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Making High School/ Community College Transitions: Combine HSTW and CCTI

This article discusses the practices and strategies to improve high school to community college transitions, focusing on increasing enrollment in postsecondary education, decreasing remedial course taking, and improving academic achievement.

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Making High School/ Community College Transitions: Combine HSTW and CCTI

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  1. Making High School/ Community College Transitions:Combine HSTW and CCTI Gene Bottoms Senior Vice President Southern Regional Education Board gene.bottoms@sreb.org SouthernRegionalEducationBoard

  2. Outcomes • Increase enrollment in postsecondary education. • Decrease the percentages of recent high school graduates having to take one or more remedial course. • Increase academic and skills achievement at the secondary and postsecondary levels. • Increase the percentages of students who obtain postsecondary degrees, certificates other recognized credentials. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  3. High School/Community College Transitions Practices Classroom high expectations Focused learning culture Redo work Clearly indicated amount and quality of work to earn an A or a B Amount of out-of-class work expected SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  4. High School/Community College Transitions Practices Rigorous program of academic studies High school college-prep English (4 credits) Mathematics – Algebra I and higher (4 credits) Science – lab based (3 credits) Social studies (3 credits) Postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  5. High School/Community College Transitions Practices Blended HSTW academic core with CCTI Career pathway • Blended academics • High-demand/high pay jobs • Technical literacy emphasis • Common end-of-course exams • Secondary/postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  6. High School Community College Transitions Practices Extra Help and Extra Time • Extra help strategies – high school/postsecondary to meet course standards • Create peer study teams – secondary/postsecondary • Ninth grade catch-up strategy SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  7. High School/Community College Transitions Practices Extra Help and Extra Time • Early assessment of college readiness • Senior year remediation strategy/assess effectiveness • Support class/independent learners – secondary/postsecondary SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  8. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Literacy across the curriculum – literacy goal • Numeracy across the curriculum • Contextually-based teaching • Cooperative learning • Socratic strategies SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  9. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Project-based learning • Improved classroom assessment • Teaching for understanding • Use of technology SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  10. High School/Community College Transitions PracticesEngaging Research-based Teaching Practices • Independent research • Integrated work-based learning • Standards-based teaching SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  11. High School/Community College Transitions Practices Guidance, advisement and orientation • Student mentor/adviser – secondary/postsecondary • Orient students, teachers and parents to pre-requisite for success in community college • Develop six-year education plan with parents and review annually • Mutual planning by CC and HS guidance and advisement personnel SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  12. High School/Community College Transitions Practices • Strategic leadership and support – administrative support is ongoing • Coordination by community college and high school leaders • Time for academic and technical teachers to do course development and common assessment planning SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  13. High School/Community College Transitions • Ongoing Professional Development • Time and support for professional development • Host concurrent professional development – secondary/postsecondary • Shared classroom observations SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  14. High School/Community College Transitions Practices • Data and Effectiveness • Institutional accountability • Develop data systems that connect achievement to school/classroom practices. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  15. Essential Characteristics of Career Pathway – Secondary • Rigorous academic core • Meets high school exit requirements • Meets postsecondary entry/placement requirements • Opportunities for students to earn college credit or have remedial instruction SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  16. Essential Characteristics of Career Pathway – Secondary • Extra help to enable students to meet academic and technical course standards • Opportunities for students to earn college credit or remedial instruction • Pass national employer licensing exam. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  17. Comparison of Post-high School Activities by Completing and Not Completing HSTW Curriculum • 90% of completers have taken postsecondary courses, compared to 75% of non-completers. • 77% of completers are presently enrolled in further study, compared to 52% of non-completers. • 68% of completers have taken courses at colleges and universities, compared to 51% of non-completers. • 30% of completers who have worked since graduation work full-time, compared to 43% of non-completers. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

  18. Mathematics Courses Taken in High School and Remedial Mathematics Study • 81% of graduates who had completed four or more credits of college-preparatory mathematics in high school did not need to take remedial course work in mathematics upon entering college. • 90% of graduates who completed four credits in college-preparatory English did not require remedial course work in English. SouthernRegionalEducationBoard CCTI - Atlanta 03-18-06

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