Making College & Career Readiness the Mission of High Schools. Council Meeting May

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1 Making College & Career Readiness the Mission of High Schools Hawaii P-20 P Council Meeting May

2 Why All Students Need to Graduate College- and Career-Ready In today s economy, all students need a challenging academic course of study to succeed in postsecondary education and to get a good job. But in many states, students can graduate from high school without having what it takes to continue learning or to earn a living wage. By 2014, 72% of jobs in Hawaii will require some education or training beyond high school. Source: Forgotten Middle Skill Jobs, Achieve 2009 CLOSING THE EXPECTATIONS GAP 2 2

3 Education & Training beyond High School Increasingly Important A new study breaks the broad occupational groups into high-skill, middle-skill, and low-skill categories based on BLS estimates of the educational attainment and training of people in those jobs: High-skill occupations those in the professional/ technical and managerial categories typically requires bachelors degree or higher Middle-skill occupations including clerical, sales, construction, installation/repair, production, and transportation/material moving requires education/training beyond high school but typically less than bachelor s degree Low-skill occupations those in the service and agricultural categories requires high school diploma or less Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February

4 Job Openings by Skill Level % 33.20% 45.20% High Skill Middle-Skill Low-Skill Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February

5 Too many students graduate from high school unprepared for college and work ACT estimates only half of college-bound students are ready for college-level reading Faculty estimate 42% of first year students in credit-bearing courses are academically unprepared Employers estimate 45% of recent high school graduates lack skills to advance In Hawaii, 85% of first-year freshmen at two- and fouryear colleges place into remedial math. 5

6 Most U.S. college students required to take remedial courses fail to earn degrees Percentage of college students 100% 75% 50% 25% 0% Percentage not earning degree by type of remedial coursework Most college 76% students who 63% need remediation, especially in reading & math, do not earn either an associate s or a bachelor s degree. Remedial reading Remedial math Source: National Center for Education Statistics, The Condition of Education, 2004: % of th graders who entered postsecondary education. 6

7 Too many U.S. students drop out of the education pipeline Percentage of 9th grade students 100% 75% 50% 25% 0% 70% Graduate high school 39% 27% 18% Start college Persist 2nd year Earn degree Source: Student Pipeline 2004, unpublished data from the National Center for Higher Education Management Systems, October Data are estimates of pipeline progress rather than actual cohort. 7

8 Had high schools demanded more, students would have worked harder If your high school had demanded more of students, set higher academic standards and raised the expectations of how much coursework would be necessary to earn a diploma, would you have worked harder? 100% 75% 50% 82% 80% Wouldn t have worked harder Would have worked harder Strongly feel I would have worked harder 25% 64% 63% 0% High school graduates who went to college 15% 18% High school graduates who did not go to college Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005 Achieve 2009 CLOSING THE EXPECTATIONS GAP 8 8

9 American Diploma Project Research Phase: Partnership of Achieve, Education Trust, Fordham Foundation and National Alliance of Business Initial ADP research study conducted in Indiana, Kentucky, Massachusetts, Nevada and Texas. Involved wide variety of K-12, higher education and business representatives. Examined the work high school graduates do in the college classroom and on the job, and the preparation they needed to do the work. Identified must-have knowledge and skills graduates will need to be successful in college and the workplace. 9

10 Key Finding #1: Expectations are the same for both college & good jobs ADP found a high degree of convergence. The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that: pays enough to support a family well above the poverty level, provides benefits, and offers clear pathways for career advancement through further education and training. 10

11 College Ready = Career Ready In mathematics, graduates need strong computation skills, ability to solve challenging problems, reasoning skills, geometry, data analysis, statistics, and advanced algebra. In English, graduates need strong reading, writing and oral communication skills, with an emphasis on nonfiction and workplace reading and writing, as well as teamwork, research and logical reasoning skills. 11

12 Key Finding #2: Expectations Gap between High School & Postsecondary Academic standards in high school not aligned with postsecondary and workplace entry requirements High school graduation requirements too low High school assessments not meaningfully connected with students college or career aspirations RESULT: Students can earn a high school diploma without the skills necessary for success in college and work. 12

13 The ADP Network includes 35 states educating nearly 85 percent of the nation s students. WA OR NV CA ID UT MT WY CO ND SD NE KS MN WI IA IL MO MI OH IN KY TN WV VT NY PA VA NC ME NH MA RI CT NJ DE MD DC AZ NM OK AR MS AL GA SC TX LA AK FL HI Achieve 2009 CLOSING THE EXPECTATIONS GAP 13 13

14 Each ADP Network State is Unique State leaders share a common commitment but use different approaches to close the expectations gap 1. Align high school standards with college and career expectations. 2. Align high school graduation requirements with college and career expectations. 3. Build college-ready tests, aligned with state standards, into high school assessment system. 4. Develop P-20 longitudinal assessment system. 5. Hold high schools accountable for graduating students college- and career-ready, and hold postsecondary institutions accountable for student success. 14

