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Reviewers conducting the systematic review should use this protocol in conjunction with version 4.1 ofthe WWC Standards and Procedures Handbooks and the corresponding Study Review Protocol.  \nPURPOSE STATEMENT  \nAlthough there is no single national measure of American students’ readiness to succeed in college or a career, recent data suggest the nation is falling short. More than a third (35 percent) of 2018 high-school graduates taking the ACT met none of that assessment’s four college and career readiness benchmarks in English, Reading, Math, or Science (ACT 2018, p. 5). And although a slightly larger fraction of students (38 percent) met three or four of the benchmarks, this figure conceals gaps between students from historically underserved groups and their more advantaged peers. For example, among students who would be the first in their family to attend college, come from low-income households, and self-identify as a member of an underserved racial or ethnic group, just 10 percent met three or four benchmarks while 81 percent ofthese students met either none or one of them (p. 9). Even as these figures suggest that American students are not leaving high school as prepared as they should be for college or career, other research points to growing skill demands in the American labor market (for example, Carnevale 2010; Goldin and Katz 2008) .  \nThis protocol guides two systematic reviews, the first focusing on educational interventions designed to improve college access and readiness for students in grades 6–12 and the second focusing on career access and readiness for this same population of students. To reap the benefits ofa college education and be successful ina career, students need academic and non-academic services and supports that help them gain entry into and meet the demands of college-level coursework and jobs with opportunities for career advancement.  \nThis first review focuses on interventions that support students’preparedness to enter and succeed in postsecondary education, as indicated by such milestones and outcomes as secondary academic achievement; earning credit for college-level coursework, including during high school; and completing other steps necessary to gain access to postsecondary education, such as applying for college or student financial aid. The second review examines interventions seeking to bolster access to and readiness for successful careers, as indicated by milestones and outcomes such as demonstration of general employability skills, attainment of industryrecognized credentials, employment, and earnings. In addition to college or career readiness, interventions reviewed under this protocol might seek to improve outcomes that facilitate college or career readiness, such as students’ social-emotional well-being.  \nThe following research questions guide these systematic reviews:  \n• Which interventions, that district or school administrators, counselors, or teachers can implement, improve students’ access to college or other pathways to competitive careers?  \n• Which interventions, that districts or school administrators, counselors, or teachers can implement, improve students' readiness to progress and succeed in college or another career-aligned pathway?  \n• Which interventions, that district or school administrators, counselors, or teachers can implement to support students' college and career readiness, improve related outcomes, such as academic achievement or social-emotional well-being?  \n• What are the demographic characteristics, such as race and ethnicity, English learner status, ","cbCaii6hKG4JcOcY","https://ap.wps.com/l/cbCaii6hKG4JcOcY","pdf",259540,15,"English","# Purpose Statement\n## College Access and Readiness Review Scope\n## Career Access and Readiness Review Scope\n## Research Questions Guiding the Reviews\n## Key WWC Systematic Review Processes\n## Literature Search\n## Screening Using Eligibility Criteria","[{\"question\":\"What does the WWC systematic review protocol cover for grades 6–12?\",\"answer\":\"It guides WWC systematic reviews on evidence related to college access and readiness and to career access and readiness for secondary students in grades 6–12.\"},{\"question\":\"How does the protocol define outcomes for the college and career reviews?\",\"answer\":\"The college review uses milestones such as secondary academic achievement, earning credit for college-level coursework (including during high school), and steps like applying for college or financial aid. The career review uses milestones such as employability skills, industry-recognized credentials, employment, and earnings.\"},{\"question\":\"What are the key processes in the WWC’s systematic review workflow described in the protocol?\",\"answer\":\"The protocol highlights three key processes: identifying relevant research, screening studies for relevance and WWC eligibility, and synthesizing and disseminating evidence.\"}]","Systematic Review Protocol for College and Career Readiness - Version 4.1 - August 2023 | PDF",1792062885,38]