College and Career Ready Helping All Students Succeed Beyond.pdf

1、College and career readiness for all students is an idea whose time has come.Across the nation,increasing numbers of high schools are working to prepare more students to pursue learning beyond high schoolwhether or not they go to college.This marks a dramatic shift from the old view that college and

2、 vocational prepara-tion were two separate tracks and that formal learning had an endpoint.Now its clear that whether entering college or a vocational position,all students need to be prepared with new skills and knowl-edge that adequately prepare them for the challenges they will face in todays com

3、plex and competitive academic and workplace environments.College and Career Ready offers educators and policymakers a better understanding of the rationale and methods necessary to redesign high schools so that they focus on both college and career readiness.In addition,it contains a variety of prac

4、tical methods by which high school faculty can adapt their programs of instruction in the direction of enhanced college/career readiness and thereby meet the needs of all their students.This includes helping students develop the cognitive strategies and content knowledge they will need to succeed.Th

5、e book also considers the impact of key behaviors necessary foracademic successsuch as time manage-ment and study habits.Numerous case examples highlight practices in schools that are doing these things well.DAVID T.CONLEY is professor of Educational Policy and Leadership;founder and director of the

6、 Center for Educational Policy Research at the University of Oregon;and founder and CEO of the Educational Policy Improvement Center in Eugene,Oregon.Conley spent twenty years as a teacher and administrator in public schools.He works nationally and internationally with governments,education organiza

7、tions,states,and school districts.For more infor-mation,go to www.CollegeCareerReady.org or www.epiconline.org.PRAISE FOR COLLEGE AND CAREER READY“David Conley offers a profoundly insightful and clear blueprint for designing high schools that will prepare students for post-secondary success.Anyone i

8、nterested in supporting and leading schoolsprincipals,superintendents,school leadership coacheswill benefi t from College and Career Ready.”SUE FINE,executive director,The Urban Assembly Schools Network“College and Career Ready takes Conleys humanistic approach to high school improve-ment giant step

9、s forward.A must-read for anyone serious about producing results with underprepared,urban students.”NANCY HOFFMAN,vice president,Jobs for the Future“David Conley is a powerful and articulate voice on the critical subject of college and career readiness.His new book serves as a substantive and practi

10、cal guide,with both research and case studies,for those of us who are on the front lines of the effort to transform our schools and ready our students for the future.”JIM NELSON,executive director,AVID Center“This book is one-stop shopping for all crucial college and career readiness concepts and co

11、mponents.Complete with in-depth descriptions of numerous exemplary schools,College and Career Ready will be indispensable to policymakers,administrators,and teachers who seek to implement comprehensive college readiness initiatives in a variety of state and school contexts.”MICHAEL KIRST,professor e

12、meritus,Stanford University“At last,a compelling roadmap for preparing all of our high school students for postsecondary and workplace success.The rich case studies should be required reading for school superintendents and their boards.”URI TREISMAN,professor of mathematics and of public affairs,Uni

13、versity of Texas at Austin$27.95 U.S.|$33.95 CEDUCATIONJacket design by Michael CookPhoto by Judy ConleyCOLLEGE ANDCAREER READYHelping All Students Succeed Beyond High SchoolDAVID T.CONLEYCOLLEGE ANDCAREER READYStep by step,David T.Conleyan expert in the fi eld of educational policypresents detailed

14、,practical evidence and strategic guidelines high schools can use as a frame-work for improving alignment with postsec-ondary success.By putting in place recom-mendations outlined in College and Career Ready,schools will be providing students the tools they need to succeed in college,work,and life.C

15、OLLEGE AND CAREER READYCONLEY Continued on back fl ap Continued from front fl ap fpref.indd xiifpref.indd xii12/12/09 5:58:26 AM12/12/09 5:58:26 AMCOLLEGE AND CAREER READYHelping All Students Succeed Beyond High School David T.Conleyeffirs.indd iffirs.indd i12/21/09 10:32:31 AM12/21/09 10:32:31 AMCo

16、pyright 2010 by David T.Conley.All rights reserved.Published by Jossey-Bass A Wiley Imprint 989 Market Street,San Francisco,CA 94103- No part of this publication may be reproduced,stored in a retrieval system,or transmitted in any form or by any means,electronic,mechanical,photocopying,recording,sca

17、nning,or otherwise,except as permitted under Section 107 or 108 of the 1976 United States Copyright Act,without either the prior written permission of the publisher,or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center,Inc.,222 Rosewood Drive,Danvers,MA 0