15 State Progress on Adopting Policies To Ensure That High School Students Graduate College and Career Ready 23 Standards Graduation Requirements Assessments P 20 Data Systems In Place by 2006 In Place by 2007 In Place by 2008 In Place by 2009 Anticipated in Place by 2010 In Process or Planning Achieve 2009 CLOSING THE EXPECTATIONS GAP 15 15

16 Standards 16

17 Aligning Standards The goal for states is to align their high school standards with the demands of college and careers so that students can: Enter into credit-bearing course work in two- or four-year colleges, without the need for remediation and with a strong chance for earning credit toward their program or degree; and Gain entry-level positions in quality job and career pathways, which often require further education and training. 17

18 23 States have aligned standards WA* OR NV CA ID UT MT WY CO ND SD NE KS MN* WI IA IL MO MI OH IN KY TN WV VT NY PA VA NC ME NJ DE MD DC NH MA RI CT AZ* NM OK AR MS AL GA SC TX LA AK HI FL Aligned standards formally verified by Achieve Aligned standards not verified by Achieve *Only math standards aligned Achieve 2009 CLOSING THE EXPECTATIONS GAP 18 18

19 High school course-taking requirements 19

20 The ADP recommended college- & career-ready curriculum Achieve s research suggests that for high school graduates to be prepared for success in postsecondary settings, they need to take Four years of challenging mathematics at least through Algebra II or its equivalent, and Four years of rigorous English aligned with college and career ready standards. In 2005, only 2 states had graduation requirements at this level 20

21 20 states and DC require a collegeand career-ready diploma WA OR NV CA ID UT MT WY CO ND SD NE KS MN WI IA IL MO MI OH IN KY TN WV VT NY PA VA NC ME NH MA RI CT NJ DE MD DC AZ NM OK AR MS AL GA SC TX LA AK FL HI Mandatory college- and career-ready diploma Default college- and career-ready diploma Achieve 2009 CLOSING THE EXPECTATIONS GAP 21 21

22 State Mathematics Course Taking Requirements 2005 CA WA OR NV ID UT AZ MT WY CO NM ND SD NE KS OK TX MN IA MO AR LA WI IL MS NY MI RI IN PA CT NJ OH DE WV MD KY VA DC TN NC VT NH ME MA SC AL 30 GA AK FL HI Algebra II Algebra I Geometry Not Specified 22

23 23 State Mathematics Requirements Algebra II Geometry Algebra I Not Specified ID AZ UT MT WY NM CO AL SC TN KY IN OH NC SD KS NE MN WI IA IL MO AR MS OK ND OR CA NV WA TX PA VA NY CT WV MD NJ VT NH MA DE RI HI GA FL ME MI LA AK DC

24 Nearly Half of Grads Entering the Workplace Regret Not Taking More Advanced Math Courses in H.S. Knowing what you know today about the expectations of work Would have taken more challenging courses in at least one area College Students Students who did not go to college 62% 72% Would have taken more challenging courses in: Math 34% 48% Science English 32% 41% 29% 38% Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc.,

25 Advanced Math Is Critical for College and Careers 75% High school graduates reporting they were well prepared for the expectations of college or the workplace 68% 60% 50% 46% Completed less than Algebra II 25% 26% Completed Algebra II/more 0% College students Students who did not go to college Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc.,

26 Recommended Math Courses for 16 CTE Career Clusters Algebra I, Geometry, & Algebra II Arts, A/V Technology & Communications Trigonometry, Pre-Calculus, or Statistics Architecture & Construction Business, Management, & Administration Finance Government & Public Administration Hospitality and Tourism Human Services Information Technology Manufacturing Marketing, Sales and Service Transportation, Distribution & Logistics Trigonometry, Pre-Calculus, or Calculus Agriculture, Food & Natural Resources Education & Training Health Science Law, Public Safety, Corrections& Security Science, Technology, Engineering and Mathematics 27

27 Even Blue Collar Jobs that Pay Well Require Strong Math Skills The testing company ACT examined the math skills required by electricians, construction workers, upholsterers and plumbers and concluded they match the skills necessary to for success in freshman college courses. The Association of General Contractors says electricians, pipe fitters, sheet metal workers and draftsman all need courses like algebra, geometry and trigonometry to be successful on the job. Sources: ACT, Inc. (2006). Ready for College or Ready for Work: Same or Different? Iowa City, IA: Author. Association of General Contractors of New Hampshire website, 28

28 For minority students, interest in advanced math greatly exceeds availability 75% 65% 69% 61% 74% 67% 50% 46% 45% 52% 25% 0% Minority boys White boys Minority girls White girls Interested in advanced math Advanced math available Source: National Action Council for Minorities in Engineering, Progress Toward Power: A Follow-Up Survey of Children s and Parents Attitudes about Math and Science, Research Letter, October Survey conducted by Harris Interactive,

