This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
MA in Learning, Education and Technology - University of OuluWeb2Present
Learning, Education and Technology (LET) is a full-time two-year international Master’s Degree Program (120 ECTS credits) at the University of Oulu in Finland. After completing the program, students are awarded a Master of Arts (Education) degree, which enables them to continue their academic studies at the doctoral level.
Island of Ireland symposium: Socio-emotional Skills and Graduate Employability Miriam O'Regan
Research has signalled the need to embed deeper industry engagement in co-curricular activities for graduate employability (Jackson & Bridgstock, 2020). The Centre for Psychology, Education and Emotional Intelligence is collaborating with employers to develop workshops in socio-emotional skills tailored to specific sectors, from engineering and IT to health and social care. We present the findings from our recent survey of employers and discuss how employer feedback will shape our pedagogical approach and the development of workshops on Socio-Emotional Skills for Work (SES4Work).
The unprecedented impact of Covid-19 on education systems around the world has affected more than 1.6 billion students representing 91% of all students in the world. World over Education is experiencing Non-Linear Changes.
COVID -19 has given a death blow to Higher Education by attacking the essential element of social connection on which the university and higher education system thrives forcing the world over all the universities within 7 to 10 days to go for online education. At the moment, universities are focused on ensuring academic continuity for students through “emergency remote teaching.”
The big question that arises is that will this Online Teaching be able to produce lasting change?
MA in Learning, Education and Technology - University of OuluWeb2Present
Learning, Education and Technology (LET) is a full-time two-year international Master’s Degree Program (120 ECTS credits) at the University of Oulu in Finland. After completing the program, students are awarded a Master of Arts (Education) degree, which enables them to continue their academic studies at the doctoral level.
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Organizational Models in Dual Mode Institutions and the Social Agenda of Dist...Mark Bullen
A presentation at the CNIE 2008 conference on organizational models for DE in dual mode institutions and the impact of e-learning on the social agenda of DE.
Early College Academy is Greeley's newest high school. This powerpoint presentation was given to parents and potential students as part of a promotional campaign.
This topic presented in the 1st GCC (Council for Gulf Countries) for Education Standardization at Doha, 8-9 December 2015. Presented by Dewi Odjar Ratna Komala, Deputy Chairman for Information and Promotion of Standardization, National Standardization Agency of Indonesia
Recent Trends in General Education Design, Learning Outcomes, and Teaching Ap...Robert Kelly
This report summarizes key findings from a national survey among chief academic officers at AAC&U member institutions and explores how institutions are defining common learning outcomes, trends related to general education design and the use of emerging, evidence-based teaching and learning practices. This is the second report in a series featuring findings from the survey conducted by Hart Research Associates for AAC&U. (full reports and slides with findings are available free online at www.aacu.org/about/2015-membersurvey.)
This new report, "Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches," includes respondents from across the full spectrum of public, private, two-year, and four-year institutions.
Organizational Models in Dual Mode Institutions and the Social Agenda of Dist...Mark Bullen
A presentation at the CNIE 2008 conference on organizational models for DE in dual mode institutions and the impact of e-learning on the social agenda of DE.
Early College Academy is Greeley's newest high school. This powerpoint presentation was given to parents and potential students as part of a promotional campaign.
This topic presented in the 1st GCC (Council for Gulf Countries) for Education Standardization at Doha, 8-9 December 2015. Presented by Dewi Odjar Ratna Komala, Deputy Chairman for Information and Promotion of Standardization, National Standardization Agency of Indonesia
Initial Assessment on Higher Education Exit of SHS Andresians A Descriptive S...ijtsrd
One of the K”“12 curriculums primary objectives is to provide learners ample time to adjust and acquire the abilities for the desired exit. The learners are expected to move on to middle level skill development, entrepreneurship, or college. Yet, concerns are raised about the curriculum offering the instructions needed to help learners build the skills necessary to be successful in their chosen careers. With an initial evaluation, this study seeks to ascertain the level of readiness of the Don Andres Soriano National High School Senior High School Grade 12 learners for the school year 2022 2023 to pursue the various Senior High School exits. A comparative descriptive research design was used for this quantitative study of 227 randomly chosen Grade 12 margin of error of 0.05 . Scaling and multiple choice questionnaires similar to those used on college entrance exams were the two types of questionnaires used in this study. Results indicated that the majority of learner respondents wanted to continue their education after high school. Also, statistics revealed that competency learners primarily excelled in independent learning. Ironically, the self manage ability is the one that needs the most development in order to move on to college. The null hypothesis is rejected since only 56.64 of learner respondents chose to pursue higher education and passed the college exam. The learners are not prepared to proceed on their chosen senior high school exit. Thus, this survey found that learners are still not prepared to move on to their preferred senior high school exit. It implies that more training and learning reinforcement may be deemed necessary to further improve Senior High School learners. Gica M. Tugbong | Kent Lancer C. Alistre | Gerald A. Lechadores | Faith P. Dagala | Jenebe Arcilla | Lovely Joy P. Goder | Andjenette Santillan | Dr. Emily Cabatuan-Rosal "Initial Assessment on Higher Education Exit of SHS Andresians: A Descriptive Study" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-3 , June 2023, URL: https://www.ijtsrd.com.com/papers/ijtsrd57403.pdf Paper URL: https://www.ijtsrd.com.com/humanities-and-the-arts/education/57403/initial-assessment-on-higher-education-exit-of-shs-andresians-a-descriptive-study/gica-m-tugbong
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Proposal by TAF (Technology Access Foundation) to scale our award winning TAF Academy 6th-12th grade STEM school by partnering with existing public schools in transforming them into schools where students can reach a high level of personal achievement
On May 1st, the Center for Innovative School Facilities hosted a group workshop led by Adam Rubin of New Visions for Public Schools. Adam led a discussion focusing on education reform and how it is driving the design, construction, and community and administrative infrastructure of school facilities.
