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This document discusses understanding college and career readiness. It begins by noting that more students are pursuing postsecondary education and national policy is emphasizing readiness over basic skills. Today's students will need strong education to succeed in a knowledge-based economy. While graduation, college entrance, and completion rates are improving, many students still are not ready for college coursework without remediation. The document defines readiness as being prepared to succeed in general education or certificate programs without remediation. It distinguishes between types of readiness like work, job, pathway, and postsecondary readiness. Four keys to readiness are thinking strategies, content knowledge, learning skills and techniques, and transition knowledge. The document promotes tools from the Educational Policy Improvement Center to measure
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This document discusses understanding college and career readiness. It begins by noting that more students are pursuing postsecondary education and national policy is emphasizing readiness over basic skills. Today's students will need strong education to succeed in a knowledge-based economy. While graduation, college entrance, and completion rates are improving, many students still are not ready for college coursework without remediation. The document defines readiness as being prepared to succeed in general education or certificate programs without remediation. It distinguishes between types of readiness like work, job, pathway, and postsecondary readiness. Four keys to readiness are thinking strategies, content knowledge, learning skills and techniques, and transition knowledge. The document promotes tools from the Educational Policy Improvement Center to measure
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We know about the 21st Century Skills our students will need to prepare for the
global marketplace. But do we know about the “soft skills” required to succeed in college? The
College Success Rubric outlines ten traits our higher education partners have identified as critical
for college persistence. The rubric can be used by educators, counselors, or employers to embed
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This document discusses quality in online education. It begins by defining quality in different contexts such as manufacturing and education. It then discusses the debate around quality in online learning, with some seeing it as inferior to face-to-face ("e-atheists") and others touting its benefits without evidence ("e-zealots"). It also examines definitions of quality in online education and factors like course design, teaching, and learning. Finally, it discusses expectations for completion rates in online courses and potential best practices to improve rates.
The Pearls and Perils of For-Profit Education (Deborah Riemer)ODLAA
Education is on a fast-paced trajectory towards change, but how do institutions do it amidst an environment steeped in tradition? For-profit institutions, in particular, are bearing the brunt of an establishment fearful of change. One of the outcries frequently heard is that for-profits sacrifice academic quality for enrollment numbers. Maintaining quality, while servicing a growing population of students, is not problematic if appropriate systems are put into place that are focused on student learning, steeped in best practices, and designed for scalability. The vision for this design is inclusive of the whole, integrating a systems approach to quality that is incorporated across all levels of the academic unit ˆ the student level, faculty level, and administrator level ˆ and incorporates learning outcomes assessment within a flexible model of program design.
La importancia de la educación superior y el rol de los atributos no cognitiv...Juan Crovetto
This document discusses the importance of higher education and the role of noncognitive attributes in college success. It argues that while academic skills are traditionally viewed as key to college readiness and success, noncognitive skills like persistence, communication skills, and a positive attitude are also important predictors. The document reviews studies showing the benefits of higher education, surveys of employers and faculty highlighting the importance of noncognitive skills, and evidence that these skills correlate with academic performance. It concludes that noncognitive skills should be considered alongside academic skills in college admissions and assessments of student outcomes.
This document summarizes a presentation on baccalaureate pathways in technician education. It includes presentations from James Jacobs on applied baccalaureate degrees, Julia Panke Makela on identifying baccalaureate pathways affiliated with NSF projects, Barbara Anderegg on implications for practice, and Julia Panke Makela on next steps. The presentations covered topics like applied associate and baccalaureate degrees, a survey of NSF grantees about affiliated pathways, findings on program types and fields of study, and opportunities for further research.
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Microsoft power point drop-out prevention conference presentation 2-12-12brunscoschools
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High School Dropout Prevention: What Can Schools Do?CASDANY
The document outlines a reform agenda to improve New York's education system in three key areas:
1) Implementing Common Core standards and assessments to better prepare students for college and careers.
2) Building data systems to help teachers improve and turning around low-performing schools.
3) Developing highly effective school leaders and teachers through recruitment, training, and rewarding performance.
The goal is to graduate more students who are truly college and career ready.
This document provides an overview of a webinar on developing skills for educational and workplace success in the 21st century. It discusses challenges employers face with new graduates lacking key competencies like problem-solving, critical thinking and information literacy. Presenters address how to better integrate these skills through teaching students the "cultures" of academic disciplines and workplaces. They emphasize understanding each field's knowledge base, beliefs and methods. The document also summarizes a survey finding major skills gaps employers face and recommendations for assessing and addressing gaps through targeted training solutions.
This document discusses outcome-based education (OBE) and curriculum. It outlines the key elements of an OBE curriculum, including domains of learning outcomes, generic student attributes, and the relationship between program aims, program learning outcomes, and course learning outcomes. It also discusses implementing outcome-based assessment, setting KPIs for learning outcomes, analyzing learning outcome achievement, and the importance of continuous quality improvement activities to ensure learning outcomes are met and the curriculum is improved based on assessment results.
The document discusses the mission and approach of AVID, a nonprofit organization that aims to increase the number of students who are prepared for and enroll in four-year colleges. The summary is:
AVID's mission is to close the achievement gap by preparing all students for college readiness and success. It uses a schoolwide approach involving elective classes, tutoring, and writing curriculum to support first-generation and low-income potential college students. AVID has been successful, with over 85,500 students graduating high school planning to attend college, and 92% of AVID students completing entrance requirements for four-year colleges, compared to 36% nationally.
