IES Blog

Institute of Education Sciences

C-SAIL: Studying the Impact of College- and Career-Readiness Standards

The nationwide effort to implement college- and career-ready standards is designed to better prepare students for success after high school, whether that means attending a postsecondary institution, entering the work force, or some combination of both. But there is little understanding about how these standards have been implemented across the country or the full impact they are having on student outcomes.  

To fill that void, the Institute of Education Sciences (IES) funded a new five-year research center, the Center on Standards, Alignment, Instruction, and Learning (C-SAIL). The center is studying the implementation of college- and career-ready standards and assessing how the standards are related to student outcomes. The center is also developing and testing an intervention that supports standards-aligned instruction.

Andy Porter (pictured right), of the University of Pennsylvania’s Graduate School of Education, is the director of C-SAIL and recently spoke with James Benson, the IES project officer for the center. Here is an edited version of that conversation.

You have been studying education standards for over 30 years. What motivated you to assemble a team of researchers and state partners to college- and career-readiness standards?

Standards-based reform is in a new and promising place with standards that might be rigorous enough to close achievement gaps that advocates have been fighting to narrow for the last 30 years. And with so many states implementing new standards, researchers have an unprecedented opportunity to learn about how standards-based reform is best done. We hypothesize that the only modest effects of standards-based reform thus far are largely due to the fact that those reforms stalled at the classroom door, so a focus of the Center will be how implementation is achieved and supported among teachers.

What are the main projects within the Center, and what are a few of the key questions that they are currently addressing?

We have four main projects. The first, an implementation study, asks, “How are state, district, and school-level educators making sense of the new standards, and what kinds of guidance and support is available to them?” We’re comparing and contrasting implementation approaches in four states—Kentucky, Massachusetts, Ohio and Texas. In addition to reviewing state policy documents, we’re surveying approximately 280 district administrators, 1,120 principals, and 6,720 teachers across (the same) four states, giving special attention to the experiences of English language learners and students with disabilities.

The second project is a longitudinal study that asks, “How are college- and career-readiness standards impacting student outcomes across all 50 states?” and “How are English language learners and students with disabilities affected by the new standards?” We’re analyzing data from the National Assessment of Education Progress (NAEP) and other sources to estimate the effects of college- and career-readiness standards on student achievement, high school completion, and college enrollment. Specifically, we’re examining whether implementing challenging state academic standards led to larger improvements in student outcomes in states with lower prior standards than in states with higher prior standards.

The third project is the Feedback on Alignment and Support for Teachers (FAST) intervention study, in which we are building an original intervention designed to assist teachers in providing instruction aligned to their state’s standards. FAST features real-time, online, personalized feedback for teachers, an off-site coach to assist teachers in understanding and applying aligned materials, and school-level collaborative academic study teams in each school.

The fourth project is a measurement study to determine the extent to which instruction aligns with college- and career-readiness standards. C-SAIL is developing new tools to assess alignment between teachers' instruction and state standards in English language arts and math.

How do you envision working with your partner states in the next few years? How do you plan to communicate with states beyond those partnering with the Center?

We’ve already collaborated with our partner states–Kentucky, Massachusetts, Ohio, and Texas–on our research agenda, and the chief state school officer from each state, plus a designee of their choice, sits on our advisory board. Additionally, we’re currently working with our partner states on our implementation study and plan to make our first findings this summer on effective implementation strategies immediately available to them.

All states, however, will be able to follow our research progress and access our findings in myriad ways, including through our website (pictured left). Our Fact Center features downloadable information sheets and the C-SAIL blog offers insights from our researchers and network of experts. We also invite practitioners, policymakers, parents and teachers to stay up-to-date on C-SAIL activities by subscribing to our newsletter, following us on Twitter, or liking us on Facebook.

Looking five years into the future, when the Center is finishing its work, what do you hope to understand about college- and career-readiness standards that we do not know now?

Through our implementation study, we will have documented how states are implementing new, challenging state academic standards; how the standards affect teacher instruction; what supports are most valuable for states, districts, and schools; and, how the new standards impact English language learners and students with disabilities.

