The College and Career Readiness and Success Center recently released a report that provides an important overview of every stateâ€™s college and career readiness definitions. It found that 37 states, including the District of Columbia, have defined college and career readiness; 15 states including Puerto Rico have none or are juggling multiple definitions.
While these definitions may â€œyield insight into state priorities and nationwide trends,â€ the report focuses exclusively on definitions, and does not examine the value and weight being given to college and career readiness within a state. In fact, when taking a closer look at a stateâ€™s public report cards and accountability systems, the story still appears to be college or career readiness with the focus of career readiness often being limited to a subset of students.
A recent report from NASDCTEc and Achieve titled, â€œMaking Career Readiness Count,â€ found that although definitions abound for college and career readiness, only a few states are paving the way with comprehensive frameworks for public reporting and/or accountability formulas that encourages both college and career readiness.
Although 29 states publicly report at least one career-ready indicator, there could be a consequence â€“ unintended or not â€“ of siloing students and fields by developing a narrower approach to college- and career-ready indicators. A one-dimensional approach to college- and career-ready indicators could incentivize schools and districts to help students meet college or career ready benchmarks rather than a more comprehensive set.
When looking to improve existing public reporting and accountability systems, states should consider an expanded framework for college and career readiness indicators, thus ensuring that they are measuring whether all students are ready for both college and career, rather than just a subset of students.
Andrea Zimmermann, State Policy Associate