Developmental education assessment and placement policies guide how students may demonstrate college readiness and are placed into college-level courses. States and postsecondary systems use a variety of measures to determine a student’s college readiness. To provide a national perspective on developmental education assessment and placement policies, Education Commission of the States researched state-level and postsecondary system policies to create this comprehensive resource on a 50-State Comparison, showing how states and postsecondary systems approach these policies.
Department of Education Hosts Rethink CTE Summit to Identify Opportunities for Expanding CTE Access and Impact through Perkins V
U.S. Secretary of Education Betsy DeVos, Assistant Secretary for Career, Technical and Adult Education Scott Stump and more than 100 stakeholders met on December 14 at the Department of Education to collaborate on ways to rethink Career and Technical Education. The Rethink CTE Summit expanded on the Department’s Rethink Education initiative and served as an implementation launch of the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). Discussion topics for the all-day session included leveraging opportunities in Perkins V, putting policy into practice and expanding stakeholder engagement.
Credit recovery, or the practice of enabling high school students to retrieve credits from courses that they either failed or failed to complete, is at the crossroads of two big trends in education: the desire to move toward “competency based” education and a push to dramatically boost graduation rates. Using newly released credit recovery data from the Office for Civil Rights and demographic data from the National Center for Education Statistics, the analysis generates results at the national, state, and local levels.
This report presents the Federal government’s five-year strategic plan for STEM education, based on a vision for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, and employment. The plan accordingly strengthens the Federal commitment to equity and diversity, to evidence-based practice, and to engagement with the national STEM community through a nationwide collaboration with learners, families, educators, communities, and employers.
Jointly developed by the Assessment Work Group and researchers from the RAND Corporation's Assessment Finder project, this report provides school and district leaders and implementation teams with guidance on how to choose and use social and emotional learning (SEL) competency assessments. It also discusses the benefits and challenges of measuring SEL competencies, what to consider when choosing an SEL competency assessment, and guidance for using SEL competency data in practice.