Presentation on theme: "College Readiness Beth Smith, Vice President Dan Crump, North Representative Nov. 8, 2012 ASCCC Fall Plenary."— Presentation transcript:
College Readiness Beth Smith, Vice President Dan Crump, North Representative Nov. 8, 2012 ASCCC Fall Plenary
National High School Center There is growing consensus that students entering the workforce must demonstrate similarly high proficiency in academic knowledge and skills as those entering college (ACT, 2006; Alliance for Excellent Education, 2009; Educational Policy Improvement Center, 2009). Secondary (71%) and postsecondary (78%) teachers alike believe that the knowledge and skill sets necessary for college readiness and career readiness overlap significantly (ACT, 2009).
Ninety-three percent of middle school students report that their goal is to attend college. However, only 44% enroll in college, and only 26% graduate with a college diploma within six years of enrolling (Conley, 2012a; Conley, 2012b). High school teachers estimate that 63% of their graduating seniors will be adequately prepared for college-level coursework without the need for remediation and that 51% will graduate from college (MetLife, 2011).
Data shows that only 25% of high school graduates who took the ACT test were ready for college-level work (ACT, 2012). The estimated cost to states and students to provide remedial college courses to underprepared high school graduates is $3 billion annually (Complete College America, 2012).
What Does It Mean To… High School Students? Community College Students? Faculty in CCCs? Faculty in the Universities? Parents? High School Teachers? Public? Employers?
Content Specific Math – Common Core State Standards – University Standards – ICAS Competency Statements www.icas-ca.org www.icas-ca.org
English – Common Core Standards – ICAS Competency Statements www.icas-ca.orgwww.icas-ca.org ESL “a-g” requirements for high school students
David Conley Educational Policy Improvement Center Success – without remediation – in credit-bearing general education courses or a two-year certificate program.
EPIC Defines Key Areas – Key Content Knowledge (writing, simple research, core/GE subject area knowledge) – Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) – Key Learning Skills and Techniques (self-control, note taking, time management) – Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)
16 Habits of Mind 1.Persisting 2.Communicating with clarity and precision 3.Managing impulsivity 4.Gathering data through all senses 5. Listening with understanding and empathy
6.Creating, imagining, innovating 7.Thinking flexibly 8.Responding with wonderment and awe 9.Metacognition 10.Taking responsible risks 11.Striving for greater accuracy and precision
12.Finding humor 13.Questioning and problem posing 14.Thinking interdependently 15.Applying past knowledge to new situations 16.Remaining open to continuous learning
Example from the CCSS Mathematics Standards Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.