Those who enter college in the same year as high school, known as traditional undergraduate students, typically complete a bachelor’s degree program in four to five years. In fact, they typically attend classes continuously throughout the winter and spring quarters of their undergraduate education. In addition to earning a degree, they may also be employed full- or part-time and live on campus or off-campus.

In contrast, nontraditional students do not enroll in college in the same year as their high school graduation. They are often employed full- or part-time, and are more likely to be parents, caregivers for family members, or financially independent. In some cases, these students may not even have a high school diploma, and they may have obtained a general educational development degree instead.

As more students begin their college careers, it is important to evaluate their learning. This is especially true in the face of increasing pressure on higher education. One of the most difficult tasks in measuring college learning is translating the results from a variety of data sources. The data are often buried in acronyms, dense language, and footnotes. Moreover, many colleges are reluctant to make their student learning outcomes public. This has led to confusion about whether or not students are learning.

In order to understand the extent to which students are learning, it is important to take a step back and look at what they actually do in the classroom. To do this, you will need to look at the course sequence and the level of engagement with the material. Ask for a copy of the syllabus, the assignments, and the exam. Then, you will be able to gauge the depth and breadth of knowledge students are being asked to learn.

The National Survey of Student Engagement, a survey launched 18 years ago, measures the time that students spend in the classroom. This year, the survey asked students to rate themselves on various skills. They rated themselves highest in communications, and lowest in web surfing and editing audio. They rated themselves least skilled in creating video and creating a Web page.

Although these findings indicate that many students are spending a great deal of time in the classroom, they also indicate that students are not learning as much as they should. This is a problem because it is not possible to adequately prepare students for careers.

The results of the CAP project highlight the importance of a systemic approach to preparing students for the future. These conversations will involve community members, educators, and policymakers. They will focus on the definition of the future workforce, how well schools are preparing students, and how to hold schools accountable for achieving those goals. These discussions will inform the policy recommendations that the CAP will make in the future.

In the meantime, it is important to continue to work to reduce racial achievement gaps. This will occur because of differences in access to computers, home internet connections, and direct instruction. In order to close these gaps, policymakers, educators, and the broader community will need to engage with each other and come up with a consensus on the skills that students will need in order to secure good jobs.