The CES Model

Growing up, parents, teachers, and elders always emphasize the importance of an education to the younger generations. High school students are pushed and encouraged towards college for the next big step in their life. By the time kids step into high school it’s drilled into their heads that to make something of oneself they need to pursue a college education. In reality, are high school graduates even prepared for the challenges that they will soon face? High schools are not preparing their kids for the “college experience” that in turns leaves them lacking the know-how they will need for the workforce.

Higher education in America is facing many challenges, i.e., low retention, low graduation rates and less funding. Postsecondary institutions are scrambling to remain a competitive entity within society. In order to do so, students must remain in school (Talbert, 2012). The Office of the White House states (2014), educational attainment is critical to our county’s economic success. In essence, the work force is creating more jobs requiring more education and a higher level of skill than was previously achieved. Individuals with only a high school diploma will not make into the middle class sector because of

High schools do not focus enough on college readiness. “Our findings suggest that high schools have prioritized credit accrual necessary for graduation over knowledge and skill development that would prepare students for

College is not just a choice, it's the beginning of a lifelong journey, one that will shape and determine future choices, decisions and purposes. A high school graduate tends to have no background of job experience or any essential skills to work at a decent company. Throughout the years, America has always debated whether higher education helps people succeed or if needed, but with that come along many risk and benefits for state funding.

Research shows that Black college retention and graduation rates are low, especially when compared to other races. On The Chronicle of Higher Education: College Completion website, the graph shows 2013 graduation rates for all California public colleges. According to the graph, 17.1% of first time, full-time, Black undergraduates attained their degree within four years. In six years, 45.4% of them met this goal. On the same scale, Whites, Asians, Hispanics, and American Indians are surpassing black graduation rates. In four years, 38.8% of White students are graduating from these institutions, while 67.8% are graduating in six. Forty-two point two percent of Asians are graduating in four years, and 73.3% are graduating in six years. Hispanic students are graduating at the rate of 20.9% in four years, and 53.3% in six years. The rate for American Indians is 31.1% in four years, and 57.5% in six (The Chronicle of Higher Education: College Completion). For a quarter century, the racial college achievement gap between

Let’s imagine a school with small group classroom sizes, preparing students for college and careers after high school. Also with diverse AP and honor classes by creating a program to help aid students to learn about these classes and the benefits. Since they haven’t created a program to prevent students falling into the government system. In my eyes this is an ideal school that can help and benefit students and the future way of learning. Although Denver South High School is doing well in the areas of diversity and culture, south could improve on preparing students for future careers, enlightening students on the benefits of AP and honor courses provided at the school and also creating

I attend CollegeBoard the College Selection Process: Find the “Best Fit” webinar. There were two presenters Melissa Caperton, Senior Associate, American Council on Education American College Application Campaign (ACAC) and Dr. Venisa Green, Professional School Counselor, Percy L. Julian High School, Chicago Public Schools. I would definitely recommend this webinar because I have learned a lot how to increase the number of first-generation and low-income students pursuing a college degree. Also I have learned quite a bit about how to help high school senior students navigate college admission process and ensure they apply to at least one college. I am going to

The article from Data Note, Achieving the Dream “Characteristic of Credential Completers,” by author Sue Cleary, Senior Research Associate looks at how the demographic and characteristic of community college students influence on their educational accomplishment.

The CEPR focuses on three areas: Teacher Effectiveness; Postsecondary Access and Success; and School Improvement and Redesign. These issue were selected due to their important role in the current education policy agenda. Teacher effectiveness stems from research that shows that teaching is “the single most important school-based factor in a student’s academic growth. Projects include improving teachers’ math instruction, rubric based grading, and video surveillance for classroom observations. Postsecondary access is studied since a college degree is necessary for financial security and stable employment. Examples of projects include Access to Opportunity, which measures student’s access to rigorous coursework, and studying the effects of pre-college remedial math programs. In the school improvement area, students evaluate new models, policies, and programs that have the potential to improve the future of education. Projects include a social-emotional learning measure for California to reform education and the Personalized Learning Collaborative, which studies the effects of blended learning on student success. Unlike the CEPR, SPR is not limited to specific areas of

These differences are best illustrated by the significant number of students who enroll in developmental education, pursue workforce training, or enroll in English as a Second Language (ESL) courses. Demographically, community colleges enroll more students from traditionally underrepresented populations than any other type of institution.

Integrating Common Core State Standards (CCSS) into the curriculum at elementary schools has created a more rigorous learning atmosphere for children. One of the main components that the Common Core State Standards, take pride in is that they are, ?Based on rigorous content and application of knowledge through higher-order thinking skills? (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). These standards have been created so that students are more prepared for college. Overall, this is a great idea. There are many students that get to college and do not know how to critically think or even write properly using academic language. The problem that arises is there are students that are already behind, what happens to them now that we are integrating these higher level standards?

The impact that CCSS has on public schools is the focus and need for massive professional development in our school systems. This change in system will require teachers to take training programs to get them on board with the new academic standers the state is requiring. Common Core will also affect children with disabilities. Efforts will

1.5 Systems for Continuous Improvement – While leaders are able to articulate West End’s priorities, the path or strategy for success within each of these initiatives is not consistently defined for teachers, students and parents. Priorities are clearly identified by the leadership team however the expected outcomes for these strategies are not clearly defined at the outset. For example, the implementation of a CCSS-aligned Math curriculum is a widely understood improvement strategy among West End leaders, however teachers, students and parents may remain unclear on benchmarks and expected outcomes as they relate to increased rigor and resulting student gaps, changes in classroom instruction, teacher coaching and parent education/support with

Institutions from this industry offer academic and professional courses with the goal that students achieve their graduate degrees. This Courses are offer in Community colleges, public Universities and private Universities. (NCES) 700 schools are public , 2300 are private , about 60% of the students are enroll in public colleges and universities, and only 30% are private. According to (College Planning Management)“The Colleges and Universities industry is expected to exhibit steady growth. High unemployment and dire economic conditions caused more individuals to pursue higher education to boost their competitiveness in the job market the steady growth of high school retention rates also increased

In the education and teaching field there are countless amounts of issues that occur on an everyday bases, whether the issues are big or small. For instance, some of the minor issues would be the lack of parent support, technology, and poor attendance rates. On the other hand some bigger issues would be the low teaching salaries, lack of funding for schools, and the overall problem of dealing with the common core standards. Common core was established in 2010 to set a certain learning foundation in each state. Specifically, the foundation is to keep every kid in America on a target goal and to be working at the same pace when the standards came to the end of year testing. Many scholarly sources have recognized the issue and has brought the subject into numerous articles. In the following review the sources will discuss the relationship on how the CCSS affects the educational system in the teaching field.