College- and Career-Readiness
New! Portrait of a Graduate - Battelle for Kids and EdLeader21 have joined forces to make 21st century learning a reality for all students.
Resource Hub
Fraser Public Schools (Michigan)
Saline Chelsea
6 C's of Education (Fullan and Duckworth's graphic and short description of each of the Cs)
Business Center for a College- and Career-Ready America
The BCCCRA aims to help business leaders think more strategically about how best to support college and career readiness for all students in states across the country.
Education for Life and Work: Developing Transferable Knowledge and Skills for the 21st Century Report Ppt
Reaching for Opportunity: An Action Plan to Increase Michigan’s Postsecondary Credential Attainment
Prepared by John Austin, President Michigan SBE; Director, Michigan Economic Center at Prima Civitas
Dec. 2015
College and Career Ready: Helping All Students Succeed, David Conley
Four-Part Conceptual Model
1. Key cognitive strategies are those “habits of mind” or intentional behaviors students must be able to employ over time and in a variety of situations so that they “learn when and where to employ them." (Think)
2. The mastery of key content knowledge is achieved by “processing information and applying that information by means of the key cognitive strategies.” (Know)
3. Academic behaviors (or self‐management) require greater self‐awareness, self‐monitoring and self‐ control of a variety of “processes and behaviors necessary for academic success,” such as reflection, commitment to continuous improvement, and study skills. (Act)
4. Contextual skills and awareness (or “college knowledge”) incorporate the “privileged information necessary to understand how college operates as a system and a culture.” (Go)
Seven key principles for College and Career Readiness.
More information is available at http://www.collegecareerready.org/.
1. Create and maintain a college‐going culture in the school.
2. Create a core academic program aligned with and leading to college readiness by the end of twelfth grade.
3. Teach key self‐management skills and academic behaviors and expect students to use them.
4. Make college and careers real by helping students manage the complexity of preparing for and applying to post-secondary education.
5. Create assignments and grading policies that more closely approximate college expectations each successive year of high school.
6. Make the senior year meaningful and appropriately challenging.
7. Build partnerships with and connections to post-secondary programs and institutions.
Seven characteristics that tend to distinguish college courses from high school courses:
1. College instructors move at a more rapid pace and have different goals for their courses.
2. They emphasize key thinking skills, expecting students to work independently, draw inferences, interpret results, analyze conflicting information or ideas, support arguments with evidence, solve complex problems that have no obvious right answer, reach conclusions, offer explanations, conduct research, engage in consideration of ideas.
3. They expect students to generally behave in ways that are respectful of the instructor, fellow students, and the course material.
4. Student work is assessed in a variety of ways, including frequently writing papers that require high levels of cognition and support.
5. Science courses have required labs and students are often expected to write using scientific language.
6. College faculty expect students to produce work that is consistent with the requirements outlined in the syllabus; to work independently and let the instructor know when they have questions or need help; hold students to high standards; and are unlikely to be tolerant of plagiarism, late or sloppy work, and poor excuses.
7. Overall, college faculty expect students to “take care of themselves in significant ways through independent action and self‐initiative.”
Getting Ready for College, Careers, and the Common Core, David T. Conley, (2014, Jossey-Bass)
“The new measure of a sufficiently prepared student is one who has knowledge and skills to keep learning beyond secondary school, first in formal settings and then in the workplace throughout their careers, so that they are capable of adapting to unpredictable changes and new economic conditions and opportunities.”
Knowledge Complexity Progression
Declarative Knowledge (What) - Knowing That Something Is the Case
Procedural Knowledge (How) - Applying What Is Known
Conditional Knowledge (When) - Using What Is Known in Context
Conceptual Knowledge (Why) - Knowing Why and How What Is Known Relates to a Larger Concept or Field of Knowledge
Creating Systems of Assessment for Deeper Learning, David T. Conley, Linda Darling-Hammond (2013)
Four Keys to College and Career Readiness - Think, Know, Act, Go
4 Keys in Action
Career and College Ready Student Profile
Definition of College and Career Readiness
Redefining College Readiness, David T. Conley, 2007
Understanding University Success, David T. Conley, 2003
Standards for Success, Association of American Universities, The Pew Charitable Trusts
Building on the Common Core, David T. Conley (ASCD, March 2011)
Summary Notes David T. Conley
The Challenge of College Readiness, David T. Conley (ASCD, EL, April 2007)
MDE Career and College-Ready site
Students who are Career- and College-ready:
Chart -- Characteristics of Career and College Ready Students
Michigan Merit Curriculum - MMC FAQ (revised August 2014)
MDE Revised MMC Course Credit Requirements and Guidelines
New! CTE Best Practices site on MDE page
MI-ACTE Michigan Merit Curriculum Requirements Chart -- Revised June 25, 2014
How State-Approved CTE Programs can fulfill MMC Requirements
Ready for College -- AdLit.org resource
- About College Readiness
- Academic Rigor
- Early College Awareness
- Dropout Prevention
- Books for the College Bound
The College Readiness Indicator System (CRIS)
Beyond College Eligibility: A New Framework for Promoting College Readiness
Three distinct yet interdependent college readiness dimensions:
Academic Preparedness, Academic Tenacity, College Knowledge
College, Career, and Civic Readiness: How Can a State Measure It?
