Beyond Adoption-Implementing Rigorous College- and Career-Readiness Standards. Briefing Paper.
01 Dec 2011-
TL;DR: In this paper, Howard and Madison-Harris provide details on the meaning of college and career-readiness standards, effective implementation of these standards, next steps in the implementation process, and progress being made by state departments of education (SDEs) in the southeast region toward this crucial objective.
Abstract: Preparing our future citizens for postsecondary education and careers that span a continuum of sophistication is not a new topic in education. However, the rapid changes in technology and increased competition from industrialized nations have changed the landscape and meaning of college and career readiness. As part of a strategy to better prepare students, since 2005, 31 states have implemented collegeand careerreadiness standards (CCRS), with 20 states also requiring that students complete high school graduation requirements that will make them college and career ready (Howard & Madison-Harris, 2011). This briefing paper provides details on the meaning of collegeand career-readiness standards, effective implementation of these standards, next steps in the implementation process, and progress being made by state departments of education (SDEs) in the southeast region toward this crucial objective.
References
More filters
01 Jan 2005
TL;DR: The authors call for applied research to better understand service delivery processes and contextual factors to improve the efficiency and effectiveness of program implementation at local state and national levels.
Abstract: In the past few years several major reports highlighted the gap between our knowledge of effective treatments and services currently being received by consumers. These reports agree that we know much about interventions that are effective but make little use of them to help achieve important behavioral health outcomes for children families and adults nationally. This theme is repeated in reports by the Surgeon General (United States Department of Health and Human Services 1999; 2001) the National Institute of Mental Health [NIMH] National Advisory Mental Health Council Workgroup on Child and Adolescent Mental Health Intervention Development and Deployment (2001) Bernfeld Farrington & Leschied (2001) Institute of Medicine (2001) and the Presidents New Freedom Commission on Mental Health (2003). The authors call for applied research to better understand service delivery processes and contextual factors to improve the efficiency and effectiveness of program implementation at local state and national levels. Our understanding of how to develop and evaluate evidence-based intervention programs has been furthered by on-going efforts to research and refine programs and practices to define "evidence bases" and to designate and catalogue "evidence-based programs or practices". However the factors involved in successful implementation of these programs are not as well understood. Current views of implementation are based on the scholarly foundations prepared by Pressman & Wildavskys (1973) study of policy implementation Havelock & Havelocks (1973) classic curriculum for training change agents and Rogers (1983; 1995) series of analyses of factors influencing decisions to choose a given innovation. These foundations were tested and further informed by the experience base generated by pioneering attempts to implement Fairweather Lodges and National Follow-Through education models among others. Petersilia (1990) concluded that "The ideas embodied in innovative social programs are not self-executing." Instead what is needed is an "implementation perspective on innovation--an approach that views postadoption events as crucial and focuses on the actions of those who convert it into practice as the key to success or failure". (excerpt)
3,603 citations
"Beyond Adoption-Implementing Rigoro..." refers background in this paper
...Unfortunately, factors involved in successful implementations are not well understood, and “only when effective practices and programs are fully implemented should we expect positive outcomes” (Fixsen et al., 2005, p. 4)....
[...]
...As in the Fixsen et al. (2005) implementation conceptual framework, a deeply rooted assumption of CBAM is that change is a process and not an event....
[...]
Book•
01 Jan 1988
TL;DR: The authors argue that learning how to learn is just as important for teacher professional development as the acquisition of new knowledge and skills; and explore a model of coaching in which joint planning and resource development, together with mutual observation and learning from each other are the key elements.
Abstract: In this chapter the authors explain how they have developed and refined their vision for training as the means by which new knowledge is added to the teacher’s professional repertoire. They suggest that over the years since they first advocated coaching as an essential ingredient in using new knowledge to change practice in the early 1980s, training designs have come to distinguish more effectively between awareness-raising as a training objective, and behaviour change. They argue that learning how to learn is just as important for teacher professional development as the acquisition of new knowledge and skills; and they explore a model of coaching in which joint planning and resource development, together with mutual observation and learning from each other are the key elements.
2,172 citations
Book•
01 May 1987
582 citations
"Beyond Adoption-Implementing Rigoro..." refers background in this paper
...According to Hord et al. (1987), CBAM has three principal diagnostic dimensions that allow for check ups and feedback to teachers and administrators while also providing coaching and follow up to help them improve what they are doing....
[...]
