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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.
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.
Pressing Forward: Increasing and Expanding Rigor and Relevance in
America's High Schools is organized to place secondary education,
specifically the goals of preparing young adults to be college and
career ready, in contemporary perspective, emphasizing the changing
global economy and trends in policy and practice. High school
students must be equipped with tools they need during and beyond
high school for mapping their futures in a global and flat world
that demands workers prepared to take up 21st century careers.
Following Thomas Freidman and other writers on the topic, this book
takes as its core premise that the world has been irrevocably
altered by technology and that technology takes a prominent role in
shaping post-secondary education and career opportunities. The
challenges facing education and educators in a flattened world can
best be addressed by creating opportunities for students who are
ready for a world in which they are expected to pursue learning
throughout their lifetimes, understand and use technology, engage
in active civic lives, function well in diverse workplace settings,
and be willing to take risks. Most of all, however, these
individuals must be very well prepared during high school by taking
advanced level mathematics, science and other challenging
coursework, while at the same time actively engaging in
collaborative, creative endeavors that prepare them to continuously
reinvent themselves to stay ahead of automation and outsourcing.
The book will be a unique and useful contribution to the education
reform and policy literature as it examines secondary education at
an historical moment-the convergence of significant education
spending and focus on high school reform. Developed from diverse
authors' research programs on secondary education, the chapters in
this volume highlight both changing and steadfast features of high
schools, questioning if attempts to foster change-whether tinkering
around the edges or inventing a new way-adequately address
shortcomings in equity and excellence found in American high
schools.
Pressing Forward: Increasing and Expanding Rigor and Relevance in
America's High Schools is organized to place secondary education,
specifically the goals of preparing young adults to be college and
career ready, in contemporary perspective, emphasizing the changing
global economy and trends in policy and practice. High school
students must be equipped with tools they need during and beyond
high school for mapping their futures in a global and flat world
that demands workers prepared to take up 21st century careers.
Following Thomas Freidman and other writers on the topic, this book
takes as its core premise that the world has been irrevocably
altered by technology and that technology takes a prominent role in
shaping post-secondary education and career opportunities. The
challenges facing education and educators in a flattened world can
best be addressed by creating opportunities for students who are
ready for a world in which they are expected to pursue learning
throughout their lifetimes, understand and use technology, engage
in active civic lives, function well in diverse workplace settings,
and be willing to take risks. Most of all, however, these
individuals must be very well prepared during high school by taking
advanced level mathematics, science and other challenging
coursework, while at the same time actively engaging in
collaborative, creative endeavors that prepare them to continuously
reinvent themselves to stay ahead of automation and outsourcing.
The book will be a unique and useful contribution to the education
reform and policy literature as it examines secondary education at
an historical moment-the convergence of significant education
spending and focus on high school reform. Developed from diverse
authors' research programs on secondary education, the chapters in
this volume highlight both changing and steadfast features of high
schools, questioning if attempts to foster change-whether tinkering
around the edges or inventing a new way-adequately address
shortcomings in equity and excellence found in American high
schools.
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