Re-Envisioning Mathematics Pathways to Expand Opportunities

Posted on October 11, 2022October 10, 2022 by coreeducation

For too many students, the misalignment of high school and postsecondary mathematics requirements is an unnecessary barrier to reaching their academic and career goals. Although the nature of careers has evolved over time, mathematics curriculum and instruction have largely remained unchanged; but in recent years, some states’ postsecondary and K-12 systems have begun to adjust Read more about Re-Envisioning Mathematics Pathways to Expand Opportunities[…]

Policy Principles Supporting the 13th Year Concept

Posted on February 24, 2022February 22, 2022 by coreeducation

State leaders are looking to increase postsecondary credential attainment to build the depth and breadth of their high-skilled labor force, and the concept of the 13th year has emerged as a model that can help do just that. The 13th year allows students to continue public schooling for an extra year beyond 12th grade at Read more about Policy Principles Supporting the 13th Year Concept[…]

Making the Connection: Aligning Advising to Improve Postsecondary Access and Success

Posted on July 6, 2021July 6, 2021 by coreeducation

A new resource from Education Strategy Group highlights the importance of prioritizing alignment of advising across K-12 and higher education, and offers a vision for achieving that alignment by laying out a concrete framework, action steps, and resources for the many stakeholders who have a role to play. The report recommends that all students receive Read more about Making the Connection: Aligning Advising to Improve Postsecondary Access and Success[…]

The Pandemic Offers an Opportunity to Rethink K-16 Education

Posted on February 17, 2021February 14, 2021 by coreeducation

Dan Domenech, executive director of AASA, The Superintendents Association, recently wrote a piece for the National Student Clearinghouse, claiming that the pandemic provides an opportunity to rethink the education system and to move toward exposing K-12 students to “opportunities and pathways that are available other than just a college degree.” “The reality is that after Read more about The Pandemic Offers an Opportunity to Rethink K-16 Education[…]

Promising Results for an Early-College Program

Posted on September 16, 2020September 13, 2020 by coreeducation

Writing for Inside Higher Ed, Madeline St. Amour reviews the Massachusetts early college program, which is turning out to be one of the strongest solutions to the state’s equity gap. Excerpts from the piece appear below: An early-college program targeted at underrepresented students in Massachusetts is showing strong results — even during the COVID-19 pandemic. Read more about Promising Results for an Early-College Program[…]

College Classes for HS Students Growing in Popularity

Posted on September 9, 2020September 6, 2020 by coreeducation

Writing for The 74, Charlotte West reports on the growing popularity of college classes for high school students. With K-12 schools shuttered, COVID is fueling a dual-enrollment boom. Excerpts from the piece appear below: Amber Bennett was 11 when she took her first class at Cuyahoga Community College in Cleveland, Ohio. As a seventh-grader, she Read more about College Classes for HS Students Growing in Popularity[…]

Why not eliminate at least one year of high school entirely?

Posted on September 2, 2020August 30, 2020 by coreeducation

Writing for the Fordham Institute, Kalman R. Hettleman proposes a shortened high school experience to allow students to get a jump-start on postsecondary education. Excerpts from the piece appear below. Michael J. Petrilli’s recent article “Half-Time High School may be just what students need“ is compelling. Yet proposals to cut school time in half in Read more about Why not eliminate at least one year of high school entirely?[…]

Digital Promise’s Equity in the Driver’s Seat

Posted on August 4, 2020August 3, 2020 by coreeducation

Writing for Digital Promise, Babe Liberman and Viki Young, Ph.D., explore a practice-driven, equity-centered approach for setting R&D agendas in education. The project invited teachers to collaborate with researchers, funders, and education leaders to develop these equity-focused agendas. The report presents illustrative examples of R&D agendas based on the driving questions that district partners raised Read more about Digital Promise’s Equity in the Driver’s Seat[…]

Half-Time High School May be Just What Students Need

Posted on June 10, 2020June 7, 2020 by coreeducation

Writing for the Fordham Institute, Michael Petrilli explains the opportunity we have to explore the benefits of a high school schedule that looks more like a college model. Excerpts from the piece appear below: While there’s much to rue about what the pandemic has taken away, it’s possible to glimpse a future in which technology Read more about Half-Time High School May be Just What Students Need[…]

High School Coursework Falls Short in Workforce Prep, Survey Suggests

Posted on April 30, 2020April 26, 2020 by coreeducation

Adults, parents, and employers see today’s high school students as being less prepared to enter the workforce upon graduation than earlier generations of high school students, while half of today’s students themselves feel unprepared, a survey conducted by the Global Strategy Group and the Ewing Marion Kauffman Foundation finds. Based on an online survey of Read more about High School Coursework Falls Short in Workforce Prep, Survey Suggests[…]

NC3T – Preparing Our Students for the Real World: The Education Shift Our Children and Future Demand

Posted on April 17, 2020April 14, 2020 by coreeducation

The National Center for College and Career Transitions (NC3T) has released a new position paper, arguing for Career Connected Learning as a strategy for engaging students and preparing them to thrive in the adult world. Written by Hans Meeder and Brett Pawlowski, this piece provides education decision-makers and stakeholders with a sweeping look at the Read more about NC3T – Preparing Our Students for the Real World: The Education Shift Our Children and Future Demand[…]

Low-Hanging Fruit: How Automatic Enrollment in Advanced Coursework is Leveling the Playing Field

Posted on April 1, 2020March 28, 2020 by coreeducation

PIE Network members in Colorado, North Carolina, and Washington State recently shared details about automatic enrollment policies (also known as academic acceleration), which ensure that students with qualifying test scores in a particular subject are automatically enrolled in advanced coursework in the same subject area. As a result, more students who have proven they’re ready Read more about Low-Hanging Fruit: How Automatic Enrollment in Advanced Coursework is Leveling the Playing Field[…]

To Usher In an ‘Age of Agility’ in Education, We Must Talk Less About Schools – and More About Students

Posted on March 31, 2020March 28, 2020 by coreeducation

Writing for The 74, Beth Hawkins recently reviewed innovations that shake up the high school to college pipeline emerging from the symposium celebrating the 25th anniversary of the Center on Reinventing Public Education. Excerpts of the piece appear below: The symposium explored ways in which the traditional concept of school could be challenged, pushing particularly Read more about To Usher In an ‘Age of Agility’ in Education, We Must Talk Less About Schools – and More About Students[…]

Early College High Schools May Pay for Themselves in the Long Run

Posted on March 10, 2020March 9, 2020 by coreeducation

Some solutions in education are expensive. Take early college high schools, which give students a head start on their college degrees but cost about $3,800 extra per student. Are they worth it? New research suggests that these schools might actually pay for themselves in long-term benefits to both students and the public as a whole. Read more about Early College High Schools May Pay for Themselves in the Long Run[…]

College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation

Posted on November 13, 2019March 3, 2020 by coreeducation

Researchers from the Community College Research Center at Columbia University are working with Aspen Institute’s College Excellence Program to improve the outcomes of college acceleration strategies for underrepresented high school students, particularly students of color and those from low-income families. This research project is designed to better understand the drivers that can increase equitable access Read more about College Acceleration for All? Mapping Racial/Ethnic Gaps in Advanced Placement and Dual Enrollment Participation[…]