College readiness, NCEA report of the relationship between ap and college graduation, Preparation matters for school improvement
ACT’s College Readiness Benchmarks
“References for preparation at the Act college are the results of the minimum tests of the required ACT so that students have a high probability of success in credit college courses – English -speaking composition, social sciences, university algebra or biology. “
ACT’s College Readiness Benchmarks
Identifying Appropriate College-Readiness Standards For All Students
“There is an awareness that develops among educators and policymakers that academic standards related to the readiness of higher education are also needed to prepare students to take advantage of opportunities at work.”
“The increasingly close relationship between college readiness and readiness for citizenship and work indicates the value of the goal of “College Readiness for All.” Taking this goal seriously shows that a school system is determined to close achievement gaps and provide all students with a strong education.
This goal is consistent with a broad diversity of teaching approaches and methods of designing schools and educational delivery systems. How students learn algebra or U.S. history is less important than that they acquire a strong knowledge of those subjects. “
“The next step, for students not clearly on track to college readiness based on their current achievement levels is to identify standards for academic growth that will put those students on the college readiness track.
Using the metaphor of a college-readiness ramp fed by “on-ramps” that lead up to it from below, the steepness of the required on-ramps must be defined and the academic growth of students below the college-readiness track measured against those standards.”
NCEA report of Relationship between Advanced Placement (AP) and College Graduation
“This study explores the relationship between college graduation rates and student participation and success in Advanced Placement (AP) courses and exams.”
“This report reviewed three approaches to examining this relationship:
- 1) Comparing the graduation level of AP and Non-AP students
2) Comparing the level of graduation of AP and Non-AP student tertiary institutions after controlling student demographics and previous achievements and demographics of their secondary school.
3. Check the relationship between the percentage of students from secondary schools given from tertiary institutions, and the percentage of school students in further placement. “
An Organizing Guide to Sustained School Improvement and Preparation matter
The structure of the Framework is built around five primary challenges (themes) that must be addressed in order to improve teaching and learning in a school system. These themes reflect the five key questions presented earlier.
Theme 1: Student Learning: Expectations and Goals—clarifying what is to be taught and learned by grade and subject.
Theme 2: Staff Selection, Leadership, and Capacity Building—creating and fostering high-capacity leaders and teachers who collaborate to ensure that students reach ambitious learning goals.
Theme 3: Instructional Tools: Programs and Strategies—systematically identifying, adopting, and modifying what works and discontinuing what does not work; ensuring that leaders and teachers have the strongest and most proven resources available.
Theme 4: Monitoring: Compilation, Analysis, and Use of Data—using assessment information to keep track of where and when learning is taking place and whether students are meeting growth and performance goals.
Theme 5: Recognition, Intervention, and Adjustment—responding quickly and appropriately to the feedback provided by the data.
Academic Preparation Matters
“Efforts to maintain course rigor are likely to be constrained by students’ level of
academic preparation. Having a large population of poorly prepared students
forces high school teachers to spend a large percentage of time teaching what
should have been learned in elementary and middle school.”
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