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APPENDIX C: College And Career Readiness
Pages 345-358

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From page 345...
... The unemployment rate tices in their work, but that has not been the case with science for recent high school graduates without a college degree was instruction. As former president of the National Academy of more than 30%, while for recent college graduates, it was under Sciences, Bruce Alberts, stated, "rather than learning how to think 6% (Shierholtz et al., 2012)
From page 346...
... Research neering practices, mathematics, and the benefits of integrating indicates that most lab experiences do not integrate well with content with practices. other classroom instruction and infrequently include teacher and student analysis and discussion, thereby making it difficult for IMPORTANCE OF RIGOROUS CONTENT FOR COLLEGE students to connect learning about science content with learning the processes of science (NRC, 2005)
From page 347...
... College Board, for example, has had a rich history in defin- "Therefore, for example, including a great deal of advanced science ing college and career readiness. "In order for a student to be topics among the Next Generation standards would conflict with college-ready in science, he or she must .
From page 348...
... Achieve found evidence of strong CAREER READINESS IN SCIENCE science content, including far more attention to physical science concepts in primary and lower secondary grades than is typical of Empirical data and related research show direct support for stumost states in the United States (Achieve, 2010, p.
From page 349...
... Both the AP redesign and the SCS While ACT's position on college and career readiness in science identify performance expectations requiring practice and con- acknowledges the need for students to pursue a rigorous program tent to be in context of one another. Given the research that led of science courses in high school, ACT also calls for integrating College Board to make these decisions, the NRC utilized these practices, based on their survey results.
From page 350...
... . College Board's and ACT's position with regard to the critical role Specifically, one study found no significant difference in perforof practices in preparing students for success in college-level mance between subgroups (gender, ethnicity, or economically science is echoed by David Conley in his book College Knowledge disadvantaged)
From page 351...
... skills are likely to be acquired when students engage in projects based on the science and engineering practices and core content In addition to the inclusion of mathematics in the practices, there described in the Framework and prescribed in the performance is evidence that mathematics is a key predictor of success in colexpectations of the NGSS. lege science.
From page 352...
... Further, they found that more advanced mathematics in high school was a "pillar" that supports success Neither rigorous content nor science and engineering practices in college science coursework. In like vein, Conley found college- alone are sufficient for success in postsecondary institutions and and career-ready graduates had a firm grasp on mathematics careers.
From page 353...
... Results from in science and engineering practices through laboratory experithe 2011 National Assessment of Educational Progress (NAEP) in ments, these experiences have been isolated from the flow of science corroborate the positive effect on learning content when classroom instruction and lacking in clear learning goals tied to content knowledge (NRC, 2005)
From page 354...
... As research has repeatedly shown that standards can To reiterate, during the development of the NGSS, states have a large influence on curriculum, instruction, and assessment remained focused on the vision of the Framework from the NRC, (Berland and McNeill, 2010; Krajcik et al., 2008; NRC, 2007) , it staying true to the cornerstones of rigorous core content, science is important for standards to specify the learning outcomes we and engineering practices, and links to mathematics.
From page 355...
... Journal of of the next generation science standards. Unpublished manuscript, Research in Science Teaching 45(9)
From page 357...
... high vs breadth: How content coverage in high school science courses schools. Washington, DC: The National Academies Press.


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