The document discusses a college readiness initiative at Wright College aimed at bridging the gap between secondary and postsecondary education. It notes that three in five community college students require remedial courses and that state standards of college readiness skills often do not align with the actual skills required for entry-level college courses. The initiative seeks to improve college readiness through partnerships with secondary schools, including dual enrollment programs, early assessment, summer bridge programs, and curriculum alignment. It aims to facilitate conversations between secondary and postsecondary faculty regarding curriculum, establish a college-going culture for more students, and collaboratively assess the partnership's impact.

1. College Readiness
Initiative at Wright
College
Bridging the
Gap

2. Discussion 1: College Readiness
 What does it mean to be ready for college?
 Where do we think our students struggle with
college readiness?
 As educators, what challenges do we face in
getting our students ready for college and/or
ensuring that they are successful in college?
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3. Discussion 2: What others are saying
about “college readiness”
After reading the article…
How does the article contribute to the “college
readiness” discussion?
Which points do you agree/disagree with?
How does the article connect to your
classroom/school?
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4. The Issue
 According to the National Education Longitudinal
Study, three in five community college students
require at least one remedial course
 Evidence suggests there are large discrepancies
between state testing standards of college
readiness skills and the skills colleges actually require
for placement into an entry-level course
 Secondary and postsecondary institutions often
operate as separate entities. Our initiative hopes to
bridge this separation.
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5. CRI:
 Research indicates that college readiness can be improved
through partnerships with secondary institutions such as dual
enrollment, early assessment, summer bridge programs, and
curricular alignment.
 Numerous initiatives indicate that early assessment alone is
insufficient. We envision a more robust program that encompasses
pedagogical discussion and faculty collaboration
 We have gleaned collaborative practices from other
postsecondary institutions, especially Elgin Community College, in
order to create a unique model for Wright College, its students,
and our top feeder high schools
 We aim to build crucial relationships that are imperative for a
sustainable program
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6.  Facilitate conversations between secondary and
postsecondary faculty regarding curriculum,
college readiness, and vertical integration
 Ensure that more students experience a college
going culture and enter college ready to earn full
credit
 Support faculty-driven discourse that connects
directly back to classroom practices in order to
achieve a meaningful and lasting impact
 Develop mechanisms for collaboratively assessing
the program and partnership
CRI Mission:
Collaborative not Prescriptive
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7. Research:
We are not alone-
At a recent ICCB meeting, 30 community colleges in
Illinois discussed their collaborations with high
school counterparts in either math or English.
Many teachers expressed enjoyment of the
“professional learning communities” established
through collaboration.
Locally, Harper College in Palatine and Elgin
Community College have two of the longest
established high school partnerships.
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8.  "Never doubt that a
small group of
thoughtful,
committed people
can change the
world. Indeed, it is the
only thing that ever
has."
-
Margaret Mead
"Never doubt that a small
group of thoughtful,
committed people can
change the world. Indeed,
it is the only thing that ever
has."
- Margaret Mead
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9. Anticipated Practices?
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10. Thank you so much for
coming!
Please fill out an ‘exit’ sticky note with:
 Your name and school
 1-2 burning questions or issues that you would like to pursue
at our next meeting
…OR…
1-2 preferences for projects or topic ideas for our continuing
work (assessment, curriculum alignment, bridge programs,
Common Core, classroom pedagogy, research, etc.).
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