Los Angeles City College, one of the state’s 116 community colleges.
Larry Gordon/EdSource Today
Latino students are enrolling at low rates in bachelor’s degree programs at California’s community colleges. But many of those who do enroll are graduating quickly and finding work after leaving college.
But, in many of the programs, Latino students are not applying or enrolling at high rates. Across the programs, which range from equine and ranch management at Feather River College to dental hygiene at West Los Angeles College, just 30.1% of students are Latino. That’s much lower than the 46% of students at those colleges who are Latino.
To address that gap, the study calls for greater recruitment of Latino students to the programs and for the state to invest more money in the programs.
However, for the students who do enroll, 64% of them finish their degree within two years after starting their upper-division coursework. That’s comparable to non-Latino students, 68% of whom graduate within two years after starting those classes.
Following graduation, the vast majority of Latino students in the bachelor’s degree majors — 94% of them — reported being employed. On average, they earned $22,600 more annually than they did prior to starting the program.
Those outcomes are encouraging, but the colleges could benefit from a “public awareness campaign” to make sure Latino students know about the bachelor’s degree programs available to them, said Cecilia Rios-Aguilar, one of the report’s authors.
“We have this tool now, so let’s make sure people are aware. We’re seeing very promising results once they’re there. But we want to make sure that they get there,” added Rios-Aguilar, who is a professor of education and the associate dean of equity, diversity and inclusion at UCLA’s Graduate School of Education and Information Studies.
The bachelor’s degrees are more affordable for students than attending a University of California or California State University campus. Students can finish their degree for just $10,560 in tuition and fees, less than half of what it costs at UC or Cal State. Lower-division classes at the community college are $46 per unit, while the upper-division courses in the bachelor’s degree programs cost the same $46 enrollment fee plus a supplemental $84 fee.
Community college students with financial need can often qualify for state aid to fully cover those costs. That typically includes a California College Promise Grant to cover their lower-division fees and a Cal Grant to cover the $84-per-unit upper-division fees.
The 15 programs examined in the study are California’s original 15 community college bachelor’s degree programs. The state established those programs in 2015 as part of a pilot program.
The state then built on that pilot program with the passage of a 2021 law that allows the community college system to approve up to 30 new bachelor’s degree programs annually. Since the fall of 2022, at least 18 additional programs have been approved, according to the state chancellor’s office.
Not every college included in the study struggled to enroll Latino students in the programs. At two colleges — Antelope Valley and Bakersfield — the share of Latino students in those programs exceeded the overall share of Latino students at the college.
At Bakersfield, which offers a bachelor’s degree in industrial automation, getting those students enrolled starts in high school. Students in the Kern High School District have the option of earning an associate degree in industrial automation while they work toward their high school graduation.
“This innovative collaboration enables these students to seamlessly transfer into our baccalaureate program. Innovations that bring opportunity to students help explain Bakersfield College’s success in successfully recruiting Latinx students to our program,” Jessica Wojtysiak, the college’s associate vice president of instruction, said in an email.
In addition to that program, Bakersfield also now offers a bachelor’s degree in research laboratory technology.
At another college, MiraCosta, the share of Latino students in the college’s bachelor’s degree program in biomanufacturing was only 0.8% less than the college’s overall share of Latino students.
“In our diverse and vibrant student body, we are proud to observe that the majority of those enrolling in our programs — specifically the bachelor’s degree in biomanufacturing — represent a majority of non-White/Asian backgrounds, showcasing our institution’s appeal across various ethnicities,” Dominique Ingato, MiraCosta’s biotechnology department chair, said in an email.
To ensure that other colleges have similar success, the study released Tuesday suggests that the state should invest more money in the community college bachelor’s degree programs.
That could include spending more on outreach, marketing and recruitment to attract more Latino students. It could also mean investing in “research infrastructure” at the colleges, Rios-Aguilar said. She pointed out that community colleges don’t have the same research capacity as traditional research institutions like UCLA and other four-year colleges.
“It’s important to highlight that community colleges are severely underfunded compared to other sectors of higher education and yet they’re doing these amazing things and these promising tools are emerging,” she added. “Colleges are working really hard to make this happen.”
Children of Deaf Adults attending the KODAWest summer camp.
Courtesy: KODAWest
Three decades ago, I was flagged as needing special education services because I had a Deaf parent.
The teachers found gaps in my academic and linguistic development. I received those services for six years until a school speech pathologist noted that my language and speech delays were because of a language difference — American Sign Language, or ASL, was my first language — and not a language disorder.
Not recognizing earlier that special education services were not what I needed was a waste of resources, not to mention unhelpful to my progress as a student. What I needed was support as an English learner; instead, I had to sink or swim as I figured out school on my own.
The same is true of my studentRyan, a third-grader, and a CODA — a child of Deaf adults. Ryan and I are both bilingual; we learned American Sign Language as our first language and English as our second. There are significant language differences between ASL and English. ASL has its own grammar and syntax and is wholly separate from English. However, children who learn American Sign Language as their first language are not classified as English learners. This is why Ryan is identified as a special education student, not an English learner, just as I was 30 years ago.
Just like my teachers, Ryan’s teachers worried that he might have a learning disability. Ryan was not assessed in sign language when evaluated for special education services, so he was placed in a special day class. He was identified as having a specific learning disability, a language disorder and articulation errors.
