EPIC conducts research and designs academic tools to develop high school standards that identify the knowledge and skills necessary for success in entry-level college courses. These standards can be considered "keystone" expectations that infer the mastery of significant subordinate skills and knowledge.

CURRENT PROJECT view project

International Baccalaureate (IB)-North America contracted EPIC to develop IB standards in: Language A1, Theory of Knowledge, Mathematics, and Science (Physics, Chemistry, Environmental Science, and Biology). These standards are derived from the IB curriculum and allow comparisons to be made between the IB Program and state standards in the U.S. The final document will be shared with state departments of education, colleges, and universities in the U.S. and abroad, expecting to lead to further state support of IB schools and students.

PAST PROJECT view report

This groundbreaking project, funded by the Engineering & Technology Industry Council (ETIC), was the first of its kind to develop research-based knowledge and the skills necessary for the success of all students seeking to pursue engineering studies in the Oregon University System (OUS). It assisted the OUS in its work to comply with recent legislation mandating seamless credit transfer by establishing a common, statewide framework of learning expectations and illuminating well-aligned courses.

Using a collection of knowledge and skills statements from existing exemplary standards and curricula from high school and postsecondary institutions, EPIC established a list of statements covering the content knowledge, habits of mind, and teaching methods necessary for success in 100- and 200-level OUS engineering core courses. Key educators and administrators reviewed, amended, and endorsed the statements. Course instructors rated their courses based on what they do and do not teach and assigned the level of importance of each statement to their own courses. The findings helped high schools improve the preparation of students for engineering studies in postsecondary institutions.

CURRENT PROJECT view project

The Texas College Readiness Initiative is to improve alignment between secondary and postsecondary education in Texas. The project is sponsored by the Texas Higher Education Coordinating Board and is being conducted in three phases spanning three years. Phase one involves the creation of college readiness standards for the state of Texas. Phase two will focus on validating those standards against practices in entry-level courses at Texas postsecondary institutions through the creation of reference courses that demonstrate the knowledge and skill necessary to succeed in those classes. Once the standards for college readiness are set and reference courses have defined in some detail the challenge level of entry-level college courses, phase three will be devoted to developing model materials that high schools can use, particularly during the senior year, to help their students get a headstart on college readiness.

PAST PROJECT

The purpose of the WA Higher Education Coordinating Board (HECB) Project was to define college readiness in English and science through the use of "vertical teams" consisting of high school and postsecondary educators and faculty. EPIC facilitated this process through a series of technical support activities, including content development, refinement and editing, agenda development, meeting facilitation, key issue analysis, content review and expert advice on how best to share the results with policymakers, secondary educators, and postsecondary faculty.

This project employed a process where secondary and post-secondary team members discussed college readiness criteria at meetings. EPIC synthesized meeting results and entered draft versions of the standards into an online tool that allowed team members to continue moving toward consensus on these definitions between meetings. Participants also rated the level of importance of each college readiness definition on a four-point scale. This activity helped participants stay focused on what was most important within the college readiness definitions.