or do not progress, and just drop out.
Labeling low-level remedial courses a "dead en.
The document proposes a uniform articulation agreement between North Carolina community college Associate in Arts in Teacher Preparation (AATP) and Associate in Science in Teacher Preparation (ASTP) programs and educator preparation programs at independent colleges and universities in North Carolina. It establishes policies and regulations to facilitate the transfer of credits for students who graduate from AATP/ASTP programs and enroll in teacher education programs. The agreement aims to increase opportunities for community college transfer students and help address the state's teacher shortage.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
The document describes 8 new postsecondary degree programs that were funded by the Next Generation Learning Challenges. The programs have several common attributes including competency-based learning, disaggregated faculty roles, tuition models that reward persistence, using data to target student supports, and self-paced instruction. They include programs at public and private universities and colleges that offer new associate's and bachelor's degrees focused on increasing college completion.
Colorado redesigned its developmental education system to accelerate student progress and increase completion rates. The previous system required students to spend up to two years completing remedial coursework before college-level classes. The redesign integrated support services, accelerated pathways to college-level courses in one or two semesters, and allowed students to enroll directly in college math or English while taking a corequisite lab. It aimed to reduce time, credits and costs for students while preparing them for career-focused program requirements or transfer. The redesign was informed by national research and local pilots, and intended to increase the number of students completing developmental education and college credentials.
Since the start of the COVID-19 pandemic, North Carolina schools have implemented remote, hybrid, and in-person learning models. However, the state's standardized testing and school accountability systems still rely heavily on in-person standardized tests. This can disadvantage students who have experienced disruptions in instruction due to the pandemic. The document discusses proposals to address this issue, including applying for federal testing waivers, expanding testing windows, suspending A-F school grades, and removing standardized test results from teacher evaluations and principal compensation for the 2020-2021 school year.
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.
The document outlines 5 initiatives by the Board of Regents to improve college completion rates in Utah. It proposes that institutions define 15 credit hours as full-time status, encourage plateau tuition models, create graduation maps for all majors, improve developmental math programs to transition students within 3 semesters, and explore automatic associate degree awards through reverse transfer policies. The initiatives aim to incentivize timelier degree completion, provide clearer roadmaps for students, and recognize progress through stackable credentials. Institutions will report on implementation progress over 1-3 years.
Presentation Handout, UK Faculty Senate Council on dual enrollment, 20 Februa...University of Kentucky
This document proposes establishing formal policies and guidelines for the University of Kentucky's dual credit partnerships with secondary schools. It notes that while many high school students currently take UK courses, this could be improved with a more structured dual credit program that provides academic enrichment for qualified students and professional development for partner educators. Such a program would serve as an alternative to existing dual credit programs at community colleges and comprehensive universities. It highlights issues with UK's current concurrent enrollment model and the need to better align high school and college coursework. The proposal then outlines considerations for faculty oversight of dual credit courses, academic advising for enrolled high school students, and strategic recruitment of underrepresented minority students.
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
The effect of entry grades on academic performance of university accounting s...Alexander Decker
This document discusses a study that examines the effect of entry grades in pre-university subjects on the academic performance of accounting students at the university level. Specifically, it analyzes the relationship between performance in pre-university mathematics, English, and accounting, and student performance in business mathematics, financial accounting, managerial cost accounting, and cumulative GPA at the university level. The study employs systems theory and various assessment, selection, expectancy, and learning theories to develop hypotheses and a conceptual framework analyzing the input of pre-university grades and the output of university academic performance. It also reviews previous empirical literature finding relationships between performance in subjects like mathematics and accounting at the high school level and introductory accounting courses at the university level.
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags national averages on some transfer indicators. Improving transfer is important to meet the state's workforce needs and help low-income, adult, and minority students attain degrees. The document recommends strategies like statewide transfer pathways, universal course numbering, and improved data sharing to create a more seamless transfer process.
Community College to University TransferMebane Rash
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags behind national averages on some key transfer indicators. Improving transfer outcomes is important to meet the state's workforce needs and address educational disparities. The document outlines transfer rates and patterns, completion rates, and credit issues among North Carolina transfer students and recommends strategies like transfer pathways and improved data sharing to enhance the state's transfer system.
MyFutureNC Policy Brief: Community College to University TransferMolly Osborne
The document discusses community college to university transfer in North Carolina. It finds that while transfer is significant, with 31% of UNC System students being transfers, North Carolina lags some national benchmarks. It identifies improving transfer pathways and outcomes as important for meeting the state's workforce and educational needs. Key recommendations include developing statewide transfer pathways, universal course numbering, improved data sharing, and informing students early of transfer options.
