成人教育需求与能力

Community Risk and Protective Factors for Probation and Parole Risk Assessment Tools Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-1147-3.ch007

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引用次数: 0

摘要

2004-2014年哥伦比亚特区综合评估系统(DC CAS)和国家教育进步评估的结果显示，2016年，哥伦比亚特区的四年级和九年级学生在51个州和地区中排名第49位。该地区已转向联邦PAARC测试，并于2017年开始实施综合基础教育和技能培训(I-BEST)模式。实施这种模式意味着学生将在课堂上与两位老师一起工作:一位提供职业培训，另一位教授阅读、数学或英语的基本技能。这些学生的考试成绩创历史新低，加上I-BEST模式的实施，表明CSOSA的客户指的是该地区的公立和特许学校或非营利性成人教育承包商，他们不太可能获得高中学位或GED证书。

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Adult Education Need vs. Capacity

The 2004-2014 findings from the District of Columbia Comprehensive Assessment System (DC CAS) and the National Assessment of Educational Progress showed that the District's 4th and 9th graders scored 49th out of 51 states and territories in 2016. The District had switched to the federal PAARC test, and in 2017 it began to implement the Integrated Basic Education and Skills Training (I-BEST) model. Implementing this model means that students will work with two teachers in the classroom: one provides job-training and another who teaches basic skills in reading, math, or English language. The students' historically-low test scores and the implementation of the I-BEST model suggest that CSOSA clients referred to the District's public and charter schools or nonprofit adult education contractors would have been unlikely to have been able to obtain a high school degree or GED credential.

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Community Risk and Protective Factors for Probation and Parole Risk Assessment Tools

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