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.

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.

Common Core State Standards and Students with Severe Disabilities: An Introduction to the Special Issue

2017 ◽  
Vol 42 (3) ◽  
pp. 139-142
Author(s):  
Charles Dukes ◽  
Sharon M. Darling
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
Severe Disabilities ◽  
State Standards ◽  
Special Issue ◽  
Core State ◽  
College And Career ◽  
Students With Severe Disabilities ◽  
The Impact ◽  
College And Career Ready

This paper introduces a special issue of Research and Practice for Persons with Severe Disabilities, entitled “Common Core State Standards and Students with Severe Disabilities.” The Common Core State Standards (CCSS) is a far-reaching policy intended to help all students be college and career ready. Yet, there seems to be quite a gap between interpretation of the standards and development of academic and social supports based on these standards for students with severe disabilities. In this introduction, some background is presented on the CCSS and why it is critical to examine the impact of standards adaptation and implementation for all students, including students with severe disabilities. Additionally, a rationale for the special issue is presented, along with a description of the special issue contents.

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.

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