English Articulation between the San Francisco Unified School District and the City College of San Francisco. Youth Data Archive Issue Brief

Autor/in	Gurantz, Oded
Institution	Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Titel	English Articulation between the San Francisco Unified School District and the City College of San Francisco. Youth Data Archive Issue Brief
Quelle	(2012), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Articulation (Education); College School Cooperation; Disproportionate Representation; Progress Monitoring; English Curriculum; English Instruction; Student Placement; Predictive Validity; Predictive Measurement; Language Proficiency; College Entrance Examinations; Exit Examinations; Student Characteristics; Achievement Tests; Performance Based Assessment; Grade Point Average; Comparative Analysis; Comparative Testing; College Readiness; College Preparation; Alignment (Education); Partnerships in Education + Suchen Sie Ihr Suchwort? Articulation; Artikulation (Ling); Artikulation; Aussprache; English langauage lessons; Englischunterricht; Schülerpraktikum; Language skill; Language skills; Sprachkompetenz; Aufnahmeprüfung; Final examination; Abschlussprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Leistungsermittlung; Hochschulpartnerschaft
Abstract	San Francisco's Bridge to Success (BtS) initiative brings together the City and County of San Francisco, the San Francisco Unified School District (SFUSD), the City College of San Francisco (CCSF), and key community organizations to promote postsecondary success for underrepresented students. Various working groups, each comprised of staff from both SFUSD and CCSF and focused on a different part of students' educational trajectories, can request cross-agency analyses from the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University to help make policy or programmatic changes to improve youth outcomes. At the request of BtS leadership and the English teaching team, the JGC used its Youth Data Archive to examine the relationship between students' high school English performance at SFUSD and their performance on CCSF's English placement test for incoming students. This analysis found that common measures of students' academic preparation in high school, such as GPA (Grade Point Average), CST (California Standards Test) proficiency levels (e.g. Proficient or Advanced), and EAP (Early Assessment Program) results, did not accurately predict placement into college-level English at CCSF. A key issue is that misalignment between CCSF's English placement exam and the CST, which tests high school state standards, can leave high school students unclear as to whether they are on-track for college-level coursework. The few students who placed into college-level English at CCSF are those who scored in the upper range of the Advanced proficiency level on the CST ELA exam in 11th grade. (Contains 6 exhibits and 4 footnotes.) (ERIC).
Anmerkungen	John W. Gardner Center for Youth and Their Communities. Stanford University, 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-723-3099; Fax: 650-736-7160; e-mail: gardnercenter@lists.stanford.edu; Web site: http://gardnercenter.stanford.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10