After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
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After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here. Our website www.achieve.org will remain available through December 31, 2020. Despite the US postsecondary education system’s success in providing a growing and diverse student population with a range of opportunity, much remains to be done. Funding difficulties, the evolving needs of the economy, and the changing characteristics of postsecondary students require policy changes to support 21st century students. Constructive policy reform requires a strong evidence. Student Friendly Services. External Resources. Additional resources that provide students, parents, counselors, and educators with information on preparing for and gaining admission to college, can be viewed on the CDE External Resources Web page.
Can't do anything about it. Then I sat successful with my step-son, and together we formulated a 'plan,' based on the guidance provided in this remarkable dare, to help him succeed in Dreamthen school.Dreamthen 43-45New York (State). And that is exactly the goal of fairy tales. The Pauper Prince and the Eucalyptus Jinn by Usman T.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
To remain competitive in the global economy the nation must increase the percentage of Americans who enter and graduate with a postsecondary degree or certificate.
To achieve this ambitious outcome, K-12 and postsecondary leaders must work side by side to align policies, programs, and initiatives to advance both college readiness and college completion. Only strong and enduring collaborations between K-12 and higher education systems can address the shared policy concerns around college preparation and success. Embracing these changes will lead to improved outcomes for more students.
Achieve is committed to identifying and promoting model policies that align postsecondary and K-12 policies and practices in the interest of improving student transitions. These policy areas occupy the “transition” space where both K-12 and postsecondary leaders have joint responsibility, such as:
- Aligning graduation requirements with admissions requirements;
- Reporting remediation rates as part of K-12 accountability and higher education accountability;
- Producing feedback reports for high schools; and
- Eliminating or transforming remedial education.
Higher education leadership is critical to ensuring that high school graduates are prepared for postsecondary success. Whether students enter two- or four-year institutions as recent graduates or as adults, all need to have foundational knowledge in core subjects such as math and English language arts. Only postsecondary education leaders and faculty can communicate what their expectations are about the knowledge and skills that will prepare students for success in entry-level credit-bearing courses. Transitioning students from high school graduation to postsecondary success requires higher education faculty and leadership be engaged in K-12 efforts such as standards setting and curriculum development as well as supporting rigorous high school course requirements and developing college-ready assessments.
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The author cites statistics from the Bureau of Labor Statistics (BLS) and emphasizes that in order to meet the current and projected skill demands of the workforce, today’s jobs require a credential beyond a high school diploma or GED. Adult educators should be responsive to the needs of adult learners in helping them reach their goals and in making successful transitions from adult education programs to postsecondary education.
This digest points out that most of the research on transitions focuses on high school students transitioning to college. Recent research indicates that socioeconomic disadvantages and other non-academic risk factors negatively affect the adult learner’s ability to persist in postsecondary education. Citing research by Bedolla (2010) indicating that non-academic factors may trump academic preparation in determining successful transitions, the author makes a convincing case for guidance and support services and delineates various roles that counselors must fulfill.
The resource offers the following recommendations for adult educators and counselors and suggests that their services:
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- be flexible and convenient
- draw on the strengths and coping skills that learners already possess
- provide the resources and information needed by learners
- follow a case management model
- work to remove barriers and
- prepare learners to successfully compete with the traditional student.
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Transitioning students to postsecondary education has become the focus of many adult education policies and programs. The author points out that there are significant gaps in the literature about the role of counselors in adult learner transitioning. The role of the adult education counselor is defined as providing services from intake to goal setting to relationship building to follow up – within the adult education program and with postsecondary institutions and other social service providers.
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The bottom line is that in today’s economy, more jobs are available at levels requiring a credential beyond the high school diploma or GED. If adult learners are going to be able to earn family sustaining wages, they will need to transition to and succeed in postsecondary education. The role of the counselor is one that can help the student to overcome barriers and navigate a new system.
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Although the information in the digest is not new, it is a good informational resource for programs that are new to counseling and transitioning and can help to provide a framework and rationale for the services to be provided. Readers will find a good compilation of information and recommendations relating to this specific component of transitions programming.