Defining College Readiness

To be considered “college ready” students should be able to demonstrate the knowledge and skills required for placement in credit-bearing college coursework with the likelihood of successful completion and progress toward program or degree. Past attempts to define this level without the full participation of postsecondary faculty have been unsuccessful and resulted in numbers of students graduating from high school ill prepared for postsecondary success. In states where progress is being made in defining college-readiness, cross-sector groups representing K-12, postsecondary and employers design plans that:

Build upon existing efforts:

• End-of-course outcomes that have been identified at the campus level for general education coursework.

• College readiness standards defined by a number of national organizations including Achieve, ACT and the College Board that have worked extensively with K-12, postsecondary and business community leadership to identify the “must have” competencies in English language arts and mathematics for success in college.

• High school exit standards and career readiness standards that have been defined by the state with the assistance of postsecondary faculty.

Engage various perspectives:

• In addition to mathematics and English faculty, include others from across the arts and sciences, applied areas, professional schools and campus centers

• In addition to faculty include others – employers and community leaders who have participated in state efforts to improve K-12 and postsecondary institutions

Clearly define the target and consider:

• Comparisons with various national frameworks in college readiness with an eye toward entry level in the state’s institutions; 

• Comparisons with state high school exit standards and how gaps might be addressed for entry level in the state’s institutions; and

• Providing examples of postsecondary tasks, assignments, and student performances that illustrate the target proficiency.