College Readiness Indicator Systems Framework

Autor/inn/en	Borsato, Graciela N.; Nagaoka, Jenny; Folley, Ellen
Titel	College Readiness Indicator Systems Framework
Quelle	In: Voices in Urban Education, (2013) 38, S.28-35 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1553-541X
Schlagwörter	Guidelines; College Preparation; Educational Policy; Educational Practices; Academic Achievement; School Districts; Academic Persistence; Disproportionate Representation; Minority Group Students; Low Income; Immigrants; Educational Indicators; Outcomes of Education + Suchen Sie Ihr Suchwort? Richtlinien; Politics of education; Bildungspolitik; Bildungspraxis; Schulleistung; School district; Schulbezirk; Niedriglohn; Immigrant; Immigrantin; Immigranten; Educational indicato; Bildungsindikator; Lernleistung; Schulerfolg
Abstract	A new framework from the CRIS initiative provides guidance for schools and districts to implement a system of indicators and supports for students who are off track for post-secondary success. The CRIS framework is intended as a tool to help districts and schools implement the conditions, processes, and supports needed to increase the number of students who finish high school ready to be successful in college. This means intervening early and matching identified students with the supports they need--but also addressing the skills, capacities, and attitudes of adults working in all parts of the school system. Changing cultures and the policies and practices they reinforce often requires engaging stakeholders about the imperative for setting new goals and for using data aligned with the district's current needs, rather than historical ones. It requires a system with the willingness and resources to develop ongoing cycles of inquiry that use data about college readiness to inform policy and practice. It also requires data about individual, school, and system levels, as well as across the dimensions of college readiness: academic preparation, academic tenacity, and college knowledge. Increasing the college readiness and success rates for currently underrepresented populations such as low-income students, students of color, immigrants, and first-generation students also challenges decades of historical inequities and systemic disadvantages. Districts must then use CRIS in tandem with efforts to foster cultures, attitudes, and beliefs that reinforce the need to provide for all what was once reserved for some. It is important to recognize that shifting cultures and long-established processes and behaviors takes time and an improvement in outcomes will not be immediate. The investment is worthwhile, though, given that college readiness indicator systems not only provide the means to measure college readiness, but also develop the long-term capacity to spur, evaluate, and adjust college readiness supports and help more and more students leave high school ready to succeed. (ERIC).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10