29 High School Testing Systems 30

30 Measures That Matter Led by Achieve and Education Trust with advisory group of educators Major report Making College and Career Readiness the Mission of High Schools issued November 2008 Also issued Transforming State Assessment Systems: A Guide for Policymakers and 8 white papers on technical issues in college and career readiness assessment, including career credentialing and including special education students and English language learners 31

31 The problem: : Aligning high school and postsecondary assessments Too many tests and the purposes are disconnected State high school assessments not challenging enough to measure college and career readiness so no currency with higher education and the business community Assessments do not measure the full range of collegeand career-ready knowledge and skills (such as research, analysis, critical thinking, and collaboration) Tests are not generating diagnostic information for educators and students 32

32 A new vision for transforming high school assessment systems Proficient should mean prepared: build college- and career-ready anchor assessments Make tests matter beyond K 12: tests should open doors to higher education and employment using high school tests Not just more assessment better assessment: measure the full range of college and career readiness skills and support richer instruction Streamline testing time and costs 33

33 Ten states with college- and career-ready ready assessments WA VT ME OR CA NV ID UT MT WY CO ND SD NE KS MN WI IA IL MO MI OH IN KY TN WV NY PA VA NC NJ DE MD DC NH MA RI CT AZ NM OK AR MS AL GA SC TX LA AK FL HI Tests in Place Achieve 2009 CLOSING THE EXPECTATIONS GAP 34 34

34 Three Approaches to the College- and Career-Ready Anchor Assessment Rigorous comprehensive end-of-grade 11th grade tests adapted or developed by K 12 and higher education leaders End-of-course tests in advanced courses that are validated for use by postsecondary institutions and employers College admissions tests adapted to align to state standards and become part of the statewide high school testing system 35

35 P-20 Data Systems 36

36 Matching student-level records across K12 and higher education Few feedback systems exist colleges do not routinely share student-level data with high schools Policymakers and educators should be able to compare High school course-taking, grades and assessment results Placement and performance in first-year college courses, college credit accumulation and persistence These data should be widely accessible and used to improve student preparation 37

37 12 States have P-20 P longitudinal data systems and match student data at least once annually WA OR NV CA ID UT MT WY CO ND SD NE KS MN WI IA IL MO MI OH IN KY TN WV VT NY PA VA NC ME NJ DE MD DC NH MA RI CT AZ NM OK AR MS AL GA SC TX LA AK FL HI Achieve 2009 CLOSING THE EXPECTATIONS GAP 38 38

38 Accountability Systems 39

39 What do current high school accountability systems value? Proficiency on tests measuring knowledge & skills students should learn by early in high school Graduation rates Other measures, such as attendance But college & career readiness rarely measured & valued 40

40 A New Vision of Accountability Accountability systems need to reflect the goal of college- and career readiness for all students. Readiness must become the central driver. States must broaden indicators beyond assessments. Indicators should include course completion, achievement and attainment. Readiness should not be viewed as a fixed state. Indicators should measure whether students are on a path toward, are meeting, and are exceeding college and career readiness. 41

41 Evolving the Accountability System Current Systems College and career readiness is peripheral Dominated by assessments Raise floor Same label to all low performing schools Driven by consequences for failure Next Generation Systems College and career readiness is central Assessments part of broader array of indicators Raise floor & ceiling Low performing schools diagnosed & differentiated Combines consequences with positive incentives & supports 42

42 The Recovery Act in Hawaii: Overview of Major Formula Grant Opportunities Formula funds already distributed Title I IDEA $16.6 million $21.6 million Formula funds on the way ( ) 2010) State Fiscal Stabilization Fund Title I IDEA Title I School Improvement Education Technology $192 million $16.6 million $21.6 million $9.3 million $3.2 million All told, Hawaii is set to receive nearly $285 million through the Recovery Act s formula grants. 43

43 The Recovery Act in Hawaii: Overview of Major Competitive Grant Opportunities Competition Race to the Top Fund What Works and Innovation Fund State Data Systems Teacher Incentive Fund Teacher Quality Enhancement Total amount available $4.35 billion $650 million $250 million $200 million $100 million 44

44 Recovery Act Opportunities: The Race to the Top Fund Through Race to the Top, USED has $4.35 billion to grant to states that make substantial progress in four areas: College- and career-ready standards and assessments P-20 data systems Teacher effectiveness & distribution of highly-qualified teachers Turning around low-performing schools We expect grants to be awarded in two rounds: Round 1: RFP in Summer/Fall 2009; $ in early 2010 Round 2: RFP in Spring/Summer 2010; $ in late 2010 The latest information suggests that: Only a small number of states will receive grants, but it is unclear how many. This suggests grants will be large Common assessments linked to college- and career-ready standards may be a major focus for round 2 grants. 45

45 This is hard but essential work! States that show the greatest progress: Have unified and focused leadership from the governor, the chief state school officer, state postsecondary and business leaders Work closely with legislatures and education boards Effectively engage the broader education communities K-12 and postsecondary educators alike to make the case for needed changes and involve them in the work Have effective communications strategies for educating the public 46

46 More Information at Hawaii P-20 P Council Meeting May

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