Through our longitudinal study, we will have combined 50-state NAEP data with high school graduation rates, and college enrollment in order to understand how new standards impact student learning and college- and career-readiness.

Through our FAST Intervention, we will have created and made available new tools for teachers to monitor in real-time how well-aligned the content of their enacted curriculum is to their states’ college- and career-readiness standards in ELA and math.

Finally, but not least, we will have led policymakers, practitioners and researchers in a national discussion of our findings and their implications for realizing the full effects of standards-based reform. 

 

Improving Transitions: How NCSER-supported Work is Helping Prepare Students for Success

Talk of “transition” on Capitol Hill frequently focuses on political issues, such as the transition from one administration to the next. But on March 4, the conversation was about a very different type of transition—promoting positive outcomes for students with disabilities after high school.

For students with disabilities, post-high school goals are often similar to their non-disabled peers, but preparing them for success requires planning, support, and targeted interventions.

Over the past several years, the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) has funded research to innovate and develop as well as rigorously assess interventions that help students make successful transitions after high school.

A briefing on Capitol Hill was held this month to share recent research on transition for these students conducted by experts in the field. These experts have all received funding support from NCSER to help us better understand the transition challenges facing students with disabilities and to develop research-based programs and supports to increase the chances of success for students with disabilities.

"Young people with disabilities want the very same things as anyone else. A satisfying job, close relationships, a comfortable and safe place to live, a college degree, involvement in their community, friends they can count on, a chance to give something back, and an opportunity to be part of caring communities."

– Dr. Erik Carter, Vanderbilt University

Mary Wagner, of SRI International, began the briefing by talking about the National Longitudinal Transition Study-2 (known as the NLTS2), the more recent longitudinal study of the experiences of youth with disabilities as they transitioned from secondary school into postsecondary life over a 10-year period. Dr. Wagner presented findings that show that there has been progress in preparing students for, and engaging them in, postsecondary education. Additional academic courses, a paid job, and participation in transition planning and goal setting in high school were associated with increases in postsecondary education enrollment for these students after high school. However, the improvements have been uneven for some groups of students with disabilities and many challenges remain. For example, the rates of employment over time have not increased. 

David W. Test, of University of North Carolina-Charlotte, presented information about the innovative program “Communicating Interagency Relationships and Collaborative Linkages for Exceptional Students” or CIRCLES. This program involves three levels of interagency collaboration to promote positive outcomes for students with disabilities in secondary schools. The program connects students to more information and resources as well as provides mentoring support and partnerships. Ongoing research indicates the CIRCLES program is having a positive impact on student outcomes as compared to students receiving school services typically provided to support transition. In addition, participating students overwhelmingly agreed with the statement that they were “prepared for life after school” and their parents strongly agreed that they had “a better understanding of their child’s needs” and reported playing an active role in transition preparation.

The final two speakers discussed programs aimed at helping with transitions for students who face some of the greatest challenges.

Laurie E. Powers, of Portland State University, presented a research-based intervention program, “My Life,” for youth in foster care who also have disabilities. This program combines youth-directed coaching, workshops, and partnerships and mentoring to assist students in identifying goals and provide information and guidance they need to help them to experience success and to understand that they can achieve their goals. Many youth in foster care face extreme challenges in general: higher levels of unemployment, poverty, homelessness, abuse, and other mental health issues, and face incarceration rates of 10 times more than the general population. In addition, about 6 in 10 receive special education services and many also have developmental disabilities.

Research results have been positive. Students in the My Life program were found to be better prepared for postsecondary education and careers, and more were graduating from high school and fewer were homeless. After one year, postsecondary employment rates were up and rates of incarceration were down compared to the students who received services as usual.

Lastly, Erik Carter, of Vanderbilt University, presented research on improving workplace transitions for youth with intellectual disabilities (ID) in high school through a summer job support program. Although a disability does not predict aspirations, it does often predict post-high school experiences. Based on an analysis of data from the NLTS2, most youth with ID have a goal of employment, but only about 15 percent of all adults with ID are employed. A factor positively predicting outcomes for these students were the high expectations of those teaching them.

