Category Archives: High School Assessment

ACT data gives insight into college preparedness

In one of ACT’s recent reports, Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success, it was discovered that even with a disadvantaged background success in college depends on a few key factors.

The factors most focused on during this report are: college readiness (defined as meeting or exceeding ACT college readiness benchmarks), taking the ACT recommended core curriculum in high school (four years of English, three of math, science, and social studies), taking course beyond the recommended core in math and science.  It was then determined if students were successful in college with this protocol having been met while in high school.  Success in college was defined as first year enrollment immediately following high school graduation, earning a grade of B or higher in selected first year course, and maintaining a 3.0 grade point average the first year.  A lot to look at, right?

Are our High School Seniors really ready for College?

What does being ready for college really mean?

If I am a parent paying the ever-rising tuition bill, the answer is simple:  Graduate in four years with respectable grades and get a job.  Maybe graduate in five years if my kid is going into a field that has extra credit hours associated with it and my son or daughter has gone to school during the summer exhausting ever possible way to graduate in less than five years. And by exhausted the possibility I mean taking 15 – 18 (maybe even 21) credit hours a semester.

New York high school budget cuts hit areas of assessment

New York state public schools are in desperate need of cutting costs.  Now the question becomes how do you cut $4.25 million from an already strapped public education system?  Sounds bad enough, but another $6.1 million may be cut as well if the budget is not finalized by August first or if the education department does not receive funding from the state that they previously requested.

Budget Cuts Affecting Assessment

And these numbers just pertain to the budget for the assessment program.

What do No Child Left Behind and Annual Yearly Progress Really Mean for our Schools?

is quite a familiar educational topic these days.  As stated by  Public Law 107 – 110 it is

“an act to close the achievement gap with accountability, flexibility, and choice so that no child is left behind.”

It was established in 2001 so we have now had some time to gather data and see if we are indeed leaving no child behind.    According to the Center on Education Policy about one third of public schools did not meet Annual Yearly Progress () in 2008 – 2009 (the most recent year for which data is available).