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.
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.
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.
This study analyzed the relationship between eleventh and twelfth grade students’ postsecondary aspirations and their preparation for achieving those aspirations in a sample of 8106 high school students.
This article by Dr. David T. Conley and Charis McGaughy discusses whether students bound straight for careers after high school need the same college readiness preparation as students bound for college.
Linking Teacher Effectiveness with Instruction of Academic Behaviors Associated with College Readiness
College readiness and teacher effectiveness are two emerging areas within policy research, yet few studies have linked these concepts. In this study, we examined the psychometric properties of a measure of academic behaviors associated with college readiness intended for high school teachers.
This study explored the attribution of responsibility for teaching skills and strategies associated with college readiness in a sample of 847 teachers, 69, counselors, 53 administrators who completed the College Career Ready School Diagnostic [ed: now CampusReady] in the spring of 2011.
Psychologist Peg Dawson suggests that children who struggle in school despite strong cognitive skills may be deficit in executive skills, not lazy. She suggests a number of strategies to help students develop executive skills.