Tag Archives: State High School Exit Exams: A Policy in Transition

Transitional courses: Trying to prepare poorly educated high schoolers for college

20 Feb

Moi wrote in Remedial education in college:
Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready?

The Big Four
A comprehensive college preparation program must address four distinct dimensions of college readiness: cognitive strategies, content knowledge, self-management skills, and knowledge about postsecondary education.
Key Cognitive Strategies
Colleges expect their students to think about what they learn. Students entering college are more likely to succeed if they can formulate, investigate, and propose solutions to nonroutine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products.
Key Content Knowledge
Several independently conducted research and development efforts help us identify the key knowledge and skills students should master to take full advantage of college. Standards for Success (Conley, 2003) systematically polled university faculty members and analyzed their course documents to determine what these teachers expected of students in entry-level courses. The American Diploma Project (2004) consulted representatives of the business community and postsecondary faculty to define standards in math and English. More recently, both ACT (2008) and the College Board (2006) have released college readiness standards in English and math. Finally, the Texas Higher Education Coordinating Board (2008), under mandate of state law, developed one of the first and most comprehensive sets of state-level college readiness standards….
Key Self-Management Skills
In college, students must keep track of massive amounts of information and organize themselves to meet competing deadlines and priorities. They must plan their time carefully to complete these tasks. They must be able to study independently and in informal and formal study groups. They must know when to seek help from academic support services and when to cut their losses and drop a course. These tasks require self-management, a skill that individuals must develop over time, with considerable practice and trial-and-error.
Key Knowledge About Postsecondary Education
Choosing a college, applying, securing financial aid, and then adjusting to college life require a tremendous amount of specialized knowledge. This knowledge includes matching personal interests with college majors and programs; understanding federal and individual college financial aid programs and how and when to complete appropriate forms; registering for, preparing for, and taking required admissions exams; applying to college on time and submitting all necessary information; and, perhaps most important, understanding how the culture of college is different from that of high school….
Students who would be the first in their family to attend college, students from immigrant families, students who are members of racial and ethnic minority groups traditionally underrepresented in college, and students from low-income families are much more easily thrown off the path to college if they have deficiencies in any of the four dimensions.http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx

The difficult question is whether current testing accurately measures whether students are prepared for college. https://drwilda.com/2012/03/04/remedial-education-in-college/

Caralee J. Adams reported in the Education Week article, ‘Transitional’ Courses Catch On as College-Prep Strategy:

With many students entering college ill prepared to succeed academically, one remedy states and districts are increasingly bringing to the table is transitional coursework for high schoolers who need extra help.
Take Tennessee. High school teachers and community college faculty members teamed up to develop an online math course, first piloted in 2012, for those who score poorly on the act and need to catch up before graduation. Since then, the initiative has drawn broader support, including backing from Gov. Bill Haslam.
This academic year, the course began to roll out statewide with some $1.12 million from the governor’s “innovation fund.” Mr. Haslam, a Republican, is proposing another $2.6 million to expand the program as part of his fiscal 2014-15 budget.
Eight states now offer transitional curricula statewide to high school students, and another 21 states have locally run initiatives, according to a recent review by the Community College Research Center at Teachers College, Columbia University. The report, issued last May, also found that 25 states, and districts in another 13 states, measure the ability of all high school students by the junior year to succeed in entry-level courses at the postsecondary level.
Early assessments and corresponding course interventions are gaining traction as part of a concerted push to help students leave high school college-ready, said Elisabeth A. Barnett, a researcher at the center who led the recent state review. Her report also found that more than a dozen other states were in the process of planning such programs.
‘Paying Twice’
With the annual cost of providing remedial education in college pegged at nearly $7 billion, based on federal data, states are eager for ways to reduce the need.
“To policymakers, it’s like paying twice for the same education,” said Ms. Barnett.
The transitional curricula being offered by states and districts typically consist of a course, a set of instructional units, online tutorials, or other educational experiences offered no later than 12th grade to students considered at risk of being placed into remedial college courses, according to the Teachers College report.
These programs are designed for students who don’t quite meet college-readiness benchmarks, but who aspire to college and need some extra instruction. Students take the transitional courses during the school day, usually for high school credit with the goal of entering credit-bearing college courses upon matriculation.
A few states, such as California, were early adopters of the transitional approach, but most states have launched their programs in the past two to three years, and interest is rising, according to Ms. Barnett. The issue will be front and center in every state soon with the advent of assessments aligned with the Common Core State Standards. Once students are deemed ready or not—and many educators anticipate that large numbers will not be college-ready—states will be scrambling to find ways to get students up to speed, Ms. Barnett added.
“The huge readiness gap has been apparent for several years, but it is growing, and we will continue to see it grow as the common core takes hold,” said Megan A. Root, a senior associate with the Southern Regional Education Board, in Atlanta, which has been an advocate of what it calls “readiness” courses to ease the transition to college or career training.
The SREB convened teams of teachers, college faculty members, and other experts who worked for three years to develop curricula for a math course and a literacy course for struggling high school students. The courses are being piloted now in 20 schools in seven states, including Arkansas, Indiana, and Louisiana, and the curriculum was posted free online in November. The board is working with 16 states, which have committed to the agenda with varying levels of policy to support it.
While such efforts with transitional curricula may be part of the answer to the challenge of improving college completion, alone they are insufficient, said Phillip Lovell, a vice president of the Alliance for Excellent Education, a Washington-based research and advocacy group. http://www.edweek.org/ew/articles/2014/02/19/21highschool.h33.html?tkn=NUOFOPsd0T8GfgW3DUT6xdmEy4RDZdYvKyv2&cmp=clp-edweek&intc=es

See. Alliance for Excellent Education http://all4ed.org/issues/college-career-readiness/

Here is an explanation of the Core to College Program:

Core to College
What is Core to College?
Core to College is a multi-state grant initiative designed to promote strong collaboration between higher education and the K-12 sectors in the implementation of the Common Core State Standards and aligned assessments. In 12 grantee states – Colorado, Florida, Hawaii, Indiana, Kentucky, Louisiana, Maine, Massachusetts, North Carolina, Oregon, Tennessee and Washington – Core to College is helping states drive higher levels of alignment and collaboration to achieve greater college readiness with financial resources, technical assistance and evaluation support.
How will Core to College Make an Impact?
Core to College has a number of intended state-level outcomes. Each grantee state has identified its own specific activities that support the following:
• Establishing a statewide definition of college readiness.
• Creating the conditions that lead to the adoption by post-secondary institutions of the CCSS assessments as a determinant of a student’s readiness for credit-bearing course enrollment.
• Promoting greater K-12/post-secondary sector alignment around the CCSS in areas including, but not limited to:
o Academic courses and sequences
o Data and accountability
o Teacher development (including both pre-service and in-service)
What are Core to College States Doing?
Core to College grantees have developed a number of strategies and activities to meet their goals:
Convenings. All twelve states are hosting trainings and convenings to foster connections between K-12 educators and leaders and post-secondary faculty and administrators. These are occurring at various levels – state, regional and local.
Dedicated Staff. All grantee states have hired an Alignment Director to add critical cross-sector capacity and drive the collaborative work forward.
Communications. States are developing communications plans to create and disseminate information about the Common Core State Standards and assessments, and how these new tools will improve college readiness and college completion in their state.
Data Activities. The grantee states plan to gather, analyze and distribute information about student transitions and preparedness to ensure that collaboration and initiatives are supported by outcomes data; in some cases, states will be collecting and sharing post-secondary student outcomes with high schools in their state.
Core to College is a sponsored project of Rockefeller Philanthropy Advisors with funding from the Lumina Foundation, the William and Flora Hewlett Foundation, the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York. WestEd will conduct an independent evaluation of the project. Education First is the project manager and oversees the Core to College Learning Network. For more information contact Anand Vaishnav at
avaishnav@education-first.com.
http://rockpa.org/page.aspx?pid=580