18、1923,978-750-8400,fax 978-646-8600,or on the Web at .Requests to the publisher for permission should be addressed to the Permissions Department,John Wiley&Sons,Inc.,111 River Street,Hoboken,NJ 07030,201-748-6011,fax 201-748-6008,or online at e material on pp.231244 is copyright 2008 Texas College an

19、d Career Readiness Standards.All Rights Reserved.Reprinted with permission from the Texas Higher Education Coordinating Board.Readers should be aware that Internet Web sites off ered as citations and/or sources for further information may have changed or disappeared between the time this was written

20、 and when it is read.Limit of Liability/Disclaimer of Warranty:While the publisher and author have used their best eff orts in preparing this book,they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifi cally disclaim any impli

21、ed warranties of merchantability or fi tness for a particular purpose.No warranty may be created or extended by sales representatives or written sales materials.Th e advice and strategies contained herein may not be suitable for your situation.You should consult with a professional where appropriate

22、.Neither the publisher nor author shall be liable for any loss of profi t or any other commercial damages,including but not limited to special,incidental,consequential,or other damages.Jossey-Bass books and products are available through most bookstores.To contact Jossey-Bass directly call our Custo

23、mer Care Department within the U.S.at 800-956-7739,outside the U.S.at 317-572-3986,or fax 317-572-4002.Jossey-Bass also publishes its books in a variety of electronic formats.Some content that appears in print may not be available in electronic books.Library of Congress Cataloging-in-Publication Dat

24、aConley,David T.,1948-College and career ready:helping all students succeed beyond high school/David T.Conley.1st ed.p.cm.Includes index.ISBN 978-0-470-25791-3(cloth)1.Universities and colleges.2.Education,HigherUnited StatesEvaluation.3.College graduatesEmployment.4.School-to-work transition.I.Titl

25、e.LB2822.82.C667 2010 371.2270973dc222009037350Printed in the United States of Americafirst editionHB Printing 10 9 8 7 6 5 4 3 2 1ffirs.indd iiffirs.indd ii12/21/09 10:32:34 AM12/21/09 10:32:34 AMiiieContentsPreface viiAcknowledgments xiiiAbout the Author xvIntroduction 1 Should and Can Today s Hig

26、h Schools Prepare All Students for College and Careers?College Ready and Work Ready:One and the Same?Th e New Challenge What We Mean by“Ready for College and Careers”Part One:Redefi ning College and Career Readiness 1 Th e Four Key Dimensions of College and Career Readiness 19General Elements of a M

27、ore Comprehensive Defi nition of College and Career Readiness Current Means to Determine College and Career Readiness An Examination of the Four Dimensions of College and Career Readiness Diff erences Between High School and College Courses Operational Examples of College Readiness 2 Ways to Develop

28、 Key Cognitive Strategies and Key Content Knowledge 53Focusing on the“Big Ideas”Aligning Courses and Expectations Between High School and College Formative Assessment for College Readinesseftoc.indd iiiftoc.indd iii12/12/09 5:57:22 AM12/12/09 5:57:22 AMContentsiv 3 Ways to Develop Self-Management Sk

29、ills and“College Knowledge”72Elements of Self-Management “College Knowledge”Contextual Skills and Awareness 4 Key Principles of College and Career Readiness 104Principle 1:Create and Maintain a College-Going Culture in the School Principle 2:Create a Core Academic Program Aligned with and Leading to

30、 College Readiness by the End of Twelfth Grade Principle 3:Teach Key Self-Management Skills and Academic Behaviors and Expect Students to Use Th em Principle 4:Make College and Careers Real by Helping Students Manage the Complexity of Preparing for and Applying to Postsecondary Education Principle 5

31、:Create Assignments and Grading Policies Th at More Closely Approximate College Expectations Each Successive Year of High School Principle 6:Make the Senior Year Meaningful and Appropriately Challenging Principle 7:Build Partnerships with and Connections to Postsecondary Programs and Institutions 5

32、Case Studies of Schools That Succeed 133Alternative School:University Park Campus School,Worcester,Massachusetts Magnet School:Fenway High School,Boston,Massachusetts Comprehensive High School:Cherry Creek High School,Greenwood Village,Colorado Charter School:Minnesota New Country School,Henderson,M

33、innesota Early College High School:Manhattan Hunter Science High School,New York,New York Comprehensive High School:Garland High School,Garland,Texas Magnet School:Polytech High School,Woodside,Delaware Private School:Cristo Rey Jesuit High School,Chicago,Illinois 6 Putting It All Together 176Develo

