New High School Graduation Requirements

Senior High School Readiness can be compared to College Readiness since it seeks to assess the preparedness of students for higher education. According to David Conley (2007), college readiness can be defined operationally as the level of preparation a student need to enroll and succeed–without remediation–in a credit-bearing general education course at a higher education that offers a baccalaureate degree or transfer to a baccalaureate program. This apperception of college readiness is polished against what our recent research has come to define as best practices entry-level courses as opposed to traditional freshman coursework (Conley, Aspengren, Gallagher, & Nies, 2006a, 2006b; Conley, Aspengren, Stout, & Veach, 2006).

A high school diploma is no longer enough to ensure success in the globalized world we live in. Low skill jobs made available by a high school education are, as time goes by, more and more likely to be automated or sent overseas. Even college degrees sometimes fail to secure their holders a solid career. Technology keeps advancing, and as it pushes forward, many workers look to education to stay relevant. Thomas Friedman, New York Times journalist and author of “The World Is Flat”, says "...its not only what you know but how you learn that will set you apart. Because what you know today will be out of date sooner than you think" (309). Friedman acknowledges that in today’s ever-changing world, you must continually learn new things, and as

In educational and school settings the curriculum is constantly changing, as well as the different styles of teaching pedagogies that educators use on a daily basis to match the types of learning of each child within their classroom. Educators strive to bring out the best within their pupils and through using personalised learning this can be done efficiently supplying the child with the correct type

Challenges and obstacles are life defining moments in someone’s life that teaches them skills and responses that they can utilize and build upon for the duration of their lives. I would not necessarily call my challenge a moment, I would call it a period or season of my life where I had to learn how to cope with the many personalities of high school students, and differentiate who I would consider my friends. High school is a very stressful environment and peer pressure is very prevalent. Not only is there the fact that you may not attend a high school in the same town as you live, but inevitably, it thrusts you into a world of people you may not even know.

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Kanno & Kangas, 2014), rigorous college preparation begins in middle school, when students must take the prerequisite classes to advanced high school courses. By the time students reach high school, advanced placement courses may be out of reach for those who have not taken the preparatory classes (Kanno & Kangas, 2014). Given that a rigorous secondary school curriculum seems to predict college success (Flores et al., 2012), ensuring that former ELLs enroll and succeed in high-level classes is integral to promoting equitable college readiness. Indeed, students who take advanced coursework tend to develop more higher-level thinking skills, analytical abilities, and positive attitudes than students who take basic courses (Kanno & Kangas, 2014). Most recently, Flores et al. (2012) analyzed student data from Texas and found that taking high-level and dual-credit courses is a strong predictor of immediate college enrollment for all students regardless of ELL

Education plays an important role in every person’s future. Not only does it enhance a person’s intellect, but it allows them to discover what they want to become. For the past years, high school students were having trouble graduating and when Texas ranked the lowest in the population that received a high school diploma, the state decided to minimize the amount of exams students had to pass. Although Texas students became successful in graduating, this way of graduating harms the student because they were unable to understand the basics in their education. The reduction of End-of-course exams from fifteen to five and later to three motivate students, but also teaches them that they don’t need to work hard.

William G. Tierney, Zoë B. Corwin, Julia E. Colyar, (2005), Preparing for colleges, pp 200-264

Coming from Cuba to The United States of America was a dream; however, a nightmare as well. I came to live to Miami when I was nine years old during fourth grade. My family constantly told me to study hard to be able to graduate from high school and go to college. In addition, learning a new culture, language, and educational system was tough for me. High-school graduation was my main goal to reach since I came to this country; yet, I had a long pathway to walk and full of challenges.

partnerships with workforce training programs. Through our 20+ partnership and standalone campuses, we offer a range of classroom,

Millennium Brooklyn High School located in the heart of Park Slope, Brooklyn is a school founded in 2011 for students seeking accelerated education in hopes to prepare them for college. The student population of Millennium High School is about 570 students and offered a range of classes from AP courses, English, Sciences, Math, Humanities, Foreign Languages and Social Studies. In addition, students may participate in extracurricular activities such as sports (competing within PSAL) or clubs within the school grounds. Millennium Brooklyn High School offers a demanding well-rounded academic program. Millennium Brooklyn High School mission “is to prepare students for college and life-long success through a rigorous academic program that is

To the respected and caring leaders of the California Department of Education, I hope to remind you all of the obstacle that most students face when they enter college. I am an undergraduate student at University of California, Davis. Although I got accepted to the university, just like many other students, I found that the knowledge and skills that I have learned and developed from secondary school do not meet the university entrance requirements. I have come to realize that high schools did not prepare students enough for the cruel and competitive environment in college. In order to help students to survive in more competitive environment and to pursue higher education, the Department of Education is greatly needed in establishing higher

Dear ladies and gentlemen of the Cherry Creek School District board of education, in 2009 the current graduation standards from Cherry Creek Schools were set in place. All high school students were required (in order to graduate) to have taken: four credits of English, three credits of math, three credits of science, three credits of social studies, two credits of physical education, one and a half credits of fine arts or career and technical education and finally five and a half credits of electives (Cherrycreekschools.org) . Which brings me to the purpose of this letter. I wish to propose a motion to move foreign languages from the electives category to a core class on par and equal to English, math, science and social studies. This will make foreign language(s) a mandatory class in order to graduate. As an aspiring educator and polyglot (I speak English, French, Japanese, and I have an advanced understanding of German and am learning Korean), I only wish to give my future students and all future students the best possible opportunities to excel and succeed in life.

Aurum Prep has already established a structure for incorporating personalized learning plans in our school design. In accordance with PLPs, we have (a) crafted 30 mins a day for advisory, (b) designed for a one to one computer to student ratio, and (c) evaluated software/curriculum for PLPs. Our current school design incorporates some project based learning, and our leadership

With the realization that not every child is the same, or learns the same as another, teachers need to take the steps necessary to ensure that their students are all getting educational opportunities that work the best for them. The idea of personalized learning has been around for quite some time, yet not all teachers seem to have the same understanding of what it is and how it works. The article “What is ‘Personalized Learning’? Educators Seek Clarity”, mentions three important aspects of the problem; an outline of the general solution, emphasizes “essential elements”, and brings the problem into the hands of students. Teachers need to have a basic understanding on how to personalize their students learning because every child learns differently from the next.