In Critical thinking is an essential trait of an educated person, moi said:
There is a great deal of dissatisfaction with the state of education in America. A lot of that dissatisfaction comes from the belief that the education system fails to actually educate children and to teach them critical thinking skills.
K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.” https://drwilda.com/2012/01/22/critical-thinking-is-an-essential-trait-of-an-educated-person/

Related:

What the ACT college readiness assessment means https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’ https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:
COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

According to SAT report many kids aren’t ready for college

26 Sep

Moi wrote in Remedial education in college:
Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready?
T

he Big Four
A comprehensive college preparation program must address four distinct dimensions of college readiness: cognitive strategies, content knowledge, self-management skills, and knowledge about postsecondary education.
Key Cognitive Strategies
Colleges expect their students to think about what they learn. Students entering college are more likely to succeed if they can formulate, investigate, and propose solutions to nonroutine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products.
Key Content Knowledge
Several independently conducted research and development efforts help us identify the key knowledge and skills students should master to take full advantage of college. Standards for Success (Conley, 2003) systematically polled university faculty members and analyzed their course documents to determine what these teachers expected of students in entry-level courses. The American Diploma Project (2004) consulted representatives of the business community and postsecondary faculty to define standards in math and English. More recently, both ACT (2008) and the College Board (2006) have released college readiness standards in English and math. Finally, the Texas Higher Education Coordinating Board (2008), under mandate of state law, developed one of the first and most comprehensive sets of state-level college readiness standards….
Key Self-Management Skills
In college, students must keep track of massive amounts of information and organize themselves to meet competing deadlines and priorities. They must plan their time carefully to complete these tasks. They must be able to study independently and in informal and formal study groups. They must know when to seek help from academic support services and when to cut their losses and drop a course. These tasks require self-management, a skill that individuals must develop over time, with considerable practice and trial-and-error.
Key Knowledge About Postsecondary Education
Choosing a college, applying, securing financial aid, and then adjusting to college life require a tremendous amount of specialized knowledge. This knowledge includes matching personal interests with college majors and programs; understanding federal and individual college financial aid programs and how and when to complete appropriate forms; registering for, preparing for, and taking required admissions exams; applying to college on time and submitting all necessary information; and, perhaps most important, understanding how the culture of college is different from that of high school….
Students who would be the first in their family to attend college, students from immigrant families, students who are members of racial and ethnic minority groups traditionally underrepresented in college, and students from low-income families are much more easily thrown off the path to college if they have deficiencies in any of the four dimensions.http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx

The difficult question is whether current testing accurately measures whether students are prepared for college. https://drwilda.com/2012/03/04/remedial-education-in-college/

Joy Resmovits reported in the article, SAT Results For 2013 Show Low Rates Of College Preparedness:

Only 43 percent of test-takers in 2013 met the SAT’s definition of being prepared for college, a statistic that has remained stagnant since 2009.
The 1.6 million test-takers averaged 496 in reading, 514 on math and 488 on writing, according to a Thursday report released by the College Board, the company behind the notorious college entrance exams.
The College Board defines the college-ready benchmark as 1550 out of 2400, a score the organization says indicates a 65 percent likelihood of a student earning a first-year college GPA of a B-minus or above.
What, exactly, these numbers mean is up for debate. The college readiness statistics are just one more piece of the puzzle in assessing the state of America’s schools, and the release comes amid a national hand wringing about just how bad public education really is and what direction it should take. Most states are beginning to teach to a new set of national standards known as the Common Core, but many parents and politicians are either unaware or skeptical.
For its part, the College Board is interpreting high schoolers’ performance on its test as a call for improvement. To be truly prepared for college, the company maintained in a call with reporters, students need access to higher-level courses — such as the Advanced Placement program, another College Board offering.
“While some might see stagnant scores as no news, we at the College Board see this as a call to action,” College Board President David Coleman said during the call….http://www.huffingtonpost.com/2013/09/26/sat-results-2013_n_3991523.html?utm_hp_ref=@education123

Hally Z. writes at College Toolkit.com in the article SAT Vs. ACT: Which Test Should I Take?

