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A core curriculum is defined as:
Forty-nine percent of those who completed a core curriculum achieved the SAT (College and Career Readiness) Benchmark, compared to only 30 percent of those who did not – nearly a 20-point improvement. 
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High school graduates who took a college entrance exam did not have the skills to succeed in college, reports say. 57% of 2012 graduating seniors who took the SATearned a combined score below what it says demonstrates that students are likely to earn a B-minus or better in their first year at a four-year college. ACT found that at least 60% of 2012 high school graduates who took its test are similarly at risk of not succeeding in college. 61% increase since 2008 in the number of low-income test takers
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A new report calls for federal investment in training for jobs that require education beyond high school, but short of a bachelor's degree, calling such jobs a crucial ticket to a middle-class life. The study, released today by Georgetown University's Center on Education and the Workforce, mines a territory that's drawing increasing amounts of attention: the swath of the education landscape that begins with a high school diploma and stops short of a four-year college degree. The authors define "middle jobs" as those requiring more education than a high school diploma but less than a bachelor's degree, and that pay at least $35,000 per year. Twenty-nine million—21 percent—of the economy's 139 million jobs are middle jobs, the report says, and two-fifths of them pay more than $50,000 per year. Most middle jobs are reached through five key "pathways:" employer-based training, industry-based certifications, apprenticeships, postsecondary certificates, and associate's degrees. Of the $524 billion spent annually on training for these five pathways, by far the most is spent on employer-based training, both on-the-job and in the form of formal courses.
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National goals to produce more college graduates may have influenced the shift, says a report from a policy center at George Washington University. "growing recognition that we are sending too many students into postsecondary education unprepared."
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The importance of aligning college and career readiness initiatives—from the common core and career technical education standards, to funding streams like Ti...
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Unable to reach consensus, one of the common assessment consortia goes back to the drawing board to define "college readiness."...
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National Association of State Directors of Career Technical Education Consortium (NASDCTEc) will release the common core standards, know as CCTC standards. "With so much talk and public attention focused on the Common Core State Standards (CCSS) in English language arts and Mathematics these days, career technical education (CTE) certainly seems to be taking a back seat in the classroom… But CTE is what makes math and language arts relevant for many students. And so, no, common core standards for CTE are not becoming irrelevant!"
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Superintendent of Public Instruction, Patricia I. Wright will present to the State Board of Education the restructured math objectives she is calling "aggressive," as Virginia attempts to close the achievement gap between high and low performing schools and students. Virginia officials proposed the changes after criticism that expectations were too low in the wake of expected poor results on new, more difficult math tests. On those tests, overall pass rates fell from 87% in the 2010-2011 school year to 68% last year.
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The harm of local grading in a world of standards: what NAEP reveals (Thoughtlessness part 4) By Grant Wiggins "Once again the recently released NAEP results reveal that American student achievement in writing is far worse than local report cards would have us believe. If the new assessments for Common Core are going to be as demanding as NAEP tests are – a likely bet – then we have a disaster in the making: scores are going to be bad and there is going to be hell to pay politically (since NAEP is not district-level reported and typically flies below the layperson radar)."
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Four Ways Higher Education Can Close the Skills Gap By Dr. Tracey Wilen-DaugentiVice President and Managing Director of Apollo Research Institute As thought leaders, the higher education community must stay ahead of the curve to prepare a workforce that will be globally competitive and equipped to meet the challenges of an unpredictable future. A bachelor's degree is increasingly the minimum employment requirement, but according to the National Commission on Adult Literacy, 80 million to 90 million adults today -- about half the workforce -- do not have the skills required to land jobs that pay a family-sustaining wage.
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By Scott McLeod The following table represents the responses in 2005 of representative samples of American adults, state legislators, school board members, and...
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We do our high school students a great disservice by suggesting they should immediately go to a four-year college upon graduation from high school -- or they'll be sentenced to a life of unskilled labor.
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Washington Post May 23, 2012 By Donna St. George As AP and IB courses proliferate, some schools are taking the next step: bringing in instructors to teach actual university classes. Students are having early experiences of college life, taking full-on college courses as high school seniors in Montgomery County (MD) to get a glimpse of what lies ahead: fewer scheduled hours of class, more independent work and less hand-holding from instructors. They reflect a growing interest in many areas of the country to go beyond work that is college-level and try college itself.
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