NASBE archived webinar and resources (July 9, 2014)
Empirical Foundations for College and Career Readiness -- The College Board
Based on Ten Foundational Principles
1: Students who are ready for a college education are more likely to succeed and persist to completion.
2: It is important for students to engage in the college-preparation process early and regularly monitor whether they are on target for college and career readiness through high school graduation.
3: Focusing in greater depth on fewer areas of knowledge that research shows are essential for readiness in post-secondary education is more likely to lead to college success.
4: The progress of those students who have fallen behind in high school must be accelerated so they can get back on target to become college and career ready by graduation.
5: Middle schools and high schools play an important role in creating a college-going culture for all students by encouraging them to make a tangible plan to pursue post-secondary education and by aiding students in following through on those plans.
6: Students who take more rigorous course work in high school are more likely to be ready for college and career by the time they graduate from high school than students who take less rigorous course work.
7: Students who participate in rigorous college-level course work in high school, including Advanced Placement Program® (AP® ) courses, are more likely to attain post-secondary success.
8: Improving college readiness can address the issue of inequality in education by increasing college graduation rates for all students, regardless of their ethnicity or household income levels.
9: When students are accurately placed into college courses, they are more likely to succeed in those courses and persist to a degree.
10: Knowing how to navigate the college-going process matters, as students should be applying to colleges and universities commensurate with their abilities.
Resource Hub
Fraser Public Schools (Michigan)
Saline Chelsea
6 C's of Education (Fullan and Duckworth's graphic and short description of each of the Cs)
Business Center for a College- and Career-Ready America
The BCCCRA aims to help business leaders think more strategically about how best to support college and career readiness for all students in states across the country.
Education for Life and Work: Developing Transferable Knowledge and Skills for the 21st Century Report Ppt
Reaching for Opportunity: An Action Plan to Increase Michigan’s Postsecondary Credential Attainment
Prepared by John Austin, President Michigan SBE; Director, Michigan Economic Center at Prima Civitas
Dec. 2015
College and Career Ready: Helping All Students Succeed, David Conley
Four-Part Conceptual Model
1. Key cognitive strategies are those “habits of mind” or intentional behaviors students must be able to employ over time and in a variety of situations so that they “learn when and where to employ them." (Think)
2. The mastery of key content knowledge is achieved by “processing information and applying that information by means of the key cognitive strategies.” (Know)
3. Academic behaviors (or self‐management) require greater self‐awareness, self‐monitoring and self‐ control of a variety of “processes and behaviors necessary for academic success,” such as reflection, commitment to continuous improvement, and study skills. (Act)
4. Contextual skills and awareness (or “college knowledge”) incorporate the “privileged information necessary to understand how college operates as a system and a culture.” (Go)
Seven key principles for College and Career Readiness.
More information is available at http://www.collegecareerready.org/.
1. Create and maintain a college‐going culture in the school.
2. Create a core academic program aligned with and leading to college readiness by the end of twelfth grade.
3. Teach key self‐management skills and academic behaviors and expect students to use them.
4. Make college and careers real by helping students manage the complexity of preparing for and applying to post-secondary education.
5. Create assignments and grading policies that more closely approximate college expectations each successive year of high school.
6. Make the senior year meaningful and appropriately challenging.
7. Build partnerships with and connections to post-secondary programs and institutions.
Seven characteristics that tend to distinguish college courses from high school courses:
1. College instructors move at a more rapid pace and have different goals for their courses.
2. They emphasize key thinking skills, expecting students to work independently, draw inferences, interpret results, analyze conflicting information or ideas, support arguments with evidence, solve complex problems that have no obvious right answer, reach conclusions, offer explanations, conduct research, engage in consideration of ideas.