Composition
The SAT is made up of 10 sections composed of three critical reading, three math and three writing sections, which are scored, and one experimental section, which is not scored. The ACT consists of four sections composed of English, math, reading and science. There is also an optional writing test included with both exams.
Scoring
The SAT has a total score range of 600 to 2400 based on the sum of the three subject scores, each of which range from 200 to 800. The writing essay receives a score of 0 to 12 and is computed into the SAT final score. The ACT has a composite score of 1 to 36 based on the average of the four test sections. Each section is also separately scored from 1 to 36. The optional writing test for the ACT is scored from 0 to 12, and its score is not included in the ACT composite score.
Wrong Answer Penalty
The SAT deducts ¼ of a point for every wrong answer, except for math grids. With the ACT, wrong answers are not penalized.
Score History
For both the SAT and ACT, you decide which scores are sent to the college or university.
Philosophy
The SAT assesses your critical thinking and test-taking skills. Problems are worded to be intentionally confusing. Your innate ability to dissect a problem and solve it is tested more than your knowledge of actual subject matters. In contrast, the ACT focuses more on assessing your knowledge of specific subject matters such as biology, chemistry and geometry.
Test Preparation
SAT study materials attempt to improve your critical thinking and test-taking skills. ACT study materials try to improve your breadth and depth of knowledge on specific school subjects.
Which Test Is Better for Me?
Based on the above information, you may be wondering which test is more difficult to take. The answer depends on your style of thinking and study. If you excel at accumulating information about classroom subjects, solving equations using set formulae and reading literature, then the ACT may be better for you. If you enjoy semantics and picking apart a problem, or analyzing mathematical or scientific principles, then the SAT would be better suited to you.
When deciding whether to take the SAT or ACT, first find out which test is demanded by the colleges or universities of your choice. Many schools prefer one exam over the other. Other schools accept either exam (e.g., Yale University). In some cases, even though a school states that it “accepts” a particular exam, this does not imply that it will take one exam in lieu of another — it means only that the school will take additional test scores into consideration. If you are unsure about a particular school’s exact test requirements, contact its admissions office.
If time and money permit, you could benefit from taking both exams. You will be able to choose from your higher scored exam should the school not have a preference about accepting the SAT or ACT standardized test.
Alternatively, you might consider taking a practice SAT and a practice ACT. You can see which one you score better on and then focus your test prep efforts on that standardized test.
http://colleges.collegetoolkit.com/guides/test_prep/ACT_vs_SAT_Which_Test_Should_I_Take.aspx

In Critical thinking is an essential trait of an educated person, moi said:
There is a great deal of dissatisfaction with the state of education in America. A lot of that dissatisfaction comes from the belief that the education system fails to actually educate children and to teach them critical thinking skills.
K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.” https://drwilda.com/2012/01/22/critical-thinking-is-an-essential-trait-of-an-educated-person/

Related:

What the ACT college readiness assessment means
https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’
https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades
https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Many NOT ready for higher education

6 Oct

Moi wrote in Remedial education in college:                                                           Whether or not students choose college or vocational training at the end of their high school career, our goal as a society should be that children should be “college ready.” David T. Conley writes in the ASCD article, What Makes a Student College Ready?

The Big Four

A comprehensive college preparation program must address four distinct dimensions of college readiness: cognitive strategies, content knowledge, self-management skills, and knowledge about postsecondary education.

Key Cognitive Strategies

Colleges expect their students to think about what they learn. Students entering college are more likely to succeed if they can formulate, investigate, and propose solutions to nonroutine problems; understand and analyze conflicting explanations of phenomena or events; evaluate the credibility and utility of source material and then integrate sources into a paper or project appropriately; think analytically and logically, comparing and contrasting differing philosophies, methods, and positions to understand an issue or concept; and exercise precision and accuracy as they apply their methods and develop their products.

