Author: Elaine M. Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780997507386
Category :
Languages : en
Pages : 36
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Book Description
In districts across the country, school practitioners rely on early warning indicator systems (EWI) to identify students in need of support to graduate high school and be prepared for college. By organizing pieces of data on student performance into indicators, practitioners can develop and test school strategies to improve students' educational attainment with data that are readily available, making indicator systems a potentially powerful tool for supporting student outcomes. While the use of indicators for reaching school and district goals around students' educational attainment has been widely embraced, it is not always clear how to do so in ways that will lead to better educational attainment for students. Questions about how to use indicator systems effectively generally focus on: 1) How are indicators used to improve high school and college graduation rates, and 2) Which indicators should be the focus of an early warning or college readiness indicator system? These questions are intertwined. Decisions about which indicators are the best indicators to use depend on how they are being used, and questions about how to use indicators depend on the choice of indicators. This paper provides a brief overview of the current state of the use of indicators for improving students' educational attainment, considerations about which indicators to use when developing an indicator system, and some of the questions that have arisen as schools, districts, and states engage in these efforts. It is intended for people who are positioned between the research and practice spheres, such as district and state institutional researchers, or researchers at universities and research organizations who work closely with schools and districts. It may also be of interest to school and district administrators with a strong interest in developing and refining high school graduation and college readiness indicator systems, and an interest in the data and research behind such systems.
Author: University of Chicago Consortium on Chicago School Research
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
The use of data to inform decisionmaking and practice at the school and district levels is now a common feature of reform efforts. Advances in districts' technological capacities have produced data systems that allow a flow of data to and from schools, often to the point of creating an overwhelming flood of information. To make the flow of information usable, it is critical that it is accompanied by clear decision rules on how to organize, interpret, and act on the data and the information they provide. Increasingly, schools and districts are turning to indicators to narrow the flow of data to the factors that truly matter for student success. Although, in principle anything that can be quantified can be used as an indicator, effective indicators provide a signal of a later outcome. Effective indicators can be used to identify students who are likely to achieve (or fail to achieve) an outcome, or to highlight actionable leverage points for altering that outcome. For college readiness indicators, it becomes particularly important to identify actionable leverage points because the outcome they are intended to predict--college success--occurs after the students have left high school. In other words, identifying which students are likely to complete college is only a starting point. This resource is intended to guide district administrators as they consider what indicators to include in their indicator systems and how to focus their efforts to improve students' college readiness. It describes four characteristics of effective indicators, drawing on the work of the University of Chicago Consortium on Chicago School Research (UChicago CCSR) with the Chicago Public Schools (CPS). CPS used evidence from research to guide the development of two separate indicator systems: the on-track indicator for high school graduation and the Free Application for Federal Student Aid (FAFSA) completion indicator system for college enrollment. These experiences provide valuable lessons for other districts as they develop their own college readiness indicator systems.
Author: Jaein Lee
Publisher:
ISBN:
Category :
Languages : en
Pages : 20
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Book Description
In recent years, the education spotlight in the United States has shifted from high school graduation to postsecondary success, along with the recognition that to thrive in today's economy requires more than just a high school diploma. Also, while prior research has focused on after-school and higher-education collaborations with districts, there has been less written about collaborations that are specifically focused on college readiness. As states begin to implement the Common Core State Standards, there will be a greater need for collaboration between districts and their partners to support students, especially as many school districts are simultaneously facing a time of increased budget austerity. This study provides useful examples from the College Readiness Indicator Systems (CRIS) network for districts and cities considering greater collaboration around data and indicators related to college readiness.
Author: Elaine Allensworth
Publisher: Consortium on Chicago School Research
ISBN: 9780989799454
Category :
Languages : en
Pages : 138
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Book Description
Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
Author: Elaine Marie Allensworth
Publisher:
ISBN: 9780972603560
Category : High school attendance
Languages : en
Pages : 26
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Book Description
The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.
