South Carolina Education and Economic
Development Act
(EEDA)
General Information about the EEDA - Education and Economic Development Act
Higher Education and EEDA
To learn more about higher education's response to the Education and Economic Development Act, please review the following PowerPoint presentation:
Articulation and Dual Enrollment, High School Graduation and Postsecondary Entrance Alignment Committee
South Carolina Web-Based Course Articulation and Transfer
System – WWW.SCTRAC.ORG
South Carolina Course Alignment Project
To learn more about this exciting and innovative project, please visit the South Carolina Course Alignment Project's (SC CAP) official website.
This site describes the project in detail. Some information worth noting includes:
To keep interested parties informed, the Commission on Higher Education releases periodic newsletters about the project:
Read what business and education leaders have to say about the nationally recognized South Carolina Course Alignment Project
Resources that are Important to the Work of the South Carolina Course Alignment
Project
This report, written by Dr. David Conley, CEO of
the Educational Policy Improvement Center (EPIC), provides an operational
definition of college readiness, which is the level of preparation a student
needs in order to enroll and succeed—without remediation—in credit-bearing
general education courses that meet requirements for a baccalaureate degree.
“Succeed” is defined as completing entry-level courses at a level of
understanding and proficiency sufficient for the student to succeed in a sequent
course in the subject area and apply course knowledge to another subject area.
In defining college readiness, this report draws on the work of Dr.
Conley and addresses the four key dimensions of college readiness which are Key
Cognitive Strategies such as analytic reasoning, problem solving,
inquisitiveness, precision, interpretation, and evaluating claims; Key Content
Knowledge such as writing skills, algebraic concepts, key foundational content
and “big ideas” from core subjects; Academic Behaviors (self-management) such as
persistence, time management, study group use, and awareness of performance; and
Contextual Skills and Awareness (“college knowledge”) such as admissions
requirements, cost of college, purpose and opportunities of college, types of
colleges, college culture, and relations with professors. The full report is available at
www.epiconline.org/files/pdf/Redefining_College_Readiness.pdf
Understanding University Success
For Further Information Contact:
Dr. T. Michael Raley, Director of Academic Affairs & Licensing