Massachusetts Definition ofCollegeand Career Readiness and Civic Preparation[1]

Approvedbythe BoardofHigherEducationon

January26,2016

Approved by the Board of Elementary and Secondary Education on February 23, 2016

Overview

Massachusettsstudentswhoarecollegeandcareer ready and prepared for civic lifewill demonstratethe knowledge, skillsandabilities that arenecessary tosuccessfullycompleteentry-level, credit-bearingcollegecourses, participateincertificateor workplacetrainingprograms,entereconomicallyviablecareer pathways, and engage as active and responsible citizens in our democracy.Inorder tomeet thisgoal, the Commonwealthhasdefinedasetoflearningcompetencies,intellectualcapacitiesand experiencesessentialfor all studentstobecomelifelonglearners; positivecontributorsto their families, workplacesandcommunities; andsuccessfullyengagedcitizensofa global 21stcentury.

Beyondachievingcollegeandcareer ready levelsofcompetenceinEnglishLanguage Arts/ LiteracyandMathematics,all highschool studentsshoulddevelopafoundationin theacademicdisciplines identifiedin theMassCorecourseofstudy,1buildcompetencies for workplacereadinessasarticulatedintheIntegratingCollegeandCareer TaskForce Report,2andfocusonapplyingacademicstrategies toproblemsolvingindiverse professional andlifecontexts,appropriatetoindividual studentgoals. Massachusettswill useits2011curriculumframeworks,3 whichinclude theCommonCoreStateStandards, as thebasisfor aneducational program thatprovidesstudentswith theacademic knowledge, skillsandexperiencesthat areessential topostsecondaryeducational career,andpersonal success.

EssentialCompetencies

Learning

Studentswhoarecollegeandcareer ready inEnglishLanguageArts/Literacywill demonstratetheacademicknowledge,skills, andpracticesnecessarytoenter intoand succeedinentry-level,credit-bearingcourses inCollegeEnglishComposition, Literature, or technical courses; certificateorworkplacetrainingprogramsrequiring college-level readingandwriting; or acomparableentry-level readingandwritingcourse at theinstitution. Collegeandcareer readystudentsinEnglishLanguageArts/Literacy will beacademicallypreparedto:

  • Read and comprehend a range of sufficiently complex texts independently
  • Writeeffectivelywhenusingand/or analyzingsources
  • Buildandpresentknowledgethroughresearchand theintegration, comparison,andsynthesisofideas
  • Usecontext todeterminethemeaningofwordsandphrases

Similarly,studentswhoarecollegeandcareer ready inMathematicswilldemonstrate theacademicknowledge,skills, andpracticesnecessarytoenterintoandsucceedin entry-level,credit bearingcoursesinCollegeAlgebra, Introductory CollegeStatistics, or technical courses; certificateorworkplacetrainingprogramsrequiringanequivalent level ofmathematics;or acomparableentry-levelmathcourseat theinstitution.College andcareer readystudentsinMathematicswill be academicallypreparedto:

Solveproblemsinvolvingthemajor content withconnectionstothe mathematical practices

Solveproblemsinvolvingtheadditional andsupportingcontent with connectionstothemathematical practices

Express mathematical reasoningbyconstructing mathematical arguments andcritiques

Solve real worldproblems,engagingparticularlyin themodelingpractice

Successful achievementofspecifiedlevelsofcompetenceinEnglishLanguageArts/ LiteracyandMathematicswill be requiredforstudentstobeplacedintoentry-level courses incollegeor participateincertificateorworkplacetrainingprogramswithout the needfor remediation.

