College & Career Readiness

Amidst the tsunami of headline-making impacts from the coronavirus, this spring’s closure of nearly all the nation’s 4,200 college campuses could have some of the longest-term effects.

As higher education scrambles to provide instruction and prepare for whatever is next, “the big issue that’s out there is what will enrollment look like in fall 2020,” says Terry Hartle, a senior vice president at the American Council on Education, the largest membership organization of colleges.

This school year, two Chalkbeat reporters in Detroit and Newark are examining whether low-income students from struggling schools are ready for the rigors of college.

Education statistics tell a sobering story: For many students, no. But Lori Higgins, the bureau chief for Chalkbeat Detroit, and Patrick Wall, a senior reporter for Chalkbeat Newark, wanted to delve deeper into the challenges spelled out in the data.

From the exterior, Muchin College Prep doesn’t look much like a high school. It’s located in an unremarkable office building in downtown Chicago, where an elevator carries visitors to the seventh-floor campus. There, the walls are festooned with college banners, classrooms are bustling with discussions and group work, and football helmets rest on top of a long row of lockers.

Getting a good-paying job with just a high school diploma is nearly impossible today. In response, schools across the country are increasingly reassessing what it means to not only graduate students, but prepare them for a more competitive career field. 

Those were two key takeaways from the opening session of a recent Education Writers Association seminar in Chicago. 

With the results of a global exam showing flat scores for American 15-year-olds in reading, math and science, education journalists were busy this week parsing the data, providing context, and explaining why comparisons among countries’ results can be a tricky business.

The U.S. saw its international rankings climb in all three subjects tested because scores slipped in some other countries on the Program for International Student Assessment (PISA) exam, the results of which were published Tuesday.

When Baltimore City Public Schools placed current education data on a map of the city’s historic racial redlining, it was apparent that not much had changed, as district CEO Sonja Brookins Santelises tells the story. The segregated neighborhoods created in part by policies that barred predominantly black communities from federally subsidized mortgages were the same neighborhoods that today showed lower academic outcomes.

Santelises said those findings motivated her district to take a closer look at what kind of opportunities it provides students.

Leonard Ferguson is having the last laugh. A senior at the Western School of Technology and Environmental Science in Catonsville, Maryland, he’s on track to graduate this spring with both a good job and his continuing education paid for.

There’s plenty of evidence that when their families are engaged in their school experience, students do better.

The trick, experts said during a recent Education Writers Association event, is finding ways for school officials to reach those families, particularly if there are cultural or language barriers, or if low-income working families struggle to find the time or transportation to participate in school events.

At Rocky Hill School, a private day school in East Greenwich, Rhode Island, it’s not unusual for education technology entrepreneurs to pop into the classroom or Skype in for a chat.

As it turns out, a captive audience of eight- and nine-year-olds can be useful in designing new products. Third-graders at the school had a hand in developing an award-winning plush duck that gives comfort to children undergoing chemotherapy, head of school James Tracy said.

Imagine creating a new public high school from scratch — not just the building, but the learning experience itself. How would you start? What would a typical day look like? How would it differ from most high schools?

At a recent EWA seminar, several educators who have faced this challenge shared their insights as they sought to better serve students by upending traditional school models.

Amida Nigena very nearly quit the Denver School of Innovation and Sustainable Design before the first term of her freshman year had ended. It was 2015, the school was brand new and it wasn’t anything like other campuses in the Denver school system.

The district’s goal in creating the school was to educate a generation of innovators, graduates who had mastered the self-direction skills that would get them through college and help them flourish in the workforce.

Education journalists from across the U.S. gathered this week in San Diego, on the campus of High Tech High, to explore efforts to rethink the American high school. Along the way, they heard from fellow reporters, as well as educators, analysts and students.

The second-graders at a charter school in the nation’s capital recently discovered a problem: a lack of “green spaces” in certain parts of the city.

The students at Two Rivers Public Charter School conducted research. But they didn’t stop there. They also wrote letters to the city council to share their concerns about inequitable access to green spaces across Washington, D.C.

The letters described the situation, explained why having such spaces in urban environments is important, and offered solutions, including the idea of helping to plant gardens near campus.

