Creating College Readiness – School Profiles of 38 Schools That Know How

2009_Creating_College_Readiness_38Schools.pdf (3235 downloads) In this 2009 report, EPIC profiles 38 U.S. high schools with proven success in preparing students for life after graduation. The selected schools represent a diverse cross-section of the U.S. education system. This document profiles each school and contains comprehensive and tangible examples of successful student preparation. This research was the basis…

Oregon Pre-engineering Learning Outcomes Cover Page

Oregon Pre-engineering Learning Outcomes Study

This study undertook a standards development process designed to yield the first set of explicit pre-engineering learning outcomes that could then used to align high school and postsecondary, entry-level engineering courses. The process led to the development of learning outcomes for content knowledge, key cognitive strategies, and teaching practices that reflect the content and intellectual goals of best practice in pre-engineering education.

Redefining College Readiness

In this report, EPIC’s founder, Dr. David Conley, suggests that “college readiness” has been defined primarily in terms of high school courses taken, grades received, and scores on national tests. He proposes widening the scope and redefining college readiness to include Key Cognitive Strategies, Key Content Knowledge, Academic Behaviors, and Contextual Skills.

Washington Adequacy Funding Study Report Cover

Washington Adequacy Funding Study

The constitution of the state of Washington declares, “It is the paramount duty of the state to make ample provision for the education of all children residing within its borders.” This establishes education and education funding as the highest priorities for the state. In recent years, Washington has experienced periods of rapid student population growth and disproportionate increases in the number of low-income students, the number of students in special education, and the number of students who have limited English proficiency. At the state level, despite the constitutional obligation of the state to provide an adequate education, a significant number of students are falling short of the state’s own expectations, as measured by the Washington Assessment of Student Learning (WASL). The goal of this study was to determine the level of educational expenditure necessary to make ample provision for the education of all students, providing all students with the skills to meet long-term academic standards, pursue additional learning beyond high school, and become productive citizens and contributing members of society.

College Board AP Best Practices Course Study 2006 Report Cover

College Board Advanced Placement Best Practices Course Study

The Center for Educational Policy Research (CEPR) at the University of Oregon, in partnership with the Educational Policy Improvement Center (EPIC), conducted the College Board Advanced Placement Best Practices Course Study, a project sponsored by the College Board. The study examined the content and structure of college courses that demonstrated “best practices” in seven subject areas tested in the College Board’s Advanced Placement (AP) program.