College Readiness Assessment
Category: Pathways to and Through Postsecondary
Tennessee’s K-12 accountability system incorporates three distinct measures of college and career readiness (CCR) for state and federal accountability. Each of these indicators applies its own set of metrics and performance benchmarks, but they all consistently draw upon similar components including participation in Early Postsecondary Opportunities (EPSOs), standardized tests like the ACT and SAT, completion of industry certifications, and performance on military entrance exams. This qualitative analysis draws on interviews with 40 district and school leaders, staff, and administrators. While school and district personnel acknowledged the importance of preparing students for life beyond high school, many expressed skepticism about the accessibility and legitimacy of current state accountability metrics, especially for unique populations served by the district such as English Learners and immigrant students. Respondents noted a lack of clear policy consequences, limited alignment between CCR goals and available resources, and frustration with ever-changing and confusing indicators. These findings suggest the need for streamlined and transparent metrics that balance state goals with local realities.
Keywords
accountability; college and career readiness; education policy
Education level
Document Object Identifier (DOI)
10.26300/a4hq-ms36