Just as I didn’t need special education services, neither does Ryan. If ASL were considered a language separate from English, Ryan would be an English learner. As such, he would have access to language support in the general education setting. He would not be placed in a special education class or lose valuable time learning with his peers while he receives services from a speech language pathologist.
General education classrooms are designed to support English language development, which children like Ryan also need. Receiving language support means getting help with learning a second language by sounding out letters and words, understanding the phonics behind them, syntax and vocabulary, and building connections between English and American Sign Language so that students can grow their vocabulary in both languages.
Identifying Ryan as an English learner would also have preserved his multiculturalism by celebrating his cultural and linguistic differences. English learner programs are designed to incorporate students’ native languages and cultural backgrounds into the learning process. At their best, these programs validate heritage and provide an inclusive environment, empowering students to share their unique perspectives and helping them feel like they belong in our classrooms. This is what Ryan needs.
I struggled with my identity for a long time, and sometimes, I still do. It took me several years to catch up to my peers academically and linguistically, and all the while, I didn’t understand why learning was so hard for me. I certainly didn’t think of myself as bilingual. My mother could not help me with phonics or reading in spoken language, so my homework took me hours to complete. Often, I used my lunchtime to sit with teachers to help me with projects, and I would go to friends’ houses after school, so their parents would help me with my work. It shouldn’t have been this difficult, but it was.
Children of Deaf adults deserve to be successful in their education and should have help learning English alongside their bilingual peers who use spoken languages. Although my experience is 30 years older than Ryan’s, it is eerily similar.
Change is needed, and the time is now, because every student deserves to succeed.
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Olivia Chavez-Hart, Ed.D., is an itinerant teacher of the Deaf and hard of hearing and an induction coach in the San Bernardino City Unified School District in San Bernardino. She is a 2024-25 Teach Plus California Senior Policy Fellow.
The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
Participants in a Climb Together networking event that provides an opportunity for students to build connections and make contacts.
Credit: Courtesy of Climb Together
A recent study found a whopping 85% of jobs are filled through relationships. Imagine a network of successful professionals eager to hear about your career goals and guide you through the professional maze. As new grads begin looking for jobs, it’s important they understand the power of social capital — the connections you make that become your golden ticket past the crowded applicant pool.
Unfortunately, access to networks isn’t evenly distributed. Elite universities often help students cultivate social capital simply by having students engage in so many activities — a cappella clubs, dance, secret societies, dorm life, parties, group projects; these are all ways peers build meaningful relationships that open doors for life.
Those from lower socioeconomic backgrounds are at a severe disadvantage because these kinds of activities are not always available or accessible. Time is our most precious commodity, and students who need to work to make ends meet have far fewer opportunities to build relationships.
Here’s the encouraging news: Research shows that “weak ties,” or casual acquaintances, can be just as valuable as close friends in securing job referrals. This means students don’t need years of deep connections — they can build a powerful network by honing their relationship-building skills.
Community colleges, vocational programs and even high schools can become social capital incubators, leading the way to unlocking social capital by teaching their students to build professional relationships and then broker access to alumni from their institutions. Imagine students learning the art of conversation: asking insightful questions, actively listening and crafting compelling requests. They can then practice these skills by connecting with industry professionals and/or alumni. This targeted approach, less time-intensive than building deep friendships, equips students to navigate the professional landscape with confidence.
Educational institutions can help students build social capital and improve their job prospects through several strategies:
Assemble a dedicated team: Engage stakeholders across leadership, faculty, staff and career services to develop and implement a social capital building strategy. This team can reach out to alumni and associated professionals, inviting them to participate in a program that helps graduating students with their job search. As the program grows, it can expand to multiple educational and professional tracks.
Offer targeted classes: Institutions should provide courses that teach students how to build and leverage social capital effectively. The curriculum can cover topics such as developing personal narratives, self-advocacy, discovering connections, LinkedIn engagement, crafting effective emails, follow-up techniques, and the art of conversation. Hands-on practice is crucial for students to gain confidence in engaging professionals and making asks for introductions or referrals.
Facilitate connections: After assessing learner readiness, institutions can match job seekers with alumni and other connectors. This facilitates the formation of new relationships and broadens job referral opportunities. Recognizing that relationship-building and job-searching are skills that need to be learned, institutions should provide guidance and support throughout the process.
By helping students broker access to professionals, higher education will also be able to address a growing concern: student disillusionment about attending college. Students invest in education expecting career opportunities, but recent graduates (especially those of color or from low-income backgrounds) face higher unemployment rates than before the pandemic. New grads have consistently fared worse than other job seekers since January 2021, and that gap has only widened. The latest unemployment rate for recent graduates, at 4.4%, is higher than the overall joblessness rate and nearly double the rate for all workers with a college degree.
These numbers are even lower for students of color and students from low income backgrounds. This disconnect highlights a need to bridge the gap between academic preparation and real-world employment.
This paradigm shift in how institutions prepare students for the workforce creates a win-win: Students gain valuable connections, alumni stay engaged with their alma mater, and institutions see higher graduation rates and lower loan defaults.
Our education system needs a refresh. It’s time to recognize that preparing students for the future workforce goes beyond just technical skills. By prioritizing social capital development, schools and workforce programs can level the playing field, creating a more diverse and skilled talent pool for businesses.
Let’s empower all students to navigate their career paths, not get lost in the application maze. They hold the key — the social capital key — to unlocking their full potential.
