The Morehead News

Morehead State University News

January 25, 2012

CPE receives Rockefeller Philanthropy grant

Jan. 25, 2012 —     Kentucky’s Council on Postsecondary Education was awarded a three-year grant totaling $720,000 from Rockefeller Philanthropy Advisors to improve college readiness. Kentucky was one of 10 states selected.

    The grant program, called Core to College: Preparing Students for College Readiness and Success, aims to foster long-term collaborations between state higher education and P-12 entities that will improve student achievement and college readiness. The focus is on using the Common Core State Standards and assessments to establish a statewide definition of college readiness and set of college readiness indicators to signal a student’s preparedness for credit-bearing college courses. Having such a baseline will also inform processes to transition students successfully between high school and higher education environments.

    “Kentucky’s grant activities will build on the tremendous momentum already under way with P-12 and postsecondary education,” said Bob King, CPE president. “Thanks to Senate Bill 1 in 2009 and the one-time funding we received for implementation, Kentucky is leading the nation with our collaborative work to improve college readiness and ultimately, increase rates of enrollment and graduation necessary to build a more highly skilled workforce. This grant will bolster our efforts as we continue this important work.”

    Kentucky’s P-12/Postsecondary Alignment Grant will be used to extend and coordinate several statewide initiatives already in place, including the Professional Development and Assessment Academies housed at Morehead State University, Western Kentucky University and Northern Kentucky University.

    These academies are working with other public and independent universities, Kentucky Community and Technical College System campuses, as well as adult education and P-12 educators in their service regions to develop “continuous assessment models.”

    These models help educators analyze the results of ongoing formative and summative student assessments and tailor instruction to address their students’ particular needs.

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