Career and College Readiness
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The documents discuss college and career readiness. College readiness means students have the English and math skills to succeed in entry-level college courses without remediation. Career readiness means students can succeed in job training programs. Research shows readiness is complex, involving cognitive strategies, content knowledge, behaviors like time management, and contextual awareness of college processes. The Common Core standards aim to ensure students graduate with these skills for college or careers.
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Career and College Readiness
- 1. College and Career Readiness Mission Statement The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
- 2. College and Career Readiness What’s the end game for K-12 education?
- 3. College and Career Readiness Today’s high school diploma certifies college eligibility via specified courses taken and grades received. College eligibility is not the same as college readiness. College and career readiness is more complex and multi-dimensional than meeting eligibility standards. -Educational Policy Improvement Center, David Conley What is the difference between Readiness and Eligibility?
- 4. College and Career Readiness
- 5. College and Career Readiness These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. -Common Core State Standards
- 6. College and Career Readiness College readiness can be defined operationally as the level of preparation a student needs in order to enroll and succeed— without remediation—in a credit- bearing general education course at a postsecondary institution that offers a baccalaureate degree or transfer to a baccalaureate degree. -Toward a More Comprehensive Conception of College Readiness, David Conley, Educational Policy Improvement Center
- 7. College and Career Readiness Being “college-ready” means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e. certificate, license, Associate’s or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics skills necessary to qualify for and succeed in entry- level, credit-bearing college courses without the need for remedial coursework. -Achieve, American Diploma Project Network
- 8. College and Career Readiness ACT defines “college readiness” as students having approximately a 75% chance of earning a grade of C or higher or a 50% chance of earning a grade of B or higher in first-year college English Composition; College Algebra; History, Psychology, Sociology, Political Science, or Economics; and Biology (credit- bearing courses) -ACT
- 9. College and Career Readiness These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit- bearing academic college courses and in workforce training programs. -Common Core State Standards
- 10. College and Career Readiness The definition of “ready” is a student who can succeed— without remediation—in credit-bearing general education courses or a two- year associates or certificate program that leads to a career in the O-NET job zone 3 classification. -Beyond Business as Usual-Key State Actions to Boost College and Career Readiness, PowerPoint presentation, David Conley
- 11. College and Career Readiness Being ready for a career means that a high school graduate has the English, and mathematics knowledge and skills necessary to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career. Achieve, American Diploma Project Network
- 12. College and Career Readiness We focus on Job Zone 3 because the occupations in this zone are likely to offer a wage sufficient to support a small family, provide potential for career advancement and are projected to increase in the future -ACT
- 13. College and Career Readiness O*NET (Occupational Information Network) – US DOL Job Zones Overview A Job Zone is a group of occupations that are similar in: • how much education people need to do the work, • how much related experience people need to do the work, and • how much on-the-job training people need to do the work.
- 14. Job Zone One: Little or No Preparation Needed Education Some of these occupations may require a high school diploma or GED certificate. Related Experience Little or no previous work-related skill, knowledge, or experience is needed for these occupations. For example, a person can become a waiter or waitress even if he/she has never worked before. Job Training Employees in these occupations need anywhere from a few days to a few months of training. Usually, an experienced worker could show you how to do the job. Job Zone Examples These occupations involve following instructions and helping others. Examples include taxi drivers, amusement and recreation attendants, counter and rental clerks, construction laborers, continuous mining machine operators, and waiters/waitresses.
- 15. Job Zone Two: Some Preparation Needed Education These occupations usually require a high school diploma. Related Experience Some previous work-related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, physical therapist aides, salespersons (retail), and tellers.
- 16. Job Zone Three: Medium Preparation Needed Education Most occupations in this zone require training in vocational schools, related on-the-job experience, or an associate's degree. Related Experience Previous work-related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. Job Training Employees in these occupations usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, electricians, agricultural technicians, legal secretaries, interviewers, and insurance sales agents.