Key Content Knowledge

Several independently conducted research and development efforts help us identify the key knowledge and skills students should master to take full advantage of college. Standards for Success (Conley, 2003) systematically polled university faculty members and analyzed their course documents to determine what these teachers expected of students in entry-level courses. The American Diploma Project (2004) consulted representatives of the business community and postsecondary faculty to define standards in math and English. More recently, both ACT (2008) and the College Board (2006) have released college readiness standards in English and math. Finally, the Texas Higher Education Coordinating Board (2008), under mandate of state law, developed one of the first and most comprehensive sets of state-level college readiness standards….

Key Self-Management Skills

In college, students must keep track of massive amounts of information and organize themselves to meet competing deadlines and priorities. They must plan their time carefully to complete these tasks. They must be able to study independently and in informal and formal study groups. They must know when to seek help from academic support services and when to cut their losses and drop a course. These tasks require self-management, a skill that individuals must develop over time, with considerable practice and trial-and-error.

Key Knowledge About Postsecondary Education

Choosing a college, applying, securing financial aid, and then adjusting to college life require a tremendous amount of specialized knowledge. This knowledge includes matching personal interests with college majors and programs; understanding federal and individual college financial aid programs and how and when to complete appropriate forms; registering for, preparing for, and taking required admissions exams; applying to college on time and submitting all necessary information; and, perhaps most important, understanding how the culture of college is different from that of high school….

Students who would be the first in their family to attend college, students from immigrant families, students who are members of racial and ethnic minority groups traditionally underrepresented in college, and students from low-income families are much more easily thrown off the path to college if they have deficiencies in any of the four dimensions. http://www.ascd.org/publications/educational-leadership/oct08/vol66/num02/What-Makes-a-Student-College-Ready%C2%A2.aspx

The difficult question is whether current testing accurately measures whether students are prepared for college.  https://drwilda.com/2012/03/04/remedial-education-in-college/

Shelby McIntosh has written a report about “college readiness” standards.

Here is the press release for State High School Exit Exams: A Policy in Transition:

CONTACT: Megan Cotten at 301-656-0348 or megan@thehatchergroup.com

As States Embrace Higher Standards on Exit Exams, Schools and Students Will Feel the Impact

More rigorous standards will pose challenges

WASHINGTON, D.C. — September 19, 2012— After more than a decade of growing reliance on high school exit exams, states are rethinking how they use these popular assessments, a new Center on Education Policy (CEP) report finds.

New data released today show that eight of the 26 states with exit exam policies have aligned these exams to the Common Core State Standards (CCSS) or other college- and career-readiness standards, and 10 more states plan to do so in the near future, according to “State High School Exit Exams: A Policy in Transition,” the 11th annual report on high school exit exams by CEP at George Washington University.

“CEP has been studying high school exit exams for 11 years and this year’s report shows that the national move towards more rigorous college and career ready standards has definitely placed these exams at a crossroads,” said Maria Ferguson, CEP’s executive director. “While exit exams remain an influential force in education, state policies will likely continue to evolve as both schools and students adjust to more rigorous standards.”

Aligning exit exam policies to more rigorous standards will almost certainly impact the performance of students taking the exams, the report notes. Passing rates on exit exams already vary among states, and these rates tend to be lower for minority and poor students, students with disabilities, and English language learners.

“Students who are already struggling with the current state standards will soon be expected to pass exit exams aligned to more rigorous standards, and there’s a good chance many will fail to do so,” said Shelby McIntosh, CEP research associate and author of the report. “While high schools should prepare all students for college or careers, policymakers must consider whether all students have had the opportunity to learn the content of these new, more rigorous standards before attaching such high stakes to the exams.”

The report also notes that despite potential concerns regarding the impact of more rigorous high school exit exams on student performance, very few postsecondary education institutions pay attention to exit exam results when making decisions about student admissions, course placement, or awarding scholarships, according to the report.