WorkplaceReadiness

Student preparationfor collegeandcareershouldemphasizecareerawareness, explorationandimmersionaswell asdevelopmentof thefoundationalknowledgeand skillsnecessarytosuccessfullynavigate theworkplace. Students who are collegeandcareerready and prepared for civic life will demonstrate:

WorkEthicandProfessionalism

Attendanceandpunctualityexpectedbytheworkplace

Workplaceappearanceappropriateforpositionandduties

Acceptingdirectionandconstructivecriticism withapositiveattitudeand response

Motivationand takinginitiative,takingprojectsfrominitiationtocompletion

Understandingworkplaceculture,policyandsafety,including respecting confidentialityandworkplaceethics

EffectiveCommunicationandInterpersonal Skills

Oral andwrittencommunicationappropriatetotheworkplace

Listeningattentivelyandconfirmingunderstanding

Interactingwithco-workers, individuallyandin teams

Proficiency in these skillsiscommonfor success inall workplacesandshouldbeviewed as thefoundationupon whichadditional workplaceandcareer skillsareaddedbasedon thespecificsofanyjob.

Civic Readiness

To be college and career ready and prepared for civic life, students must also possess a deep understanding and knowledge of U.S. history and its foundational documents, alongwiththe knowledge, intellectual skills, and applied competencies that citizens need for informed and effective participation in civic and democratic life. They must also acquire an understanding of the social values that underlie democratic structures and practices. Civicknowledge, skills, and competencies can be obtained in a variety of settings and ways, includingintheclassroom, across content areas, through service-learning, discussion of controversial issues, student government, and extracurricular opportunities. Key knowledge, skills, and dispositions that students should possess to be prepared to engage as active citizens include:

  • Core civic content knowledge and the ability to apply that knowledge to different circumstances and settings.
  • Civic intellectual skills, including the ability to identify, assess, interpret, describe, analyze and explain matters of concern in civic life.
  • Civic participatory skills, including knowing how to work collaboratively in groups and organizational settings, interface with elected officials and community representatives, communicate perspectives and arguments, and plan strategically for civic change.
  • Civic dispositions including interpersonal and intrapersonal values, virtues and behaviors respect for freedom of speech and thought,respect for others, commitment to equality, capacity for listening, capacity to communicate in ways accessible to others, etc.).

QualitiesandStrategies

Preparationforcollege, career, and civic lifeshouldhelpstudentsdevelopawide rangeof quantitativeandqualitativeabilities that gobeyond theminimumlevelsof competence neededforentry-level collegecoursesandemployment. Inhighschool, studentsshould demonstrate:

Higherorderthinkingskillsofanalysis,synthesis, andevaluation

Theabilityto thinkcritically,coherently,andcreatively

Theabilitytodirectandevaluate theirownlearning,beawareofresources available tosupport their learning,andhave the confidence toaccessthese resourceswhenneeded.

Motivation,intellectual curiosity, flexibility,discipline,self-advocacy, responsibility,and reasonedbeliefs

Together theseattributesprovide theframeworkforcollegeandcareer readinessand support educational andworkplacesuccess,aswell asserveasthebasisfor beingan

activeparticipant inour democracy

1 MassCoreisarigorousand comprehensivefour yearcourse ofhighschool studyrecommendedbythe Commonwealthaspreparationfor collegeandcareer. MassCore isalsothevehiclethroughwhich high schoolstudentscangaincompetenceincomputational,scientific,visual,creative,andcriticalthinking and canengage in opportunitiesfor “hands-on”applicationand exploration ofnewareasofknowledgeand experiences.

2See ICCR TaskForceReport

3Seecurrent MassachusettsCurriculumFrameworks.

Background

DevelopmentofMassachusettsDefinitionof CollegeandCareer Readiness

InSeptember2010Massachusettscametogetherwith22other states inthenationto form the PartnershipforAssessmentofReadinessforCollegeandCareer (PARCC). PARCC consortium statesareworking together todevelopacommonsetofK-12 assessments inEnglishlanguagearts/literacyand mathematicsalignedtotheCommon CoreStateStandardsandanchoredinwhatit takes tobereadyforcollegeandcareers. Thenewassessmentswill helpbuildapathwaytocollegeandcareer readinessbythe endofhighschool, trackstudents’progresstoward thisgoal,andprovideteacherswith timely informationtoinform instructionandprovidestudent support. Thesenext- generationassessmentswill alsosendclearsignals tostudentsabout their readinessfor postsecondarycourseworkwhile theystill have timetoaddressanygaps. Inaddition,

theentireeffort isdesigned tolead tobetter alignment betweenhighereducationandK-

12with regardtoadefinitionofcollegereadiness.

