Postsecondary Readiness for All
The College Readiness Consortium at the University of Minnesota works in partnership with PreK-12 educators and others to increase the number and diversity of Minnesota students who graduate from high school with the knowledge, skills and habits for success in higher education. The Consortium works to reach that goal through three ongoing initiatives:
We hope you will share your insights with us over the Web and in person as we work together to make college readiness a reality for every Minnesota student in the years ahead.
The Consortium has created a resource for parents and families with concrete ways to support their child's development in each of the five areas of college readiness. The Parent's Guide contains helpful information about what parents can do from preschool through high school to guide their students on the path to college.
(Somali version forthcoming)
Minnesotans weigh in on college readiness
The Minnesota Private College Council and the University of Minnesota’s College Readiness Consortium have co-sponsored new research into public attitudes about college readiness. Some key findings:
Public opinion in Minnesota on college readiness (536 KB PDF)
Research to Practice Brief
The Research to Practice Brief provides school leaders with information and resources on current Minnesota issues related to closing achievement gaps and preparing students for postsecondary success.
Download Research to Practice Brief
College Readiness and Achievement Gaps (CRAG) Talks
Announcing the 2014-15 CRAG Talks, a series of casual, one-hour events with presentations on U of M research related to college readiness and achievement gaps from early childhood through college. All talks will be held on Friday at noon in 101 Walter Library
Tim Lensmire (CEHD):
Re-imagining white racial identity: how to better work with white educators to transform classrooms and schools.
Kendall King (CEHD):
English language learners and bilingualism
Aaron Sojourner (Carlson):
Working with Minneapolis Public Schools to improve their human capital management policies, emphasizing selection.
Bruce Center and Barbara Shin (CEHD): Leadership: Measuring the attitude of school administrators on diversity and equity.
Scott McConnell (CEHD): Assessment and multi-tiered systems of support for language and literacy interventions in preschool.
Catherine Jordan (MED): role of nature-based education with kids at academic risk, documenting cognitive, developmental and educational outcomes of nature experiences.
Lori Helman (CEHD): Path to Reading Excellence in School Sites (PRESS; i.e. elementary reading achievement/reading proficiency by third grade) or focusing on elementary literacy achievement with English learners.
Rebecca Ropers-Huilman, Garrett Hoffman and one other doctoral student as well as two undergraduate UROP students (CEHD): Reframing "achievement gaps" in higher education: Poststructural questions and students' perspectives: how University of Minnesota undergraduate students understand and frame their experiences either within or against the larger discourse of the achievement gap in our state.
Silvia Alvarez de Davila (Extension): Partnering for School Success: work with Latino parents to guide and support their children at school.
Alisha Wackerle-Hollman (CEHD/UROC): INTERFACE: interfacing effective parenting intervention with family narratives and regulatory focus theory to improve parent engagement and retention.