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In this study, we examined the structural validity of the Secondary Transition Fidelity Assessment (STFA), a measure of secondary schools’ use of programs and practices demonstrated by research to lead to meaningful college and career outcomes for all students, including students at-risk for or with disabilities, and students from diverse backgrounds. Drawing from evidence-based practices endorsed by the National Technical Assistance Center for Transition and the Council for Exceptional Children’s Division on Career Development and Transition, the instrument development and refinement process was iterative and involved collecting stakeholder feedback and pilot testing. Responses from a national sample of educators (N = 1,515) were subject to an exploratory factor analysis resulting in five measurable factors: (a) Adolescent Engagement, (b) Inclusive and Tiered Instruction, (c) School-Family Collaboration, (d) District-Community Collaboration, and (e) Professional Capacity. The 5-factor model was subject to a confirmatory factor analysis which resulted in good model fit. Invariance testing on the basis of geographical region strengthened validity evidence and showed a high level of variability with regard to implementing evidence-based transition services. Findings highlight the need for consistent and regular use of a robust, self-assessment fidelity measure of transition service implementation to support all students’ transition to college and career.

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A renewed focus to produce college and career ready graduates capable of thriving in science, technology, engineering, and mathematics (STEM) and other career and technical education professions has made access to advanced mathematics and science courses for all students a priority in K-12 education. Previous research on achievement has indicated that Black and Latino students are underrepresented in advanced mathematics and science courses and are lagging behind their peers in academic performance. Some researchers have suggested that these disparities in participation and achievement result from unequal access to educational opportunities. This purpose of this study was to examine student access to advanced mathematics and sciences courses in Virginia public high schools as an indicator of college and career readiness. This study employed secondary data analysis of school level data from the Virginia Department of Education. Regression analyses, simple and multiple, were used to examine access to advanced mathematics (Algebra II and higher) and advanced science (Chemistry and higher) course offerings by school characteristics, including school size, economically disadvantaged percentage, the percentage of minority students, and urbanicity locale. The results of this study indicated that student access to advanced mathematics and science course offerings, excluding and including AP mathematics and science courses, as in indicator of college and career readiness, differed based upon school size, economically disadvantaged percentage, and urbanicity locale. These findings, consistent with national statistics and other research, suggested that students who attend public high schools in the Commonwealth of Virginia do not have equal access to advanced mathematics and science course offerings, including AP mathematics and science courses, when school size, economically disadvantaged, and urbanicity locales are considered. Other findings related to access based on the percentage of minority students were inconsistent with prior research, as there was no significant difference in the number of advanced mathematics and science course offerings, excluding and including AP mathematics and science courses, based on the percentage of Black and Latino students enrolled in Virginia public high schools. / Ed. D.

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Nearly two-thirds of undergraduate college students within the United States fail to graduate within six years because they are unprepared for postsecondary education. Thus, many states have embarked on policy reform movements centered on college and career readiness for all high school graduates. This study focused on Kentucky’s efforts to implement four key initiatives—accelerated learning, secondary interventions, college and career readiness advising, and persistence to graduation—resulting from sweeping reform policies enacted in 2009 by the Kentucky General Assembly. The study considers policy implementation from an organizational perspective and explores the structural characteristics associated with effective policy implementation at the school level.

