scholarly journals Not Ready for College, but Ready for the Military: A Policy Challenge for the College- and Career-Readiness Agenda

2015 ◽  
Vol 23 ◽  
pp. 75 ◽  
Author(s):  
Erin L Castro
Keyword(s):  
No Child Left Behind ◽  
Postsecondary Education ◽  
Armed Forces ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Critical Policy Analysis ◽  
College Ready ◽  
College And Career ◽  
Intervention Programming ◽  
The Military

This essay examines the Armed Forces Recruiter Access to Students and Student Recruiting Information (Section 9528) provision of the No Child Left Behind Act and its influence on the success of intervention programming for college and career readiness in Title I high schools. Using critical policy analysis, I show how Federal and State policies potentially unfold in local contexts and influence students’ ability and desire to participate in intervention programming aimed at increasing readiness for college and career. I ask whether readiness for college and career includes readiness for the military and argue that readiness intervention programming designed to provide students labeled as not college ready a pathway to postsecondary education may fail if they do not address the permanent legal presence of military recruiters inside underserved schools.

scholarly journals Promoting College and Career Readiness With Middle School Youth With Disabilities: Lessons Learned From a Curriculum Development Project

2018 ◽  
Vol 42 (1) ◽  
pp. 64-71
Author(s):  
Meg Grigal ◽  
Lori Cooney ◽  
Debra Hart
Keyword(s):  
Middle School ◽  
Academic Success ◽  
Postsecondary Education ◽  
Lessons Learned ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College And Career ◽  
Wide Range ◽  
Middle School Youth ◽  
School Youth

Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will be shared. Access to and comfort with technology, the need for age-appropriate content, and strategies for universally designed curriculum will be addressed. Recommended practices and available resources will be offered to expand educator focus on CCR with middle school youth with a wide range of disabilities.

School Counselor Perceptions of Preparation and Importance of College and Career Readiness Counseling

2021 ◽  
Vol 25 (1) ◽  
pp. 2156759X2199839
Author(s):  
Alexandra Novakovic ◽  
Eva N. Patrikakou ◽  
Melissa S. Ockerman
Keyword(s):  
School Counselors ◽  
Low Income ◽  
School Counselor ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Training School ◽  
Urban District ◽  
College And Career ◽  
Counselor Perceptions ◽  
School Counselor Perceptions

This study addresses school counselors’ perceptions of the importance of college and career readiness counseling and their preparedness to implement aspects of such counseling with students and families. Results from surveying school counselors in a large urban district serving a diverse, low-income student population indicated that school counselors did not believe they were well prepared to provide many aspects of college and career readiness counseling, although they perceived that each area was important to their work with students and families. We discuss implications for training school counselors in college and career readiness counseling.

College and Career Readiness and the Every Student Succeeds Act

2017 ◽  
Vol 53 (5) ◽  
pp. 809-838 ◽  
Author(s):  
Joel R. Malin ◽  
Debra D. Bragg ◽  
Donald G. Hackmann
Keyword(s):  
Remedial Education ◽  
Research Policy ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Policy And Practice ◽  
College And Career ◽  
School Research ◽  
Education And Employment ◽  
And Mathematics ◽  
Every Student Succeeds Act

Purpose: This study addressed the current policy push to improve students’ college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post–high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCR-related content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois’ CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois’ CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois’ CCR visions. A more systematic equity focus was evident within ESSA. Implications for Research, Policy, and Practice: ESSA provisions providing new flexibilities to states portend wide variation in emphasis toward, and accountability for, long-standing equity issues. District officials will also likely have substantial flexibility in their administration, design, and implementation of ESSA-funded CCR programming, which may affect educational equity in ways that advantage and disadvantage. We thus provide several cautions and recommendations.

“A Bridge Between High School and College”

2017 ◽  
Vol 22 (1) ◽  
pp. 155-179
Author(s):  
Tonisha B. Lane ◽  
Kali Morgan ◽  
Megan M. Lopez
Keyword(s):  
Cognitive Strategies ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Underserved Students ◽  
Program Administrators ◽  
College And Career ◽  
Academic Barriers ◽  
And Mathematics ◽  
Context Specific ◽  
Program Components

Underserved students express a high interest in earning a science, technology, engineering, and mathematics (STEM) degree. However, their ACT benchmark indicators tend to be much lower than their peers, especially for students who report more than one underserved attribute. There are a number of STEM intervention programs (SIPs) that are designed to retain and graduate underserved students in STEM. Yet, relatively few engage in theoretically driven, empirical research to elucidate what program components contribute to college readiness. Using Conley’s college and career readiness framework, this qualitative case study examined how one SIP helped underserved students overcome academic barriers and acquire context-specific knowledge. Findings revealed that nine interrelated practices and activities contributed to students feeling better prepared for the STEM curriculum and college expectations. Still, more attention could have been devoted to advancing key cognitive strategies. This article concludes with practical implications for SIP program administrators and faculty.

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