Book•
12 Feb 2010
TL;DR: In this article, the authors defined the four dimensions of college and career readiness: self-management skills, cognitive strategies, content knowledge, contextual skills, and knowledge from context.
Abstract: Preface vii Acknowledgments xiii About the Author xv Introduction 1 Should and Can Today's High Schools Prepare All Students for College and Careers? College Ready and Work Ready: One and the Same? The New Challenge What We Mean by "Ready for College and Careers" Part One: Redefining College and Career Readiness 1 The Four Key Dimensions of College and Career Readiness 19 General Elements of a More Comprehensive Defi nition of College and Career Readiness Current Means to Determine College and Career Readiness An Examination of the Four Dimensions of College and Career Readiness Differences Between High School and College Courses Operational Examples of College Readiness 2 Ways to Develop Key Cognitive Strategies and Key Content Knowledge 53 Focusing on the "Big Ideas" Aligning Courses and Expectations Between High School and College Formative Assessment for College Readiness 3 Ways to Develop Self-Management Skills and "College Knowledge" 72 Elements of Self-Management "College Knowledge" Contextual Skills and Awareness 4 Key Principles of College and Career Readiness 104 Principle 1: Create and Maintain a College-Going Culture in the School Principle 2: Create a Core Academic Program Aligned with and Leading to College Readiness by the End of Twelfth Grade Principle 3: Teach Key Self-Management Skills and Academic Behaviors and Expect Students to Use Them Principle 4: Make College and Careers Real by Helping Students Manage the Complexity of Preparing for and Applying to Postsecondary Education Principle 5: Create Assignments and Grading Policies That More Closely Approximate College Expectations Each Successive Year of High School Principle 6: Make the Senior Year Meaningful and Appropriately Challenging Principle 7: Build Partnerships with and Connections to Postsecondary Programs and Institutions 5 Case Studies of Schools That Succeed 133 Alternative School: University Park Campus School, Worcester, Massachusetts Magnet School: Fenway High School, Boston, Massachusetts Comprehensive High School: Cherry Creek High School, Greenwood Village, Colorado Charter School: Minnesota New Country School, Henderson, Minnesota Early College High School: Manhattan Hunter Science High School, New York, New York Comprehensive High School: Garland High School, Garland, Texas Magnet School: Polytech High School, Woodside, Delaware Private School: Cristo Rey Jesuit High School, Chicago, Illinois 6 Putting It All Together 176 Develop a Profi le of the School's College Readiness Capacity Identify Outcome Measures of Success Assess the District Capacity to Support Improvements Institute Specific Programs to Address the Four Dimensions of College and Career Readiness Institute Professional Development to Support College Readiness Recognize the Importance of Culture and Change Culture Gauge the Progress of Changes in the High School What Are the Eff ects on Student Performance in College? Part Two: Steps on the Road to Readiness 7 Steps High Schools Are Taking to Make More Students College and Career Ready 205 Small Schools and High School Conversions Career Academies Advanced Placement and International Baccalaureate Programs Early College High Schools Dual Credit Learning from the New Models 8 Steps States Are Taking to Make More Students College and Career Ready 219 State Actions to Date Examples of State Actions State College Readiness Standards: The Example of Texas Clear Messages States Can Send to the Secondary System Clear Messages States Can Send to Th eir Postsecondary Systems Concluding Observations Afterword 265 Appendix A: Two Examples of Tasks Th at Develop and Assess Key Cognitive Strategies 269 Appendix B: Example Items from the School Diagnostic 303 Appendix C: Resource List 307 Index 311
313 citations
"Beyond Adoption-Implementing Rigoro..." refers background in this paper
...Conley (2010) defines college and career readiness as “the level of preparation that a student needs to enroll and succeed in either credit-bearing courses at a postsecondary institution—without remediation—or in a high-quality certificate program that enables students to enter a career pathway…...
[...]
...The key, according to Conley (2010), is the development of a broad, foundational set of knowledge and skills that span both postsecondary education and work....
[...]
TL;DR: 32 guiding principles that will be of use to policy makers, program developers, and clinicians in ensuring that a useful intervention has a greater probability of being accepted are presented.
Abstract: Of all the issues critical to the development of effective correctional treatment programs, program implementation has been relatively ignored. The authors present 32 guiding principles that will be of use to policy makers, program developers, and clinicians in ensuring that a useful intervention has a greater probability of being accepted. The guidelines are organized under four general categories: general organizational factors, program factors, change agent activities, and staffing.
169 citations