Related Readings from NCRVE

for New College Admission Procedures: Implications for Career-Related Learning in High School

by C. M. Pribbenow, L. A. Phelps, D. Briggs, D. Stern / MDS-1203

The View From Higher Education: Public Universities Respond to Educational Reform

Institutions of higher education are often portrayed as unsupportive of high school reform. This is the first study to objectively analyze evidence about how colleges and universities are responding to current reforms, principally through their admissions process. Through a wide-ranging survey of public universities, this report discusses realities of the admissions process, empirical data on universities' responses, and the development of policies geared towards changing admissions processes. The authors find that although many large universities are making sincere efforts to accommodate reform, these efforts are most often minimal rather than innovative or adaptive. This study will interest policymakers, reformers in secondary and postsecondary education and government, and independent education policy groups.
By A. McCormick, M. Alt, S. Geis / MDS-913

School-to-Work for the College Bound

The 1994 School-to-Work Opportunities Act articulates an educational reform that includes innovative approaches to classroom teaching, guided learning experiences outside the classroom, and increased career counseling and guidance. Initially, this approach targeted students not headed for college, but researchers now see that school-to-work can serve as a model for teaching all young people, preparing them for both college and work. Indeed, educators have always known that students learn best when-as in school-to-work-lessons are contextualized, students are in charge of their own learning, and connections are made across subject lines. By building the case for school-to-work as a college prepatory strategy, Bailey and Merritt hope to expand its use so that all students can benefit from it. This report will interest all educators, policymakers, and researchers interested in the possibilities for school-to-work
By T. Bailey, D. Merritt / MDS-799

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