Learning Strategies as Metacognitive Factors: A Critical Review

This paper highlights the conceptual soundness of explicitly acknowledging and developing metacognitive factors in the learning process. It also demonstrates the feasibility of measuring these skills and of the ways in which schools, districts, and states can incorporate them into practice, first on a limited, experimental basis, with the commitment to scaling them up when they demonstrate success.

CCRS Newsletter – October 2013

Sign up for our newsletter on the Contact Us page. With autumn just beginning and schools settling into their routine, EPIC’s College and Career Readiness team wishes to share various resources to help you instill the college and career readiness skills your students need to succeed. What’s the Value of a Good Education? According to…

South Carolina Accountability: Review and Revision

EPIC engaged in a three-part research initiative, conducting an environmental scan to understand the current policy context of South Carolina and to identify “peer state” accountability models, designing and facilitating a series of regional meetings to elicit the values and priorities of stakeholders in the education system, and constructing an analytical framework based on findings from those stakeholder meetings.

ODE Career and Technical Education Professional Development and Formative Performance Assessments Final Report

In the winter and spring of 2012-2013 the Educational Policy Improvement Center (EPIC) partnered with representatives from the Office of Secondary/Postsecondary Transitions at Oregon Department of Education (ODE) and the Oregon Department of Community Colleges Workforce Development (CCWD) to guide secondary and postsecondary instructors in the development and implementation of formative performance assessments.

A Path to Alignment: Connecting K-12 and Higher Education via the Common Core and the Degree Qualifications Profile

The white paper begins with a description of the CCSS and an assessment of their significance. A following analysis then explains why the CCSS, while necessary, are not sufficient as a platform for college success. A corresponding explanation of the DQP clarifies the prompts that led to its development, describes its structure, and offers some guidance for interpreting the outcomes that it defines.

Crosswalk Analysis Report Cover

Crosswalk Analysis of Deeper Learning Skills

The Educational Policy Improvement Center (EPIC) conducted an analysis of deeper learning skills on behalf of the Hewlett Foundation to create a crosswalk between the Deeper Learning Skills (DLS) and the Common Core State Standards (CCSS). The purpose of the crosswalk was to understand the ways in which strategies for deeper learning relate to the CCSS.

Teacher working with students at round table

CCRS Newsletter – June 2013

Sign up for our newsletter on the Contact Us page. EPIC’s College and Career Readiness team congratulates all educators as you wind up another academic year. Below we share various resources to help you plan for the upcoming year, including a summer reading list that provides a good overview of recent research in the field…

How Career and Technical Education Can Help Students Be College and Career Ready: A Primer

How Career and Technical Education Can Help Students Be College and Career Ready: A Primer (AIR)

This March 2013 primer from the American Institutes for Research (AIR) covers the transition from vocational education to career and technical education, “an educational strategy for providing young people with the academic, technical, and employability skills and knowledge to pursue postsecondary training or higher education and enter a career field prepared for ongoing learning.”