3. They expect students to generally behave in ways that are respectful of the instructor, fellow students, and the course material.
4. Student work is assessed in a variety of ways, including frequently writing papers that require high levels of cognition and support.
5. Science courses have required labs and students are often expected to write using scientific language.
6. College faculty expect students to produce work that is consistent with the requirements outlined in the syllabus; to work independently and let the instructor know when they have questions or need help; hold students to high standards; and are unlikely to be tolerant of plagiarism, late or sloppy work, and poor excuses.
7. Overall, college faculty expect students to “take care of themselves in significant ways through independent action and self‐initiative.”
Getting Ready for College, Careers, and the Common Core, David T. Conley, (2014, Jossey-Bass)
“The new measure of a sufficiently prepared student is one who has knowledge and skills to keep learning beyond secondary school, first in formal settings and then in the workplace throughout their careers, so that they are capable of adapting to unpredictable changes and new economic conditions and opportunities.”
Knowledge Complexity Progression
Declarative Knowledge (What) - Knowing That Something Is the Case
Procedural Knowledge (How) - Applying What Is Known
Conditional Knowledge (When) - Using What Is Known in Context
Conceptual Knowledge (Why) - Knowing Why and How What Is Known Relates to a Larger Concept or Field of Knowledge
Creating Systems of Assessment for Deeper Learning, David T. Conley, Linda Darling-Hammond (2013)
Four Keys to College and Career Readiness - Think, Know, Act, Go
4 Keys in Action
Career and College Ready Student Profile
Definition of College and Career Readiness
Redefining College Readiness, David T. Conley, 2007
Understanding University Success, David T. Conley, 2003
Standards for Success, Association of American Universities, The Pew Charitable Trusts
Building on the Common Core, David T. Conley (ASCD, March 2011)
Summary Notes David T. Conley
The Challenge of College Readiness, David T. Conley (ASCD, EL, April 2007)
MDE Career and College-Ready site
Students who are Career- and College-ready:
- Use technology and tools strategically in learning and communicating
- Use argument and reasoning to do research, construct arguments, and critique the reasoning of others
- Communicate and collaborate effectively with a variety of audiences
- Solve problems, construct explanations and design solutions
Chart -- Characteristics of Career and College Ready Students
Michigan Merit Curriculum - MMC FAQ (revised August 2014)
MDE Revised MMC Course Credit Requirements and Guidelines
New! CTE Best Practices site on MDE page
MI-ACTE Michigan Merit Curriculum Requirements Chart -- Revised June 25, 2014
How State-Approved CTE Programs can fulfill MMC Requirements
Ready for College -- AdLit.org resource
- About College Readiness
- Academic Rigor
- Early College Awareness
- Dropout Prevention
- Books for the College Bound
The College Readiness Indicator System (CRIS)
Beyond College Eligibility: A New Framework for Promoting College Readiness
Three distinct yet interdependent college readiness dimensions:
Academic Preparedness, Academic Tenacity, College Knowledge
College, Career, and Civic Readiness: How Can a State Measure It?
NASBE archived webinar and resources (July 9, 2014)
Empirical Foundations for College and Career Readiness -- The College Board
Based on Ten Foundational Principles
1: Students who are ready for a college education are more likely to succeed and persist to completion.
2: It is important for students to engage in the college-preparation process early and regularly monitor whether they are on target for college and career readiness through high school graduation.
3: Focusing in greater depth on fewer areas of knowledge that research shows are essential for readiness in post-secondary education is more likely to lead to college success.
4: The progress of those students who have fallen behind in high school must be accelerated so they can get back on target to become college and career ready by graduation.
5: Middle schools and high schools play an important role in creating a college-going culture for all students by encouraging them to make a tangible plan to pursue post-secondary education and by aiding students in following through on those plans.
6: Students who take more rigorous course work in high school are more likely to be ready for college and career by the time they graduate from high school than students who take less rigorous course work.
7: Students who participate in rigorous college-level course work in high school, including Advanced Placement Program® (AP® ) courses, are more likely to attain post-secondary success.
8: Improving college readiness can address the issue of inequality in education by increasing college graduation rates for all students, regardless of their ethnicity or household income levels.
9: When students are accurately placed into college courses, they are more likely to succeed in those courses and persist to a degree.
10: Knowing how to navigate the college-going process matters, as students should be applying to colleges and universities commensurate with their abilities.