Viewing Category


College and Career Readiness and Success

February 2016 | Su Jin Jez and Sara Adan

California’s dynamic economy depends on having a large and skilled workforce; consequently, the state must continually support and refine efforts to provide workers with employer-valued competencies. Given the wide range of regional and state needs across this vast state, ensuring that the workforce has the training to keep up with labor market demands is difficult. The California Community Colleges’ (CCC) Economic and Workforce Development Program (EWD) aims to support the development of a workforce that will promote California’s economic development by connecting employers and educators. This report summarizes the findings of an independent evaluation conducted on EWD.

Share Email Link

December 2015 | Joel Vargas and Andrea Venezia

Co-authored by Andrea Venezia and Joel Vargas at Jobs for the Future, is part of a series, “Ready or Not: It’s Time to Rethink the 12th Grade.” The introductory paper in the series suggests a “shared transition zone,” in which secondary and postsecondary education systems and institutions would collaborate in key ways to bridge existing gaps and substantially increase the percentage of youth prepared for college and careers. While high schools and colleges have their own distinct roles in educating students—and are trying to make improvements in their respective systems—their shared interest in student success comes closest to converging at the end of high school and the beginning of college. The aim of this paper is to frame how educators can build upon this momentum to increase collective responsibility and solutions across systems.


Share Email Link

August 2015 | Andrea Venezia and Jodi Lewis

The report compares state policy leaders’ expectations for and high school educators’ early experiences with the Common Core. As the state passes the five-year milestone in implementation, the report recommends ways to better leverage California’s “college and career readiness standards” to help improve outcomes for graduating students.


Share Email Link

September 2014 | Jodi Lewis

In this Next Generation Learning Challenges blog, Jodi Lewis addresses the hope of technology-enabled practices to improve college and career readiness, the challenges associated with these strategies, and the evidence we need to know whether they're helping students drive their own learning.


Share Email Link

August 2014 | Andrea Venezia

This report examines technology-enabled innovations at seven postsecondary institutions in the Next Generation Learning Challenges (NGLC) Building Blocks for College Completion grant program. Using the Hewlett Foundation’s definition of Deeper Learning as a reference point, this report analyzes the innovations and approaches of the grantees in promoting Deeper Learning and student engagement in higher education. The grantees adopted various innovations including supplementing existing courses, supporting the adoption of blended learning and complete course redesign. The brief's findings indicate that students need support to transition to the more active role in their own learning that Deeper Learning demands and that faculty need support, training, and time to create, implement, and sustain the technology-enabled reforms.


Share Email Link

Page 3 of 11First   Previous   1  2  [3]  4  5  6  7  8  9  10  Next   Last