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

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Making High School/ Community College
TransitionsCombine HSTW and CCTI
Gene Bottoms Senior Vice President Southern
Regional Education Board gene.bottoms_at_sreb.org
SouthernRegionalEducationBoard
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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
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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
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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

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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

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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

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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

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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

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High School/Community College Transitions
PracticesEngaging Research-based Teaching
Practices

• Project-based learning
• Improved classroom assessment
• Teaching for understanding
• Use of technology

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High School/Community College Transitions
PracticesEngaging Research-based Teaching
Practices

• Independent research
• Integrated work-based learning
• Standards-based teaching

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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

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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

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High School/Community College Transitions

• Ongoing Professional Development
• Time and support for professional development
• Host concurrent professional development
  secondary/postsecondary
• Shared classroom observations

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High School/Community College Transitions
Practices

• Data and Effectiveness
• Institutional accountability
• Develop data systems that connect achievement to
  school/classroom practices.

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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

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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.

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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.

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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.

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