CRIS webinars discussed various topics, tools, and resources related to college readiness and access, as part of the College Readiness Indicator System (CRIS) initiative, funded by the Bill & Melinda Gates Foundation. These webinars were open, free, and available for members of the CRIS network and others outside the network interested in college readiness topics.
CRIS brought together three research partners – AISR, the John W. Gardner Center at Stanford University, and the UChicago Consortium on Chicago School Research – and four urban sites – Dallas Independent School District, New Visions for Public Schools in New York City, Pittsburgh Public Schools, and San Jose Unified School District – to develop, test, and disseminate early diagnostic tools and supports that help students become college ready. AISR also did research on college readiness partnerships with the School District of Philadelphia.
College Readiness Indicator Systems Resource Series
This six-part resource series offers guidance to schools and districts that aim to develop and enact indicator and support systems to foster college readiness.
College Readiness Indicator Systems: A Framework for the Field
Voices in Urban Education 38 (Fall 2013)
This issue of VUE reflects on the lessons of three years of work on the CRIS project.
College Readiness Indicator Systems
Voices in Urban Education 35 (Fall 2012)
While most U.S. education stakeholders now recognize that a high school diploma is not enough to prepare students for post-secondary success, how do we know when a student is "college ready," and how do we use that information to design effective support and interventions?
Graduate NYC! ACCESS Data Initiative
Ariela Friedman, Senior Project Coordinator, Graduate NYC!
Ayana Bartholomew, Program Associate, Graduate NYC!
Amy Chou, Senior Manager, Program Development and Evaluation, New Yorkers for Children
Lindsay Adamski, Youth Program Coordinator, New Yorkers for Children
In this webinar, Ariela Friedman and Ayana Bartholomew from Graduate NYC! shared their work on ACCESS Data. Amy Chou and Lindsay Adamski from New Yorkers for Children, one of the Graduate NYC!’s CBO partners, shared their experience collaborating with Graduate NYC!
College Readiness: A Citywide Commitment
Ashley Bryan, Associate, Commit!
Jonathan Feinstein, Director of Community Engagement,Commit!
Saleem Ghubril, Executive Director, The Pittsburgh Promise
Gene Walker,Benchmarks Manager, The Pittsburgh Promise
In this webinar, representatives from Commit! (Dallas, TX) and the Pittsburgh Promise talked about their citywide initiatives and shared their successes and challenges. Webinar participants had the opportunity to ask questions of all the panelists.
How Can Districts Structure School Counseling Programs to Promote College Readiness for All Students?
Mandy Savitz-Romer, Harvard Graduate School of Education
Naomi Housman, Office of Cpounseling and Promotion Standards, The School District of Philadelphia
Sylvia Lopez, Counseling Services, Dallas Independent School District
This webinar discussed the state of school counseling as it relates to college readiness counseling, the challenges facing current models, and how to promote a collaborative college readiness program that builds on the strengths of school counselors and the availability of college outreach programs. School counseling leaders from two of our CRIS sites--Naomi Housman from the School District of Philadelphia and Sylvia Lopez from the Dallas Independent School District--presented a dilemma they face in their work. Harvard's Mandy Savitz-Romer responded to the two problems of practice facing urban school districts with recommendations for enhancing school counseling at both the district and school levels.
How Do You Measure College Readiness?
Elaine Allensworth, Consortium of Chicago School Research at the University of Chicago
In this webinar, Elaine Allensworth presented findings from several years of research by the Consortium on Chicago School Research (CCSR) at the University of Chicago and described how these findings were used to develop indicator systems and improve school practice in Chicago public schools.