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The work argues that “college,” “career,” and “work” readiness are often confused and therefore require clearer, policy-relevant definitions. It reviews ACT’s existing definition of college readiness, then defines career readiness and work readiness to show how cognitive and noncognitive foundational workplace competencies complement academic skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-a-common-language-for-career-readiness-and-success-a-foundational-competency-framework-for-employers-and-educators/529281/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-a-common-language-for-career-readiness-and-success-a-foundational-competency-framework-for-employers-and-educators/529281.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-12","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define career readiness and work readiness?","Question",{"text":112,"@type":113},"It presents workable, policy-relevant definitions of “career readiness” and “work readiness” and explains how they differ and intertwine across education and work.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper say about college readiness?",{"text":117,"@type":113},"It reviews ACT’s definition of college readiness as the achievement level needed to enroll and succeed in credit-bearing first-year postsecondary courses without remediation.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper propose expanding college readiness beyond academics?",{"text":121,"@type":113},"It argues that academic and workplace success also depends on non-cognitive behaviors and other “whole person” factors such as motivation, vocational interests, and self-beliefs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},529281,1791736607,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Building a Common Language for Career Readiness and Success: A Foundational Competency Framework for Employers and Educators  \nHope Clark, Ph. D.  \nWP-2015-02 February 2015  \nACT Working Paper Series   \nACT working papers document preliminary research. The papers are intended to promote discussion and feedback before formal publication. The research does not necessarily reflect the views of ACT.  \nBuilding a Common Language for Career Readiness and Success: A Foundational Competency Framework for Employers and Educators  \nA Holistic Approach to Career Success: Moving Beyond Traditional Measures of College and Career Readiness  \nEfforts to better align the transition between secondary and postsecondary education have gained momentum in recent years with a universal goal of preparing students to be both college and career ready. U.S. Department of Education Secretary Arne Duncan stated,“It is the responsibility ofK-12 educators to prepare all students for both college and a career.”1 At the same time, workforce development stakeholders are focused on ensuring that secondary and postsecondary education are aligned with job skill requirements that reflect trends in the global economy. This effort is backed by various national initiatives, such as the President’s Council on Jobs and Competitiveness, to ensure that students will graduate with the knowledge, skills, and industry-relevant education needed to get on a pathway to a successful career.2  \nAmong education and workforce development circles, much has been discussed about how to ensure that individuals are “college”,“career” and “work” ready in order to prepare them for career success. As a result, there is a great deal of confusion in the education and workforce market about what these terms really mean in terms of readiness. ACT released a research report introducing a broader definition of college and career readiness that moves beyond traditional indicators of core academic skills such as high school grade point average, class rank, scores on college readiness assessments and classroom rigor to also include noncognitive skills and workplace competencies that are not addressed in traditional academic settings.3 Framed by this expanded view of college and career readiness, the next step is to examine the inclusion of foundational workplace competencies, both cognitive and noncognitive, that are important above and beyond just core academic skills as potential additional measures of career success.  \nThe author would like to acknowledge Mary LeFebvre, ACT Principal Research Scientist and Krista Mattern, ACT Principal Research Scientist, for their contributions to the development this paper.  \nKeywords: college and career readiness, work readiness, career pathways, foundational skills, foundational competencies and industry competency models.  \nUnique Contributions of College, Career, and Work Readiness for Success  \nThis paper reviews ACT’s current definition of “college readiness”, and presents workable, policy-relevant definitions of“career readiness” and “work readiness” with respect to how they are different and how they intertwine throughout an individual’s journey through the world of education and work. A proposed framework is presented to clarify how these concepts uniquely contribute and interact to achieve successful outcomes both in education and workplace settings.  \nCollege Readiness  \nUnlike career readiness and work readiness, there has been less ambiguity around the concept of“college readiness” and the types and levels of skills that are needed for an individual to successfully transition from secondary to postsecondary education.4  \nCollege readiness is currently defined as the level of achievement a student needs to be ready to enroll and succeed—without remediation—in credit-bearing first-year postsecondary courses.  \nACT’s definition of college readiness is well-known and has been accepted by the educational community, and was the basis for the definitio","cbCaidttK8pQ2z7s","https://ap.wps.com/l/cbCaidttK8pQ2z7s","pdf",340873,15,"English","# Career readiness and success overview\n## Moving beyond traditional measures\n## Unique contributions of college, career, and work readiness\n## College readiness\n## Career readiness","[{\"question\":\"How does the paper define career readiness and work readiness?\",\"answer\":\"It presents workable, policy-relevant definitions of “career readiness” and “work readiness” and explains how they differ and intertwine across education and work.\"},{\"question\":\"What does the paper say about college readiness?\",\"answer\":\"It reviews ACT’s definition of college readiness as the achievement level needed to enroll and succeed in credit-bearing first-year postsecondary courses without remediation.\"},{\"question\":\"Why does the paper propose expanding college readiness beyond academics?\",\"answer\":\"It argues that academic and workplace success also depends on non-cognitive behaviors and other “whole person” factors such as motivation, vocational interests, and self-beliefs.\"}]","Building a Common Language for Career Readiness and Success - A Foundational Competency Framework for Employers and Educators | PDF",1791520845,38]