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.
Primarily, the researchers believe that there is a need to increase awareness of the students’ achievements that predict their eventual success to assist them in enhancing their college readiness skills. The objective of the author’s bulletin is to highlight student-level indicators in both the high school and middle school that predict college accomplishment. In this study, predictors are divided into three categories: test scores (e.g., SAT exam scores), transcript attributes (e.g., course difficulty), and supplementary indicators (e.g., attendance) that affect academic performance and achievement of students. Comprehension of these indicators can facilitate administrators and educators working to determine whether students are attaining improvement toward achieving academic proficiency in the college
Both DACA and dual enrollment issues affect the mission and completion agenda of community colleges. It is vital that higher education leaders have plans that support the increasing demands of dual enrollment while fighting for human rights for DACA students. While dual enrollment is an opportunity for poor students to close the achievement gaps that have plagued higher education; DACA issues redefine the mission of the community college to include Dreamers. Higher education leaders must be on the frontline of these conversations and policies while providing professional development and incentives to equip its instructors with the tools to manage high school students who make their way into college classrooms. Change is upon community colleges and leaders must rightly respond to the political climate that affect their
Why college education is important to me? College is an institution of higher learning that grants degrees, diplomas and certificates in various subjects’ areas. College often plays an important role in molding and shaping a young person’s future. It unlocks opportunities because the knowledge and the skills one acquires from attending a college put them in a position to obtain a well paid job and make one become independent. It signifies who or what that person becomes tomorrow.
According to Colvin, as future leaders, we need graduates who use their ‘intellectual prowess and analytical skill’ to search answers about the problems considering the related community. Adding to that, he says, “The knowledge, attitudes, and skills necessary for effective leadership seem closely aligned with the desired learning outcomes of a liberal arts education, regardless of major” (35). Talking about leadership, Perkins presents a statement of Rebecca Hughes, Director of Education at the British Council in which she said that people with a broad cultural knowledge and academic training which inspire to look at human dimensions happen to lead and succeed as one of the vital elements of leadership is to ‘understanding people and cultures’. In the article “Great News! Your So-Called "Worthless" Liberal Arts Degree Actually Makes You a Better Leader”, Stacey Lastoe mentions about a notable found by the Development Dimensions International which is “humanities graduates did better than MBAs in a number of areas essential to performing as a leader”.
After reading this article alters my perception about education. As a result, statistics reveal obtaining a college degree limits being in the unemployed bracket. Achieving a goal is impossible as long as thou is willing to put in the
- I was provided with a helpful and supportive environment in the college and career center. Moreover, using qualitative data, I plan to create a log that records student behaviors and interactions. During the advising session, I will focus on observing the student’s body language, tone and clarity of voice, and the interactions between the student and the advisor. Some of the interactions that I hope to observe and see during the advising sessions is a good quality of discussion between the student advisee and the advisor.
Research of Anctil, Ishikawa, Scott In conducting the research Anctil, Ishikawa, Scott, (2008), provides a model of academic identity development for college students with learning disabilities from the integrative self-determination themes of persistence, competence, career decision making, and self-realization (Anctil, Ishikawa, Scott, 2003). The participants demonstrated how preservation influences capability, which in turn influences career determination and eventually strengthens self-realization and supports one’s academic character. Additionally, knowledge of one’s learning disability, along with self-advocacy and diverge skills enhanced the students’ ability to obtain academic accommodations in post-secondary settings. Secondary education
From the three articles, Dweck’s mindset relates to me more compared to the two. Dweck an acclaimed educator, psychologist, and a professor, believes a person’s mindset is the most accurate measure of the future success. Dweck in the article shows best strategies that work for students in college under stress. Her strategies do show how students differ in school and what kind of student is best believed to graduate from college and have a stable career ahead. In her article, she first shows how college students differ by introducing the two types of mindset, the “fixed mindset” and the “growth mindset.”
The whole reason for college is to help people learn. Knowledge is power, and who doesn’t want power? College lets people learn new amazing things they did not have the opportunity to learn in high school. While attending college people can figure out and learn what they want to do for the rest of their life. College also does more than just teach knowledge, source F says that 69% of students say college was useful in helping them grow and mature as a person.
Preparing For Success In the reading “From Social Class and the Hidden Curriculum of Work” Jean Anyon talks about how schools today no longer share the common goal of preparing students to become citizens in democracy. About 76% of students that are a part of a professional affluent school have shown higher chances of being successful in life. Encouraging students of all socioeconomic backgrounds to seek out into joining a professional affluent school will support students to become united with other students from different backgrounds, become responsible, and help them prepare for college. Being enrolled in a professional school, will support students to become cohesive with other students with different backgrounds.
I would like to become a part of Wake Tech 's Student Ambassador. Becoming a Student Ambassador will provide me with ample amount of opportunities. These opportunities include, development in leadership skills, meeting and developing relationships with school administrators, resume enhancement, and providing and contributing service to the college and the community. In addition, becoming a Student Ambassador will help me explore and discover new skills that are vital for my future career. Leadership is one of my weaknesses.
The authors continue to affirm that in closing the achievement gap, schools are required to use accountability methods to show student performance. Using data can aid in this process. When implementing great management skills, policy makers and other counseling leaders acknowledge the power of data to demonstrate academic achievement, and to promote counselor’s role in school reform. As a result of data collection and analysis, student will enhance their performance and close the achievement gap.
Levin soon had to re-evaluate these characteristics he had formed with Randolph. With the advice of Angela Lee Duckworth, Levin and Randolph re-created a new list of qualities, “they settled on a final list: zest, grit, self-control, social intelligence, gratitude, optimism and curiosity” (Tough). Likewise, “Self-Regulation and School Success” by Angela Lee Duckworth (the very same researcher from Tough’s article) and Stephanie M. Carlson in Self-Regulation and Autonomy: Social and Developmental Dimensions of Human Conduct focus on student performance. However, Duckworth and Carlson mainly focus on self-regulation, compared to the list of qualities by Levin and Randolph.