•••
Nitzan Pelman is the CEO of Climb Together, a nonprofit working with schools and workforce programs to teach students the art of building social capital and developing relationships and the founder of Climb Hire, a national nonprofit that blends relationships and social capital with in-demand skills to help overlooked working adults break into new careers.
The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
Malaya Peterkinand other preschoolers sat in bright blue chairs around a table on a recent afternoon, listening raptly to teacher Rachel Cepeda read a book about butterflies. Afterward, the children created butterfly-themed pieces of art.
Malaya, age 5, attends the Head Start program at the Sharon Geese Early Learning Center in the Del Paso Heights neighborhood of Sacramento. Her mother, Timeisha Seymore, is confident her daughter will be prepared for kindergarten next school year.
“She hasn’t started kindergarten yet, and she can already read,” Seymore said. “My son is doing math already. He’s 4. … You know, they are learning, they are bringing these tools, and we are just ecstatic about it.”
The children also learn science and, because of the diverse teacher workforce, languages that include Spanish and Mandarin, Seymore said.
Malaya Peterkin, 5, listens as Rachel Cepeda reads aloud at the Sharon Neese Early Learning Center in Sacramento on April 23, 2025.Credit: Randall Benton / EdSource
Seymore is among the many low-income parents who count on Head Start to prepare their children for kindergarten and to care for them while they work. The program, run locally by schools and nonprofit organizations, serves more than 750,000 children nationwide from birth to 5 years old.
Now, Head Start parents, teachers and other supporters are worried that potential cuts during federal budget negotiations could either reduce the number of children who can attend the program or eliminate it.
Program is more than child care
Students in the Head Start program, operated by the Sacramento Employment and Training Agency (SETA), spend their days learning through play in brightly colored classrooms filled with books, blocks, toys and games. Children on tricycles zoom around the fenced playground, play in a giant sandbox or climb on a jungle gym under the watchful eyes of school staff during recess.
“It’s an amazing place,” Seymore said. “I love Head Start. My family would not be the same without Head Start.”
The Sharon Neese Early Learning Center’s program serves 60 preschool students and 29 toddlers. It is one of more than 100 Head Start programs, serving a total of 4,400 students, that SETA operates at schools and other community sites in the Sacramento region.
Head Start not only teaches children foundational math and reading skills, they receive healthy meals, referrals to dental and medical services, and behavioral support, said Melanee Cottrill, executive director of Head Start California.
Head Start teachers, who work with students as young as 18 months, sometimes potty-train the children, teach them to wash their hands, how to eat healthy foods and how to take care of their bodies, said Annabel Stofer, who has been a teacher in the Sacramento program for 23 years.
Annabel Stofer, a 23-year Head Start teacher in Sacramento, says the federal program provides much more than quality child care. “We also support the family and the students to reach their potential, to connect them with resources, referrals, services that their children may need,” Stopher says.Credit: Randall Benton / EdSource
“Head Start is not just a great place for high-quality child care, we also support the family and the students to reach their potential, to connect them with resources, referrals, services that their children may need that they might not even know about,” Stofer said.
Head Start serves children in deep poverty
Head Start started in 1965 as part of President Lyndon B. Johnson’s War on Poverty. Itserves children who are homeless, in foster care, on public assistance or whose family income is below the federal poverty level — currently $32,150 annually for a family of four. A limited number of students from families with slightly higher incomes are eligible if space allows.
“In a family living in deep poverty, parents are focused on, how am I going to pay rent, how am I going to buy food,” Cottrill said. “They don’t have much capability to focus on A, B, C’s and 1, 2, 3’s.”
Early Head Start programs enroll children before they are born, allowing their mothers access to prenatal services and home visits. After the child’s birth, Head Start staff screen the baby for developmental delays. Children as young as 18 months can take part in Early Head Start classroom-based programs for toddlers.
Jackie Stephens had a home visit from a Head Start worker the morning she spoke to EdSource. The worker checked on her newborn son, Elijah, and offered lactation support. Stephens has been struggling to get Elijah to breastfeed. She tried to schedule an appointment with her medical provider but was told she would have to wait a week.
“Head Start is about children,” a teary-eyed Stephens said as she discussed the possible funding cuts. “I get the funding part, and I understand, I truly do. But you have to look at the bigger picture — on the effect that it’s having on these children, that it’s helping these parents who are trying to work, who are trying to do better for their family. For something to be ripped apart because of money, it just doesn’t seem right to me. … I pray that it doesn’t happen.”
Parents are involved
Family engagement is important at Head Start. Parents are involved at every level of the organization, including as members of the National Head Start board.
Teachers meet with parents throughout the year to ensure families aren’t in need of services and to develop educational plans for students. They also help families with their child’s transition to kindergarten — helping them navigate immunization and medical requirements and registration, Stofer said.
“We’re a family,” she said. “… I consider these children my grandchildren, too. I have three of my own. But these children are equally as important to me emotionally.”
Stofer finds it difficult to believe the program, in existence for 60 years, could be gone in one presidential administration.
“I can’t even imagine a world without Head Start,” she said.
But Head Start supporters say TK doesn’t offer all the services that low-income families need and that its shorter day isn’t long enough for working families. Head Start programs are generally available at least six hours a day.
About 75% of all Head Start programs also operate California State Preschool programs at their site with similar services and hours. Early childhood education programs often weave funding from both Head Start and the California State Preschool programs to provide or expand services to all their students.
But the state isn’t expected to increase funding for additional seats in the California State Preschool Program in the near future, Cottrill said. That means that while early childhood education programs might remain open if Head Start funds are cut, they may have to close centers or eliminate seats, she said.
