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ERIC Number: ED565659
Record Type: Non-Journal
Publication Date: 2013-Nov
Pages: 36
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: N/A
Reshaping the College Transition: Early College Readiness Assessments and Transition Curricula in Four States. A State Policy Report
Barnett, Elisabeth A.; Fay, Maggie P.; Trimble, Madeline Joy; Pheatt, Lara
Community College Research Center, Teachers College, Columbia University
Based largely on interviews with stakeholders in California, New York, Tennessee, and West Virginia, this report describes how these states have established initiatives related to early college readiness assessments and transition curricula. It then compares the development of these interventions across states and identifies factors that have facilitated or hindered their implementation. Findings suggest that strong collaboration between the K-12 and higher education sectors in developing such initiatives is essential for ensuring that the skills and knowledge taught and assessed in high school are well-aligned with those needed for success in college. What is more, program designers need to carefully consider competing priorities concerning initiative goals, populations served, and course content. The study also suggests that state-level commitment to improving college readiness in the form of legislation may be helpful in building support and momentum.
Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation
Authoring Institution: Columbia University, Community College Research Center
Identifiers - Location: California; New York; Tennessee; West Virginia
Grant or Contract Numbers: N/A
IES Cited: ED556127; ED565798
Author Affiliations: N/A