scholarly journals A College and Career Readiness Framework for Secondary Students With Disabilities

2015 ◽  
Vol 40 (2) ◽  
pp. 79-91 ◽  
Author(s):  
Mary E. Morningstar ◽  
Allison Lombardi ◽  
Catherine H. Fowler ◽  
David W. Test
Keyword(s):  
Students With Disabilities ◽  
Secondary Students ◽  
State Level ◽  
Drop Out ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
College And Career ◽  
Group Data ◽  
Focus Group Data

In this qualitative study, a proposed organizing framework of college and career readiness for secondary students with disabilities was developed based on a synthesis of extant research articulating student success. The original proposed framework included six domains representing academic and nonacademic skills associated with college and career readiness: academic engagement, academic mind-sets, learning processes, critical thinking, social skills, and transition knowledge. Focus groups were conducted to examine perspectives among state-level stakeholders with knowledge and expertise regarding college and career readiness, drop-out prevention, and secondary transition. Through an iterative process, the focus group data were analyzed and the framework was refined based on findings. Implications for practice and suggestions for future research are discussed.

A Systematic Literature Review of College and Career Readiness Frameworks for Students With Disabilities

2020 ◽  
Vol 31 (3) ◽  
pp. 131-140
Author(s):  
Jessica L. Monahan ◽  
Allison Lombardi ◽  
Joseph Madaus ◽  
Sarah R. Carlson ◽  
Jennifer Freeman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Students With Disabilities ◽  
Academic Outcomes ◽  
Empirical Support ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career

A systematic review was conducted to understand the extent of empirical support for College and Career Readiness (CCR) frameworks and whether or not students with disabilities (SWD) are included in these frameworks. We identified 26 articles that showed a complex set of domains with both academic and nonacademic skills. Findings showed few studies reported empirical research concerning CCR frameworks for SWD and there was a strong emphasis on college and academic outcomes. Suggestions for future research include studies that further support or identify areas of weakness in proposed CCR frameworks, better clarification of CCR nonacademic skills, and the development of accompanying measures to broaden the understanding of CCR and ultimately inform policy and practice.

Career and College Readiness for Underserved Youth: Educator and Youth Perspectives

2020 ◽  
pp. 0044118X2097700
Author(s):  
Lauren Lindstrom ◽  
John Lind ◽  
Carolynne Beno ◽  
Kevin A. Gee ◽  
Kara Hirano
Keyword(s):  
Focus Group ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Underserved Youth ◽  
College And Career ◽  
12Th Grade ◽  
Group Data ◽  
Broad Array ◽  
Focus Group Data ◽  
Career Options

This study solicited perspectives of underserved youth and educators who serve them regarding college and career readiness. We defined underserved youth as adolescents who experience inequitable access to educational resources. Purposeful sampling was used to select 84 focus group participants including educators and students (9–12th grade). Utilizing grounded theory analysis, focus group data revealed findings in three key categories. First, student and educator participants defined readiness as specific career knowledge and skills to develop concrete postschool plans. Second, both educators and students perceived limited availability of career preparation experiences as a barrier, while educators also provided examples of challenging life circumstances which deter youth from fully realizing their college and career potential. Third, educators and students reported that providing a broad array of career related learning activities, coupled with the presence of trusted adults who serve as mentors and guides, can create capacity for young people to expand career options.

scholarly journals Teacher Implementation of College- and Career-Readiness Standards: Links Among Policy, Instruction, Challenges, and Resources

AERA Open ◽  
2018 ◽  
Vol 4 (4) ◽  
pp. 233285841880686 ◽  
Author(s):  
Adam K. Edgerton ◽  
Laura M. Desimone
Keyword(s):  
English Language Learners ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Rural Teachers ◽  
Math Teachers ◽  
College And Career ◽  
Content Coverage

Using state-representative teacher surveys in three states—Texas, Ohio, and Kentucky—we examine teachers’ implementation of college- and career-readiness (CCR) standards. What do teachers report about the specificity, authority, consistency, power, and stability of their standards environment? How does their policy environment predict standards-emphasized instruction? Do these relationships differ for those who teach different subjects (math and English Language Arts [ELA]), different grades (elementary or high school), different populations (English Language Learners [ELLs], students with disabilities [SWDs]), and in different areas (rural, urban, or suburban)? We found elementary math teachers taught significantly more standards-emphasized content than elementary ELA teachers, whereas secondary ELA teachers taught significantly more standards-emphasized content than secondary math teachers. Teachers of SWDs and rural teachers taught significantly less of the emphasized content. In all three states, we found greater buy-in (authority) predicted increased emphasized content coverage among ELA teachers but not among math teachers.