California program meets local needs
California’s Head Start program is unique in that it is designed to meet local needs, Cottrill said. There are Head Start programs in homeless shelters, at schools, in community centers and in private homes.
Map: Head Start programs across California
Use the map to explore current Head Start programs across the state, including their status and capacity.
“One of my favorite examples is that we have a preschool program that is kitty-corner from a library, so they take the parents to the library, and they help them get their library card and access everything that the library has to offer,” Cottrill said. “So, really, it’s about uplifting the entire family.”
In rural areas of the state, Head Start staff make home visits, offering curriculum to parents and helping them understand their child’s development.
Cottrill is hopeful that Head Start will survive upcoming budget negotiations in Washington.
“What a tragedy it would be to end the program after 60 years of supporting the American Dream,” Cottrill said. “That’s really what we’re talking about, right? This program builds that. It sets people up on a path for success when they did not have it before.”
Krystle Pale, UC Santa Cruz graduate and advisory committee member of The California Alliance for Student Parent Success, with her family. She provided testimony for AB 2458 and also successfully advocated for her children to walk with her on stage during graduation.
Credit: Photo by Nikhil Naidu Photography / Courtesy California Competes
About 1 in 8 college students in California is a parent. For these students, college isn’t just about attending class and studying; it’s a daily juggling act that also includes managing households, raising children, and working to stay afloat. Moreover, the additional costs of child care, higher food expenses, and other necessities mean that student parents pay an additional $7,500 per child to attend college. Without significant financial aid, they would need to work at least 50 hours per week at minimum wage to cover these costs.
The precarious balancing act is more than a personal challenge — it’s a consequential issue that spans generations and affects all Californians. When student parents thrive, the benefits ripple across communities and generations, creating economic stability for families, closing racial equity gaps, and strengthening California’s workforce and economy. Yet, their determination to balance work, study and parenting goes largely unnoticed because neither colleges nor the state systematically collects data on their demographics, experiences and outcomes.
This Student Parent Month, we urge higher education leaders, policymakers and communities to change that. To empower bright futures for all Californians and bolster the state’s economy, which increasingly relies on a skilled workforce, California must transform the higher education system to address the needs of student parents and smooth the path to college for the 3.9 million Californians with children who have yet to complete their degrees. And it all starts with better data.
Think of data both as a flashlight and a key. As a flashlight, data illuminates the needs and strengths of student parents, allowing colleges to identify the obstacles they face and the support they need to succeed. As a key, data unlocks a deeper understanding of who California’s student parents are, enabling more informed decision-making and resource allocation to improve outcomes for them and their families.
Right now, California cannot effectively use student parent data in these ways. Only some campuses collect data on student parents and the several that do miss critical data points, such as the number and ages of students’ children, which would be helpful for assessing the need for child care and family-serving housing. Definitions of “student parent” vary between institutions, and within colleges, departments struggle to coordinate data collection efforts, further limiting their ability to leverage data to drive systemic change for student parents.
Accessible means that colleges should facilitate information-sharing between campus departments, across colleges, and external sectors like workforce and social services, and share de-identified data publicly.
Accurate means that colleges and government agencies should establish standardized data collection definitions and procedures statewide.
Actionable means that the data can be effectively analyzed and responds to the needs of student parents. Data should be collected about the experiences of student parents from enrollment through career, their academic and workforce outcomes, and data disaggregated by key demographics, like race, ethnicity and gender.
California has work to do, but progress is on the horizon, especially with the development of stronger data infrastructure through the California Cradle-to-Career Data system.
Legislation to strengthen data collection for student parents is also underway. This year, our alliance cosponsored its first bill, the GAINS for Student Parents Act (AB 2458), which will require institutions to uniformly collect and report data on student parents and share this data with the Office of Cradle-to-Career Data. This will enable California to evaluate and shape policies and practices that will empower student parents to reach their full potential. The bill also seeks to make college more affordable, addressing financial hurdles student parents face. Now, all that remains is the governor’s signature to make this bill law.
Addressing data gaps will enable California to better tailor resources and policies, streamlining student parents’ educational and career journeys and laying the foundation for a thriving economy. This Student Parent Month, let’s honor their determination to work, study and parent by taking concrete steps to advance their success. Passing legislation like GAINS for Student Parents Act is one critical step. It’s time for California to unite in uplifting the voices and future of student parents and, by extension, the future of California.
•••
Su Jin Jez, Ph.D., is CEO of California Competes, a nonpartisan policy and research organization focused on identifying solutions to California’s higher education and workforce issues.
Christopher J. Nellum, Ph.D., is executive director of EdTrust-West, a nonprofit organization advancing policies and practices to dismantle the racial and economic barriers embedded in the California education system.
The opinions in this commentary are those of the author. We welcome guest commentaries with diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
Anaheim Union High School District students discuss their work with Superintendent Michael Matsuda.
Courtesy: Anaheim Union High School District
Traditional measures of academic success, long dominated by elite universities, have often perpetuated systems of exclusivity rather than fostering true opportunity.
As the superintendent of a high school district in Southern California, I have frequently heard major employers express concern that graduates from top UC and private universities often lack essential skills in project management, basic interpersonal abilities and the capacity for creativity and innovation. This reveals a significant mismatch between K-12 education, higher education and the demands of the modern workforce.
