Getting Serious About Student Success: High School-College Alignment

Autor/in	Reindl, Travis
Titel	Getting Serious About Student Success: High School-College Alignment
Quelle	In: College and University, 81 (2006) 2, S.49-50 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	Stellungnahme; Human Capital; Educational Policy; Postsecondary Education; Articulation (Education); Exit Examinations; Academic Standards; Advanced Placement Programs; Dual Enrollment + Suchen Sie Ihr Suchwort? Humankapital; Politics of education; Bildungspolitik; Post-secondary education; Tertiäre Bildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Final examination; Abschlussprüfung; Doppelstudium
Abstract	The efficiency and effectiveness of the nation's human capital pipeline has become a prime area of focus in the policy arena, spurred on by international data that show the U.S. lagging in high school and college completion. For policymakers, education leaders, and even students and parents, it is becoming increasingly clear that the transition between secondary and postsecondary education remains a "dead zone," a place where confusion reigns and dreams die. The high school-college handoff leaves too many students underprepared-- or even unprepared--for what's next, which in turn leads to remediation and attrition. Sealing the cracks in our educational pipeline and thus boosting student success rates means addressing a combination of financial, social, and academic factors. Of these, it is the academic dimension, specifically, the alignment of curricula and standards, that is at once the most intractable and ripest for change. In this article, the author contends that, in order to keep the United States competitive in the race to develop and employ human capital, policy initiatives in the area of alignment should focus on three simple observations: (1) Students are not taking enough of the right courses to succeed in college; (2) Student assessments are poorly timed and are not rigorous enough; and (3) Postsecondary options for high school students are underused. (ERIC).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO), One Dupont Circle, NW, Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/publications/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10