Most Americans no longer question whether and which students should
be prepared for college. Rather, it is now widely accepted that ALL
students should be prepared for postsecondary education in some
form (e.g., certificate, 2- or 4-year degree), as these credentials
are not only required for many jobs but are also the surest path to
upward mobility (Carnevale, Rose, Cheah, 2011). There is also
greater recognition that in addition to a more traditional approach
to preparation for postsecondary education (e.g., taking college
preparatory classes), students should also graduate high school
with technical knowledge and employability skills to secure,
retain, and advance their employment when they leave school, at
whatever level that may be. Simply put, today's high school
graduates need a broad-based education that combines an array of
knowledge, skills, and experiences to prepare them for life after
high school. And indeed, state's definitions of college and career
readiness have broadened in recent years to include a variety of
skills and dispositions, such as critical thinking skills, social
emotional skills such as collaboration, and interpersonal skills
such as resilience and perseverance (English, Rasmussen, Cushing,
& Therriault, 2016). The Every Student Succeeds Act (ESSA) of
2015, the key federal K-12 legislation, explicitly supports the
notion of a "well-rounded" student, emphasizing readiness in areas
beyond its predecessor's (the No Child Left Behind Act, or NCLB)
focus on core academic content. ESSA mandates that states ensure
thatstudents are provided an enriched, accelerated curriculum
beyond courses and content areas in which state assessments are
given (e.g., mathematics, reading) and that is aligned with the
postsecondary experiences students are likely to encounter. ESSA
also supports an expansion of readiness goals through provisions
for the improvement of conditions for student learning that support
social-emotional learning, intrapersonal skills, and other
employability skills. And ESSA includes provisions in states'
accountability systems that support emphasis on broader definitions
of readiness. Additionally, ESSA's accountability framework
includes important principles for supporting a broader definition
of what students need to know and be able to do once they graduate
high school. Accountability systems under ESSA may include multiple
measures of college and career readiness. Indeed, several states
had already added a career-focused indicator prior to ESSA passing
(such as pathway completion or technical assessment achievement) to
their accountability systems, and the number of states publicly
reporting such indicators continues to increase (Achieve &
AdvanceCTE, 2016). As definitions and measures of college and
career readiness continue to evolve, we know one thing for sure: we
need to better prepare ALL students for success after high school.
This book explores the ways in which some education researchers are
approaching this task.
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