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Clearing the Path to Life’s Work

Archived Information. Clearing the Path to Life’s Work. Barriers. Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.

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Clearing the Path to Life’s Work

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  1. Archived Information Clearing the Path to Life’s Work

  2. Barriers • Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college. (Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.) The Bridge Project Stanford University

  3. Barriers • Coursework between high school and college is not connected. • Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college. The Bridge Project Stanford University

  4. Barriers • Current data systems are not equipped to address students’ needs across systems. • No one is held accountable for issues related to student transitions from high school to college. The Bridge Project Stanford University

  5. While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed. The Bridge Project Stanford University

  6. Percent of students who take remedial courses • 63% at two-year institutions • 40% at four-year institutions The Bridge Project Stanford University

  7. Purpose of CCTI CCTI will contribute to strengthening the role of community and technical colleges in - • Easing student transitions between secondary and postsecondary education as well as transitions to employment, and • Improving academic performance at both the secondary and postsecondary levels.

  8. Programs of Study • Coherent sequence of academically rigorous courses that prepare students for more advanced coursework related to their occupational area of interest and successful completion of state academic standards; and • A coherent sequence of rigorous technical skill coursework for 11th and 12th grades that culminates in dual/ concurrent enrollment credit.

  9. CCTI anticipated outcomes • Decreased need for remediation at postsecondary level • Increased enrollment and persistence in postsecondary education • Increased academic and skill achievement at secondary and postsecondary levels

  10. CCTI anticipated outcomes • Increased attainment of postsecondary degrees, certificates, or other recognized credentials • Increased entry into employment or further education

  11. In May 2003 announced … 15 CCTI Site Partnerships

  12. CCTI Site Partnerships • Education & Training • Anne Arundel Community College (MD) • Lorain County Community College (OH) • Maricopa Community Colleges (AZ) • Health Science • Ivy Tech State College (IN) • Miami-Dade College (FL) • Northern Virginia Community College (VA) • Information Technology • Central Piedmont Community College (NC) • Corning Community College (NY) • Southwestern Oregon Community College (OR)

  13. CCTI Site Partnerships • Law, Public Safety and Security • Fox Valley Technical College (WI) • Prince George’s Community College (MD) • San Diego Community College District (CA) • Science, Technology, Engineering and Mathematics • Lehigh Carbon Community College (PA) • Sinclair Community College (OH) • St. Louis Community College (MO)

  14. Site Partnership Improvement Plan

  15. CCTI Effectiveness Establish outcome assessment measures for evaluating effectiveness of site partnerships Establish system to collect data Establish qualitative and quantitative evaluation measures designed to document effectiveness of model transition strategies and programs of study

  16. CCTI Dissemination TOOLKIT OF PRODUCTS, MODEL STRATEGIES, PROGRAMS OF STUDY CCTI HOME PAGE: WWW.LEAGUE.ORG/CCTI TRAIN THE TRAINER TECHNICAL ASSISTANCE TO ASSIST HIGH SCHOOLS AND COMMUNITY COLLEGES VIRTUAL READER

  17. For more information … Website: www.league.org/ccti CCTI Project Director: Laurance J. Warford warford@league.org

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