Author: Corinne Alfeld
Publisher: IAP
ISBN: 1641131543
Category : Education
Languages : en
Pages : 181
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Book Description
Most Americans no longer question whether and which students should be prepared for college. Rather, it is now widely accepted that ALL students should be prepared for postsecondary education in some form (e.g., certificate, 2- or 4-year degree), as these credentials are not only required for many jobs but are also the surest path to upward mobility (Carnevale, Rose, Cheah, 2011). There is also greater recognition that in addition to a more traditional approach to preparation for postsecondary education (e.g., taking college preparatory classes), students should also graduate high school with technical knowledge and employability skills to secure, retain, and advance their employment when they leave school, at whatever level that may be. Simply put, today’s high school graduates need a broad-based education that combines an array of knowledge, skills, and experiences to prepare them for life after high school. And indeed, state’s definitions of college and career readiness have broadened in recent years to include a variety of skills and dispositions, such as critical thinking skills, social emotional skills such as collaboration, and interpersonal skills such as resilience and perseverance (English, Rasmussen, Cushing, & Therriault, 2016). The Every Student Succeeds Act (ESSA) of 2015, the key federal K-12 legislation, explicitly supports the notion of a “well-rounded” student, emphasizing readiness in areas beyond its predecessor’s (the No Child Left Behind Act, or NCLB) focus on core academic content. ESSA mandates that states ensure that students are provided an enriched, accelerated curriculum beyond courses and content areas in which state assessments are given (e.g., mathematics, reading) and that is aligned with the postsecondary experiences students are likely to encounter. ESSA also supports an expansion of readiness goals through provisions for the improvement of conditions for student learning that support social-emotional learning, intrapersonal skills, and other employability skills. And ESSA includes provisions in states’ accountability systems that support emphasis on broader definitions of readiness. Additionally, ESSA’s accountability framework includes important principles for supporting a broader definition of what students need to know and be able to do once they graduate high school. Accountability systems under ESSA may include multiple measures of college and career readiness. Indeed, several states had already added a career-focused indicator prior to ESSA passing (such as pathway completion or technical assessment achievement) to their accountability systems, and the number of states publicly reporting such indicators continues to increase (Achieve & AdvanceCTE, 2016). As definitions and measures of college and career readiness continue to evolve, we know one thing for sure: we need to better prepare ALL students for success after high school. This book explores the ways in which some education researchers are approaching this task. This was written in Corinne Alfeld's official capacity as part of the national conversation on education, is intended to promote the exchange of ideas among researchers and policy makers and to express views as pail of ongoing research and analysis, and is not intended to necessarily reflect the official views of the U.S. Department of Education.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 030967896X
Category : Education
Languages : en
Pages : 47
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Book Description
How can states and schools use data to support their efforts to improve educational equity? Building Educational Equity Indicator Systems: A Guidebook for States and School Districts, provides information to help state and school district leaders develop ways of tracking educational equity within their preK â€" 12 systems. The guidebook expands on the indicators of educational equity identified in the 2019 National Academies report, Monitoring Educational Equity, showing education leaders how they can measure educational equity within their states and school districts. Some of the indicators focus on student outcomes, such as kindergarten readiness or educational attainment, while others focus on student access to opportunities and resources, such as effective instruction and rigorous curriculum. Together, the indicators provide a robust picture of the outcomes and opportunities that are central to educational equity from preK through grade 12. For each indicator of educational equity identified in the report, the guidebook describes what leaders should measure and what data to use, provides examples of data collection instruments, and offers considerations and challenges to keep in mind. The guidebook is meant to help education leaders catalogue data they already collect and identify new data sources to help them fill gaps.
Author: Sara McAlister
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
In recent years, the education spotlight in the United States has shifted from focusing on high school graduation to postsecondary success. This shift in attention has been accompanied by a wealth of policies and initiatives aimed at preparing students to enter and succeed in college, including federal competitive grants programs, schoolwide reform initiatives, community-based education support structures, and many more. Over the past few years, the emergent field of college readiness has blossomed into an expansive effort involving multiple actors and spanning multiple sectors. Considering the rapid emergence and growth of the field, as well as the numerous players involved, keeping abreast of relevant policies and initiatives is both a challenge and a necessity. Researchers at the Annenberg Institute for School Reform at Brown University (AISR) have undertaken to develop a brief guide to this burgeoning field, as part of the College Readiness Indicator System (CRIS) initiative funded by the Bill & Melinda Gates Foundation. The CRIS initiative, led in collaboration with the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University, aims to develop a collection of actionable indicators that measures the different dimensions of college readiness and allows for early identification of students who may need extra support to be able to finish high school ready to succeed in college. The CRIS initiative also aims to help districts develop a set of supports connected to these indicators. As an offshoot of this work, the authors' guide to the field highlights opportunities to address students' needs both in and out of school to ensure they have what it takes to be successful throughout college. To this end, they conducted a scan of the field, which drew on a review of education news coverage and publications by national education research and policy organizations from fall 2010 through summer 2011, supplemented with Web searches, covering a range of initiatives and organizations from the national to the local level, including school districts, states, and non-governmental organizations. This brief highlights the findings from this scan. Since the CRIS project aims to help districts and schools prepare students for success in postsecondary education, in this brief the authors focus on college readiness rather than career readiness. Information on Highlighted College Readiness Initiatives and Programs is appended. (Contains 2 figures and 25 footnotes.).
Author: Jay P. Greene
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
Students who fail to graduate high school prepared to attend a four-year college are much less likely to gain full access to our country's economic, political, and social opportunities. In this study, the authors estimate the percentage of students in the public high school class of 2001 who actually possess the minimum qualifications for applying to four-year colleges. Estimates are broken down by racial and ethnic group, as well as by region and state. To be "college ready," students must pass three crucial hurdles: they must graduate from high school, they must have taken certain courses in high school that colleges require for the acquisition of necessary skills, and they must demonstrate basic literacy skills. Nationally, only 32% of students in the Class of 2001 were found to be college ready, with significantly lower rates for black and Hispanic students. This suggests that the main reason these groups are underrepresented in college admissions is that they are not acquiring college-ready skills in the K-12 system, rather than inadequate financial aid or affirmative action policies. Reform of the K-12 education system is essential to improving college access for these groups. The following tables are appended: (1) High School Graduation Rate by State and Race; (2) Ranking of States by High School Graduation Rate; (3) Ranking of States by White High School Graduation Rate; (4) Ranking of States by Black High School Graduation Rate; (5) Ranking of States by Hispanic High School Graduation Rate; (6) Ranking of States by Asian High School Graduation Rate; (7) Ranking of States by American Indian High School Graduation Rate; (8) Proportion of All Students Who Graduate with College-Ready Transcripts; (9) College Readiness Rate; and (10) Comparison of Overall, College-Ready, and College-Entering Populations in 2000. (Contains 10 tables and 12 endnotes.).
Author: Justine Radunzel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 87
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Book Description
