Sentences with phrase «of postsecondary leaders»

Hundreds of postsecondary leaders, in more 40 states, joined Higher Ed for Higher Standards to advocate for aligned expectations as a key strategy for improving student success.

Not exact matches

The first round of grants will focus on three areas: building commitment among policymakers and business and community leaders to increase postsecondary completion rates; improving the ability of institutions of higher learning to help struggling students at two - and four - year colleges finish their programs,...

As they set graduation requirements, political leaders and educators weigh such factors as the potential impact of graduation requirements on dropout rates, whether coursetaking requirements adequately prepare students to meet the expectations of postsecondary institutions and the workplace, and the...

Our chiefs, key leaders in the state departments of education and local school systems, postsecondary institutions, and individual educators have made an unprecedented commitment to this work.

When state leaders in Kentucky designed a scholarship program to help more high school students pursue a postsecondary education, they never expected the massive influx of recipients they have received in recent years.

In PARCC's words, «There are thousands of state leaders, local educators and postsecondary leaders, administrators and faculty who are engaged in developing the PARCC assessment system.»

Also of interest to education leaders should be the authors» investigation of what differentiated the kids who «made it» by finishing a postsecondary credential or finding a middle - class job from those who didn't.

Mobilizing employers and business leaders to insist that states align high school standards, assessments and graduation requirements with the demands of postsecondary education and work and show graduates that achievement matters by using high school transcripts and exit test results in making hiring decisions.

High school feedback reports provide educators and school leaders with information on how a class of high school graduates fares in postsecondary — information that can inform improvements to lesson plans and courses to better prepare future students for college.

This report from the Georgetown University Center on Education and the Workforce profiles five approaches state leaders are taking to use technological advances to improve the use of data and help learners navigate the complex system of postsecondary credentials.

The brief provides state and local policymakers and education and juvenile justice leaders with information about how they can use the accountability requirements under ESSA to improve the quality of education and postsecondary and workforce success for youth in juvenile justice facilities.

Higher Ed for Higher Standards is a growing coalition of college presidents, trustees, chancellors, and state system leaders who believe aligned expectations and strong partnerships between K - 12 and postsecondary leaders are critical to improving student success.

Postsecondary leaders have played a critical role in all of these efforts.

Heard about the critical role of partnerships with school district leaders, postsecondary educators, and employers; and

In the current phase of the RADD project, IHEP leads the Postsecondary Data Consortium, which engages key communities — institutions, students / consumers, and workforce leaders — to explore issues of data presentation and use, data collection and reporting (including burden), and public and political will for refining existing data systems or developing new ones.

A commission made up of college of education deans, state legislators, university presidents, heads of postsecondary systems, state and district superintendents, and leaders of nationwide organizations has released a report presenting recommendations for state policy related to teacher preparation data systems.

Campus and district leaders attribute these outcomes to academic gaps compounded throughout K - 12 and low levels of academic ownership and agency.Spring Branch leaders believe that shift to student - centered blended learning will improve the outcomes in both areas, therefore improving postsecondary readiness.

Driven by the mission to increase the number of Tennesseans completing postsecondary opportunities, TCASN aims to establish a college - going culture in communities across the state by removing barriers to higher education, promoting persistence, connecting education and community leaders, and promoting professional education and information sharing.

This recap concludes FCAN's series of monthly updates during the 2018 Florida Legislative Session to inform education stakeholders and leaders about policy developments related to postsecondary access and attainment.

In order to harness that enthusiasm, the district held a series of personalized learning summits to engage postsecondary school leaders, city officials, school leaders from neighboring districts, local business leaders, parents, and teachers in the development of the personalized learning initiative.

Fortunately, governors and other state policy leaders have embraced this reality and established ambitious goals for increasing the percentage of adults with postsecondary credentials over the next 10 years.

The Literacy Advisory Board is comprised of educators, administrators (PreK - 12), and postsecondary education, as well as leaders from Rhode Island educational organizations that have a deep understanding of literacy standards, instruction, and assessment.

The Every Student Succeeds Act (ESSA) presents a critical opportunity for state leaders to establish aligned K — 12 and higher education goals to increase the number of youth who successfully attain a postsecondary credential of value.

The task force — composed of state school chiefs, postsecondary leaders, business leaders, and career - technical education experts — analyzed leading career preparation practices in the U.S. and abroad and identified specific policies states must adopt to dramatically improve the preparation of their high school graduates.

Accessible, affordable and high quality postsecondary education is necessary to meet workforce needs and ensure a steady flow of civic - minded, educated community leaders.

Add your name to the growing list of higher education leaders who agree that aligned expectations and strong partnerships between K - 12 and postsecondary leaders will improve college access and success.

The purpose of the criteria is both to guide pathway team members in designing, improving, and maintaining high - quality programs, and to expand the understanding of such programs with educational leaders, community and postsecondary partners, and policymakers.

To address this, the State Board convened a group of stakeholders that included postsecondary leaders, school administrators and teachers who had gone through the alternative CTE certification process to conduct a review of the certification process.

Faced with such data, state leaders in 2006 began to consider developing standards that would be common among states, not only to reduce variability but also to ensure that the expectations matched the requirements of postsecondary education.

Issue Brief: Linking Secondary and Postsecondary Systems — Lessons from Indiana Overview This trip provided participants the opportunity to experience the many facets of creating cross-system linkages by visiting schools and meeting with leaders of promising efforts in Indiana.

Even families who typically do not have much time or opportunity to engage in education can find ways to be involved in their children's academics with the help of school resources and initiatives.9 Then it becomes paramount for policymakers, educators, and school leaders to know how their institutions can best design their practices and services at the secondary level to maximize postsecondary student success, especially for underrepresented groups.

The DQC, a nonprofit, nonpartisan, national advocacy organization based in Washington, DC, leads a partnership of nearly 100 organizations that supports state policymakers and other key leaders to promote the development and effective use of statewide longitudinal data systems that link early childhood, K — 12, postsecondary, and workforce data.