The College Board’s annual College Readiness Index (CRI) for colleges and universities is a comprehensive, standardized, and easily accessible assessment of students’ readiness to succeed academically.

The College Readness Index (CrI) is based on the most recent year’s results from the College Readability Assessment Survey (CRAS).

In 2017, the CRAS revealed that the average score on the CRIS was 6.5, and for some colleges and Universities, the average CRIS score is over 8.

So, if a college or university is doing well academically, but not well enough to make it on the list of most “tough colleges and schools” for academic preparation, then there may be a good reason for that.

The CRIS has some problems.

The last two years have been a pretty good one for college completion rates, which have dropped dramatically in recent years.

However, the number of college graduates with a bachelor’s degree has grown from 1.2 million in 2011 to 1.8 million in 2017.

So while the number is still declining, the college graduates are getting their degrees.

That could help colleges prepare students to graduate from high school and beyond.

But, if colleges and students are doing poorly academically because they’re not prepared for college, then the colleges that are doing well should be doing well.

If that’s not the case, then schools should be giving students incentives to learn and apply the knowledge they learn in school.

This is the question of academic preparation that the College Board is addressing by offering its own CRIS to colleges and high schools.

The CRIS, which the College Council and others have called a “new benchmark for academic excellence,” aims to provide “a reliable, comprehensive, and accurate measure of students progress toward achieving their academic and professional goals.”

The CRAS is a yearly assessment that asks students, in their own words, “how well you are preparing for college in your chosen subject area.”

The College Council created the CRISA in 2014, and it was a response to a similar assessment that was issued in 2015 by the U.S. Department of Education.

Both the colleges and colleges and higher education have been using the CRUS to evaluate their academic performance.

The college and higher eds that use the CROS are not required to publish the results of the CRVS, but they are required to share the results with the College of Education in advance of the next CRIS assessment.

This year’s CRIS scores will be published on October 27.

The College Council, which includes some of the nation’s top colleges and is chaired by the former secretary of education, Betsy DeVos, has been pushing colleges and their students to do better academically since the CRES was introduced.

In fact, the College Trust, a coalition of colleges, universities, and research organizations, issued a call in January for colleges to adopt the CRPS in order to “create a framework that ensures all students are prepared to succeed in college and beyond.”

The call was backed by the National Education Association, the American Association of University Professors, the National Association of Scholars, the Association of American Colleges and Universities and the Association for Research in Education.

The call, called “College Readiness in a Time of Decline,” was signed by more than 60 members of the College and Higher Education Research Council, the Council for Higher Education Leadership, the Committee for Higher Ed, the Education Association of America, the Federation of State Universities, and more than 400 higher education leaders.

The question of whether colleges and the colleges themselves should be getting bonuses for not meeting the CRBS is one that’s been raised in recent months, and one that has gained traction in the public sphere.

In a letter to the College Congress, the education and training community urged the College Commission to revise the CRWS to make clear that it is “not merely a tool for measuring progress, but a tool to determine the best colleges to provide students with the best education and career opportunities for the future.”

The letter was signed, for example, by the president of the American Federation of Teachers and the president and CEO of the National Federation of Independent Colleges and Schools.

The call for reform has come from many quarters.

The Council of Higher Education Leaders, a group of more than 1,500 members, called for colleges, schools, and higher learning institutions to “stop playing politics” and “make the CRTS data publicly available.”

The Center for College Affordability and Productivity, a non-profit research and policy organization that studies higher education, released a report calling for colleges not to get bonuses for failing to meet the CRSS.

The latest CRIS results are not the only thing that has come under scrutiny in the last few months.

In February, the University of Tennessee, which had been one of the most vocal proponents of CRIS reform, filed a lawsuit against the College Commissioners for failing its students and the College Access Commission for failing it.

The suit accused the commission of discriminating against minority students and students of