CLOSING THE EXPECTATIONS GAP Preparing all students for college, - - PowerPoint PPT Presentation

CLOSING THE EXPECTATIONS GAP

Preparing all students for college, careers and life Margaret Horn Vice President, State Leadership and Policy A+ Washington July 10, 2012

About Achieve

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Achieve, Inc., was created by the nation’s governors and business leaders in 1996 following the first National Education Summit.

Achieve is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship. Achieve currently is working with 35 states through the American Diploma Project Network to design and implement policies that aim to close the expectations gap.

The ADP Network Today

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What is College and Career Readiness?

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A career provides a family- sustaining wage and pathways to advancement and requires training or education beyond high school. College includes any education beyond high school that leads to a postsecondary credential (i.e. a professional certificate, license, Associates or Bachelor’s degree). Being ready for college and careers means that a high school graduate has the core, foundational knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing coursework - be it at a university, community college, technical/vocational program, apprenticeship or on the job - without the need for remedial or corrective courses.

A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school – such as an associate’s or bachelor’s degree, certificate, license, or completion

• f an apprenticeship or significant on-the-job training.

Far too many students drop out or graduate from high school without the knowledge and skills required for success, closing doors and limiting their post-high school options and opportunities. The best way to prepare students for life after high school is to align K-12 and postsecondary expectations. All students deserve a world- class education that prepares them for college, careers and life.

Why College- and Career-Ready Expectations for All?

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6 Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Today’s (and Tomorrow’s) Workforce Require More Education & Training

0% 5% 10% 15% 20% 25% 30% 35% 40% Bachelors & Higher Some College / Associates High School Graduate High School Dropout 33% 29% 28% 10% 32% 27% 30% 11% 16% 12% 40% 32%

Percentage of Workforce by Education Level

2018 2002 1973

America’s International Edge is Slipping in Postsecondary Degree Attainment

7 Source: OECD. Education at a Glance 2010. (All rates are self-reported.) http://www.oecd- ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher Education Management Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

10 20 30 40 50 60

% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)

55-64 45-54 35-44 25-34 ALL (25-64) 1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%) 2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%) 3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%) 4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%) 5 Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%) 6 Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%) 7

• Switz. (27%)

Denmark (32%) Norway (38%) Denmark (43%) Norway (36%) 8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%) 9 Sweden (26%)

• Switz. (31%)

Denmark (37%) Australia (42%) Denmark (34%) 10

• Neth. (26%)
• Neth. (31%)

Ireland (37%) U.S. (42%) Ireland (34%) 11 Denmark (26%) Iceland (30%)

• Switz. (36%)

Sweden (41%)

• Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%) 13 Germany (24%) Belgium (29%) Belgium (35%)

• Neth. (40%)

Belgium (32%) 14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%)

• Neth. (32%)

15 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%) 45-64: Washington (42%) WA (44%) WA (41%) WA (42%)

America’s International Edge is Slipping in Postsecondary Degree Attainment

8 Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance- 2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 American Community Survey. http://www.higheredinfo.org

America’s International Edge is Slipping in High School Graduation Rates

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Source: OECD. Education at a Glance 2010. (All rates are self-reported) http://www.oecd- ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher Education Management Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org

20 40 60 80 100

Iceland U.K. Netherlands Norway Ireland Denmark Germany Israel Canada Poland Korea U.S. Washington % Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+

FAR TOO MANY STUDENTS DROP OUT OR GRADUATE FROM HIGH SCHOOL UNPREPARED FOR REAL WORLD CHALLENGES

Of Every 100 9th Graders in Washington…

11 Source: National Center for Higher Education Management Systems (2008). Student Pipeline - Transition and Completion Rates from 9th Grade to

• College. http://www.higheredinfo.org

10 20 30 40 50 60 70 80 90 100 9th Graders Graduate High School in 4 Years Enroll in College In the Fall Still Enrolled Sophomore Year of College Earn a College Degree 100 69 35 25 18

Achievement Remains Low: 8th Grade Achievement Over Time

12 Source: National Assessment of Educational Progress. Analysis of data downloaded from http://nces.ed.gov/nationsreportcard/naepdata/