Telling the stories of the nation’s rural schools means better understanding what they offer the roughly 8.9 million students enrolled.

It also involves understanding the communities around those schools, the students attending them, and the challenges they face, a panel of educators and journalists explained recently during EWA’s National Seminar in Washington, D.C.

And one of the most important stories to tell about rural education involves inequality, said Alan Richard, a longtime education writer and editor.

When it comes to judging a school’s quality, what matters most? A new poll suggests the American public puts a premium on offerings outside of traditional academics, including career-focused education, developing students’ interpersonal skills, and providing after-school programs and mental health care.

At the same time, even as local schools were generally viewed favorably in the national survey, parents said they would consider taking advantage of vouchers for private or religious schools if the price was right.

While many high schools focus a lot of energy on getting students into college, admissions is only the first step. And especially when it comes to low-income students and those who are first in their family to attend college, many drop out long before they complete a degree.

Growing concern about this problem is sparking efforts in the K-12 realm to ensure better college success rates for high school graduates.

Kentucky Commissioner of Education Stephen Pruitt recently said his state is developing a system that “blurs the lines between career and technical education and what you might call traditional academia.”

And in Illinois, school districts like the one in Arlington Heights are “redefining our academic handbook around career pathways,” according to Lazaro Lopez, the associate superintendent of High School District 214.

The long, strange election cycle came to an end Tuesday with the election of Donald Trump as the next president. And while his campaign platform was scarce on education policy details, there’s no question his administration will have a significant impact, from early childhood to K-12 and higher education.

As federal education officials tout a fourth consecutive year of improvement in the nation’s high school graduation rate, the reactions that follow are likely to fall into one of three categories: policymakers claiming credit for the gains; critics arguing that achievement gaps are still far too wide to merit celebrating; and policy wonks warning against misuses of the data.

Participation in the Advanced Placement program has more than doubled over the past decade, with nearly 2.5 million students taking one or more AP exams in 2015. But with that growth has come questions about the push to ramp up the AP presence, especially initiatives that target low-income and minority students.

How well do AP courses prepare students for the rigors of college? And are students who may lack adequate preparation benefiting from the coursework?

Like many of their counterparts across the country, 10th graders at the School of Business and Tourism, part of the Miguel Contreras Learning Complex near downtown Los Angeles, read To Kill a Mockingbird. But they also read the works of self-help writer Dale Carnegie. Eleventh graders study The Great Gatsby but earlier in the year they pondered Contagious: Why Things Catch On, by Jonah Berger.

In the dozen years that Angela Duckworth has researched the concept of grit, she’s found new ways to test its validity, identified examples of it in popular culture, and worked to bust myths about its application in schools. But she hasn’t developed a just-add-water curriculum package that interested schools can use to develop the character trait in their students.

When students feel engaged and connected to their schoolwork, it’s no surprise that they tend to have better academic outcomes. But a new study of career and technical education programs suggests the benefits can extend well beyond high school graduation.

According to a leading economist, the public debate over affirmative action’s role in higher education is missing the point, and could actually lead to worse academic outcomes for students who get a boost from a college’s affirmative action policies. That view, however, is hotly contested by a wide range of scholars.

A few weeks ago Reina Olivas got on the phone with a freshman college student. “She was having a hard time with the cultural experience, the college experience,” said Olivas, a college mentor who’s in her third year at the University of Texas at Austin. “So I asked her this initial question – ‘Have you gone to office hours?’”

Olivas is part of an eight-person crew at the Dell Scholars Program that connects with 1,500 college students across the country who could use a helpful hint from other students who also are wending their way through higher learning.

The SAT has been called out of touch, instructionally irrelevant, and a contributor to the diversity gaps on college campuses because the test arguably benefits wealthier students who can afford heaps of test preparation.

But now the SAT is fighting back. The College Board, the test’s owner, is hoping that a major makeover of the assessment that’s set to debut this weekend will persuade critics that students, teachers and colleges still need an exam that has been a centerpiece of the admissions landscape for 90 years.