HighereducationandelementaryandsecondaryeducationinthePARCCstatesare collaboratingclosely indeveloping thePARCC assessments.Working together at the national level,representativesofthetwosectorsdevelopedastructurebywhichboth sideshaveanequal voiceindecidingkeymattersaffecting the character of the assessments—suchas theunderlyingdefinitionofcollegeandcareer readiness—that affectbothhighereducationandK-12.EachPARCC state,includingMassachusetts, committedtodevelopingstructureswithin their statesthat wouldsimilarlyengageboth sectorsinclosecollaboration,informationsharinganddecisionmaking.

During thespringandsummerof2011, theMassachusettsDepartmentsofElementary andSecondaryandHigherEducationworkedtogether todevelopanengagement structurefor theCommonwealth thatwouldaffordmeaningfulinputanddeliberationon thePARCC work—startingwithdefiningcollegeandcareer readiness—fromeducation stakeholdersat thelocal, regional andstatewide levels. Thestructureincluded the provision that major policydecisionsonkeymattersrelatedtothePARCC assessments wouldbebrought totheBoardofHigherEducationandtheBoardofElementaryand Secondary Education. Massachusettshostedastatewidelaunchconferencefor this workinOctober 2011.

InDecember 2011, RichardFreeland,Commissionerof theMassachusettsDepartment ofHigher Education, andMitchell Chester,CommissioneroftheMassachusetts Department ofElementaryandSecondary Education,initiatedtwo related“readiness activities”in theP-16community. Commissioner Freeland requestedthat all public collegeanduniversitypresidentsestablishEngagementTeamsoneach campus, bringing together facultyandstaffwithP-12teachersandschool/district leaders, and that theseTeamscollaboratein thedevelopment ofashareddefinitionof college

readinessfor Massachusettsbyorganizingdiscussionsat thelocal level and throughthe

Regional ReadinessCenters.

During thespringof 2012 theP-16Campus EngagementTeams, collaboratingwithover

500P-16educators, developedstatementsoncollegereadinesswhich,whiledistinctive instyleandlanguage, sharedafocus inthreeinterrelatedareas—asetof core academiccompetencies; cognitiveskillsandstrategies; anddispositionsandhabitsof mind.TheEngagementTeamsalsourgedsupportforaMassachusettsdefinition that wouldencompassall highschool students’ preparationfor their postsecondarypathsby addressingbothcollegeandcareer readiness. ByJune1,2012, the25institution presidentssubmittedtheir P-16 CampusEngagementTeam reportsondefiningcollegereadiness.

InDecember 2011, theBoardofElementaryandSecondary Education(BESE) appointeda36-member task forceofbusiness,education,andcommunity leadersto develop recommendationsonbetterintegratingcollegeandcareer readinessintoK-12 education. TheIntegratingCollegeandCareerReadinessTaskForce (ICCR),chaired by BESE memberGeraldChertavian,includedCommissioner Freelandandother representativesfrom highereducationasmembers.TheTaskForcewaschargedto

identify: "power" standards(knowledgeand skills)inherentinacorecareerdevelopment educationprogram; indicatorsofcareer readiness,includingstudent assessments; and policiesandprogramsthatprovidemultiplepathwayoptions tointegrate knowledgeand skillsfor careerandpostsecondaryeducationreadiness;aswell as toadoptaclear, measurabledefinitionof career readiness.

TheICCRTaskForcedefinedcareer readinessasfollows:“Career readinessmeansan individual has therequisiteknowledge, skillsandexperiencesin theacademic,

workplace readinessandpersonal/social domainstosuccessfullynavigatetocompletion aneconomicallyviablecareer pathway ina21stcenturyeconomy.” The ICCRTaskForceReportwaspresentedtotheBoardofElementaryandSecondary Educationon June26, 2012.

