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A community college is a type of educational institution. The term can have different meanings in different countries: many community colleges have an "open enrollment" for students who have graduated from high school. The term usually refers to a higher educational institution that provides workforce education and college transfer academic programs. Some institutions maintain athletic teams and dormitories similar to their university counterparts.
Upward Bound is a federally funded educational program within the United States. The program is one of a cluster of programs now referred to as TRiO, all of which owe their existence to the federal Economic Opportunity Act of 1964 and the Higher Education Act of 1965. Upward Bound programs are implemented and monitored by the United States Department of Education. The goal of Upward Bound is to provide certain categories of high school students better opportunities for attending college. The categories of greatest concern are those with low income, those with parents who did not attend college, and those living in rural areas. The program works through individual grants, each of which covers a restricted geographic area and provides services to approximately 59,000 students annually. The program focuses on academic and nonacademic resources and activities like visits to museums or tutoring for school work. Students are encouraged to be involved in Upward Bound for the entire academic year and a 6-week long summer program. Many students who are also granted access into the Upward Bound program are labeled as first generation college students, who are students that are the first in their family to attend college. This program is set in place for students who come from low income families as well as underrepresented schools and gives them an opportunity to excel in college.
Inclusion in education refers to a model wherein students with special needs spend most or all of their time with non-special needs students. It arise in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have said mixed experience for them to be more successful in social interactions leading to further success in life. Inclusion rejects but still provides the use of special schools or classrooms to separate students with disabilities from students without disabilities. Schools with inclusive classrooms do not believe in separate classrooms. They do not have their own separate world so they have to learn how to operate with students while being less focused on by teachers due to a higher student to teacher ratio.
Education in Kentucky includes elementary school, middle school, high school, and post-secondary institutions. Most Kentucky schools and colleges are accredited through the Southern Association of Colleges and Schools (SACS).
Basic writing, or developmental writing, is a subdiscipline of composition studies which focuses on the writing of students sometimes otherwise called "remedial" or "underprepared", usually freshman college students.
Kathryn Patricia Cross is a scholar of educational research. Throughout her career, she has explored adult education and higher learning, discussing methodology and pedagogy in terms of remediation and advancement in the university system.
Boston University Wheelock College of Education & Human Development is the school of education within Boston University. It is located on the University's Charles River Campus in Boston, Massachusetts in the former Lahey Clinic building. BU Wheelock has more than 31,000 alumni, 65 full-time faculty and both undergraduate and graduate students. Boston University School of Education was ranked 34th in the nation in 2018 by U.S. News & World Report in their rankings of graduate schools of education. The School of Education is a member institution of the American Association of Colleges for Teacher Education (AACTE).
Millennium High School is a selective public high school for grades 9 through 12 in Manhattan. It is operated by the New York City Department of Education in Region 9 and is ranked 77th within New York State and 688th nationwide by the U.S. News. The Phoenix is the school's mascot, meant to symbolize the school rising from the ashes of the World Trade Center following the September 11 attacks. In 2016, the school received more than 6,000 applications for 170 seats, yielding an acceptance rate of less than 3%. Admission to MHS is based on selective criteria including a middle school GPA of 90 or above, attendance, State test scores in reading and math
College in the Schools (CIS) is an educational program for Minnesota high school students run by the University of Minnesota. It allows students to take college level classes in their high school and, as a result, earn college and high school credit free. The classes are taught by high school teachers who receive several weeks of additional training by the University of Minnesota. The curriculum is controlled by the University of Minnesota. More than 100 high schools in Minnesota participate in the program. Similar to programs such as Post Secondary Enrollment Options, the school district must pay for CIS programming for each student who enrolls in the program. Costs for College in the Schools are generally higher than alternative options offered by the Minnesota State System. Many schools who do not offer Advanced Placement or International Baccalaureate classes offer CIS.
The University of Florida College of Education is the teacher's college, or normal school, of the University of Florida. The College of Education is located on the eastern portion of the university's Gainesville, Florida, campus, and offers specializations in special education, higher education, educational policy, elementary education, counseling, teaching, and other educational programs. It is consistently ranked one of the top schools of education in the nation. The college was officially founded in 1906. In fiscal year 2017, the College of Education generated $97 million in research expenditures.
