College and Career Readiness Group Interventions for Early High School Students

2021 ◽  
Vol 46 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Christine Suniti Bhat ◽  
Madeleine M. Stevens
Keyword(s):  
High School ◽  
High School Students ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Group Interventions ◽  
School Students ◽  
College And Career

scholarly journals ¡Adelante! A Community Asset Mapping Approach to Increase College and Career Readiness for Rural Latinx High School Students

2018 ◽  
Vol 22 (1) ◽  
pp. 2156759X1880027
Author(s):  
Elisabeth Arriero ◽  
Dana Griffin
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Asset Mapping ◽  
College And Career ◽  
Mapping Approach

Community asset mapping is an approach that school counselors can use to locate resources to meet the needs of families, schools, and communities. This article provides step-by-step instructions on how school counselors might use community asset mapping to address the needs of their population(s), illustrated with an example of implementation in a rural high school. The authors address implications for school counselor practice.

Development and Initial Validation of a Measure of Academic Behaviors Associated With College and Career Readiness

2011 ◽  
Vol 19 (4) ◽  
pp. 375-391 ◽  
Author(s):  
Allison Lombardi ◽  
Mary Seburn ◽  
David Conley
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Goodness Of Fit ◽  
Value Added ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
Academic Behaviors ◽  
9Th Grade ◽  
College And Career

In this cross-validation study, the authors examined the psychometric properties of a measure of academic behaviors associated with college and career readiness intended for high school students. An exploratory factor analysis (EFA) was conducted with a randomly selected portion of the sample ( n = 413) and resulted in four reliable factors: Goal-driven Behaviors, Persistence, Study Skills, and Self-Monitoring. A confirmatory factor analysis was conducted with the remaining sample ( n = 610). Goodness-of-fit indices indicated acceptable model fit. Follow-up analyses revealed significant differences in factor scores among 9th grade students according to gender and race but no significant differences between students in grades 10 through 12, showing the measure functions similarly across students for the most part and particularly for students approaching graduation. Implications for use as a value-added assessment in secondary environments are discussed.

Adding It Up: How the Florida College and Career Readiness Initiative Impacted Developmental Education

2017 ◽  
Vol 40 (2) ◽  
pp. 219-242 ◽  
Author(s):  
Christine G. Mokher ◽  
Daniel M. Leeds ◽  
Julie C. Harris
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Developmental Education ◽  
College Readiness ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Before And After ◽  
Florida College

The Florida College and Career Readiness Initiative (FCCRI) was a statewide policy requiring college readiness testing and participation in college readiness courses for high school students. We used regression discontinuity to compare outcomes for students scoring just above and below test score cutoffs for assignment to FCCRI. We also examined impacts for students from a wider range of academic performance by using a before-after regression analysis to compare outcomes for targeted students before and after their schools implemented the FCCRI. The FCCRI increased the likelihood of enrolling in nondevelopmental courses for some targeted students, although results differ by academic performance. However, smaller differences in the likelihood of passing nondevelopmental courses suggest that some students were not prepared for these courses.

Flipping Our Urban Charter ELA Classes

2017 ◽  
pp. 142-159
Author(s):  
Samantha Shaffner ◽  
Anne M. Hyland
Keyword(s):  
High School Students ◽  
English Language ◽  
Career Readiness ◽  
College And Career Readiness ◽  
High Poverty ◽  
School Students ◽  
Educational Barriers ◽  
Academic Challenges ◽  
College And Career ◽  
Academic Failures

The Flipped Mastery Model (Bergmann & Sams, 2012) makes English language arts (ELA) content accessible to students, no matter the learning environment (individual vs. community). At our urban charter high school, students are often times faced with the academic challenges connected to living in high poverty homes. Having more than one dispenser of information has proven to be an effective solution to the educational barriers that occur as a result of a student having poor attendance that may eventually lead to academic failures. Skills students acquire from having consistent and transparent access to ELA content often leads to an increased amount of academic successes, directly through the practice and use of Google Applications for Education, and more specifically, Google Classroom. Supporting ELA content area learning through the features of Google Classroom allows students to become an important member of virtual learning communities that can be academically supportive and, likewise, can provide opportunities for students to master related College and Career Readiness Standards specific to ELA.

scholarly journals Improving College And Career Readiness Through Challenge-Based Learning

2013 ◽  
Vol 6 (2) ◽  
pp. 181 ◽  
Author(s):  
Carl Shuptrine
Keyword(s):  
High School Students ◽  
21St Century ◽  
21St Century Skills ◽  
Project Based Learning ◽  
Faculty Members ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Challenge Based Learning

High school students in an Advanced Video class addressed the challenge of increasing community awareness. Students followed a challenge-based learning model developing guiding questions and activities to determine solutions for implementation. Literature supported the use of project-based learning that fostered partnerships outside of the classroom to develop 21st century skills. Students utilized multiple technologies to collaborate, plan, and produce advertising in a variety of mediums. During Phase 2, each team created videos documenting their entire process. Videos were presented to a group of random students and faculty members for critical review. Data were collected through pre and post surveys, observations, and student interviews. Data showed students found the process difficult but beneficial to developing 21st century skills.

College and Career Ready and Critically Conscious: Asset-Building With Latinx Immigrant Youth

2021 ◽  
pp. 106907272098798
Author(s):  
Ellen Hawley McWhirter ◽  
Christina Cendejas ◽  
Maureen Fleming ◽  
Samantha Martínez ◽  
Nathan Mather ◽  
...  
Keyword(s):  
High School Students ◽  
Critical Consciousness ◽  
Protective Factor ◽  
Immigrant Youth ◽  
Career Readiness ◽  
College And Career Readiness ◽  
School Students ◽  
College And Career ◽  
Immigration And Asylum ◽  
College And Career Ready

A growing body of evidence supports critical consciousness as a developmental asset for young people, including its benefits for educational and vocational outcomes. National dynamics and policies in the U.S., such as restricting immigration and asylum, have raised the salience of critical consciousness as a protective factor for the career development of Latinx immigrant youth. In this manuscript, we first review the nature and benefits of critical consciousness for Latinx immigrant youth. We then highlight how college and career readiness (CCR) and the components of critical consciousness (CC) can be simultaneously fostered among Latinx immigrant high school students, drawing upon our own work in the context of an afterschool program. We introduce a framework to illustrate this integration, and describe a series of intervention activities and processes designed to simultaneously build CC and CCR. Finally, we provide recommendations and describe caveats and challenges to developing classroom-based career education curricula that integrate CCR and CC.

Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools

2020 ◽  
Vol 45 (2) ◽  
pp. 59-78
Author(s):  
Maria Adamuti-Trache ◽  
Yi Leaf Zhang ◽  
Staci L. Barker
Keyword(s):  
High School ◽  
Public Schools ◽  
Career Pathways ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Equity Issues ◽  
Academic Differences ◽  
Career And Technical ◽  
College And Career ◽  
Restricted Use

The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to STEM, Business & Industry, Public Services, Arts & Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three CTE-supported endorsements, STEM, Business & Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.

Sign in / Sign up

Export Citation Format

Share Document