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ERIC Number: ED541867
Record Type: Non-Journal
Publication Date: 2012
Pages: 35
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: N/A
A First Look at Higher Performing High Schools: School Qualities that Educators Believe Contribute Most to College and Career Readiness
ACT, Inc.
The Common Core State Standards Initiative represents one of the most significant reforms to US education in recent history. As of June 2012, 45 states and the District of Columbia have adopted the Standards. ACT is pleased to have played a leading role in the development of the Standards. Not only did the initiative draw on its longitudinal research identifying the knowledge and skills essential for success in postsecondary education and workforce training, but its College Readiness Standards[TM] were also among the resources used in the creation of the Common Core State Standards (CCSS). In "A First Look at the Common Core and College and Career Readiness (ACT 2010)," ACT recognized that the goal of college and career readiness (CCR) changes expectations by setting higher standards for all students to meet as they leave high school. Among ACT-tested high school graduates of 2011, only one in four met all four College Readiness Benchmarks (ACT 2011). While the national CCR rates suggest significant room for improvement, there are high schools across the country where students are advancing more quickly toward CCR. As educators work to improve and prepare for implementation of the CCSS, it is worthwhile to examine the high schools where students are progressing toward CCR at atypically fast rates. What is it about these schools that educators perceive contributes most to their students' growth? Are the school qualities that are deemed most important different for school administrators and teachers? What are educators' general perceptions of the value of the CCSS? How far along are these schools in implementing the CCSS? This study addressed these questions by surveying educators at high schools across the country that have demonstrated strong progress toward CCR. This paper discusses how the findings relate to core practices that can be used to guide coherent approaches to school improvement. (Contains 9 figures, 7 tables, and 13 endnotes.)
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc.
Identifiers - Assessments and Surveys: ACT Assessment