Transcript College Knowledge: How to Get Students Ready to Succeed

College Knowledge:
How to Get Students Ready to Succeed
David T. Conley, Ph.D.
CEO, Educational Policy Improvement Center
Professor, University of Oregon
Director, Center for Educational Policy Research
Presented at:
The Importance of College Readiness in Today’s Economic Environment:
What Policymakers Need to Know
Sacramento, CA, January 28, 2009
Key Characteristics of US College Prep
System
• Dependent on access to
– designated courses (college prep curriculum)
– privileged knowledge (how the system actually works)
– specialized supports (help with application and financial aid
process)
• Also dependent on
– significant student self-reliance, motivation, perseverance
– family and community support
– ability to make a successful transition to a new “culture”: the
environment of postsecondary education with new roles, rules, and
expectations
• In short, we do not make it easy for students to get ready for
college
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High School Diploma or College Readiness?
• State K-12 education policy has tended to focus on increasing
the high school graduation rate as one significant measure of
“closing the achievement gap”
• Unfortunately, a high school diploma does not prepare its
recipients for any specific future
– Jobs requiring a high school diploma do not require the skills we
would like to believe a high school graduate should have
• In the current economic environment, a high school diploma as
a terminal degree presents a false sense of hope and
accomplishment to its recipients
• State education policy should focus on preparing all students for
readiness to learn beyond high school
– This is a higher bar than today’s high school diploma
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Will Things Ever Again Be the Way They
Were?
“Up until the '70s, you could come to the city without education,
without speaking English, and get a job in the auto industry and
instantly be in the middle class, economically speaking,” said
Mike Stewart, director of Wayne State's Walter P. Reuther Library
and an expert on the auto industry. “A lot of folks in the city
depended on these jobs for generations — they don't exist
anymore,” he said. “A lot of Detroiters are unprepared,
educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
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Why Is It Important for More Students
to Be College and Career Ready?
• Two-thirds of high school grads go directly to college, threequarters within five years of graduation
– The numbers are forecast to continue to increase
• Large numbers end up in remedial courses or fail to persist
beyond the first year
– From 20% to 80%, depending on the institution type, end up in
remediation
– First-generation college attendees comprise a disproportionate
number of remedial placements and non-persisters
• The proportion of first-generation college attendees will continue
to increase as far into the future as we can project
– These students need a different kind of college preparation
– They need access to “privileged knowledge”
– They need more confidence that they are ready
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A New Definition of College-Ready
• The level of preparation a student needs in order to enroll and
succeed—without remediation—in credit-bearing general
education courses that meet requirements for a baccalaureate
degree
• “Succeed” is defined as completing entry-level courses at a level
of understanding and proficiency sufficient to:
– pass a subsequent course in the subject area
– apply course knowledge to another subject area
• This definition presents high schools with a clear target for
preparation: expectations students will encounter in first-year
college courses, including students pursuing technical
certificates
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Four Key Dimensions of
College Readiness
• Key Cognitive Strategies
– Analytic reasoning, problem solving,
inquisitiveness, precision, interpretation,
evaluating claims
• Key Content Knowledge
– Writing skills, algebraic concepts, key
foundational content and “big ideas” from
core subjects
• Academic Behaviors (self-management)
– Persistence, time management, study
group use, awareness of performance
• Contextual Skills and Awareness
(“college knowledge”)
– Admissions requirements, cost of college,
purpose of college, types of colleges,
college culture, relations with professors
Download at:
www.epiconline.org
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The Four Key Dimensions of
College Readiness
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Highlights of EPIC Research on
College Readiness
• Major recent studies on college readiness conducted by the
Educational Policy Improvement Center (EPIC)
– College Board College Curriculum Studies
• Best practices entry-level college courses in 7 subject areas per
year
– AP Course Audit
• Analysis of course syllabi from all AP courses (150,000 courses)
– Gates-funded study of 38 high schools
• These schools outperformed expectations for preparing students
for college
– Texas Course Validation Study
• 930 entry-level courses from 98 institutions
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Gates Study Schools
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Example Performances
of College-ready Students
• Write a 3-5 page research paper that is structured
around a cogent, coherent line of reasoning
• Read with understanding a range of non-fiction
publications, textbooks, and technical materials
• Produce written products that are consistently free
of grammatical and spelling errors and that reflect
proper writing conventions
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
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Example Performances
of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment that
requires about two weeks of independent work and
extensive research