Project Summer embodies high expectations for these students and involves individual summer-focused transition planning, identification of community resources, and opportunities for youth to connect to community support and employment opportunities. Research indicates that the youth involved in Project Summer were much more likely to obtain employment or volunteer experiences in their community (66%) than their peers (19%) and all were paid above the minimum wage. This research also demonstrated that schools and communities have the capacity to support and promote the employment of youth with severe disabilities.

The briefing was sponsored by Senator Lamar Alexander, of Tennessee, Representative Suzanna Bonamici, of Oregon, and Representative Michael Honda, of California and was arranged by the Friends of IES, a group that advocates for education research. Certainly, there is much more work to be done to help students with disabilities successfully transition from high school and help them achieve their goals. But this month’s briefing demonstrated that progress is being made.

By Kimberley Sprague, Senior Research Scientist/Education Analyst, NCSER, and Dana Tofig, Communications Director, IES

 

Career Technical Education is Growing; Research Must Follow

By Corinne Alfeld, Program Officer, NCER

February is Career Technical Education (CTE) month and there is certainly cause to celebrate for those who value CTE. After years of being marginalized in K-12 education and education research, CTE programs and offerings are growing across the country.   

Once known as “vocational-technical education,” CTE has undergone a transformation in the last decade that keeps pace with changes in workforce. High schools now offer elective CTE courses such as agricultural science, business entrepreneurship, computer graphic design, culinary arts, communications, health care, and mechatronics.  High school CTE courses have the ability to provide a context for students to explore possible careers, test their interests and abilities, apply academic knowledge and skills to real-world problems in a more project-based, hands-on way, and learn a useful skill. In other words, CTE can answer the question that many students ask: Why do I need to learn this?

Due in part to employer interest and involvement, CTE has become more of a focus for policymakers and education leaders as a way to ensure students are “college and career ready” when they graduate from high school. In 2015, the Association for Career and Technical Education documented 150 new and revised CTE laws or policies across 46 states. CTE programs are undergoing transformation with newfound vitality and momentum, with new delivery models, such as career academies, in which the entire curriculum is focused on one career area; programs of study that link high school and college courses with workplace experience; and regional CTE centers, which contain specialized equipment shared by multiple schools or districts and focus solely on CTE.

This means that CTE learning opportunities for students may range from a single introductory course in a traditional high school setting to a highly coordinated curricular experience of classroom- and work-based learning, culminating in a capstone project. 

As CTE becomes a larger part of the current education landscape, policymakers and practitioners need better evidence to guide their decision-making, especially given limited resources. For example, more research is needed on the following:

  • The relationships between specific career-focused school, program, or curricular features and student education outcomes;
  • Longitudinal pathways and outcomes for students enrolled in K-12 CTE programs (e.g., postsecondary education and employment);
  • Development of effective career-oriented programs or policies designed to support students’ career readiness outcomes;
  • Rigorous evaluation of existing career-focused schools or programs, including career technical programs of study, career academies, and other K-12 CTE delivery models;
  • Rigorous evaluation of state or district policies or reforms to support career technical education at the K-12 level, including the awarding of vocational diplomas, the use of career readiness measures, career academy models, awarding academic credit for CTE courses, and CTE teacher certification requirements; and
  • Development or improvement of measures of technical, occupational, and career readiness skills.

There are certainly challenges in studying CTE. In addition to the wide variety of CTE courses being offered, the range and quality of instructional CTE offerings can vary within and across schools. 

Researchers must struggle with questions, such as what is the treatment? How does one account for self-selection bias? Who are the counterfactuals? What are reliable and valid (and meaningful) outcome measures? How soon can effects be seen? As CTE expands in our K-12 education system, the field is in need of creativity and perseverance from researchers to overcome these challenges and build a robust body of both descriptive and causal evidence on which education leaders and policymakers can make decisions.

If you have ideas for CTE research projects, NCER would love to hear from you. Please contact Research Scientist Dr. Corinne Alfeld (corinne.alfeld@ed.gov or 202-245-8203) to share your thoughts or ideas.