Throughout the course of our research on college readiness, the CRAfT team has frequently taken the opportunity to talk with current college students and faculty about what readiness means to them. Last year, we asked first-year Posse students at The University of Texas at Austin what they wish they had known when they entered college and what advice they have for future college students. This year, we asked these same questions of the new first-year Posse cohort.
Emily Johnson's blog
As most of you know, in 2013, HB5 mandated the creation of college preparatory courses to be offered in high schools for students who do not pass end-of-course exams (EOCs) in mathematics and English/language arts their junior year. These courses require a partnership with an institution of higher education (IHE) and are designed to improve students’ readiness skills prior to entering college and/or the workforce.
Last fall, we asked the first-year Posse Scholars at UT Austin to share their perceptions of readiness with us: What does readiness mean to you? What do you wish you’d known before entering college? We encourage you to read what they said because their thoughts reflect much of what we say regularly about the importance of building skills, not just content knowledge. This fall, we asked these same students (now sophomores) to think on this topic of readiness again.
This post is co-authored by Louisa Benavidez, Math Instructor at The Science Academy of South Texas in Mercedes, and Dana Stiles, Math Instructor at James Bowie High School in Austin.
This week’s guest post comes to us from Claudette Jenks, Assistant Director of College Readiness and Success Initiatives with the Texas Higher Education Coordinating Board (THECB). Note: Beginning September 8, this blog will shift to a monthly schedule, updating every 2nd Tuesday.
This post is authored by Dr. Cassandre Giguere Alvarado, Director of Special Initiatives at The University of Texas at Austin and Principal Investigator of the CRAfT project.
This is the final installment in our four-post series on pedagogy.
Pedagogy is the art and science of education.1 To me, this means that while there is a tremendous amount of science (data) to guide us as educators, in each individual classroom, pedagogy is also an art. Sometimes it’s a paint-by-number, and everything fits in its place.
This week continues our four-post series on pedagogy with an examination of how to assess ‘College Ready’ writing.
What Does ‘College Ready’ Writing Really Look Like?
The term ‘College Ready’ is used frequently, and it is often taken for granted that the audience knows what it means. However, we have seen that there are many different understandings of what ‘College Ready’ means.
For the final post in our series on important skills that all students need, we will explore information literacy.
the ability to find, retrieve, analyze, and use information
(Introduction to information literacy, n.d., p. 1)
In many discussions of readiness, the focus is often on college readiness. However, the CRAfT team believes that career readiness is just as critical. We have been intentional about including career readiness in our plans, resources, and publicity because 1. Nearly every student will enter the workforce at some time in their life and 2. The skills students need to succeed in career are the same as those needed to succeed in college.