In our last post, we wrapped up our series exploring the subject areas for which CRAs are available. For this post, we would like to highlight some of the data that support using CRAs to improve college and career readiness. In CRAfT’s efforts to design lessons that would be both useful for educators and effective in preparing students for college and career, we collected and analyzed several pieces of data so that you could feel confident in bringing CRAs into your classroom.
Emily Johnson's blog
Winter break is fast approaching, and for many students and educators, it is time of rest and relaxation. For students, winter break can be up to a month long, so I often worry about them remaining engaged and intellectually stimulated. We know that frequent low-stakes quizzes have shown to improve learning, and we know that summer breaks can reduce gains in learning achieved during the school year. Certainly students need time of rejuvenation, but we also do not want their minds to lay completely fallow such that they forget material or lose the progress from the previous term.
This edition of the CRAfT blog features two brief testimonials from faculty members who field-tested CRAs with their students during the 2012-2013 school year. As you may already know, each of the 50 CRAs on the CRAFTx.org website went through a rigorous testing process in which high school and college faculty implemented them with their students to determine both their usability and their effectiveness in improving students’ college and career readiness across three key domains: cognitive skills, foundational skills, and content knowledge.