Personalized Pathways to Success
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| Title: | Personalized Pathways to Success |
|---|---|
| Language: | English |
| Authors: | Westover, Jay |
| Source: | Leadership. May-Jun 2012 41(5):12-14. |
| Availability: | Association of California School Administrators. 1029 J Street Suite 500, Sacramento, CA 95814. Tel: 800-890-2272; Tel: 916-444-3216; Fax: 916-444-3739; Web site: http://www.acsa.org |
| Peer Reviewed: | N |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Higher Education |
| Descriptors: | Elementary Secondary Education, State Standards, Career Development, Needs Assessment, Educational Needs, Achievement Gap, College Readiness, Readiness, Developmental Studies Programs, Alignment (Education), Integrated Services, Comprehensive Guidance, Comprehensive Programs, Change Strategies, Educational Change, Academic Support Services, Individualized Education Programs |
| ISSN: | 1531-3174 |
| Abstract: | The term "college and career ready" has become widely used as a result of the proposed Elementary and Secondary Education Act (ESEA) reauthorization and Common Core State Standards movement. As schools move toward what may be considered a moral and economic imperative for the nation's students, it is essential that they first identify the gaps of college and career readiness both in students and within their systems of practice. In this article, the author discusses how schools are using data about college and career readiness of students to focus and refine their systems of support. The author points out that the outcome of college and career readiness for all students has the potential to personally touch the learning of every student, but only if schools have a truly integrated system of support. As school and districts implement integrated systems of support, the barriers to ensuring all students become college and career ready will fall away. Undertaking a gap analysis of current systems provides a deeper understanding of college and career readiness as well as a method to identify areas of focus and next action steps. |
| Abstractor: | ERIC |
| Number of References: | 4 |
| Entry Date: | 2012 |
| Access URL: | https://www.acsa.org/FunctionalMenuCategories/Media/LeadershipMagazine/2012-Archives/MayJune-2012.aspx |
| Accession Number: | EJ971417 |
| Database: | ERIC |
| Abstract: | The term "college and career ready" has become widely used as a result of the proposed Elementary and Secondary Education Act (ESEA) reauthorization and Common Core State Standards movement. As schools move toward what may be considered a moral and economic imperative for the nation's students, it is essential that they first identify the gaps of college and career readiness both in students and within their systems of practice. In this article, the author discusses how schools are using data about college and career readiness of students to focus and refine their systems of support. The author points out that the outcome of college and career readiness for all students has the potential to personally touch the learning of every student, but only if schools have a truly integrated system of support. As school and districts implement integrated systems of support, the barriers to ensuring all students become college and career ready will fall away. Undertaking a gap analysis of current systems provides a deeper understanding of college and career readiness as well as a method to identify areas of focus and next action steps. |
|---|---|
| ISSN: | 1531-3174 |