Thedefinitionsdevelopedandsubmittedbythe P-16CampusEngagement Teamsand theICCRTaskForceinthespringof2012statedclearsupportfor theintegrationof collegeandcareer readinessinMassachusetts’work todevelopasharedstatewide definition. ThereadinessperspectivesoftheEngagementTeamsandICCR TaskForce weresynthesizedandadraftMassachusettsdefinitionwaspreparedfor reviewbya statewide14-membercoordinatingcouncil co-chairedby Commissioners Chester and FreelandandcomprisedequallyofP-12andhighereducation representatives.A draft definitionofcollegeandcareer readinessreflecting thecouncil’sfeedbackwas circulatedamongeducation,businessandcommunitygroupsduring thesummerof

2012. Ofmorethan1360surveyparticipantswho respondedbyOctober2012—47% fromhigher education,48%fromP-12and5%other—morethan80%supportedthe draftdefinition. InNovember 2012, thestatewidecoordinatingcouncil convenedtofinalize the shareddraftdefinitionand torecommenditsconsiderationbytheBoardof Elementary andSecondary EducationandtheBoardofHigherEducation. Each board voted in 2013 to adopt the Joint Definition of College and Career Readiness.

Massachusetts’ definitionconveys thatahighschoolgraduatewhois “collegeand career ready”isastudentprepared,onacollegepath, toenroll inentry-level,credit-

bearingcollegecourses without theneedfor remediation;andonajobandcareerpath, toparticipateincertificatetrainingprogramsandworkplacetrainingprograms.

ThedefinitionalsobuildsupontheCommonwealth’sfocusonEnglishlanguageartsand mathematicsasthespecificacademicareasthatwillbeassessedby PARCC and then usedin thepostsecondaryenvironment tohelpdetermine readinessfor—orplacement into—entry-level,credit-bearingcourses.Thus, Massachusetts’ definitionofcollegeand career readiness isdesigned tolink totheCommonwealth’sfutureK-12assessment instrumentsandhigher educationplacement policyforEnglishlanguageartsand mathematics.

Finally,thedefinitionisbasedonthefoundationthatstudentswill havedeveloped consistent,challenging, intellectualgrowth, inallsubjectareas, throughout theirhigh school program asaresultofthefull implementationofthe Massachusetts CurriculumFrameworks(whichinclude theCommonCoreStateStandards)andthe MassCorerecommendedcourseof study.UnderpinningMassachusetts’ definitionof Collegeand CareerReadinessareall oftheCommonwealth’s P-12 teachingandlearningpolicies that addressstudents’diverselearningchallengesandsupporttheabilitiesofall students’tolearnandachieve.

In 2015, the Board of Higher Education’s Study Group on Civic Learning and Engagement noted that the definition did not “address the specific civic learning and engagement competencies which entering college students must demonstrate.” Similarly, the Board of Elementary and Secondary Education’s Working Group on Civic Learning and Engagement included among the recommendations in its final report a recommendation that the Department establish an interagency group to “revise the definition of college and career readiness to include readiness for civic life.”

As a result, and at the direction of the two boards and commissioners, a working group comprised of representatives from ESE and DHE met in December 2015 to revise the definition to incorporate a new section, “Civic Readiness” (see page 3, above). The Board of Higher Education and Board of Elementary and Secondary Education met jointly on January 26, 2016, and discussed the revised definition and possible amendments. The Board of Higher Education subsequently voted to approve the revised definition, as amended based on that discussion.The revised definition was approved bythe Board of Elementary and Secondary Education on February 23, 2016.

[1]This definition adds a section on Civic Readiness (see page 3) to the joint definition of College and Career Readiness that the Board of Higher Education and Board of Elementary and Secondary Education approved in 2013. The two boards met jointly on January 26, 2016, and discussed the revised definition and possible amendments. The Board of Higher Education subsequently voted to approve the revised definition, as amended based on that discussion. This revised definition was adopted by the Board of Elementary and Secondary Education on February 23, 2016.