Publications from Partners
Publications from EPIC's Partners
2009 Governors Education Symposium - Report
This report reflects on the discussions that occurred and draws upon briefing materials commissioned for the Hunt Institute’s 2009 Governors Education Symposium, which was held in June of 2009. The symposium gathered current and former U.S. governors, multiple experts, teams of state education officials, and other individuals to discuss bold education reforms with U.S. Secretary of Education Arne Duncan. David Conley, the CEO of EPIC, contributed to the discussion and drew from his own research and experiences. Conley is pictured on page two and his presentation informs most of the content on page three.October 2009
Fostering Access & Persistence in Higher Education
This is a compilation of papers and presentations from 2002 to 2005 that are focused on access and persistence in postsecondary education. Dr. David Conley, CEO of EPIC, contributes his paper entitled, “Setting the Agenda for Postsecondary Education in P-16 Policy and Research.” The term P-16 refers to the traditional schooling structure for most students: preschool through four-year secondary degree. This document was published by the Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) in 2006.
Texas College and Career Readiness Standards
Adopted by the Texas Higher Education Coordinating Board The Texas College and Career Readiness Standards (CCRS) specify the knowledge and skills necessary to succeed in entry-level courses at Texas institutions of higher education. EPIC facilitated vertical teams of high school and college faculty to develop the CCRS. The standards are now being used in an effort to improve alignment between secondary and postsecondary education, resulting in an increased number of students who are prepared for college and career success. January 24, 2008
Understanding University Success
Understanding University Success describes foundational skills and content standards (elsewhere referred to as Knowledge and Skills for University Success) in English, mathematics, natural sciences, social sciences, second languages, and the arts. This 80-page booklet addresses each discipline in a separate chapter. Each chapter comprises two sections: foundations and standards. The foundations section describes the skills, behaviors, and attitudes expected of incoming students. The standards section lists the content knowledge that helps maximize the probability of success in entry-level university courses. To download this publication for free or purchase a printed copy visit our partner, Center for Educational Policy Research.
Work Samples
Collected from freshman students and faculty at research universities across the nation, these examples of student work are accompanied by course syllabi, assignments, lab exercises, and tests. They represent the range and types of assignments students receive when they enter college. They also demonstrate the quality of work students are expected to produce to be successful in entry-level university courses. To download this publication for free or purchase a printed copy visit our partner, Center for Educational Policy Research.
Mixed Messages
A study conducted by Standards for Success (S4S), a consortium of universities belonging to the Association of American Universities (AAU), has found that state high school exams bear an inconsistent relationship to the knowledge and skills necessary for college success. This first-of-its-kind study, Mixed Messages: What State High School Tests Communicate about Student Readiness for College, was undertaken to determine the degree of alignment that exists between state high school exams and university success standards. To download this publication for free or purchase a printed copy visit our partner, Center for Educational Policy Research.
Costing Out The Resources Needed to Meet Pennsylvania's Public Education Goals
Published by Augenblick, Palaich and Associates, Inc. This costing out study, prepared for the Pennsylvania State Board of Education, integrates the work performed by EPIC as part of the Pennsylvania Adequacy Funding Study, completed in August 2007.
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