College and Career Readiness: A Literature Synthesis

2021 ◽  
pp. 002205742110022
Author(s):  
Susan Green ◽  
Anna Sanczyk ◽  
Candace Chambers ◽  
Maryann Mraz ◽  
Drew Polly
Keyword(s):  
Educational Leaders ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Perceptions Of Students ◽  
Literature Synthesis ◽  
The Common ◽  
K 12 ◽  
College And Career Ready

A continuing priority in education has focused on preparing students for postacademic success. The adoption of the Common Core State Standards Initiative prompted educational leaders to focus on preparing students to be “college and career ready.” Definitions, perceptions, and efforts to improve college and career readiness vary widely. This article will present an overview of each of these topics, define college and career readiness, discuss various perceptions of students’ college and career readiness, and describe K–12, college, community, and state efforts to improve college and career readiness overcomes for students. Finally, implications for future efforts are provided.

Implementing College and Career Readiness: Critical Dimensions for Youth with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 187-204 ◽  
Author(s):  
Mary E. Morningstar ◽  
Alison L. Zagona ◽  
Hatice Uyanik ◽  
Jingrong Xie ◽  
Stephanie Mahal
Keyword(s):  
Severe Disabilities ◽  
State Standards ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Critical Dimensions ◽  
College And Career ◽  
Interpersonal Engagement ◽  
The Common ◽  
Students With Severe Disabilities ◽  
College And Career Ready

Focused attention to the Common Core State Standards (CCSS) and college and career readiness (CCR) has been attributed to increased secondary school reform efforts directed at ensuring all students graduate high school prepared for adulthood. To successfully experience college and careers, students must have the knowledge, skills, and experiences associated with engagement in core academics, as well as essential nonacademic competencies such as growth mindsets, problem-solving, and interpersonal engagement. This study sought out insights and perspectives from national experts to understand the skills, opportunities, and supports needed to ensure students with severe disabilities are college and career ready. The study offers research results focused on initial insights supportive of inclusive postsecondary outcomes for youth with severe disabilities.

scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

Competency-based education in the state policy arena: Comparative case study of two neighboring states

2021 ◽  
pp. 147821032110313
Author(s):  
Heather P. Williams ◽  
Kathleen Shoup ◽  
Marita Diffenbaugh ◽  
Kelly Brady
Keyword(s):  
Educational Leaders ◽  
Career Readiness ◽  
Comparative Case Study ◽  
College And Career Readiness ◽  
Competency Based Education ◽  
College And Career ◽  
Competency Based ◽  
Policy Arena ◽  
And Diffusion

Educational leaders and policymakers are reconsidering the role of competency-based education (CBE) to meet the needs of all students, address issues of equity and enduring achievement gaps, and demonstrate college and career readiness outcomes for PK-12 students. This study sought to understand the policy conditions where CBE policies were adopted in two neighboring states as well as describe the two states’ implementation plans for policy diffusion. The study used a comparative case study design to study Idaho and Utah due to their geographic proximity, socioeconomic status, and state legislative structures. We argue that although the policies in both states have many similarities and were passed under similar political conditions within each state’s policy arena, the planned implementation and diffusion of those policies was very different and influenced a divergent population of local education agencies (LEA) in each state. We also explore the role intermediary organizations played in the development and diffusion of policy in both states.

scholarly journals The Rural RISE (Rural Initiatives Supporting Excellence)

2020 ◽  
Vol 41 (1) ◽  
pp. 27-39
Author(s):  
Matthew A. Ohlson ◽  
Shane C. Shope ◽  
Jerry D. Johnson
Keyword(s):  
Relevant Literature ◽  
School Personnel ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Outreach Programs ◽  
College And Career ◽  
Local Stakeholders ◽  
High School To College ◽  
K 12

Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career. 

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.

scholarly journals American PARCC and SBAC and Their Implications on the Construction of English Assessment System in China

2016 ◽  
Vol 10 (1) ◽  
pp. 190
Author(s):  
Haiyan Zhang ◽  
Kai Kang
Keyword(s):  
Computer Technology ◽  
English Language ◽  
State Standards ◽  
Assessment System ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Learning Capacity ◽  
Balanced Assessment ◽  
College And Career ◽  
Assessment Systems

The Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Systems (SBAC) started in the 2014-2015 academic year and has been regarded by many in the field as a radical effort to improve the American English Language Art (ELA) educational standards. These two consortia, being aligned with Common Core State Standards, aim to fulfill Common Core’s purpose of preparing students for college and career readiness. With the support of computer technology, diverse forms of testing are introduced into the new assessment systems, making the standard-based test comprehensive enough to evaluate academic literacy and deep learning capacity in an authentic way.This paper mainly discusses similarities and differences between the two assessment systems in terms of ELA standards. The similarities appear in the construction of well-balanced assessment structure, the application of advanced computer technology, adherence to an evidence-based design principle and emphasis upon educational equity. The key differences are presented in aspects of test forms and accommodation options. The analysis of PARCC and SBAC assessment systems also provides China with various thought provoking aspects to develop a sound English Language assessment system.

scholarly journals Myth, Metaphor, and Metacognition: Shaping Voice and Identity Through Poetry in Teacher Education

2014 ◽  
Vol 8 (1) ◽  
pp. 139-152
Author(s):  
Amanda Nicole Gulla
Keyword(s):  
Teacher Education ◽  
Common Core ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Beliefs About Teaching ◽  
The Common ◽  
Argumentative Texts

This article discusses the importance of teacher candidates writing poetry in their education methods classes in order to reflect upon and examine their beliefs about teaching and learning. Writing poetry in a teacher education context is also important because it prepares teachers to use these techniques with their own students. By writing poetry in the context of academic study, learners can see metaphorical connections between events and ideas. This stands in contrast to the idea put forth in the Common Core Standards that college and career readiness is best developed through reading and writing informational and argumentative texts.

Tech-Savvy Is the New Street Smart

2019 ◽  
pp. 280-299
Author(s):  
Beatriz Arnillas
Keyword(s):  
Blended Learning ◽  
Low Income ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Digital Citizenship ◽  
Educational Organizations ◽  
Low Income Students ◽  
College And Career ◽  
The Usa ◽  
K 12

In response to technology developments during the first decade of the century, K-12 schools in the USA began to design and develop a variety of blended learning initiatives. The hope was that technology could better address the challenges related to college and career readiness in a rapidly evolving world, and to close the performance gaps between low-income students and their more privileged peers. By 2012, large urban districts began to implement one-to-one device-to-student environments at scale. Districts and educational organizations alike became concerned with the balance between legislation to restrict uses of technology and data to inform learning and the need for digital citizenship competencies for educators and students alike. This chapter reviews recent efforts and resistance against excessive legislation which could create unintended results, including fewer opportunities for underprivileged groups, and to advocate in favor of the systemic inclusion of digital citizenship imbedded in already existing curriculum.

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