College and Career Readiness

Autor/in	Pittman, Karen J.
Titel	College and Career Readiness
Quelle	In: School Administrator, 67 (2010) 6, S.10-14 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	Readiness; Developmental Studies Programs; Minimum Competencies; Standards; Institutional Role; Partnerships in Education; College Preparation; Career Development; Career Education; Core Curriculum; Change Strategies; Youth Opportunities; Youth Programs + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Fundamentum; Mindestwissen; Standard; Hochschulpartnerschaft; Berufsentwicklung; Arbeitslehre; Kerncurriculum; Lösungsstrategie; Jugendsofortprogramm
Abstract	The seriousness of the readiness gap--the gap between being fully credentialed and fully prepared--is the reason why the Forum for Youth Investment started the Ready by 21 partnership and the reason why American Association of School Administrators (AASA) joined. Numerous organizations and associations interested in the K-12 system's end product--high school graduates--have offered up lists of the assets, skills and competencies needed beyond subject-matter knowledge and a high school diploma under a variety of labels (developmental assets, social and emotional skills, character, 21st-century skills, new basic skills). What stands out are not the differences between these lists but the similarities. The College Board has developed detailed standards that align with expectations for entrance into core content college-level courses in English language arts, science and mathematics. In addition to core subject content, however, their standards include practical skills such as critical thinking, collaboration, problem solving and technology literacy that the College Board believes are critical to success in any content area. Schools clearly should do everything they can to promote broad competencies. But educators and community leaders should emphasize that schools cannot do this alone. This is not just because schools are busy. This is because there are people, organizations and experiences outside of school that play equal and sometimes more powerful teaching roles whose contributions need to be acknowledged, aligned and supported. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10