This presentation is meant for incoming freshman attending Zion-Benton Township High School District 126 for the Zion-Benton and New Tech High Schools.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Our goal is to ensure that more children find jobs by being academically and socially ready for their first year of college. The "College Ready" High School to College Pipeline program allows colleges and universities to enroll students that have been acculturated to college, both socially and academically. This program will increase their retention and graduation rates, while decreasing the institution's drop-out rates.
Dr. King
1. Preparing
Students for
Gateway Courses
and Beyond!
Two Models for
Eliminating
Remedial Courses
Janet Boyle, Assistant Director
Todd Hurst,
Center for Excellence in Leadership of
Learning
April 16, 2013 http://goo.gl/7G6wy
2. How are IN’s
high schoolers doing?
For every 100 ninth-grade students, only
70 will graduate from high school within
four years.
Of those students, only 45 will enter
college the following fall.
By their college sophomore year, just 32
will still be enrolled.
By the end of college, only 16 of those
original 100 students will graduate on time
3. The Reality in Indiana
Less than a third of Indiana's four-year
college students graduate on time and
just over half graduate after six years.
Only4 percent of the state's two-year
college students complete on time and
12 percent graduate within three years.
4. College Remediation
Falling Behind: College Remediation Rates
of Recent High School Graduates (2011)
General Diploma Graduates 66.4%
Core 40 Graduates 37.9%
Core 40 with Honors Graduates 7.0%
One in four Indiana college students
enrolled in remediation will earn a degree
within six years.
5. The Condition of College
and Career Readiness
Only 25 percent—an increase of one
percentage point—of high school
graduates from the Class of 2011 were
considered ―ready‖ for college courses in
English, reading, mathematics, and science,
according to the ACT.
6. NATIONAL NEEDS
Regarding a college education, 4 areas of
focus:
1) Academic preparation to succeed at
the postsecondary level > COLLEGE
READY
2) Access
3) Retention
4) Completion
8. From ―Core Principles for
Transforming Remedial Education‖
(2012)
―A central theme of these innovative
approaches is to accelerate
--mastery of college ready skills,
--completion of gateway courses, and
--enrollment into programs of study.‖
9. New Tech in Indiana
Small school model:
Project-based learning
21st-century skill acquisition
1:1 computing
Culture
Community
SWLOs
10. David Conley’s
College Readiness
Components
1) Self management skills – PBL, 21st-Century
2) Cognitive strategies – PBL, 1:1
3) Content knowledge – Standards based
4) College Knowledge –Dual Credit rich
11. New Tech in action…
Columbus Signature Academy
Partnership with:
Community Education Coalition
EcO15
12.
13.
14. So Why Early College?
National Indicators of Success
80% of Early College schools have a
graduation rate equal to or exceeding their
school district’s.
The average graduation rate for Early
Colleges is 84%.
23.3% of EC graduates earn an associate’s
degree or technical certification.
77% of EC graduates enroll in either a 4-year
college, 2-year college, or technical program
upon graduation. --Early College High School Initiative, 2010
--
15. The Early College Model
Early College high schools
blend high school and college
in a rigorous yet supportive
program, compressing the time it
takes to complete
a high school diploma and
the first two years of college.
16. Philosophy of Early College
Early College high school
is a bold approach,
based on the principle that academic
rigor, combined with the opportunity
to save time and money,
is a powerful motivator for students
to work hard and meet serious
intellectual challenges.
17. Components of
Early College High Schools
Targeted Student Population
Underserved—first generation, different
ethnicities, free/reduced lunch
―Middle of the pack‖
Curriculum & Plan of Study
Designated pathway(s)
Gr. 9-10 core curriculum lays foundation for
gr. 11-12 dual credit
18. Components of
Early College High Schools
Leadership & Staffing
Passionate about this model, these kids
Defined roles & responsibilities,
collaborative
Collaboration & Partnerships
Strong relationship with higher ed partner(s)
Efforts to involve community & area
businesses in supporting EC
19. Components of
Early College High Schools
Rigorous instruction
Preparing students to be able to handle the
challenges of post-secondary education
Increase rigor in HS courses
College-Going Culture
Create a ―sense of place‖ for the EC
Visuals, expectations, involvement
Students need to visit college campuses!
20. Components of
Early College High Schools
Supports for Student Success
Build a gr. 9-12 continuum of supports
Attend to academic, social, emotional needs
Focus on HS success, then college
Data Collection, Analysis, & Use
Monitor & adjust all program aspects along the
way
Evaluate overall program effectiveness
21. Organizations Promoting the
Early College Model
Jobs for the Future (JFF)
Middle College Consortium
Woodrow Wilson Foundation
EDWorks
CELL
22. CELL & Early College
Early College Network
Sessions at CELL’s annual conference
New Schools workshops
EC Endorsement process