College and Career Readiness through Blended Learning

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    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.

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    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.”

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    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.”

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    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.

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      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.