Elite universities have long depended on rigid criteria — high test scores in math and English, advanced coursework like calculus and AP classes, and curated extracurricular activities — to determine which students gain admission. But these metrics often favor those with access to private tutors, well-funded schools and the insider knowledge of the admissions process provided by college admission coaches. As a result, this system excludes many students who possess extraordinary talents but lack the means to navigate these traditional pathways.
The narrow definition of success currently used by elite universities creates two major problems. First, it reduces student potential to a set of numbers and polished narratives, ignoring qualities like resilience, emotional intelligence and social impact. Second, it fails to recognize students who may excel in less conventional but equally critical domains, such as interpersonal skills and the ability to creatively solve problems. By relying on these outdated measures, the current system not only limits individual opportunities but also deprives society of the diverse perspectives needed to solve complex challenges.
In response, districts like Anaheim Union High School District are pioneering new ways to assess and celebrate student success through what we call the 5Cs: critical thinking, creativity, collaboration, communication and compassion. This approach challenges outdated definitions of “college and career readiness” and offers a more holistic vision for the future.
In collaboration with UC Irvine professor June Ahn and the nonprofit education technology organization eKadence, Anaheim Union is developing and piloting an AI-enhanced learning strategy that redefines how student talent is measured.
Much as a student driver reflects on what went wrong after failing a driving test or how a coach has a team analyze their mistakes after losing a big game, the district is embedding structured reflection into student learning. After completing a major unit or project, students engage in written or oral reflection, considering what they did well, where they struggled and how they can improve. These reflections are then fed into an artificial intelligence (AI) analysis, designed and tested by Ahn’s team, that immediately generates a summary for both the student and the teacher. The AI not only highlights the main reflection points but also provides actionable advice for growth.
Going Deeper
See an example of the student input and AI analysis of one student’s project work here.
For example, if a student works on a community-based project to address food insecurity and later reflects on how they struggled with organizing team meetings but excelled in presenting their findings, the UC Irvine AI tool will capture these insights. It might suggest strategies for better time management or offer communication techniques to improve team coordination. This iterative process ensures that students are not only gaining subject knowledge but also developing essential life skills.
One of the most promising aspects of this AI-enhanced learning strategy is its potential to influence college admissions. Universities are increasingly questioning the efficacy of traditional criteria, especially in light of decisions to eliminate SAT/ACT test requirements. The tool we are developing provides a scalable addition to current criteria: a portfolio of AI-summarized reflections that highlight a student’s strengths that cannot be measured by test scores or in an essay.
Imagine a college admissions officer reviewing an applicant’s portfolio. Instead of a single GPA or test score, they see a dynamic narrative of growth and impact — how a student led a community project addressing food insecurity, demonstrating compassion and collaboration, or how they developed an innovative solution to a STEM challenge, showcasing critical thinking and creativity. Such a system not only makes admissions more equitable but also better aligns with what colleges and employers increasingly value: adaptable, motivated and socially conscious individuals.
The future of education depends on dismantling systems that reward the old factory model — which benefits some students and sidelines others — and replacing them with models that recognize and nurture diverse forms of excellence. This approach offers a road map for how school districts across California can empower all students to transcend traditional barriers and realize their full potential. If adopted widely, it could transform not only K-12 education but also college admissions, workforce development and society at large.
The question is no longer whether change is necessary, but how quickly we can scale up innovations like this to ensure that every student has the opportunity to thrive. By embracing this shift, we can create a more just, dynamic and inclusive educational system — one that values every student for who they are and what they contribute to the world.
The opinions expressed in this commentary represent those of the authors. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.
In education, being clear is important. When learners know what is expected and how to succeed, they feel more motivated and confident. This is why creating success criteria together matters. By getting learners involved in deciding what success looks like, teachers can help them feel responsible. This approach also brings openness and a common understanding into the learning space.
Key Highlights
1. Co-constructing success criteria involves learners in defining what quality work looks like.
2. This practice promotes a shared understanding of learning targets and empowers students to take ownership.
3. By actively participating in this process, learners can better self-assess and monitor their progress.
4. Co-constructing success criteria leads to clearer expectations, reduces anxiety, and fosters a more collaborative learning environment.
5. It’s an ongoing process that requires flexibility, reflection, and continuous refinement.
Co-Creating Success Criteria Understanding Its Importance
A key part of good learning is knowing what success means. That’s why it’s important to build success criteria together. This teamwork ensures teachers and students see quality work in the same way and understand what it takes to achieve it. Rather than just telling students what the criteria are, teachers involve them in real conversations. They help students look at examples, point out important traits, and explain what success means to them. This teamwork approach, supported by groups like the Core Collaborative Learning Lab, focuses on the student’s voice. It helps students take charge of their learning journey.
What Is Co-Construction in Educational Settings?
Co-construction in education is a process where teachers and students work together. They join forces to understand the learning target and how to achieve it. This method is different from the old way, where teachers only decide what success looks like. Instead of just giving out a rubric, co-construction helps students look at models. They learn to spot the key parts of quality work and express their ideas. This active role helps learners understand the learning goals better. It also gives them a chance to take charge of their learning. When teachers use co-construction, they create a friendly and focused space for learning. Here, students are actively involved in their own education journey.
The Impact of Shared Success Criteria on Learning Outcomes
Imagine a classroom in an elementary school where students know what is expected of them. They can easily explain what makes a good presentation, a well-written paragraph, or a math problem solved correctly. This clear understanding helps improve their learning. When students decide what success looks like, they feel more involved, excited, and interested in their own learning. This leads to a better grasp of ideas, higher scores on tests, and a bigger desire to try new things. Sharing success criteria helps give helpful feedback and self-assess. Learners can use these criteria to keep track of their progress, find things they can work on, and celebrate what they have achieved.