More than ever before, educators and researchers are keeping a keen eye on student college- and career-readiness. The widely adopted Common Core State Standards were written with the explicit goal of helping students to be college- or career-ready by the time they graduate from high school. However, many students experience setbacks, such as course failure, within their educational career placing them at risk for not reaching this goal. Because the ACT can predict student success in college, states often use benchmark scores from the exam to measure student college- and career-readiness. A student who fails to learn fundamental concepts in either Algebra I or Geometry will not score as well on the ACT and is not likely to meet benchmark scores for college- and career-readiness. It is important, then, for schools to provide credit recovery opportunities to students who do not pass these classes so they can master the content and earn a passing grade. This research study examines different credit recovery options offered at one high school to students who failed Algebra I and/or Geometry. These options included re-taking the class, summer school, an online course, and a more unique mastery based program. Because students were nested within teachers, hierarchical linear modeling was used to determine associations between credit recovery options and the ACT mathematics score which is used to determine college- and career-readiness. Also considered were the effects of gender, race, socioeconomic status, and previous achievement indicated by PLAN mathematics scores. For Algebra I, no variables were found to be statistically significant as fixed effects, and only re-taking the class, PLAN mathematics scores, and identification as White were found to be statistically significant as random effects. For Geometry, identification as being African American was the only variable found to be statistically significant as a fixed effect, and re-taking the course and participation in summer school were both found to be statistically significant as random effects.

<div> <p>Employability skills such as communication, leadership, and critical thinking are in high demand from employers and colleges alike (Crawford, Lang, Fink, Dalton, & Fielitz, 2011; Easterly, Warner, Lamm, & Telg, 2017). In a competitive employment environment, applicants must strive to achieve academic success and proficiency in their field of interest. They also need to possess a command over employability skills that are broadly applicable to all aspects of business (Boahin & Hofman, 2013). A descriptive census of 2018-2019 high school senior members of the National FFA Organization was conducted to provide an updated and focused look into the National FFA student membership. Its goal was to assess the level of employability skills and academic success retained through high school and participation, within the organization, that takes into account the evolution of employability skills desired by the 21^st Century job market. Exploring, defining, and understanding the current National FFA student membership’s achievements and interests in career pathways is important in ensuring the optimal educational experience for today’s youth. The study took place over nine weeks in the fall of 2018 with 2,087 respondents completing the online survey. Informed consent and parental consent were collected completely online. Respondents self-reported their Youth Leadership Life Skills, Critical Thinking Dispositions, Communication Competence, High School GPAs, Standardized Test Scores, FFA Involvement/Enrollment, and their interests in AFNR Career Pathways. Results of the study indicated that respondents self-perceived high employability skill levels and above average academic success compared to National Average Standardized Test Scores. These results could be translated into College and Career Readiness of the study respondents. Significant relationships were found between employability skill levels, academic success, and respondent’s level of FFA Involvement. Recommendations for future research include replicating this study within the next 10 years and using a standardized scale to collect self-reported high school GPAs. It would also be beneficial to review USDE high school transcript studies to uncover why “class scheduling problems” were reported as the most common reason for gaps in FFA enrollment.</p> </div> <br>

This study investigated teacher perceptions of preparedness for implementing the English Language Arts Common Core State Standards/Mississippi College and Career Readiness Standards (ELA CCSS/MCCRS) that require the use of technology. Participants included 101 ELA teachers in Mississippi from varying backgrounds and school sizes who responded to a survey via email. The survey was comprised of questions written in order to expand on professional development opportunities teachers have had available to them, technology that teachers have access to in their schools/districts, levels of self-efficacy teachers have with technology use, value assigned to technology in the classroom, and support that teachers have within their school/district for issues related to technology. Descriptive statistics, plots, and regression models are included to highlight factors that have an effect on the amount of technology teachers are or are not using in conjunction with the ELA CCSS/MCCRS. The findings revealed that teachers in Mississippi believe that the integration of technology into the ELA Standards is important, but they are not all equipped with the technology nor support needed in order to meet the standards in the way that they are written. The results also showed that although teachers do assign a high level of value to technology use in the classroom, this was not enough of an influence to inform the amount of technology implemented into their classrooms. The same was true for self-efficacy. Value and self-efficacy related to technology are integral for implementation, but if teachers are not supplied with the applicable technologies or appropriate professional development and support in order to utilize classroom technology, then they are not enough to affect implementation. Many areas such as availability and use of technology, teacher value and self-efficacy for technology, issues with professional development, educational policy, and additional research were informed by the results revealed in this study.