• Utilize key technological tools including appropriate
online and desktop applications
• Locate websites containing information on colleges,
the admissions process, and financial aid
• Present an accurate self-assessment of readiness for
college
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Lessons Learned from This Research
• Few high school students are fully ready in all four dimensions of
college readiness
• Readiness requires the development of strategies that must be
practiced and honed throughout high school
• Students should be challenged cognitively even if they are still
developing their literacy and language skills
• Student support programs are necessary but are not sufficient
because they deal with students after the fact
• High schools and colleges need to communicate directly to
develop more local programs that align and aid student transitions
• States need to provide a policy framework that ensures greater
alignment takes place
• High schools and colleges can take many small steps while states
are working on larger policy frameworks
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Key Principles of College Readiness
 Principle 1: Create and maintain a college-going culture in the school
 Principle 2: Create a core academic program that is aligned with and
leads to college readiness by the end of 12th grade
 Principle 3: Teach key self-management skills, require students to use
them, and provide students with feedback on how well they are
developing these skills
 Principle 4: Make college real by preparing students for the complexity
of applying to college and enrolling in an entry-level course
 Principle 5: Create assignments and grading policies in high school that
more closely approximate college expectations as students progress
 Principle 6: Make the senior year meaningful and challenging
 Principle 7: Build partnerships with and connections to postsecondary
programs and institutions
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Ongoing EPIC Efforts to Improve Readiness
• Texas
– College readiness standards
– Validation of college readiness standards against content of entrylevel courses
– Reference courses that specify content and expectations of entrylevel college courses
– Analysis of Career/Technical Education courses in relation to
college readiness standards
– Demonstration high schools that show how to make more students
ready for college
– Regional meetings to connect high school and college faculty and
administrators to plan for better alignment
– Teacher education redesign so that the next generation of teachers
prepares more students to be fully college-ready
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Ongoing EPIC Efforts to Improve Readiness
• College Board
– AP Course Audit to ensure that all AP courses align with Curricular
Requirements for the subject
– College Curriculum Study to identify best practices entry-level
college courses to inform redesign of AP courses
– College Readiness Schools that undertake wholesale changes to
align their program of study with college readiness
• Gates/Carnegie Foundations
– College Ready Performance Assessment System
– College Ready School Diagnostic
• Other States
– South Carolina: Paired courses between high school and college
– Massachusetts: Regional meetings with high schools and colleges
– Maine: Analysis of all high school courses against state standards
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Unique Needs of First-Generation College
Attendees
• These students need more scaffolding and support for their
transition to college
• They are not as prepared to make choices in high school and
upon entry to college that help them succeed
• They may not have been fully challenged in high school and are
therefore less aware of their full capabilities and their current
strengths and areas in need of improvement
• They are less confident and therefore more vulnerable to selfperception that they do not belong in college
• They need clear, structured pathways and supports that help
them to succeed
– Progress monitoring, tutoring tied to courses, skill labs in key
academic areas, carefully designed induction courses, help
developing study skills and strategies, mentors and peer supports
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Unique Needs of English Language Learners
• This is a complex category that includes a wide range of
proficiency levels and types of language mastery
– No one set of strategies works for all such students
• In general, students whose reading fluency is emerging need
very focused instruction on academic English; how to read and
study textbooks, key vocabulary; how to access resources and
supports
– ELL instruction often focuses on general language development
rather than these types of skills
– Many native English speakers need help in these areas as well
• There are ways to reduce the language load in a lesson and still
convey cognitively complex material
– Transition courses can emphasize key cognitive strategy
development in tandem with English language skill acquisition
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The Bottom Line
• College readiness is complex and multi-dimensional
• This makes it more difficult for groups without access to privileged
knowledge to compete equally and equitably
• High schools with large proportions of students who will be first in
their family to attend college have a particularly strong obligation to
provide access to privileged knowledge through a systematic,
structured program of preparation
• States can provide a better policy framework that makes the
transition from high school to college more transparent and simpler
• High schools can align their programs better with colleges,
beginning with local postsecondary institutions
• More high school students can benefit from being offered access to
college-like experiences (dual enrollment, AP, campus visitations,
college mentors) to make college more real to them
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