There’s a lot of talk about ensuring students are ready for college and career. What does
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1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
The document describes a multi-sector collaborative effort in Central Texas led by the Greater Austin Chamber of Commerce to increase college enrollment and career readiness rates through data-driven research and policy changes. It outlines the collective impact approach taken and successes of the Student Futures Project in providing data that has informed improvements to programs and policies. Key lessons learned include the importance of continuous engagement between researchers and practitioners and maintaining relationships and research capacity over time.
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The document summarizes a board meeting presentation about the EOPS and CARE programs at Glendale College. It discusses the 40th anniversary of EOPS, the history and services of EOPS and CARE at Glendale College, student success data showing higher graduation and persistence rates for EOPS students compared to non-EOPS students, and efforts to increase the use of technology and enhance student services through online tools and resources.
The College Success Foundation provides scholarships and support to help low-income students graduate from high school and complete postsecondary education. Its mission is driven by the large income-based gaps in degree attainment. The Foundation's model guides students from middle school through college graduation and careers. It has awarded over $140 million in scholarships and seen over 2,800 bachelor's degrees earned, demonstrating significant progress toward increasing access to higher education for low-income students.
The document discusses various post-secondary education options including associate degrees, bachelor's degrees, and certificates. It notes that associate degrees can prepare students to either transfer to a 4-year university or enter the workforce. Bachelor's degrees allow students to enter specialized fields like clinical laboratory science or health services administration. The document emphasizes researching career options and ensuring one's chosen field has job growth before committing to a particular education path.
1) Early childhood educators construct their own professional identity through their roles, responsibilities, education levels, and experiences.
2) The study examined early childhood educators' perceptions of professionalism and found five key themes: knowledge, child development, professional development, caring, and communication.
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Dr charis mc gaughy hec symposium presentation 6.11.12
1. Understanding College
and Career Readiness
Charis
McGaughy,
PhD
Director,
Field
Services
Educa3onal
Policy
Improvement
Center
(EPIC)
June
11,
2012
•
College
Now,
Cleveland
OH
3. Nature of the Challenge
• The proportion of students going on to postsecondary
education has steadily increased over the past 100
years and is likely to continue to increase.
• National education policy is beginning to emphasize
college and career readiness over basic skills
instruction.
• Today’s young people will need to be better educated
and prepared as the US continues to move to a
knowledge/information economic model.
3
4. Out of 100 ninth graders, how many... !
100
90
Nation
80
73 Ohio
70
70 Cleveland
60
52
50 46
44
40
30
23 22
21
20
10 7
0
Graduate from High School Directly Enter College Graduate within 150%
of Program Time
Sources: (Nation and Ohio): NCES – Common Core Data, IPEDS Residency and Migration Survey, IPEDS Graduation Rate
Survey (2008)
(Cleveland): US
Census
Bureau.
(2005-‐2009).
American
Community
Survey
4
5. Almost 22% of adults in Ohio enrolled in college at
some point but have not completed a degree
Associate
Some college, degree
no degree 9%
22%
Bachelor's degree
17%
High school Graduate/
graduate professional
(including degree
equivalency) 10%
33%
Less than high
school diploma
9%
Lumina Foundation. (2010). A stronger nation through higher education. http://www.luminafoundation.org/state_work.html
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6. Definition of College and Career Readiness
• College and career readiness
can be defined as
success—without remediation—
in credit-bearing general
education courses or a two-year
certificate program
– “Succeed” is defined as being able to
progress successfully in the chosen program
– College readiness and career readiness are
similar but not the same
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7. Distinguishing Among Different Types of
Readiness
Meets basic expectations
WORK Ready regarding workplace behavior
and demeanor
Possesses specific knowledge
JOB Ready necessary to begin an entry-level
position
Possesses knowledge and
learning skills necessary to begin
PATHWAY Ready to focus in an area of study or
training
POSTSECONDARY Is prepared to succeed in a wide
Ready range of postsecondary courses
CAREER AND Can pursue a career and a
fulfilling life as a productive
LIFE Ready
citizen.
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8. Four
Keys
to
College
and
Career
Readiness
think:
Problem Formulation!
know:
Structure of Knowledge
Structure Knowledge!
Research! Technical Knowledge Level!
Challenge Skills
Interpretation! Challenge Value!
Level
Communication! Value
Attribution!
Precision Accuracy! Effort!
Attribution
! Key Cognitive Key Content Effort
!
Strategies! Knowledge!
Key Transition Key Learning
Knowledge Skills and
go: and Skills! Techniques! act:
Postsecondary Awareness! Ownership of Learning!
Postsecondary Costs! Learning Techniques!
Matriculation! !
Career Awareness! !
Role and Identity!
Self-advocacy!
! 1
8 1 8
10. CALIBRATE CREATE CONNECT
Diagnostics that measure college and Applications that increase college and Processes that strengthen linkages with
career readiness with greater precision. career readiness through changes to postsecondary education.
courses.
ThinkReady CourseCreate ReadinessConnect
Developing thinking strategies for Producing syllabi for college and Connecting high school coursework to
postsecondary success and lifelong career ready courses (formerly college-level expectations (formerly
learning (formerly C-PAS). SyllabusMaker). ReferenceCourses).
CampusReady CourseAlign ReadinessBridge
Analyzing school programs and culture for Aligning courses to college and career Connecting high school and college
college and career readiness (formerly readiness expectations. courses (formerly PairedCourses).
SchoolDiagnostic).
CoursePathway ReadinessPartner
I’mReady Creating school-wide course pathways Connecting teachers, faculty, and
Determining student readiness for college aligned to college and career administrators to college and career
and careers. readiness. readiness.
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11. For more information please contact:
Dr. Charis McGaughy
charis_mcgaughy@epiconline.org
Visit: www.epiconline.org
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