Study of four national English language arts standards
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A Systematic Comparison of the American Diploma Project College Readiness Standards with those of the ACT, College Board, and Standards For Success
This study of four national English language arts standards compares the content of three sets of standards with a benchmark set, the American Diploma Project (ADP), to see how closely the sets agree on what students should know in English language arts to prepare for college. The match between each of the three comparison sets and the 62 content statements in the ADP benchmark varies, from 77 percent of the statements for the College Board College Readiness Standards and 68 percent for Standards for Success to 34 percent for the ACT College Readiness Standards. But only 5 percent of the ADP statements fully match the content in all three comparison sets-27 percent when partial matching is also considered.
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A Systematic Comparison of the American Diploma Project College Readiness Standards with those of the ACT, College Board, and Standards For Success
This study of four national English language arts standards compares the content of three sets of standards with a benchmark set, the American Diploma Project (ADP), to see how closely the sets agree on what students should know in English language arts to prepare for college. The match between each of the three comparison sets and the 62 content statements in the ADP benchmark varies, from 77 percent of the statements for the College Board College Readiness Standards and 68 percent for Standards for Success to 34 percent for the ACT College Readiness Standards. But only 5 percent of the ADP statements fully match the content in all three comparison sets-27 percent when partial matching is also considered.*
Friday, February 26, 2010
Report Calls For Greater Federal Responsiveness To Needs Of Rural High Schools
Despite rural high schools often being shortchanged by current federal education policies, a new report from the Alliance for Excellent Educationfinds that rural schools routinely use practices that could be useful to boosting student performance in their urban and suburban counterparts.
According to the report, Current Challenges and Opportunities in Preparing Rural High School Students for Success in College and Careers, the tight-knit nature of rural communities has resulted in the development of promising practices in meeting the challenge of preparing students for success in the twenty-first century. For example, in the highly personal rural environment, at-risk students are not as likely to be overlooked. Additionally, successful rural high schools have utilized online courses and other distance learning to expand advanced learning opportunities for their students. By using local businesses as “place-based” learning opportunities, schools engage students’ interests, which often creates a college- and career-ready culture.
According to the report, Current Challenges and Opportunities in Preparing Rural High School Students for Success in College and Careers, the tight-knit nature of rural communities has resulted in the development of promising practices in meeting the challenge of preparing students for success in the twenty-first century. For example, in the highly personal rural environment, at-risk students are not as likely to be overlooked. Additionally, successful rural high schools have utilized online courses and other distance learning to expand advanced learning opportunities for their students. By using local businesses as “place-based” learning opportunities, schools engage students’ interests, which often creates a college- and career-ready culture.
