The College Readiness Indicator Systems Initiative

• In Event: Creating Conditions That Support Students’ Postsecondary Pathways and Success: The College Readiness Indicator Systems Initiative

Abstract

Objectives and Significance

Although an increasing number of students are enrolling in postsecondary education, many are unprepared for the rigors of college-level work (Conley, 2007; Turner, 2004). Schools and districts across the country are focusing their efforts to ensure students have the skills, attitudes, and behaviors necessary to enter, persist, and succeed in college. The first paper describes in detail the College Readiness Indicator Systems (CRIS) initiative. We explain the theoretical foundation behind the project, explicate its various components, and synthesize lessons learned from five sites based on implementation data collected over three years.

Theoretical Framework

The CRIS project promotes a comprehensive approach in improving students’ college readiness. First, it advances a menu of indicators that focus on students’ Academic Preparedness (e.g., GPA), College Knowledge (e.g., student’s knowledge of the FAFSA), and Academic Tenacity (i.e., persistence on learning tasks). Second, the CRIS initiative examines indicators at the individual (student), setting (classroom/school), and system (district and beyond) levels, in order to provide a fuller understanding of factors and conditions that promote or hinder students’ postsecondary readiness. Third, the CRIS work utilizes an iterative “design-build” approach, which encourages and integrates feedback from stakeholders and allows for flexibility to the needs of the local context. Lastly, the initiative uses a Cycle of Inquiry tool to help ensure data are being collected and analyzed in ways that are timely, systematic, and which help shine a light on what is working and not working so that decisions at the multiple levels (e.g., classroom, school, district) are well-informed.

In this presentation, we will cover lessons learned from the five CRIS sites based on data gathered over three years through one-on-one interviews, focus groups, observations, and document reviews. We will highlight essential elements, as identified by CRIS practitioners, when implementing and sustaining a college readiness system such as strong district leadership, building adult capacity around data use, and partnerships with community institutions. Further, we will discuss how the CRIS initiative can inform state efforts in improving students’ pathways to college.

Significance

In sum, for this opening presentation, we will provide an overarching description of the CRIS project and set a framework for how to view and analyze college readiness. We will stress the importance of tracking a variety of indicators, which tap the requisite knowledge, skills, attitudes, and behaviors for postsecondary success. Further, we will emphasize the need for valid, accessible, and actionable indicators and data that can guide responses, supports, and interventions customized to meet students’ needs. Implementation lessons learned from the CRIS sites will help school leaders and practitioners plan and carry out their own college readiness systems.

Authors

• Manuelito Biag, Stanford University

• Graciela Borsato, Stanford University

• Kara Dukakis, John W. Gardner Center for Youth and their Communities/Stanford University

• Amy Gerstein, Stanford University

• Edward H. Haertel, Stanford University

• Milbrey W. McLaughlin, Stanford University