College and Career Readiness through Blended Learning

Page 12

0 2213
Test points to need for better college-prep support

Lowell Sun 2/1/15 | By Amelia Pak-Harvey

Higher education is not producing enough graduates to supply the state’s work force.

BEDFORD — Middlesex Community College student William Russell, 20, wants to pursue criminal justice in school, eventually transferring to UMass Lowell to earn his master’s degree.

0 2341

President urges action on common goals

White House, Washington DC

President urges action on common goals

“Education is an investment in human capital,” President Obama said, kicking off the White House College Opportunity Day of Action on December 4. “It’s both a moral and an economic issue. When we give young people the opportunity to chase their dreams, we’re investing in our collective future.”

The President was addressing a group of 500 college presidents, school superintendents, nonprofit executives and other education and business leaders who had been invited to join the White House Summit on College Opportunity to support the President’s goal of leading the world in college attainment by helping more students prepare for and graduate from college.

0 2165

‘We can’t afford waste of human resources’

Common Wealth Magazine | Gary Kaplan

‘We can’t afford waste of human resources’

December 12, 2014 | by David Driscoll and Gary Kaplan | commonwealthmagazine.com

Massachusetts prides itself on having the best public education system in the country, and our pride is justified. Thanks to the efforts of thousands of teachers, principals, superintendents, and other administrators – and the hard work of tens of thousands of students – we lead the country in every category of measurable student achievement. But the bright banner headlines obscure a subhead that should shock us into renewed action.

MassINC and the Massachusetts Department of Higher Education reportsTwo recent reports, from Mass INC and the Massachusetts Department of Higher Education, sound an urgent warning: Massachusetts is not producing enough college graduates to support our economy’s need for skilled workers. Not only is the rate of increase flattening almost to zero; incredibly, the actual number of working-age college graduates is about to start going down just when the economy’s need for them is spiking up. State officials project a shortfall of 6,000 graduates per year from 2015 to 2025. Skilled workers are the fuel of economic growth, and our pipeline is drying up. The Massachusetts economy is running on empty.

0 2171

Lowell Sun
November 5, 2014

College and Career Readiness through Blended Learning | JFYNetWorks

By David Driscoll and Gary Kaplan

We often pride ourselves on the fact that our public schools lead the country in student achievement. We point to ever-increasing MCAS scores, favorable international performance, and historic high school graduation rates. Those achievements are laudable and a tribute to the efforts of many — primarily teachers, principals and the students themselves.

But the banner headlines overshadow a troubling subhead, one that state and federal education leaders all have underscored. Each year, according to state Higher Education Commissioner Richard M. Freeland, 11,000 Massachusetts high school graduates cannot pass the entrance exams to community colleges and end up in noncredit remedial courses. Worse yet, 90 percent of those young people drop out without a degree, often after using up their financial aid and even taking out loans.

    0 1819

    by Gary Kaplan April 22, 2014

    JFYNetWorks directs towards College and Career Readiness through Blended Learning

    Reports of the redesign of the SAT resonate with many parents and their school-age children who have had personal experience with the controversial college gatekeeper. But another test in the College Board portfolio, though not in the news, is arguably even more important to the future—or lack of a future—of high-school age students. It’s the Accuplacer. Accuplacer is, like the SAT, a suite of tests. It assesses concrete English and math skills—things like decimals, percents, equations, reading comprehension and basic writing skills.

    Accuplacer tests are used by community colleges, state colleges and public universities in all New England states to place incoming students in the right courses. “Right courses” doesn’t refer to the choice of academic subjects they will be studying. Crucially, Accuplacer tests determine whether they will take regular, for-credit courses—or instead take non-credit “developmental” courses. That is, remedial courses. Astonishingly, and sadly, in Massachusetts, 65% of incoming community college students score too low on the Accuplacer tests, and as a result they find themselves assigned to as many as three or four remedial courses. U.S. Education Secretary Arne Duncan, in Boston recently, called our remediation rate “a staggering number.” That is a scandal that you should be reading about on the front pages. And it gets worse. Students pay the same tuition and fees for these courses as for regular, for-credit courses, and the courses take up the same 16 weeks of study—but the developmental courses don’t count toward a degree.

