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 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.
This report authored by David Conley, founder of the Educational Policy Improvement Center, and Linda Darling-Hammond of the Stanford Center for Opportunity Policy in Education describes how state policymakers and education leaders can strategically design systems of assessment and accountability in ways that support learning for students, educators, and systems, alike.
Teacher Mark Jacobson discusses how fixed-mindsets can limit the performance of students. He argues that teachers must actively work to combat fixed-mindset assumptions and support the development of growth mindsets.
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.
Journey Toward Deeper Learning: An Evaluation of the Roadtrip Nation Experience in San Jose PLUS Academies
This report describes the background, methods, and findings of a “deep dive” evaluation of Roadtrip Nation’s (RTN) high school program, the Roadtrip Nation Experience. The primary focus of the evaluation was RTN pilot implementation in three San Jose Unified School District PLUS Academies during the 2011–2012 academic year, supported by analysis of program curriculum and instructional materials.
In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady™ School Diagnostic [ed: now CampusReady], a self-report measure of critical thinking skills intended for high school students.
A student who is ready for college and career can qualify for and succeed in entry-level, credit- bearing college courses leading to a baccalaureate or certificate, or career pathway-oriented training programs, without the need for remedial or developmental coursework. However, not every student requires the same proficiency in all areas. A student’s interests and post-high school aspirations influence the precise knowledge and skill profiles necessary to be ready for postsecondary studies.
This study analyzed what predicted students’ postsecondary aspirations in a sample of 5258 high school students. Variables explored were GPA, gender, race/ethnicity, FRPL eligibility, parent’s education, and student ratings on the importance and occurrence of behaviors associated with a model of college readiness.