- 17. Job Zone Four: Considerable Preparation Needed Education Most of these occupations require a four-year bachelor's degree, but some do not. Related Experience A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified. Job Training Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training. Job Zone Examples Many of these occupations involve coordinating, supervising, managing, or training others. Examples include accountants, sales managers, database administrators, teachers, chemists, environmental engineers, criminal investigators, and special agents.
- 18. Job Zone Five: Extensive Preparation Needed Education Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree). Related Experience Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job. Job Training Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training. Job Zone Examples These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, aerospace engineers, wildlife biologists, school psychologists, surgeons, treasurers, and controllers.
- 19. College and Career Readiness ACT study provides empirical evidence that, whether planning to enter college or workforce training programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics. Graduates need this level of readiness if they are to succeed in college-level courses without remediation and to enter workforce training programs ready to learn job-specific skills.
- 20. College and Career Readiness A synopsis of the research College and Career Readiness are complex and multidimensional . Research has indicated a number of cognitive, metacognitive, psychosocial and career development factors which are critical to college and career success.
- 21. The Four Dimensions of College Readiness Key Cognitive Strategies • Problem formulation, research, • interpretation, communication, precision and accuracy. Key Content Knowledge • Key foundational content and “big ideas” from core subjects. Academic Behaviors • Self-management skills: time management, study skills, goal setting, self-awareness, and persistence. Contextual Skills and Awareness (College Knowledge) • Admissions requirements, college types and missions, affording college, college culture, and relations with professors. Key Cognitive Strategies Key Content Knowledge Academic Behaviors Contextual Skills and Awareness Educational Policy Improvement Center, David Conley
- 22. ACT Pyramid for Success Impact of Cognitive, Psychosocial, and Career Factors on Education and Workplace Success, ACT
- 23. In the Workplace Carefulness—tendency to think and plan carefully before acting or speaking. Cooperation—tendency to be likable and cordial in interpersonal situations. Creativity—tendency to be imaginative and to think "outside the box." Discipline—tendency to be responsible, dependable, and follow through with tasks without becoming distracted or bored. Goodwill—tendency to be forgiving and to believe that others are well intentioned. Influence—tendency to impact and dominate social situations by speaking without hesitation and often becoming a group leader. Optimism—tendency toward having a positive outlook and confidence in successful outcomes. Order—tendency to be neat and well organized. Savvy—tendency to read other people's motives, understand office politics, and anticipate the needs and intentions of others. Sociability—tendency to enjoy being in other people's company and to work with others. Stability—tendency to maintain composure and rationality in situations of actual or perceived stress. Striving—tendency to have high aspiration levels and to work hard to achieve goals.
- 24. Language in the Common Core Standards Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language • They demonstrate independence. • They build strong content knowledge. • They respond to the varying demands of audience, task, purpose, and discipline. • They comprehend as well as critique. • They value evidence. • They use technology and digital media strategically and capably. • They come to understand other perspectives and cultures.
- 25. Language in the Common Core Standards • The high school standards call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically. • The high school standards set a rigorous definition of college and career readiness, by helping students develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly do.
- 26. College and Career Readiness What? So What? Now What?
Editor's Notes
- This describes the “end game” according to the Common Core State Standards.
- Today, our goal is to begin the conversation around College and Career Readiness, work to help you define these terms. Our hope is that within 2 years, your district will be able to communicate these terms with appropriate definitions and outcomes described to your staff, community, parents and students. For today, remember this is an introduction, and a place to begin.
- First, what readiness is NOT. For our purposes (and that described in the CCSS) Readiness is not eligibility. This is stated to clarify the difference between eligibility and readiness. We want to focus on readiness.
- Activity: Please write a short definition of College Readiness and a short definition of Career Readiness. Discuss at your table - What is your “end game” Today, we will begin this conversation. We will post references and resources on the website for you to explore. Our hope is that in 2 years, your district may be able to define this/clarify this for your staff, community, parents and students. Today we will introduce and begin…ONLY AFTER THE DISCUSSION - We will quickly review “definitions” from four sources: The Common Core Standards, David Conley and the Educational Policy Improvement Center, Achieve-The American Diploma Project and ACT.