      0 1718
      Lynn English

      Published  April 10 2014 in CommonWealth Magazine

      Another approach to college readiness gap
      Assessment and instruction are key
      by Gary Kaplan

      ON A VISIT to Massachusetts last month, US Education Secretary Arne Duncan cautioned against resting on our laurels. Despite the Bay State’s nation-leading test scores, he chided, “Four in ten of your high school graduates aren’t ready for college. Forty percent are taking remedial classes. That’s a staggering number.”

      The secretary didn’t quite have his facts right. Four of every ten students entering public colleges and universities in Massachusetts aren’t ready for the course work and require remedial classes. The number for community colleges alone is even higher: 65 percent of students entering the two-year colleges need to take remedial math.

      But Duncan needn’t have worried about complacency in the Commonwealth. Even as he scolded, Commissioner of Higher Education Richard Freeland was wrapping up his critique of remedial education for the spring issue of CommonWealth magazine. In his article, the commissioner gives a thorough review of the importance of public higher education as the workforce pipeline of our skill-based economy; and he zeroes in on developmental education—especially the 65 percent rate at the community college level – as the bottleneck at the mouth of that pipeline.

      0 49498

      The following post was originally published on the Youth Transition Funders Group’s blog on 8/14/12

      College and Career Readiness through Blended Learning | JFYNetWorks

      A recent study from the National Bureau of Economic Research found that “students who obtain certificates/degrees from a public or not-for-profit institution receive a large wage premium. The value of an associates degree is large and statistically significant at the .05 level or better… with magnitude as large as 14 log points.”

      The new data surfaced in an August 4 editorial in the New York Times. The June 2012 NBER study compared the benefits of associate degree programs at public and non-profit colleges with programs at for-profit colleges. In contrast to the benefit of a public or non-profit degree, the study found “little evidence of a return [increased earnings] to any certificate or degree from a for-profit institution.”

      0 1934

      Achievement Gap? Which One?

      College and Career Readiness through Blended Learning

      And what about our older youth? It’s not just inner-city schools that need to raise their game. Even our best suburban schools fall short in the international student achievement sweepstakes, says Arthur Levine, former president of Columbia Teachers College (“The Suburban Education Gap,” WSJ 11/15/12).

      “30 years after ‘A Nation at Risk’ not one major urban district has been turned around and many of our suburban districts are losing ground,” writes Levine. “We have settled on a path of global mediocrity for our most affluent schools and national marginality for failing inner-city schools.”

      0 2116

      College Readiness for a Competitive Workforce

      JFYNetWorks Helping to Bridge the GAP to College and Career

      DESE Commissioner’s weekly update:

      JFYNetWorks receives $1 mm grant for statewide college readiness program

      JFYNetWorks (formerly Jobs for Youth) has received a $1 million grant to establish collaborative partnerships between high schools and community colleges.  JFYNetWorks will set up and manage Accuplacer preparation programs in high schools to accelerate and encourage enrollment into credit-bearing courses at community colleges and other colleges and universities. Interested high schools and community colleges should contact JFYNetWorks Executive Director Gary Kaplan at (617) 338-0815, ext. 224 or go to http://www.JFYBoston.org.

        0 1903

        Culture, Counter-culture, Disruptive Innovation, Coup d’ecole

        JFYNetWorks towards Success

        School reform is typically approached as an all-encompassing top-down restructuring. Though it makes sense, from a planning point of view, to take a comprehensive approach, such an approach can take a long time to implement and often spurs opposition, resentment, and even sabotage. An ingrained culture cannot be changed all at once, even with strong top-down control. However, it is possible to seed a counter-culture of high achievement within a larger culture of low achievement: to build new behaviors up from below while top-down mandates are taking effect.