"Principle 5: Create assignments and grading policies that more closely approximate college expectations each successive year of high school" Basically, Conley is suggesting that students' work progressively increase in academic value and demand over the years - from 9th through 12th (not so much, quantity). A "deliberately sequenced learning progression" would alleviate students' impact of the first year of college and all its heavy load.
"Principle 6: Make the senior year meaningful and appropriately challenging" Conely suggests the obvious: students (and parents) who think that taking a break during the senior year is helpful are wrong. It is detrimental to the student's perception of the academic world, and it will literally get them behind, perhaps so behind that some students may end up in remedial courses - Conely writes (125). Conley suggests students be kept at bay with rigorous standards or more practical options like requiring them to have such things as internships or "field-based experiences" (126).
"Principle 7: Build partnerships with and connections to postsecondary programs and institutions" Conely writes that college staff and high school staff can work together to find common grounds with what one is doing and expecting of students and vice versa. "Bridge programs" help students through this, in which colleges bring students in to their summer programs, college course sampling, mentoring, and the like.
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