The last 25 years have witnessed a growing number of proposals and efforts to help high schools better prepare their students for a world vastly different from the one that gave rise to this American institution. Any observer can see that the students who enter high school, their families, their future employers, and the broader society have all changed far more than have the high schools themselves. Students come from more diverse backgrounds than ever before, traditional two-parent families are an ever-smaller share of the overall population, technology and new organizational models have infused the modern workplace, and local communities are increasingly affected by events in the larger global community. Even as these changes have swept across American life, the high school has remained largely unchanged.
This paper summarizes proposals to bring the high school more in line with the challenges it faces today, highlighting common themes and barriers to their successful implementation. It follows a companion paper that puts forth a conceptual framework for approaching the issue of students' transition from high school to college and work. That review establishes that high schools, postsecondary institutions, employers, parents, and students all share responsibility for how well students manage those difficult transitions. It also highlights the importance of enhancing student motivation to improve student' success in pursuing their postsecondary aspirations. This paper examines in greater depth the role that the high school might play in easing the transitions to school, work, and citizenship and in motivating students to pursue excellence. This focus on the high school, however, does not diminish the importance of changes that must occur in the other institutions noted above. Indeed, many of the changes that high schools may need to undertake will require the assistance and cooperation of other institutions.
The reform proposals summarized in this paper seek to identify the most productive elements that these three visions either have in common or are complementary and to unify them in a coherent manner. Each emphasizes one or even two of the three visions, but strives to embrace elements of all three. The reform proposals range from those that exist only in the realm of theory to those that have resulted in vibrant networks of high schools working to implement new ideas.
As the following discussion explains, although these reform proponents approach high schools from unique perspectives and offer different solutions, they all arrive at the same two key objectives for high school reform. Thus, all of these reform proposals begin with a core curriculum that students must master before they graduate from high school.
Source: https://ebookscheaper.com/2022/05/12/challenges-in-reforming-high-schools/
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California State University Extends General Education Requirements to All Students
1. California State University
Extends General Education
Requirements to All Students
S
H
A
R
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Source- Almanac News
In a significant decision impacting its academic landscape, California State University (Cal State) has
extended newly devised general education requirements initially created for transfer students to include
first-time freshmen as well.
The move, approved by Cal State trustees on Wednesday, consolidates the general education pathway into
a unified framework named Cal-GETC (California General Education Transfer Curriculum). This pathway
aims to streamline academic requirements, despite facing resistance from faculty and students concerned
about the elimination of certain courses deemed vital for lifelong learning.
Under the revised structure, the number of general education credits has been reduced from 39 to 34, with
a focus on adding a laboratory class while removing additional humanities, arts, and lifelong learning
courses. While students can still opt for these courses as electives, there are concerns about their
availability and the loss of skills gained from such classes.
2. Cal-GETC Sparks Debate Over Equity and Student Success
Initially proposed as part of the Student Transfer Achievement Reform Act of 2021 to facilitate smoother
transitions for community college students, Cal-GETC’s implementation will commence in fall 2025.
Despite its origins, California State University administrators opted to apply the new pathway to all
students to ensure equity and a standardized degree framework.
However, opposition from faculty and students remains palpable. Many argue that the curriculum overhaul
could hinder students’ social learning, critical thinking, and diverse skill acquisition. Concerns also arise
regarding the alignment of the new requirements with the University of California (UC) system’s
curriculum, raising questions about the compatibility of educational missions between the two systems.
While acknowledging the collaborative effort with faculty and students in assessing the proposed
changes, California State University officials emphasized the necessity of a unified general education
pattern to ensure student success and streamline pathways to graduation and career readiness.
Despite dissenting voices, Cal State Chancellor Mildred Garcia expressed confidence in the decision’s
alignment with the institution’s mission of fostering student success and removing barriers to degree
attainment. The move reflects a broader commitment to advancing educational opportunities for all
students within the Cal State system.
Amidst the debate, concerns from students echo a broader sentiment of distrust towards the university’s
decision-making processes, exacerbated by recent tuition increases. Students advocate for comprehensive
analysis of the current general education framework before implementing changes, emphasizing the
importance of transparency and data-driven decision-making.
California State University’s New Education Pathway: Striving for
Student Success
Despite these reservations, California State University officials assert that the decision reflects a
culmination of thorough consideration and collaboration with stakeholders. While shared governance may
not always yield unanimity, the university remains steadfast in its commitment to student success and
equitable access to education.
The transition to a unified general education pathway represents a significant milestone for California State
University, signaling a shift towards standardized academic requirements aimed at enhancing student
outcomes and streamlining degree attainment. As the institution moves forward with its implementation
plans, the broader implications of this decision on student learning experiences and academic diversity
remain subjects of ongoing scrutiny and discussion within the university community.
Also Read: Post-Secondary Education: The Educational Beyond High School