Summary Of The Explanation Of College And Career Readiness

Mattern, Shaw and Marini (2013) wrote a research report that dealt with the expanding the explanation of college and career readiness. The researchers emphasized that Americans value education and believed that it can serve as a key to many career opportunities. The present study looked at the association between the SAT College Readiness Benchmark with the outcome of college completion in either four or six years. The results signify that the SAT benchmark is indeed functional in categorizing between those students who graduate within four years and those who do not, as well as between two who finish college within six years and those who do not. The results were further differentiated by student characteristics of gender, ethnicity, language

The author’s objective was to implement Elementary and Secondary Education (ESEA) Flexibility plans. In line with this, educators play a challenging task in molding not just the mental capacity of their students but also their eagerness for learning which will further assist them to enhance their preparedness for college and career. It can be premised that teaching college and career preparedness to high school student should not be solely entrusted to teachers but most especially to school counselors since the latter may have practiced up-to-date strategies and approaches to career counseling through test results interpretation. Relatively, the research study of Mattern, Radunzel and Westrick (2015) relates to the importance of developing academic competency benchmarks to facilitate academic and career decision making. The researchers averred that the conceptualization of indicators or benchmarks of Science, Technology, Engineering, and Mathematics (STEM) readiness may be regarded as valuable in educating students about the degree of knowledge and skills that they need to achieve to have a probable chance of advancement in first-year STEM courses. To perform this, three studies were conducted, given that a large percentage of STEM attrition occurs in the initial two years of college and that it is mainly the performance criteria in the first-year mathematics and sciences courses. Furthermore, Dougherty (2013) also pointed out the significance of college and career readiness and initially focused on the importance of early learning, particularly among students who do not acquire good early school training. Keeping up with those effort requires school administrators and educators to promote public awareness of the significance of early learning, the elements of a strong early learning program such as relevant curriculum that entails