- This is form the Common Core State Standards-this definition describes BOTH College and Career Readiness.
- David Conley describes College Readiness as…
- Definition from Achieve, American Diploma Project- College Readiness
- Definition from ACT-You will recognize this from work with EXPLORE and PLAN and the ACT where the College Readiness Benchmarks are described by achievement levels or scores on the assessments.
- Again, College and Career Readiness from the Common Core State Standards
- This definition from David Conley (ppt posted)
- Career Readiness from Achieve
- This is Career Ready from ACT. Please look at the definitions you drafted. Did you see any recurring themes in the definitions you wrote, or in the four examples? Did any of your examples include O*NET Job Zone 3? I am going to take just a minute to explain O*NET because this is referenced in many of the Career Ready documentation and definitions that are used in the literature and research.
- Definition of Job Zones. Use for reference to compare what Job Zone 3 describes. Quickly flip through slides.
- Question: Is this level of preparation sufficient for our students?
- What do you think? Should this be our end game as educators?
- Job Zone 3 is often describes as Middle Jobs, jobs that require some postsecondary training, but not necessarily a bachelor’s degree. Middle Skilled jobs are where the most growth is predicted to occur (45% of jobs) Lower skilled jobs are disappearing (22%) and the rate of jobs requiring BS/MS is approximately consistent with job demands (33%) Job Zone 3 jobs pay on average about $40K. Read and reference Pathways to Prosperity summary.
- Job Zone 4 includes teachers.
- Job Zone 5 includes school psychologists and administrators.
- This concordance study compared ACT type skills to O*Net Job Zone 3 skills and concluded that students need the same rigorous education to succeed. Reference curriculum profiles for apprenticeship training programs – carpenter, millwright, electrician, brick mason, iron workers etc. (WorkKeys Level 5-5-5)
- This is a brief comparison of two models which examine what is often called “soft-skills”. These soft skills (as well as cognitive skills) are sited in numerous reports and research—usually describing why students are NOT ready for college or NOT ready for work. Educators need to pay attention to these as well. Note that many docs will be posted on website for further research.
- This report is posted on the website. Key cognitive strategies include critical thinking and problem solving. Key content knowledge include English, Mathematics, Science, Social Studies, World Languages and the Arts. Academic Behaviors include self-awareness, self-monitoring, self-control., persistence. Contexual Skills and Awareness means you KNOW HOW TO GO, and what to do when you get there.
- Full report posted on the website. Big Five-Salient Personality Constructs are: Conscientiousness, Extraversion, Emotional Stability, Agreeableness and Openess. These are consistent in behavioral research and across cultures and time. Manifest and measured differently depending on age
- In the workplace these have similar, but different titles—these behavior based attributes are essential to readiness and success. In other words these are constant over culture and time. Consistent measures again based on Big Five-Salient Personality Constructs: Conscientiousness, Extraversion, Emotional Stability, Agreeableness and Openess. Review your definitions of College and Career Readiness again—Did you include any of these metacoginitve, psychosocial factors in your definition? Is Self Management or regulation part of your definition? How about “knowing how to go” or Career Development?
- Question: What behavioral attributes or personality constructs do you recognize in this (content) language? There is an attempt from the authors to integrate these very important measures of success into the content.
- Examples from Math standards – same as previous I have one final activity for you to complete, but before I present the assignment, do you have any questions or is there some additional clarification needed?
- At your table briefly answer these questions about College and Career Readiness. What? Do you need to do to ensure these concepts are included as you work toward the standards. So What? – What happens if you do not clearly define these concepts for your staff, parents, students, community? Now What? What might you need to do so that these concepts are integrated? Again-let me remind you that today our goal is to simple open this conversation and keep these concepts in the forefront as you work through some of the technical work today.