# Presentation: 236754

## Clearing the Path to Life’s Work

**Clearing the Path to Life’s Work**

**Archived Information**

## Barriers

**Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.**
**	****(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)**

- The Bridge Project
- Stanford University

## Barriers

**Coursework between high school and college is not connected.**
**Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.**

- The Bridge Project
- Stanford University

## Barriers

**Current data systems are not equipped to address students’ needs across systems.**
**No one is held accountable for issues related to student transitions from high school to college.**

- The Bridge Project
- Stanford University

## While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.

**While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.**

- The Bridge Project
- Stanford University

## Percent of students who take remedial courses

**63% at two-year institutions**
**40% at four-year institutions**

- The Bridge Project
- Stanford University

## Slide 7

## Slide 8

## Purpose of CCTI

**CCTI will contribute to strengthening**
**the role of community and technical**
**	****	****	****     ****colleges in -**
**Easing student transitions between secondary and postsecondary education as well as transitions to employment, and**
**Improving academic performance at both the secondary and postsecondary levels.**

## Programs of Study

**Coherent sequence of academically rigorous courses that prepare students for more advanced coursework related to their occupational area of interest and successful completion of state academic standards; and**
**A coherent sequence of rigorous technical skill coursework for 11****th**** and 12****th**** grades that culminates in dual/ concurrent enrollment credit.**

## CCTI anticipated outcomes

**Decreased need for remediation at postsecondary level**
**Increased enrollment and persistence in postsecondary education**
**Increased academic and skill achievement at secondary and postsecondary levels**

## CCTI anticipated outcomes

**Increased attainment of postsecondary degrees, certificates, or other recognized credentials**
**Increased entry into employment or further education**

## In May 2003 announced ...

**CCTI Site Partnerships**

**15**

## CCTI Site Partnerships

**Education & Training**
- Anne Arundel Community College (MD)
- Lorain County Community College (OH)
- Maricopa Community Colleges (AZ)
**Health Science**
- Ivy Tech State College (IN)
- Miami-Dade College (FL)
- Northern Virginia Community College (VA)
**Information Technology**
- Central Piedmont Community College (NC)
- Corning Community College (NY)
- Southwestern Oregon Community College (OR)

## CCTI Site Partnerships

**Law, Public Safety and Security**
- Fox Valley Technical College (WI)
- Prince George’s Community College (MD)
- San Diego Community College District (CA)
**Science, Technology, Engineering and Mathematics**
- Lehigh Carbon Community College (PA)
- Sinclair Community College (OH)
- St. Louis Community College (MO)

## Site Partnership Improvement Plan

## CCTI Effectiveness

**Establish qualitative and quantitative**
**evaluation measures designed to document effectiveness **
**of model transition strategies **
**and programs of study**

**Establish system**
**to collect data**

**Establish outcome **
**assessment measures **
**for evaluating effectiveness**
** ****of site partnerships**

## CCTI Dissemination

**VIRTUAL**
**READER**

**TOOLKIT OF PRODUCTS,**
**MODEL STRATEGIES,**
**PROGRAMS OF STUDY**

**CCTI HOME PAGE:**
- _[WWW.LEAGUE.ORG/CCTI](http://www.league.org/CCTI)_** **

**TRAIN THE TRAINER**
**TECHNICAL ASSISTANCE **
**TO**
**ASSIST HIGH SCHOOLS AND **
**COMMUNITY COLLEGES**

## For more information ...

**Website:**
**	****	**_**[www.league.org/ccti](http://www.league.org/ccti)**__** **_
- CCTI Project Director:
- 		**Laurance J. Warford**
- 		_[warford@league.org](mailto:warford@league.org)__** **_