The many complaints about the large quantity of standardized assessments American students take may make giving another test a hard sell. But some U.S. high schools have recently added a voluntary exam that puts their student achievement in reading, math and science into an international context.

It’s been a terrific year for our scrappy little podcast, and we’re thrilled to report an equally stellar lineup coming to EWA Radio in 2016.  

I’d like to take a moment to thank the many journalists and education experts who made time to join us for lively conversations, and to all of you who have offered suggestions for stories and guests to feature. Please keep the feedback coming! 

Here’s a quick rundown of the 10 most popular episodes of the year:

The U.S. Department of Education is celebrating a new milestone for the nation’s high school graduation rate, with just over 82 percent of seniors earning diplomas in 2014. But these statistics, like so many others in the education realm, should come with a warning label: The numbers don’t tell the full story.

Since 2003, more information is produced every two days than the total sum of information produced between that year and the dawn of time, the CEO of Google said in 2010.  Easily web-accessible facts, names and articles have grown exponentially, so much so that some say students can’t be taught like they were in the past, when rote memorization was the gold standard for learning and information wasn’t at almost everyone’s fingertips.

There was plenty of levity on Twitter in the wake of Republican presidential candidate Marco Rubio’s declaration that “we need more welders, less philosophers.”(This English major would have preferred he said “fewer” philosophers, by the way.)

Last week the White House announced a new higher education experiment that will direct federal grants to some high school students who want to enroll in college classes.

The plan is to start small, with the administration offering $20 million to help defray the college costs of up to 10,000 low-income high school students for the 2016-2017 academic year. The money will come from the overall Pell Grant pot, which is currently funded at more than $30 billion annually and used by 8 million students.

Students who transfer between colleges and universities on their path to achieve a college degree often encounter obstacles – barriers, like lost credits, that could keep them from finishing their degree altogether. At EWA’s recent seminar in Orlando focused on higher education, reporters got a lesson in the data on transfer students and heard from experts who are making the process of transferring and going on to earn degrees easier for students at their community colleges.

The United States government needs a Department of Talent to coordinate its education, labor and immigration agencies, the head of one of the nation’s largest education foundations said last week.

U.S. Secretary of Education Arne Duncan launches his sixth annual back-to-school bus tour this week, and the chosen locations offer some insights into the department’s priorities in the waning days of the Obama administration. 

When Carolyn Alessio assigned her students to prepare to act out a trial to probe the themes of “Frankenstein,” she was surprised at what she found at the top of a few of their supporting documents — perfectly formatted docket numbers.

The Noble Network of Charter Schools is arguably Chicago’s most famous charter chain. Despite having schools only in one city and operating exclusively at the high school level, charter advocates now consider Noble to be in the same tier as KIPP and Achievement First — national brands in the no-excuses charter arena.

The shift from high school to college or the workforce is harrowing enough, but for the 6 million students diagnosed with a disability, the stakes are higher and the transition all the more challenging.

The nation’s students are graduating from high school at record rates and the reasons can be attributed to school reform efforts, not improving economic trends, argues a new report released by several organizations, including an advocacy group backed by former U.S. Secretary of State Colin Powell.

A few months ago I spent time with students at Pittsfield Middle High School in rural New Hampshire. They’re participating in a program known as “Extended Learning Opportunities”, which lets them step out of the traditional classroom setting and explore their personal interests. A central goal is to help them find the connective tissue between their academic studies and potential career goals. 

Rolling Stone retracted its story that supposedly detailed a University of Virginia student’s brutal rape by several members of a campus fraternity, and a report by the Columbia University Journalism School called the debacle “a journalistic failure.” 

For interactive map, scroll down. 

More students in the United States are graduating from high school, according to newly released data from the U.S. Department of Education.

“America’s students have achieved another record-setting milestone,” U.S. Secretary of Education Arne Duncan said in a prepared statement. “This is a vital step toward readiness for success in college and careers for every student in this country, and these improvements are thanks to the hard work of teachers, principals, students and families.”

The United States has a gifted and talented student problem: Mainly, too few of the nation’s students score high on domestic and international assessments, and those that do are disproportionately well-off, Asian-American or white.