Washington Educational Research Association (WERA) and the Office of the Superintendent of Public Instruction (OSPI) present the 29th Annual Washington State Assessment Conference on December 10–12, 2014 at the Hilton Seattle Airport Hotel and Conference Center. The annual conference is also supported by the National Council for Computer Education (NCCE).
The theme of this year's event is "Embracing Change: Students at the Core," and you can learn more about the event on the WERA website.
The Washington Educational Research Association (WERA) and the Office of the Superintendent of Public Instruction (OSPI)
Using Course Transcript Data to Understand and Promote College Readiness
This session will describe the development and use of a dataset that links Oregon students’ secondary and postsecondary records to understand their participation and outcomes in dual-credit coursework in high school and developmental education in college. We will provide an overview of how we used the results to build awareness regarding Oregon students’ postsecondary readiness and inform improvements to programs that support postsecondary readiness. Session participants will learn about best practices for practitioners and researchers regarding collecting, analyzing, and using course data to better understand and promote college readiness.
Education Northwest's Jason Greenberg Motamedi and Seattle Public Schools' Michele Ancieux Aoki will co-present the following session at this year's event on December 11, 2014,.
Getting Credit for What Students Already Know: The World Language Credit Program Evaluation Results
The World Language Credit program seeks to recognize and honor the asset of bilingualism by awarding students high school credits necessary to graduate and be college eligible for their demonstrated ability to speak, understand, read, and write a language other than English. In this presentation, we discuss the successes and challenges of implementing this project, funded by the Gates Foundation, in the seven Road Map districts and our initial evaluation findings, examining the effect of the World Language Credit program on the students’ likelihood to graduate and be eligible for college, and students’ attitudes toward their home language and school.