Working with the Post-Secondary SystemSince 2011, PARCC has been working with postsecondary system and campus leaders in each state to ensure postsecondary participation in the development of the PARCC assessments and prepare higher education systems to incorporate the PARCC assessments into their placement policies and practices.
With over a third of all students require remedial courses when enrolling in public two- and four-year institutions of higher education, it is clear there is a disconnect between the knowledge and skills students have when they graduate from high school and what they need for success in first-year college, credit-bearing courses. The PARCC assessment system is designed to address this disconnect by providing students with clear indicators of college readiness while they are in high school. By providing students with information about whether they are on track, students and K-12 education systems will have the opportunity to address readiness gaps well before students graduate.
State postsecondary systems ultimately intend to use these tests as a measure of college readiness and to exempt students from remedial courses.
Participation in the Design ProcessPostsecondary content experts and faculty in mathematics and English language arts/literacy have been working with their K-12 colleagues to design and develop PARCC’s high school assessments. They will continue to participate in item review, validation research, and performance level setting, as well as determining how best to incorporate the PARCC assessments into placement policies and practices.
National-Level ParticipationIn 2011, PARCC established the Advisory Committee on College Readiness to work with the Governing Board to shape the consortium’s strategy for working with higher education systems, institutions, and K-12 systems to set policies for accepting PARCC scores as an indicator of readiness for placement into first-year, credit-bearing, college courses.
The ACCR and the PARCC Governing Board adopted a College and Career Readiness Determination Policy on October 25, 2012. It describes the academic knowledge, skills, and practices in English language arts/literacy and mathematics students must demonstrate to show they are able to enter directly into and succeed in entry-level, credit-bearing courses and relevant technical courses at two- and four-year public institutions of higher education.
Higher education is actively involved in setting performance level standards at all grade levels, which will culminate in summer 2015.
- Contact the HELT member in your state to find out how you can become involved.
- Sign up for PARCC’s newsletter to stay in the loop.
- Contact your state’s postsecondary or higher education commission, professional association and/or system or institution of higher education to learn more about their efforts to support the standards and PARCC in your state.