Conley mainly focuses on Texas educational institutions, with special recommendations for educators, administrators, and advisors/counselors in the final chapter of this book. This is because of Conley’s analysis of Texas's state-wide objectives, which "were designed specifically to connect [Texas's] K-12 standards with college readiness" (228). Conley confirms that these objective changes, as proposed by the Texas College and Career Readiness Standards, are factually the right thing at helping students prepare for college because of the way they are aligned into the requirements of most entry-level college courses.
In 2006, the passing of House Bill 1 made the legislation that the state board of education should align all course objectives (the "TEKS," or the Texas Essential Knowledge and Skills), the state K-12 standards, and college readiness standards. Also, in 2008, the state created college readiness standards for the four core courses of English, mathematics, science, and social studies. These objectives "do not specify what students must master...[but] set out what students need to know in order to have a reasonable probability of success" in their entry-level courses in college (229). The state of Texas's progress in education, Conley notes, is an exceptional and recommended model for other states dealing with college and career readiness issues.
Conley goes over several examples that he believes are "clear messages states can send to their postsecondary systems" (251)in order to achieve better college readiness. What Conley proposes is the following:
1. States should align their high school exit-level courses with college entry level courses.
2. Postsecondary institutions should control the quality of entry-level courses
3. Improvement of assessments and diagnostic tools used for placement in postsecondary institutions.
4. The creation of "integrated student support programs" such as academic advisement centers, student support programs (like UTPA's SAMS program), writing centers, and tutorial sessions.
Monday, December 13, 2010
Thursday, December 9, 2010
Chapter 7
There are already a number of high schools doing innovative things to make sure students are achieving at their fullest potential. Examples include: "converting large, comprehensive high schools into smaller schools, creating theme high schools...career academies, and early college high schools" that cooperate with colleges or any type of postsecondary institution (205-206).
Conley goes into further detail about each example. One advantage the smaller schools have over the large mega high schools is that education is much more personal, more enthusiastic, and better at stressing college readiness. One problem Conley foresees is when the smaller schools are created within one larger campus, somewhat resembling a university. "Who is in charge overall when multiple schools exist on the same campus?" (207). Another problem might be the categorizing of students, recreating the same problems the bigger high schools have had all along.
The career academies, Conley writes, help students focus on a trade, a niche, a common pathway toward similar careers. For example, some high schools focus on the health occupations, business-oriented careers, or the arts.
Schools are already doing a great job at the advanced placement programs, and Conley feels that AP courses are perhaps the best at preparing many high school students for college. Many schools, however, add on AP courses "without any clear plan for preparing students to succeed in them" (213). Finally, a similar type route is the dual enrollment course, where students take a high school class and receive college credit at the end.
The more prestigious Baccalaureate High School programs offer an alternative, rigorous education for students, but school districts who wish to adopt this go through a strict accreditation process. (The McAllen School District has an Inter-Baccalaureate High School, often referred to as "IB.")
Conley goes into further detail about each example. One advantage the smaller schools have over the large mega high schools is that education is much more personal, more enthusiastic, and better at stressing college readiness. One problem Conley foresees is when the smaller schools are created within one larger campus, somewhat resembling a university. "Who is in charge overall when multiple schools exist on the same campus?" (207). Another problem might be the categorizing of students, recreating the same problems the bigger high schools have had all along.
The career academies, Conley writes, help students focus on a trade, a niche, a common pathway toward similar careers. For example, some high schools focus on the health occupations, business-oriented careers, or the arts.
Schools are already doing a great job at the advanced placement programs, and Conley feels that AP courses are perhaps the best at preparing many high school students for college. Many schools, however, add on AP courses "without any clear plan for preparing students to succeed in them" (213). Finally, a similar type route is the dual enrollment course, where students take a high school class and receive college credit at the end.
The more prestigious Baccalaureate High School programs offer an alternative, rigorous education for students, but school districts who wish to adopt this go through a strict accreditation process. (The McAllen School District has an Inter-Baccalaureate High School, often referred to as "IB.")
Thursday, December 2, 2010
Chapter 6
In previous chapters, the author discussed strategies for making students college ready. In this chapter, they talk about a strategy for implementing those strategies. First, you need to develop a profile for the school's college readiness capacity. Some schools already have a large number of students who are college bound; others will only have a few students go to college. Schools may be limited by number of seats in an AP course or other such factors. These need to be assessed. Next, schools need to establish a small number of goals, such as number of students applying to college. This can be easily tracked. Other measures might be more difficult, but should be undertaken. Next, enlist support of school as well as district administrators. Get them on board with your goals, if possible. Create a task force and come up with a multi year plan for implementing college prep strategies. These should be tied to the four dimensions of college and career readiness. The plan should suggest small changes as well as systemic ones. At this point, schools should establish relationships with outside partners, most importantly local colleges and universities. Teachers must simultaneously be preparing themselves through professional development. They must master their subject matter and how to think about it. Professional learning communities can aid in this process. For students to take advantage of this, they must be in a school that has a culture of high achievement. Teachers who believe their students can achieve have high achieving students. Be sure to track progress made by the school on all these levels. The best way is not to count the number of students who apply to or gain entrance to college but to see how many end up in remedial classes; how many place out of courses; and what courses students choose to take their first year in college. The ones they avoid are the ones they are not prepared for.
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