Transforming Developmental Education
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The document discusses developmental education and college readiness in Massachusetts. It notes that while K-12 achievement is high, not all students graduate high school ready for college. Enrollment in developmental education courses is especially high for certain student populations. Data shows developmental education students have lower graduation rates than those who do not require developmental courses, though students who complete developmental requirements do see higher graduation rates. The document proposes recommendations like transforming developmental education, collecting student data, and supporting best practices to improve outcomes.
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Revised Program Approval for Public Institutions and TimelineMassachusetts Department of Higher Education
The document proposes revisions to the program approval process for public higher education institutions in Massachusetts. Key changes include:
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2. Circulating letters of intent to the Advisory Committee on Academic Programs and the Statewide Policy Committee for comment.
3. Having the Board of Higher Education review proposals to ensure alignment with system goals and consideration of factors like regional economic needs and affordable costs.
4. Establishing a timeline for implementing the new process starting in March 2017.Student Learning Outcomes Assessment: An Update
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
Assessing Food and Housing Insecurity on Campus
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Massachusetts Early College Initiative
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Performance Measurement: Ensuring Accuracy, Transparency and Relevance
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Presented at the December 6, 2016 Board of Higher Education Meeting at Mount Wachusett Community College
The Degree Gap
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STEM Starter Academy Briefing & Year 2 Report
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Statewide Workforce Planning Update
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Presented at the joint meeting of the Boards of Higher Education and Elementary and Secondary Education on January 26, 2016 at Roxbury Community College. Early College Programming in Massachusetts
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Presented to the Board of Higher Education by Sean Nelson, Deputy Commissioner for Administration and Finance.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Editor's Notes
- Methodology: Twelfth-graders were asked to report the highest level of education completed by each parent. Five response options—did not finish high school, graduated from high school, some education after high school, graduated from college, and “I don’t know”—were offered. Results are reported for the highest level of education for either parent . In Massachusetts 6% of students taking the exam reported highest level of parents’ education being “did not finish high school” compared to 59% reporting that a parent graduated from college. In the nation as a whole 9% were in the “did not finish high school” category but the “graduated from college” share was 47%. We can assume that NCES would not report the comparison if it was not statistically valid. They are typically very careful in this regard and throughout the report they do not report results for groups with insufficient sample sizes.
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