Remedial education is assigned to assist students in order to achieve expected competencies in core academic skills such as literacy and numeracy.
In the United States, community colleges, are primarily two-year public institutions of tertiary education. Many community colleges also offer remedial education, GEDs, high school diplomas, technical degrees and certificates, and a limited number of 4-year degrees. After graduating from a community college, many students transfer to a university or liberal arts college to complete a bachelor's degree, while others enter the workforce.
The Kentucky Council on Postsecondary Education coordinates change and improvement in Kentucky's postsecondary education system as directed by the Kentucky Postsecondary Education Improvement Act of 1997. The Council is a statewide coordinating agency with sixteen members: fourteen citizens, one faculty member and one student appointed by the Governor; the Commissioner of Education is an ex officio member.
Susan Harriet Fuhrman is an American education policy scholar and the first female president of Teachers College, Columbia University. Fuhrman earned her doctorate in Political Science and Education from Teachers College. She became very engaged in issues of educational equity and emerged as an authority on school reform school reform. Fuhrman is known for her early and ongoing critical analysis of the standards movement and for her efforts to foster research that provides a scientific basis for effective teaching.
From kindergarten through high school, the mathematics education in public schools in the United States has historically varied widely from state to state, and often even varies considerably within individual states. With the recent adoption of the Common Core Standards by 45 states, mathematics content across the country is moving into closer agreement for each grade level.
Vincent Tinto is an award-winning Distinguished University Professor at Syracuse University of sociology. He is a noted theorist in the field of higher education, particularly concerning student retention and learning communities.
Placement testing is a practice that many colleges and universities use to assess college readiness and determine which classes a student should initially take. Since most two-year colleges have open, non-competitive admissions policies, many students are admitted without college-level academic qualifications. Placement tests assess abilities in English, mathematics and reading; they may also be used in other disciplines such as foreign languages, computer and internet technologies, health and natural sciences. The goal is to offer low-scoring students remedial coursework to prepare them for regular coursework. Less-prepared students are placed into various remedial situations, from adult basic education through various levels of developmental college courses.
Postsecondary Education Readiness Test (PERT) is a computer adaptive test which measures a student's level of preparedness for college level courses. The test is currently being used by all Florida high schools and the 28 members of the Florida College System. The PERT was created by McCann Associates in cooperation with Florida educators. The test is divided into three sections: Mathematics, Reading, and Writing.
Bridget Terry Long is the 12th Dean of the Harvard Graduate School of Education, and the Saris Professor of Education and Economics. She is an economist whose research focuses on college access and success. Long is a Faculty Research Associate at the National Bureau of Economic Research and a member of the National Academy of Education.
Eric P. Bettinger is an American economist and currently works as a Professor at the Stanford Graduate School of Education. He ranks among the world's leading education economists.
References
- ↑ Bailey, T., Jeong, D.W., Cho, S.W., (2010). Referral, enrollment, and completion in developmental education sequences in community colleges, Economics of Education Review, vol. 29. https://ccrc.tc.columbia.edu/publications/referral-enrollment-completion-developmental-education.html
- ↑ Rutschow, E.Z., Mayer, A., (2018). Early findings from a national survey of developmental education practices. New York, NY: Columbia University, Teachers College, Center for the Analysis of Postsecondary Readiness.
- ↑ Scott-Clayton, J., (2012). Do high-stakes placement exams predict college success? (CCRC Working Paper No. 41). New York, NY: Columbia University, Teachers College, Community College Research Center.
- ↑ Belfield, C., & Crosta, P.M., (2012). Predicting success in college: The importance of placement tests and high school transcripts (CCRC Working Paper No. 42). New York, NY: Columbia University, Teachers College, Community College Research Center.
- ↑ Xu, D. & Jaggars, S.S., (2013). Adaptability to online learning: Differences across types of students and academic subject areas (CCRC Working Paper No. 54). New York, NY: Columbia University, Teachers College, Community College Research Center.
- ↑ Bailey, T., Jaggars, S.S., & Jenkins, D., (2015). Redesigning America's community colleges: A clearer path to student success. Cambridge, MA: Harvard University Press. https://ccrc.tc.columbia.edu/publications/redesigning-americas-community-colleges.html