Co-Constructing Kick-Starts a Metacognitive Process
Kara Vandas, author of the article “How to Co-Construct Success Criteria in Education“, believes that co-constructing success criteria not only enhances student engagement, but also ignites a powerful meta-cognitive process. When learners define what success looks like, they begin to reflect on their own understanding, learning strategies, and areas for growth. This active participation cultivates a mindset of self-awareness and critical thinking, allowing students to evaluate their progress in relation to the established criteria. For instance, as students discuss and refine the criteria, they are encouraged to consider questions like, “How does my work align with our agreed standards?” or “What strategies can I employ to improve?” This self-reflective practice not only deepens their comprehension of the subject matter, but also fosters accountability and ownership over their learning journey. Through this meta-cognitive lens, students become more adept at monitoring their performance and making informed decisions about their learning, ultimately leading to more meaningful improvement and achievement.
Enhancing Student Engagement and Ownership Through Co-Construction
Vandas explains that enhancing student engagement and ownership through co-construction is a transformative process that allows learners to play an active role in their education. When students are involved in creating success criteria, they feel greater belonging and responsibility toward their learning. This participatory approach fosters intrinsic motivation, as students recognize that their input directly impacts their educational journey. By engaging in discussions and collaborating with their peers, learners develop essential skills, such as critical thinking, communication, and teamwork. Moreover, when students see their ideas reflected in the success criteria, they become more invested in achieving those goals. As a result, classrooms become vibrant communities where learners are not just recipients of knowledge, but active contributors to their own success. Such an environment not only enhances engagement, but also cultivates lifelong learning habits, empowering students to take ownership of their achievements and prepare them for future challenges.
Preparing to Co-Creating Success Criteria
Transitioning to a co-constructed model requires some preparation. In their book Clarity for learning, Almarode & Vandas suggest you start by thinking about your own teaching methods and belief systems related to learning. How can you change from telling students what to do to letting them take charge of their own learning?
Think about ways to create a safe and supportive learning space. In this space, students should feel easy about sharing their thoughts and viewpoints. Co-construction is a journey. It requires a focus on students and a readiness to work together.
The What, Why, and How of Sharing Clarity With Learners
Sharing clarity with learners about success criteria is essential for their understanding and progress. By involving learners in co-creating success criteria, you empower them to take ownership of their learning journey. This collaborative approach not only enhances student engagement, but also fosters deeper comprehension of the learning objectives. When learners actively define what success looks like, they develop a sense of purpose and direction, leading to more meaningful learning outcomes. The process of co-creating success criteria ultimately nurtures a positive learning environment where learners feel valued and motivated to achieve their goals.
Essential Resources and Tools for Effective Collaboration
Effective teamwork works best when you have the right resources and tools. To help your classroom get the most from working together, think about adding these:
Exemplars: Collect examples of student work. This should include both good samples and those that need some help. Use these for discussion.
Anchor Charts: Create visual guides for the shared criteria. Make sure to place them where everyone can see them, and use them often.
Digital Tools: Use online platforms to brainstorm together. You can try shared documents, virtual whiteboards, or mind-mapping software. This is great for getting ideas from students who are remote or not in sync.
By offering different tools, we ensure that all learners can find resources that fit their needs and ways of learning. This helps create a more inclusive environment during the teamwork process.
Identifying Stakeholders in the Co-Creating Success Criteria Process
Effective co-construction happens not just in the classroom. Teachers and students are key players, but it’s essential to see other people who can help with this teamwork.
Parents, for example, can be important. They can encourage the learning intention at home, give support, and talk about the co-constructed criteria.
Bringing in other educators, like special education teachers, instructional coaches, or librarians, can improve this process. They can share different views and help include all learners.
Practical Strategies for Co-Constructing Success Criteria
Co-constructing success criteria in the classroom can be a transformative experience, but it requires practical strategies to ensure effectiveness and inclusivity. In her article, Sharing Clarity with Students: 15 Ways to Co=Construct Success Criteria, Kara Vandas suggests starting by implementing regular check-ins, where students can voice their thoughts and experiences regarding the criteria. This approach can involve quick surveys or informal discussions, which will help you gauge the students’ understanding and comfort levels. Additionally, consider utilizing peer feedback sessions where students share their work, providing constructive feedback based on the established success criteria. This not only reinforces the criteria, but also fosters a collaborative learning environment. Incorporating visual aids, such as graphic organizers or anchor charts, can further support students in recognizing the components of quality work. Finally, continuously revisiting and refining the criteria based on student input ensures the standards remain relevant and resonate with their learning experiences. By consistently applying these practical strategies, educators can effectively co-construct success criteria that empower students and enhance their educational journey.
Utilizing Success Criteria Templates for Effective Co-Construction
How to Co-Construct Success Criteria in Education article suggests that utilizing success criteria templates for effective co-construction not only streamlines the process, but also supports a multi-faceted understanding of expectations among students. These templates serve as a structured outline, allowing learners and educators to collaboratively define and visualize what success looks like in different contexts. By providing pre-formed categories and descriptors, templates can guide discussions and help focus on key attributes of quality work. As students fill in the templates together, they engage in meaningful dialogue about what each criterion entails, promoting a deeper understanding of the subject matter. Moreover, these templates can be adapted to cater to various learning styles and levels, making the co-construction process more inclusive. Ultimately, leveraging success criteria templates fosters clarity, consistency, and empowerment, ensuring that all students have the tools they need to take ownership of their learning and strive towards excellence.
