1. Why is this important for higher education?  Lower college remediation rates  Reduces costs for institutions of higher education and increases likelihood of graduation

2. Leverage Points  Tighter link for students between high school and post- secondary education  Tighter link for teachers between pre-service education and the classroom

3. College- and Career- Readiness as the Anchor There is a gap between high school expectations for students and what students are expected to do in college/career  ELA  Students are expected to read more non-fiction (periodicals, technical manuals, etc.) and more complex texts  Students are expected to read with greater independence  Quality of students’ writing in college isn’t meeting professors’ expectations  Math  Students are expected to have deep knowledge of core mathematical concepts (such as ratio and proportion) that are gatekeepers for success in advanced mathematics courses in college or advanced technical training in a career.  Students are expected to apply their mathematical knowledge to new and novel situations.

4. Standards Development Process External and State Feedback teams included:  Postsecondary Faculty  K-12 Faculty and staff  State curriculum and assessments experts  Researchers  National Organizations (including, but not limited, to):  American Council on Education (ACE)  American Mathematics Association of Two Year Colleges (AMATYC)  Mathematics Association of America (MAA)  National Council of Teachers of Mathematics (NCTM)  Conference Board of the Mathematical Sciences (CBMS)  American Statistical Association (ASA)  Modern Language Association (MLA)  National Council of Teachers of English (NCTE)

5. College-Ready Definition Prepare students for success in entry-level, credit-bearing, academic college courses (2 and 4 year postsecondary institutions) in domains of reading, writing, speaking, listening, language, and mathematics

6. Common Assessments  Early warning system  The 11 th grade assessment gives an early warning to students if they are not ready for credit-bearing college coursework in English and math while they are still in high school, thereby providing the opportunity to correct deficiencies during their senior year and decreasing the need for remediation.  Placement tool  A common goal to both consortia is that public colleges and universities will ultimately recognize an agreed-upon score on a summative 11th grade assessment as indication that a student is ready for entry-level credit-bearing courses, and thereby exempt those students from remediation in mathematics and/or English.