College and Career Readiness and the Every Student Succeeds Act

Abstract

This study addressed the current policy push to improve students' college and career readiness (CCR) as manifested within the Every Student Succeeds Act (ESSA) and examined CCR policy in the state of Illinois as a case study, noting ways in which provisions for CCR programs prepare all students, including those historically underserved by higher education, to be prepared for education and employment post-high school. Research Methods: A critical analytic approach was undertaken, foregrounding equity. We conducted thematic content analysis of ESSA and Illinois policy, employing a CCR accountability paradigm. Findings: CCRrelated content was contained throughout ESSA. Although content varied, themes were identified. Dual enrollment provisions were prominent in ESSA but not the Illinois' CCR laws; however, science, technology, engineering, and mathematics was emphasized in both. ESSA introduced but did not fully clarify what constitutes a well-rounded education and did not identify particular reporting and accountability provisions, whereas two Illinois' CCR bills focused on remedial education and the third evidenced a more comprehensive and integrated CCR approach. These findings suggest distinct federal and Illinois' CCR visions. A more systematic equity focus was evident

Exploring Factors of Home Resources and Attitudes Towards Mathematics in Mathematics Achievement in South Korea, Turkey, and the United States

“…The United States Department of Education projects the percentage of STEM jobs will increase by 14 percent between 2010 and 2020 (U. S. Department of Education, 2015). The Every Student Succeeds Act (ESSA) and College and Career Readiness (CCR) initiatives further support the national drive towards students' success in STEM subjects (Council of Chief State School Officers, 2018;ESSA, 2015;Malin, Bragg, & Hackmann, 2017). Stakeholders throughout the United States encourage and fund programs for students to have access to educational opportunities and resources in STEM-related fields.…”

“…Stakeholders throughout the United States encourage and fund programs for students to have access to educational opportunities and resources in STEM-related fields. Due to the recent motivation to prepare students for success in careers and higher education, students' exposure to STEM disciplines have increased an early age in schools, at home, and throughout the community (Council of Chief State School Officers, 2018; ESSA, 2015; Malin et al, 2017).…”

Exploring the roles of students’ home resources and attitudes towards science in science achievement: a comparison of South Korea, Turkey, and the United States in TIMSS 2015

“…In the United States, the College and Career Readiness (CCR) standards and Every Student Succeeds Act (ESSA) have become driving forces in emphasizing the national need for students' achievement in STEM disciplines (Council of Chief State School Officers 2018; ESSA 2015; Malin et al 2017). Schools may be supported with STEMrelated resources and training through local, national, and federal funding sources.…”

An analysis of college and career readiness emphasis in ESSA state accountability plans

“…Enacted in 2015, the Every Student Succeeds Act (ESSA) includes a prominent focus on college and career readiness (CCR) not contained in prior Elementary and Secondary Act (ESEA) reauthorizations (Malin, Bragg, & Hackmann, 2017), reflecting an ongoing policy drive in the United States to improve K-12 students' preparation for college and the workforce (Darling-Hammond, Wilhoit, & Pittenger, 2014). ESSA embraced the Obama administration's goal that high school students "should graduate…ready for college and a career, regardless of their income, race, ethnic or language background, or disability status" (U.S. Department of Education [USDE], 2010, p. 3), and it cleared both chambers of the U.S. Congress with broad bipartisan support.…”

“…To this end, we consider equity in conjunction with state accountability plans for ESSA implementation, motivated by our awareness of long-standing inequities in college access, opportunities, and outcomes related to race as well as to gender, income, and other characteristics associated with college and workforce attainment (Carnevale & Strohl, 2010). Building on our earlier review of ESSA CCR-focused provisions (Malin et al, 2017), we analyze all ESSA accountability plans to determine the extent and ways in which states address ESSA CCR goals, including in relation to facilitating students' equitable access and participation.…”