After 24 years in the K-12 education space, Achieve has shut its doors. Read the statement from Michael Cohen, President of Achieve here.
Our website www.achieve.org will remain available through December 31, 2020.
Former Achieve science team members have founded the NextGenScience project at WestEd where they will continue working with educators and partners across the nation to improve the quality of science education. Please visit their website and @NextGenScience to learn more about their work. They will continue to serve as stewards of the NGSS, sharing resources with the field through the nextgenscience.org website, NGSSNow newsletter, and @OfficialNGS.
All students should graduate from high school ready for college, careers, and citizenship.
For more than a decade, Achieve has issued an annual 50-state report on each state’s adoption of college- and career-ready (CCR) policies as reflected in state standards, graduation requirements, assessments, and accountability systems. Having the right policies is necessary to ensure that students graduate academically prepared for college and careers, but policy alone is insufficient. Implementation of policy matters. So how do states— and their citizens—know whether their policies are having the intended impact? As graduation rates continue to rise, how do states know whether more students are graduating college and career ready? To know the answer to this question, Achieve looked at actual student performance against CCR measures in all 50 states and the District of Columbia.
The K–12 and postsecondary summary reports represent the first time that indicators of college and career readiness, from publicly available sources, have been compiled to paint a picture of college and career readiness in every state in this way. The reports and accompanying state profiles illustrate that too few high school graduates are prepared to succeed in postsecondary education, the military, and careers. Rather surprisingly, the reports also show significant limitations in the availability of data and inconsistencies in how they are reported, making it challenging for policymakers, educators, families, and advocates to have a clear answer to the simple question: Are high school graduates prepared for postsecondary success?