Offer high achievers in high-poverty schools accelerated and advanced programs, plus explicit support for college-knowledge and academic-behavior skills¶

Strategy · All strategies
Evidence · no claims cited

Description¶

To close the performance gap that persists despite equivalent growth, the report recommends that high-poverty schools provide their top students the accelerated and advanced coursework standard in wealthier schools, and go beyond academics to teach Conley's college-readiness dimensions. It specifies attention to academic behaviors such as self-management, time management and persistence, and contextual skills and awareness such as college culture, affording college, and admission procedures, noting this programming may require additional resources.

Design Implications¶

Context¶

Requirements¶

• Additional resources to offer accelerated and advanced programs
• Attention to college knowledge for students whose families lack college experience

Constraints¶

• The report states this kind of programming may require additional resources

Target Learners¶

• high-achieving students in high-poverty schools
• students from families without college experience

Target Learning Goals¶

• college readiness
• self-management and persistence
• college culture and admission knowledge

Related Strategies¶

• Three strategies for closing advanced coursework participation gaps and retaining students

Examples¶

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Key Sources¶

• Michael Dahlin and Beth Tarasawa. (2013). A Level Playing Field? How College Readiness Standards Change the Accountability Game. Northwest Evaluation Association. https://www.nwea.org/research/publication/a-level-playing-field-college-readiness-standards-whitepaper/