The number of students entering college requiring remediation is one of several strong indicators of the need for improved alignment between high school and college curricula. To address this gap, GNYC developed the Collaborative Curriculum Revision Project (CCRP), implemented via a new collaboration with the Early College Initiative (ECI) for academic year 2017-2018. GNYC and ECI partner with CUNY colleges and NYC DOE high schools to see the CCRP’s goals to fruition, and the project is generously sustained by funding from the Teagle Foundation. Over the course of the academic year, cohorts of high school teachers and college faculty work together with the support of a facilitator to vertically align curricula across the K-12/higher education divide. The project bridges the transition between NYC DOE public high schools and CUNY colleges by building a shared understanding of curriculum, instruction, and assessment practices at the high school and college level.
The following cohorts are rooted in the Decoding the Disciplines framework, a process for identifying bottlenecks that impede student learning, wherein teachers and students are led through the task of breaking down these barriers via an in-depth seven-step process. The CCRP leverages this framework within the alignment context and engages high school teachers and college faculty to adjust their curricula, assignments, and assessments in order to successfully guide students through a more seamless transition from high school to college.
2018-2019 CCRP Cohorts
2017-2018 CCRP Cohorts
From 2014-16 with the support of a grant from the Teagle Foundation, GNYC joined forces with the DOE/CUNY Library Collaborative to expand upon prior work each organization had been doing separately to implement the NYC Collaborative Curriculum Revision Project. Over the course of the 2014-16 grant, four cohorts of high school teachers, college faculty, and librarians worked together with the support of facilitators and documentarians to revise curricula. These groups, called Communities of Practice, met for a two-hour orientation and community building session, followed by five two-hour professional development workshop sessions. The goal of these activities was to create upper-level high school lesson plans that are aligned with college-level coursework and that emphasize student skill development in the areas of critical thinking and analysis, problem solving, and writing with textual evidence. This work has helped campuses bridge the transition between NYC DOE public high schools and CUNY colleges by building an understanding of curriculum, instruction, and assessment practices at the high school and college levels. GNYC is now pursuing funding to enhance and expand this work.