Browsing by Subject "college readiness"

Now showing 1 - 6 of 6
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    Analysis of College in the Schools (CIS) Surveys
    (2004-08) Wahlstrom, Kyla; Riedel, Eric
    This is an executive summary of the Analysis of College in the Schools (CIS) Surveys, including analysis of program impacts surveys and follow up student surveys
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    Analysis of the College in the Schools Program Impact Survey
    (Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, Eric
    The College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota who provide professional development related to content and instructional methods. The classes are offered during the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The College in the Schools (CIS) Program Impact Survey for principals, teachers, and guidance counselors was administered as a web survey from April 9, 2003 through June 17, 2003. The survey sought information from school principals, teachers, and counselors on what they saw as the impact of CIS on their school, teachers, related academic departments, and students. The survey also asked about financial difficulties in implementing the CIS program and their support for charging students tuition to participate in the program.
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    College in the Schools Follow-Up Student Survey
    (Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, Eric
    The College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their local high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota in terms of the content to be taught and instructional methods. The classes are offered within the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The CIS Follow-Up Student Survey sought to gather the opinions of past participants five years after they had taken a CIS course. The survey asked about participants’experiences after high school including whether they attended college, whether the University credit received was recognized at their college, and how CIS did or did not prepare them for college. The survey also asked about their future plans after completing their postsecondary education.
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    An Evaluation of Project SUCCESS Programming
    (Center for Applied Research and Educational Improvement, 2012-10) Kundin, Delia; Michlin, Michael; Daugherty, Martha
    Project SUCCESS (PS) is a youth-development organization working with students in public schools in Minneapolis and St. Paul, MN. For over 18 years, the program has worked to motivate students to set goals, plan for the future, and pursue their dreams. The program seeks to accomplish these goals by collaborating with teachers, facilitating in-class workshops with students, and providing access to theater experiences and other special programs and services (e.g., one-on-one assistance, college tours, school performances, and Boundary Waters Canoe Area (BWCA) adventures). In August 2011, PS contracted with the University of Minnesota’s Center for Applied Research and Educational Improvement (CAREI) to conduct an evaluation of its program. During the 2011-2012 school year, evaluators focused on building a foundation of evaluation activities that can be expanded on in future years. The purpose of the evaluation was to gather information to help program staff better understand how the program impacts students and teachers. This information is expected to help guide guide further exploration of program effectiveness.
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    Minneapolis Public Schools Small Learning Communities: Final Evaluation Report
    (Center for Applied Research and Educational Improvement, 2010-11) Dretzke, Beverly; Rickers, Susan
    Minneapolis Public Schools (MPS) was awarded a 5‐year grant by the U.S. Department of Education for a Small Learning Communities (SLC) project that was implemented in its seven comprehensive high schools. The funding period began in July 2005 and ended in July 2010. Two main goals were established for the project. Goal 1 was to close the achievement gap between students of color and White students in reading and mathematics while raising the achievement of all students. Goal 2 was to increase the graduation rate and post‐secondary readiness of all students. This evaluation report describes MPS’s attainment of these two goals in the final year of the 5‐year project and across all 5 years.
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    Parental Trust of Schools and Its Role in Postsecondary Readiness
    (2015-05) Palan, Rosalie
    Postsecondary education is increasingly important to achieving a middle-class lifestyle, but many students are entering college unprepared and are not graduating. The role of parents in postsecondary preparation could make a difference in preparation. In this study, the author used surveys of parents and students in a Midwestern suburban high school to determine the relationships between parents' level of trust in the school, parents' own educational experiences, parents' knowledge of the postsecondary process, and students' perceptions of their postsecondary readiness skills. A significant correlation was found between parental trust of school and parental postsecondary knowledge (r (126) = .322, p< .05). In linear regression models, student gender and grades were found to be significant predictors of postsecondary readiness skills. The model functioned better for males and lower achievers than for females and higher achievers. Implications and directions for future research are discussed.