Co-Creating Success Criteria: A Step-by-Step Guide
Embracing this team-focused way of working can feel tough, but it doesn’t have to be. To make it easier, think about these simple steps. Keep in mind that setting success criteria should be a conversation that keeps going, rather than just something you do once.
If you use this easy guide and include examples, talks, and thoughts, you can build a lively learning space. In this space, everyone will feel sure and strong.
Step 1: Establishing Clear Learning Goals with Students
The key to successful teamwork in learning starts with setting clear goals with your learners. First, share the learning aims using simple language. This way, students can understand why what they are learning matters.
Next, invite questions and spark a discussion. Ask students what they already know about the topic and what they want to learn. This helps them connect their earlier knowledge and prepare them for a deeper learning journey.
Keep in mind that setting clear goals is not about giving orders. It’s about clearly showing what you want to achieve and making sure students engage from the start.
Step 2: Facilitating Discussions Around Success Criteria
Start by showing students exemplars. These are examples of student work at different quality levels. Ask questions like, “What makes this work successful?” or “What could we improve?”
Encourage learners to think carefully. They should find important parts and explain their thoughts. These discussions help learners understand better what high-quality work looks like.
Step 3: Documenting and Refining Success Criteria Together
As discussions unfold, capture the emerging understandings in a clear and accessible format. Co-create an anchor chart, a shared document, or a simple table that outlines the co-constructed success criteria.
Criteria
What it Looks Like
Clear and Focused Writing
Sentences are easy to understand. The main idea is evident.
Strong Evidence
Supporting details are relevant and convincing.
Effective Organization
Ideas flow logically. There’s a clear beginning, middle, and end.
Regularly revisit and refine these criteria as learners gain experience and deepen their understanding. Encourage learners to reflect on their work, provide feedback on the criteria, and suggest revisions. This iterative process ensures that the criteria remain relevant, student-centered, and reflective of the evolving learning journey.
Conclusion
In conclusion, working together to create success criteria in schools encourages students to get involved and take responsibility for their learning. This approach improves their learning results. By engaging everyone, setting clear goals, and working on the criteria as a team, we build a shared feeling of success. It’s important to empower students through good teamwork and ensure everyone’s voice counts. Together, we can create a more inclusive and enriching learning environment. If you’re ready to start this journey of making success criteria together, get the right tools and embrace the amazing power of teamwork. Let’s work together for a brighter future!
Creating a place where all students feel included and can take part in their learning is important for their growth in school. When teachers use self-assessment, they help students take charge of their own learning. This builds a sense of responsibility and helps them learn to guide themselves. This guide will look at helpful ways to use self-assessment in your classroom.
Key Highlights
Empower students to take ownership of their learning by implementing self-assessment techniques.
Discover the benefits of self-assessment, such as increased student motivation, engagement, and metacognitive skills.
Explore practical examples of self-assessment tools, including learning logs, rubric self-assessments, and exit tickets.
Learn how to effectively introduce self-assessment to students and provide ongoing support throughout the process.
Encourage a growth mindset, where students view challenges as valuable learning experiences.
Understanding the Basics of Self-Assessment
Self-assessment is a helpful way for students to think about their own work. They look at what they have done and see how good it is. They also find ways to improve. This isn’t just about giving their own grades. Instead, students compare their work to set rules, check how they did, and plan how to get better with their understanding and skills.
When students take part in self-assessment, they build important skills that help them think about their learning. They become more aware of how they learn, what they are good at, and what they need to work on. This understanding helps them take control of their learning journey. They can then make smart choices about how they move forward in school.
Defining Self-Assessment in Educational Contexts
According to Benefits and Examples of Student Self-Assessments article self-assessment in education means that students look at their own work or performance. They do this by using specific rules or standards to help them. This practice encourages students to be more involved in their own learning. They reflect on what they understand and see where they can improve. Self-assessment isn’t just about grading. It includes different methods, like writing journal entries, using self-evaluation charts, and getting feedback from peers.
Doing self-assessment helps students learn more deeply and understand better. When they think about their own work, they learn the subject and the assessment criteria more clearly. As a result, their performance may get better, and they feel a greater sense of achievement.
Using self-assessment in higher education can be very helpful. It allows students to take more control of their learning. This also prepares them for independent study and future work in their careers.
The Significance of Self-Assessment for Learners
Benefits and Examples of Student Self-Assessments article suggests self-assessment helps learners take charge of their education. It gives them a clear way to think about how they are doing. When students look at their own work, they better understand what they do well and what they can work on. This helps them set realistic goals and see their progress.
Also, self-assessment builds a growth mindset. It shifts the focus from grades to the learning process itself. Students who use self-assessment see challenges as chances to grow. They are more likely to keep trying even when things get tough. They know that learning is a journey and that setbacks are just a part of it.
Using self-assessment in the classroom can help students feel more independent and responsible. This can lead to more motivation, better engagement, and a deeper understanding of what they are studying.
Preparing for Self-Assessment: What You Need to Get Started
Before you start self-assessment with your students, you need to make a safe space that supports reflection and growth. First, clearly explain why self-assessment is important and the good things that come from it. Stress that it is meant for learning, not for judging anyone.
