A college and career ready student possesses the content knowledge, strategies, skills, and techniques necessary to be successful in any of a range of postsecondary setting. Success is defined as the ability to complete entry-level courses at a level of performance that is sufficient to enable students to continue to the next courses in their chosen field of study. Not every student needs exactly the same knowledge and skills to be college and career ready. A student’s college and career interests help identify the precise knowledge and skills the student needs.
The goal of this paper is to present a vision for a new system of educational assessment, one designed to support the kinds of ambitious teaching and learning that parents say they want for their children. Thankfully, the public schools do not have to create such a system from scratch—many schools already exhibit effective practices upon which others can build. For that to happen though, educators, policymakers, and other stakeholders must be willing to adopt new ways of thinking about the role of assessment in education.
This report summarizes EPIC’s work with the South Carolina Course Alignment Project from 2008 to 2014. In particular, the report highlights best practices in course alignment and professional development activities conducted over the course of the project.
This white paper considers the benefits and limitations of multiple measures of college and career preparedness. The previous papers in this series evaluated measures against a framework consisting of 10 criteria. This white paper uses theory and practice related to measures of college and career preparedness as its frame of reference and primary organizing structure.
This white paper considers the career preparedness assessments used most widely by state educational systems—specifically ACT’s WorkKeys, the Armed Services Vocational Aptitude Battery (ASVAB), the National Occupational Competency Testing Institute (NOCTI), and industry certification assessments—as measures to be considered for California’s college and career indicator.
This three-phase study explored the effect of the International Baccalaureate (IB) Diploma Programme on college readiness by examining the academic and non-academic preparation of students who participated in IB Diploma Programmes in high school. The study compared college readiness data collected from two groups of students who matriculated to the Robert D. Clark Honors College…
Written by EPIC Founder Dr. David Conley for the Council of Chief State School Officers (CCSSO) in June 2014.
This white paper considers course-taking behavior—specifically the a–g subject requirements for the University of California (UC) and the California State University (CSU) systems, career technical education (CTE) course pathways, and an integrated course pathway—as potential measures to be included in California’s college and career indicator.
This white paper considers innovative measures—specifically metacognitive assessments, performance assessments, and the California State Seal of Biliteracy—as potential measures to be included in California’s college and career indicator.
The National Assessment Governing Board is an independent, bipartisan organization that sets policy for the National Assessment of Educational Progress (NAEP). The Governing Board established the NAEP Program of 12th Grade Preparedness Research to assess what NAEP can report on the academic preparedness of 12th grade students entering college and job training. The Governing Board…