New Standards and Old Divides: Policy Attitudes About College- and Career-Readiness Standards for Students with Disabilities

2020 ◽  
Vol 122 (1) ◽  
pp. 1-32
Author(s):  
Adam K. Edgerton ◽  
Douglas Fuchs ◽  
Lynn S. Fuchs
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Grade Level ◽  
General Education Teachers ◽  
Career Readiness ◽  
College And Career Readiness ◽  
District Administrators ◽  
College And Career ◽  
Research Questions ◽  
Policy Perceptions

Background/Context The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level standards. Thus standards-based reform for SWD is often caught between ideals of standardization and principles of differentiation. Purpose and Research Questions The purpose of this study was to examine the extent to which district administrators, principals, general educators, and special educators differ in their policy perceptions of the newest college- and career-readiness standards (CCRS) for SWD versus other learners. Our research questions were: To what extent do teachers of SWD report delivering similar or different instructional content compared to general education teachers? What types of instructional supports do teachers provide, what types of professional development do teachers receive, and how do these differ by teacher type? How do policy perceptions differ between teachers of SWD and general education teachers? How do district administrators, principals, and teachers differ in their policy perceptions of the CCRS as they relate to SWD? Research Design In three states (Texas, Ohio, and Kentucky), we surveyed a stratified sample of teachers, principals, and district administrators on the implementation of their state's standards and directed them to respond for SWD who participate in the regular accountability system. Conclusions/Recommendations Results indicate an environment where SWD continue to receive less grade-level content and, in Texas and Ohio, are served by personnel who do not believe that the standards are appropriate. Kentucky demonstrated greater consistencies between general education and SWD instruction and policy environments. Findings raise questions about whether CCRS are being implemented for all students.

Modeling College and Career Readiness for Adolescents With and Without Disabilities: A Bifactor Approach

2017 ◽  
Vol 84 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Allison Lombardi ◽  
Jennifer Freeman ◽  
Graham Rifenbark
Keyword(s):  
Latent Variable ◽  
Measurement Model ◽  
Career Readiness ◽  
Future Research ◽  
Specific Factor ◽  
College And Career Readiness ◽  
General Factor ◽  
College And Career ◽  
Mean Differences ◽  
Mind Set

Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models and frameworks, yet little empirical research exists in their support. We employed latent variable modeling to empirically test a previously proposed six-domain framework of CCR for adolescents with and without disabilities. Results support four specific factors of CCR: Academic Engagement, Critical Learning Processes, Mind-Set, and Transition Knowledge. Using a bifactor model, we confirmed one general factor (CCR) and one specific factor (Transition Knowledge), established measurement invariance on the basis of disability, and found latent mean differences between these groups; students without disabilities had greater overall CCR and transition knowledge. Findings support the use of a CCR measurement model with two potential factor scores in future research and practice and may inform efforts to measure CCR nonacademic skills.

Scaffolding Pre-Service English Teachers to Teach Secondary Students How to Utilize Digital Tools When Composing

2014 ◽  
pp. 589-607
Author(s):  
Megan Guise ◽  
Susanna L. Benko
Keyword(s):  
Secondary Students ◽  
New Technologies ◽  
Career Readiness ◽  
Digital Tools ◽  
College And Career Readiness ◽  
Effective Strategies ◽  
College And Career ◽  
Composing Process ◽  
Teachers And Students ◽  
English Classroom

The use of digital tools in the composing process and the development of 21st century literacies are becoming more important in order to equip students with the skills needed for college and career readiness. As new technologies continue to emerge and shape daily life, it is important for teachers and students to envision how these digital tools can be used to enhance communication, particularly writing. The authors share effective strategies for helping pre-service teachers to become more comfortable – as writers – with certain digital tools and to critically evaluate the benefits and limitations of these digital tools. In addition, the authors present a unit of instruction that scaffolds pre-service teachers to develop their own writing instruction and assignment for secondary students, which require secondary students to utilize digital tools throughout the composing process. The authors argue for working towards greater inclusion of technology in the English classroom.

What We Know and Where To Go: A Systematic Review of the Rural Student College and Career Readiness Literature and Future Directions for the Field

2021 ◽  
Vol 42 (2) ◽  
pp. 72-94
Author(s):  
J. Kessa Roberts ◽  
Phillip Grant
Keyword(s):  
Social Cognitive ◽  
The United States ◽  
Rural Students ◽  
Career Readiness ◽  
Future Research ◽  
College And Career Readiness ◽  
National Education ◽  
College And Career ◽  
Student College ◽  
Policy Priority

College and career readiness has become a national education policy priority. With more than 9.3 million rural students in the United States, the college and career readiness of rural students is a warranted priority for rural education researchers. Using a combination of Conley’s (2012) college and career readiness model, Perna’s (2006) nested model of college choice, and Social Cognitive Career Theory (Lent et al., 2014), we systematically reviewed and analyzed the extant literature on rural students’ college and career readiness. In addition to providing a comprehensive discussion of the prominent themes in the literature, we provide recommendations for future research on rural students’ college and career readiness as well as changes to college and career readiness standards and practices that would better align with the strengths and needs of rural students, schools, and communities.

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