Also, give students clear and specific assessment criteria. You can work together to create rubrics or checklists. This will help students know what good work looks like and let them use these tools to fairly assess their own performance.
Identifying Goals and Objectives
Clearly defining learning goals and success criteria is very important before starting self-assessment. First, set specific, measurable, achievable, relevant, and time-bound (SMART) learning goals for the lesson or unit. This helps students know what they are working towards and creates a guide for their self-evaluation.
Next, introduce success criteria. Break the learning goal into smaller and manageable steps. Success criteria show the specific qualities or elements needed to show that a student has reached the learning goal. Involve students in defining success criteria. This helps them feel responsible and understand the expectations better.
By setting clear learning goals and success criteria, you give students the right tools. These tools help them with their learning process and allow them to do useful self-assessments.
Gathering Necessary Tools and Resources
To help students assess themselves, give them useful tools and resources. Having many options allows students to choose what fits their way of learning best. This means every student can get the support they need to do well.
Think about adding:
Checklists: These simple lists help students clearly track their progress and check off all important parts of their assignment or task.
Rubrics: Rubrics show various levels of skill, helping students judge their work fairly and find areas they can improve.
Learning Logs: Learning logs let students think about their learning experiences, write down their progress, and set personal goals.
Step-by-Step Guide to Implementing Self-Assessment
According to Peer and self-assessment article for students Implementing self-assessment in the classroom can be easy. You can start with a clear plan. Slowly add these practices to your teaching. This will help students feel relaxed about checking their own work.
Begin by explaining self-assessment and showing how to do it. Then, give students more responsibility. Make sure to provide clear rules and helpful tools, like checklists or rubrics. These will help them reflect on their work.
Step 1: Introducing Self-Assessment to Learners
When you talk about self-assessment, it’s important to explain why it’s useful and what it can do. Remind everyone that self-assessment is not about giving themselves a grade. It is a helpful way to think about a piece of work and find out how to make it better.
In primary school, start with easy self-assessment activities. For instance, after finishing a writing task, students can read their work again. They can use a checklist to make sure they have used capital letters, punctuation marks, and spaces between words. This will help them get into the habit of looking over their own work to see what can be improved.
As students learn more about self-assessment, you can slowly add more detailed tools and methods. Encourage them to think critically about their learning. Show them examples of how self-assessment can help them be more independent and achieve better results.
Step 2: Creating Effective Self-Assessment Tools
Creating good self-assessment tools is important. They help students evaluate their own work. You should start by involving students in making these tools, if you can. This will give them ownership and help them understand the assessment criteria better.
For younger students, simple checklists work well. Use clear and short phrases that focus on one or two main points. For example, in a writing assignment checklist, you could use items like “I used capital letters at the beginning of each sentence” or “I checked my work for spelling errors.”
Rubrics are another option. They offer a detailed way to evaluate work. Rubrics give specific criteria for different levels of achievement. This helps students look at their own work more fairly. When making rubrics, ask students to help find the key criteria. Make sure the language is clear and easy to grasp.
Step 3: Facilitating the Self-Assessment Process
Effectively facilitating the self-assessment process involves providing clear guidelines, offering constructive feedback, and creating a supportive environment that encourages reflection and growth. Encourage students to view self-assessment as an integral part of their learning process, rather than just another task to complete.
To guide students, provide prompts and questions that encourage thoughtful reflection. For example, ask them to identify the most successful aspect of their work, areas where they faced challenges, or steps they would take to improve their performance. Model the process of providing constructive feedback, focusing on specific examples and suggestions for improvement.
Consider using a table like this to structure self-assessment feedback:
Strength
Area for Improvement
Actionable Step
I organized my ideas logically.
I need to work on my sentence fluency.
I will practice writing different types of sentences.
I used vivid language in my writing.
I need to cite my sources correctly.
I will review
Step 4: Analyzing Self-Assessment Results
To analyze self-assessment results, change how you look at the data. Instead of just gathering it, use it to improve student learning. Tell your students to see the results as helpful advice for bettering themselves, not as a score of their hard work.
Start by looking at the data. Find common strengths and areas where students can grow, whether in the whole class or for individual students. This review can help shape your future lessons. For instance, if many students struggle with certain assessment criteria, you can create lessons focused on those challenges.
Also, urge students to use their results to set personal learning goals. By thinking about their strengths and weaknesses, they can choose specific areas to work on and come up with ways to make progress.
Step 5: Providing Feedback and Support
While students look at their own work, it is very important to guide and support them during this time. Use strategies like peer assessment. This means students give helpful feedback about the work of their peers. It helps create a teamwork environment for learning.
Encourage students to share their thoughts on specific parts of their peers’ work. They should offer tips for improvement instead of just making general comments. Show them how to give constructive feedback. Remind them to use kind words and to provide clear examples and steps for making things better.
By giving regular feedback and building a helpful learning space, you help students see self-assessment as a good tool for their growth. This boosts their confidence and helps them take charge of their studies.
Conclusion
Implementing self-assessment can greatly improve the learning process. It allows students to take control of their own progress. By setting clear goals, giving good tools, and sharing constructive feedback, teachers can create a culture of self-awareness and improvement. Encouraging students to think about their strengths and areas to grow helps them improve their academic performance and develop important life skills. Use self-assessment as a helpful educational tool and see its positive effects on long-term learning outcomes. Remember, helping students with self-assessment is important to make them self-directed learners who succeed in school and in life.
