|
 In the News
Study: Two-fifths of high school graduates are unprepared for college or the workforce
By Daniel de Vise, Washington Post
Two-fifths of high school students graduate prepared neither for traditional college nor for career training, according to a study from researchers at Johns Hopkins University and the University of Arizona.
College-preparatory programming has expanded dramatically in the past decade, with participation in Advanced Placement and International Baccalaureate more than tripling. Career-preparatory programs have evolved, as well, and school-to-work "pathways" have replaced tired old vocational programs.
But they are not enough. One-third of high school students complete the modern college-preparatory track, and another one-quarter graduate from career-preparatory programs. The remaining high school population, an estimated 40 percent, do neither.
Click here to read the article.
Assemblywoman Connie Conway visits Granite Hills High School
By Esther Avila, The Porterville Recorder
Assembly Republican Leader Connie Conway (R-Tulare) met with local business leaders and education administrators Friday morning to learn first-hand about, and tour, Granite Hills High School's Digital Design and Communication Academy and the Law and Justice Academy - two of Porterville Unified School District's nine Pathway Programs.
After a few introductions by Meghan Moroney, communications manager, America's Edge, John Corkins, general manager of Research for Hire, was first to speak on behalf of the program. Corkins talked on the success of the program, and the high performance and testing results of those in the program.
"Linked Learning is not for the cream of the crop," he said. "It's for any student, from any family, who wants to make a commitment."
Adam Peck, Workforce Investment Board of Tulare County, said the interest he has is in growing skills and talents of the workforce - receiving feedback on what the local needs might be and then checking to see if the school districts have the criteria to meet the needs
Click here to read the article.
How college prep is killing high school By Russell W. Rumberger, Boston Globe
*Rumberger serves as the Vice-Provost of Education Partnerships for the UC Office of the President
What is the purpose of high school? Over the past several years America seems to have arrived at a consensus: The overarching goal of high school is to prepare students for college. The current mantra is "college ready for all," which means high school students need to be focusing on academic preparation and study skills. It's a rare issue that crosses party lines both Republicans and Democrats can win points by pushing for a tougher, more competitive high school education.
Driven by this notion, states and districts around the country have raised high school graduation requirements by increasing the number and rigor of required academic courses and by adding exit exams. Massachusetts doesn't let students graduate unless they can pass the MCAS exam in English, math, and one science or technology subject. Americans, anxious about their competitiveness, look around the world and worry that, if anything, we're not doing enough.
But as we push harder to create more demanding high schools that are more focused on college preparation, something is also going wrong.
Click here to read the article.
| |
Policy Watch
The Linked Learning Alliance is working with the Alliance for Excellent Education, based in Washington D.C. to build support for the Linked Learning approach at the federal level. There are several federal proposals in play that are designed to make it easier for districts to systemically implement Linked Learning. Click here to view the PowerPoint presentation from the most recent webinar, co-hosted by the Linked Learning Alliance and the Alliance for Excellent Education on Tuesday, January 10th.
* The Education For Tomorrow's Jobs Act (HR 3154 and S. 1686), sponsored by Representatives Glenn Thompson (R-PA) and Bob Casey (D-PA), would provide school districts with flexibility to leverage Title I funds in support of a more comprehensive system that prepares students for success in college and career. If this measure is approved, districts choosing this flexibility must implement a system of schools or programs of study that integrate and deliver the four components of Linked Learning. Each program must also adhere to key elements of quality such as personalizing experiences for students through cohort scheduling and professional learning communities; maintaining an on-going advisory committee; and contracting with qualified intermediaries.
* Secondary School Reform Act (S. 1306), sponsored by Senator Kay Hagen (D-NC), targets schools with graduation rates between 60% and 75%. Schools receiving these grants must provide for some common activities which include personalization, post-secondary and career counseling, and work based, service and other experiential learning opportunities. Grantee schools would choose from one of four reform strategies: career academies, early college high schools, graduation promise academies, and smaller learning communities.
* Secondary School Re-Entry Act of 2011 (S. 1019), sponsored by Senator Bernie Sanders (D-VT), creates a provision for dropout recovery programs that embrace the Linked Learning approach. Competitive grants would be given to partnerships between Local Educational Agencies and partners that could include institutes of higher education, businesses, community based organizations and qualified intermediaries. Applications must describe how students will be provided a more personalized, interdisciplinary education that could include integrating a rigorous academic core with work-based learning and supplemental services.
The Linked Learning Alliance and Alliance for Excellent Education are also closely watching negotiations around reauthorization of the Elementary and Secondary Education Reauthorization Act, sponsored by Sen. Tom Harkin (D-IA). Several important considerations were included in the current version of the bill are important to advance Linked Learning, including:
* Inclusion of college and career ready standards and aligned assessments;
* Incorporation of graduation rates in accountability systems;
* Use of 21st Century Community Learning Centers funds to support expanded learning opportunities, including work based learning opportunities;
* Discretion for high schools with graduation rates below 75% to use federal funds to implement one of four reform models, one of which is a career academy and another is a smaller learning community. All schools using these funds would have certain required activities including personalizing education, increasing rigor of courses, providing students work-based and other contextual learning opportunities, and stronger guidance programs.
Despite these gains, there is still cause for significant concern when it comes to the accountability section of the bill. Federal accountability and improvement would be focused only on the lowest performing 5 percent of high schools and those high schools with graduation rates below 60 percent. All other high schools would be largely untouched by federal accountability requirements.
|
