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.

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.

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.

“Color Does Not Equal Consciousness”: Educators of Color Learning to Enact a Sociopolitical Consciousness

2018 ◽  
Vol 70 (1) ◽  
pp. 65-78 ◽  
Author(s):  
Iesha Jackson ◽  
Michelle Knight-Manuel
Keyword(s):  
High School Students ◽  
Career Readiness ◽  
Male Students ◽  
College And Career Readiness ◽  
Pedagogical Tools ◽  
College And Career ◽  
Sociopolitical Consciousness ◽  
Latino Male ◽  
Educators Of Color ◽  
Black And Latino

This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education–professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators’ work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students’ college and career readiness. We explore how secondary educators of color utilize pedagogical tools and practices in attempting to support their Black and Latino male students’ navigation of particular inequities related to college knowledge and access. Our findings highlight educators’ experiential knowledge as a pedagogical tool, approaches to preparing students for postsecondary opportunities, and missed opportunities to enact a sociopolitical consciousness. Recommendations for inservice educator PD and future research are discussed.

Unintended Short- and Longer-Term Consequences of Assignment to College Readiness Courses: Evidence from Florida

2020 ◽  
pp. 089590482096474 ◽  
Author(s):  
Daniel M. Leeds ◽  
Christine G. Mokher
Keyword(s):  
High School ◽  
College Readiness ◽  
Unintended Consequences ◽  
Career Readiness ◽  
College And Career Readiness ◽  
College Level ◽  
Course Selection ◽  
College And Career ◽  
The Impact ◽  
Different Levels

High school course selection can affect student outcomes in high school, college, and beyond. Policymakers therefore must consider whether policies affecting course selection may have unintended consequences for students with different levels of preparation. We use regression discontinuity analysis to examine the impact of Florida’s College and Career Readiness Initiative on high school coursetaking and subsequent success in college-level courses. To determine which students were most likely to comply with and benefit from the FCCRI, we run subgroup analyses based on students’ course-taking histories, finding that the initiative was beneficial for some students but may have had inadvertently harmed others.

Ready for what? Confusion around college and career readiness

2018 ◽  
Vol 100 (4) ◽  
pp. 40-43
Author(s):  
Christine G. Mokher ◽  
James E. Rosenbaum ◽  
Alexis Gable ◽  
Caitlin Ahearn ◽  
Louis Jacobson
Keyword(s):  
College Readiness ◽  
Career Readiness ◽  
Placement Test ◽  
College And Career Readiness ◽  
Degree Programs ◽  
Certificate Programs ◽  
College And Career ◽  
Definition Of ◽  
Lower Performing Students ◽  
11Th Grade

Florida’s College and Career Readiness Initiative (FCCRI) required schools to administer a community college placement test to 11th-grade students and enroll students who did not pass in a college readiness course. Christine Mokher, James Rosenbaum, Alexis Gable, Caitlin Ahearn, and Louis Jacobson surveyed teachers of the course and found that, from their perspective, the initiative overemphasized preparation for college degree programs and provided few options for lower-performing students. The use of the college placement test effectively conflated college and career readiness, leaving work-bound students unmotivated and discouraged. The authors recommend broadening the definition of readiness to include both college and careers and to raise the profile of certificate programs that could lead to well-paid careers without requiring a placement test.

Sign in / Sign up

Export Citation Format

Share Document