34、p a Profi le of the School s College Readiness Capacity Identify Outcome Measures of Success Assess the District Capacity to Support Improvements Institute Specifi c Programs to Address the Four Dimensions of College and Career Readiness Institute Professional Development to Support College Readines

35、s Recognize the Importance of Culture and Change Culture Gauge the Progress of Changes in the High School What Are the Eff ects on Student Performance in College?Part Two:Steps on the Road to Readiness 7 Steps High Schools Are Taking to Make More Students College and Career Ready 205Small Schools an

36、d High School Conversions Career Academies Advanced Placement and International Baccalaureate Programs Early College High Schools Dual Credit Learning from the New ModelsContentsftoc.indd ivftoc.indd iv12/12/09 5:57:23 AM12/12/09 5:57:23 AMContentsv 8 Steps States Are Taking to Make More Students Co

37、llege and Career Ready 219State Actions to Date Examples of State Actions State College Readiness Standards:Th e Example of Texas Clear Messages States Can Send to the Secondary System Clear Messages States Can Send to Th eir Postsecondary Systems Concluding ObservationsAfterword 265Appendix A:Two E

38、xamples of Tasks Th at Develop and Assess Key Cognitive Strategies 269Appendix B:Example Items from the School Diagnostic 303Appendix C:Resource List 307Index 311ftoc.indd vftoc.indd v12/12/09 5:57:24 AM12/12/09 5:57:24 AMTo Herb Kohl,my inspiration to become a writer;to Dave and Vera Mae Fredrickso

39、n,my mentors and role models;and to John and Jaye Zola,who challenge us all to be better educators.ftoc.indd viftoc.indd vi12/12/09 5:57:24 AM12/12/09 5:57:24 AM I am the fi rst in my family to go to college.My maternal grandpar-ents came from southern Italy at the turn of the twentieth century and

40、settled in Toledo,Ohio,where my grandfather became a house painter and my grandmother raised nine children.My paternal grandparents were born and raised in central Ohio and lived much of their adult lives in Toledo as well.My grandfather was a machinist for the rail-road,my grandmother a housewife.I

41、 am not certain of the level of formal education my grandparents attained(this was not a topic dis-cussed in my family),but I m pretty sure no one fi nished high school.My own parents did complete high school but were unable to go on to college.My mother was midway in birth order through the nine ch

42、ildren in her family and was needed to help raise the younger children.My father,who graduated at the height of the Great Depression,took on a series of blue-collar jobs and then went into the army shortly before December 7,1941.Aft er the war,when they married and began their baby boom family,my pa

43、rents both worked steadily but did not cultivate careers.My father,using his army experience as a starting point,was lucky to get a job aft er the war as a warehouseman,a position that was followed by a succession of positions that required little or no formal training or certifi cation.Aft er my br

44、other and I began school,my mother got her real estate license and began selling tract homes in the rapidly growing Santa Clara Valley in California,now known more commonly as Silicon Valley.e Preface viifpref.indd viifpref.indd vii12/12/09 5:58:22 AM12/12/09 5:58:22 AMPreface We were able to live a

45、 comfortable life in a succession of what appeared to me at the time to be nice middle-class neighborhoods,in part because such neigh-borhoods were still possibilities for a family with one solid blue-collar income and a supplementary secondary income.Th e diff erences between my family and those of

46、 my friends,many of whose fathers worked at the newly opened IBM plant down the valley,were never readily apparent.As far as I knew,I was just another middle-class kid.My parents occupations and education levels did not mark me in any discernable way.My brother and I attended reasonably good schools

47、,many of which were brand new when we attended them due to the infl ux of baby boom children.Partly because I am a good test taker,I was always placed in the highest groups at each grade level in these schools,which always seemed to have well-defi ned tracks.School came easily to me,and it never see

48、med very diffi cult to do well in class.Although the warning signs were clearly there in middle school,it wasn t until high school that trouble began in earnest.My freshman year saw the begin-ning of a series of bad decisions and choices on my part and by those around me.I ran with a crowd a bit old

49、er and quite a bit rowdier than I had in elemen-tary school.In my ability-tracked high school,I was placed initially into the top track,while my friends all ended up in the middle or bottom track.Needless to say,this was distressing to a young person who was most interested in hanging out with frien

50、ds.My solution,aft er getting kicked out of a few classes for correcting teach-ers,interjecting my version of clever remarks and observations,and generally exhibiting what was listed on my record as “defi ant behavior,”was to march into my counselor s offi ce and demand that I be placed in a lower a