Currently, 25 states require their high school students to pass an exam to graduate, and a 26th state, Rhode Island, is phasing in an exit requirement for the class of 2014. Twenty-two of these exit exam states have adopted the CCSS in English language arts and math. But the move to the types of college- and career-readiness standards embodied by the CCSS does not mean an end to exit exams, according to CEP’s research. At least 14 CCSS-adopting states intend to maintain a requirement for high school students to pass an exam to graduate.

Reductions in education budgets have also affected state high school exit exams, according to the report. Three states have responded to budget cuts by dropping exit exams in certain subjects, and two states have reduced the number of retake opportunities for students who fail the exams.

End-of-course exams—which assess students’ mastery of the content learned in a particular course rather than the content learned in multiple subjects as of a particular grade level—have grown in popularity throughout the past decade. Nine states currently require students to pass end-of-course exams to graduate, compared with two states in 2002. Three additional states are phasing in requirements for end-of-course exit exams, and six more states currently require or will soon require students to take, but not necessarily pass, end-of-course exams to graduate. Thus, 18 states altogether have policies requiring some type of end-of-course exams.

The report also reviews lessons learned from states’ experience implementing exit exams. For example, the report notes, successful implementation of a new or revised exit exam policy often depends on states’ willingness to phase in policies over several years, provide alternate routes to graduation for students who fail exit exams, adapt policies to meet changing needs, and make a sufficient financial commitment, among other actions.

The report, as well as individual profiles of states with exit exams, can be accessed free of charge at http://www.cep-dc.org.

###

Based in Washington, D.C., and founded in 1995 by Jack Jennings, the Center on Education Policy at The George Washington University is a national advocate for public education and for more effective public schools. The Center works to help Americans better understand the role of public education in a democracy and the need to improve the academic quality of public schools. The Center does not represent special interests. Instead, it helps citizens make sense of conflicting opinions and perceptions about public education and create conditions that will lead to better public schools.

Citation:

State High School Exit Exams: A Policy in Transition

Author(s): Shelby McIntosh
Published: September 19, 2012

CEP’s 11th annual report on state high school exit exams finds that states are embracing higher standards on their exit exams, which means schools and students will feel the impact. The report, based on data collected from state education department personnel in 45 states, discusses the present status of state exit exam policies, the future of these policies as states implement the Common Core State Standards and common assessments, and lessons that can be learned from states’ past experiences with implementing new exit exam policies.

State Profiles for Exit Exam Policies Through 2011-12

Download files:

Annual Report (PDF format, 764 KB) * Direct link: http://us.mg6.mail.yahoo.com/neo/cfcontent_file.cfm?Attachment=McIntosh%5FReport%5FHSEE2012%5F9%2E19%2E12%2Epdf
Appendix (PDF format, 66.4 KB) * Direct link: http://us.mg6.mail.yahoo.com/neo/cfcontent_file.cfm?Attachment=Appendix%5FHSEE2012%5F9%2E19%2E12%2Epdf
Press Release (PDF format, 122 KB) * Direct link: http://us.mg6.mail.yahoo.com/neo/cfcontent_file.cfm?Attachment=PressRelease%5FHSEE2012%5F9%2E19%2E12%2Epdf

See, Report Finds States Tightening College Readiness Metrics         http://www.educationnews.org/higher-education/report-finds-states-tightening-college-readiness-metrics/

K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Related:

What the ACT college readiness assessment means                                             https://drwilda.com/2012/08/25/what-the-act-college-readiness-assessment-means/

Study: What skills are needed for ’21st-century learning?’                                       https://drwilda.com/2012/07/11/study-what-skills-are-needed-for-21st-century-learning/

ACT to assess college readiness for 3rd-10th Grades                                                    https://drwilda.com/2012/07/04/act-to-assess-college-readiness-for-3rd-10th-grades/

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©                                         http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©                                                                                                  http://drwildareviews.wordpress.com/

Dr. Wilda ©                                                                                                                  https://drwilda.com/