8th Grade Math 1992 2009

Washington n/a 39% U.S. 21% 34%

8th Grade Reading 1998 2009

Washington 32% 36% U.S. 33% 32%

8th Grade Science 1996 2009

Washington 27% 34% U.S. 29% 30%

% At or Above Proficient on 8th Grade NAEP

And Gaps Persist: Washington’s 8th Grade Achievement Gap

13 Source: National Assessment of Educational Progress. Analysis of data downloaded from http://nces.ed.gov/nationsreportcard/naepdata/

Subgroup 8th Grade Math (2009) 8th Grade Reading (2009) 8th Grade Science (2009)

All Students 39% 36% n/a White 46% 41% 41% Black 16% 13% 16% Hispanic 13% 17% 9% Asian 53% 42% 39% American Indian 23% 25% 20%

% At or Above Proficient on 8th Grade NAEP

High School Graduation Rates Remain Inequitable in Washington

14 Source: Education Week (2007). Graduation in the United States. http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf

U.S. WA

0% 20% 40% 60% 80% 100% American Indian Asian Hispanic Black White All

51% 81% 56% 54% 77% 69% 40% 78% 55% 50% 72% 68%

15 Source: ACT (2010). ACT 2009 Results. http://www.act.org/news/data/09/states.html ; College Board. Mean 2010 SAT

Scores by State. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf

Washington’s Students Taking College Admissions Exams

2010 Washington U.S.

Participation in ACT 19% 47% Average ACT Score 23 21 Participation in SAT 54% 47% Average SAT Score 1564 1509

16 Source: ACT (2010). College Readiness Benchmark Attainment by State. http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_l eftnav&utm_medium=web#benchmark

Students Meeting College Readiness Benchmark

U.S. WA 20 40 60 80 English, 2010 Reading, 2010 Math, 2010 Science, 2010 All 4 tests, 2010 66 52 43 29 24 79 67 61 41 36 Percentage of ACT-tested graduates who met or exceeded the College Readiness Benchmark score

Note: A benchmark score indicates a 50% chance of obtaining a B

• r higher or about a 75% chance of obtaining a C or higher in the

corresponding credit-bearing college courses.

17 Source: College Board (2011). AP Report to the Nation. http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf

Students Participating in Advanced Placement and Exceeding College and Career Readiness

Percent of all 12th Graders Participating in Advanced Placement (2008)

Enrollment in College Does NOT Equal College Readiness in Washington

18 Source: Washington Higher Education Coordinating Board, “Key Facts about Higher Education in Washington, 2011” Fall 2008. http://www.hecb.wa.gov/keyfacts/documents/RevisedBinder1-18-11.pdf

0% 20% 40% 60% 80% No Remediation Math English Math & English 67% 30% 14% 10% Percentage of Recent Graduates Enrolled in Remediation at Washington Two- and Four-Year Institutions, 2007

Enrollment in College Does NOT Equal College Readiness in Washington

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0% 20% 40% 60% Any Math Writing Reading 54% 48% 18% 10% Percentage of Recent Graduates at Washington Community and Technical Colleges Enrolled in “Pre-College” Courses, 2009

Source: Role of Pre-College (Developmental and Remedial) Education for Recent High School Graduates Attending Washington Community and Technical Colleges - System Summary for Students Enrolled in 2008-09 (December 2009); http://www.sbctc.edu/college/d_deveducation.aspx

Many College Students Fail to Earn a Degree in Washington

20 Source: NCES. IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems.

Percent of students earning a bachelor’s degree within six years in Washington, 2007

The Majority of Graduates Would Have Taken Harder Courses, Particularly in Mathematics

21 Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC: Achieve.

29% 32% 34% 62% 38% 41% 48% 72% Students Who Did Not Go To College College Students Would have taken more challenging courses in at least

• ne area

Math Science English Knowing what you know today about the expectations of college/work …

THE SOLUTION: STATE-LED EFFORTS TO CLOSE THE EXPECTATIONS GAP

All students deserve a world-class education that prepares them for college, careers and life.

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The College- and Career-Ready Agenda

Align high school standards with the demands of college and careers. Require students to take a college- and career-ready curriculum to earn a high school diploma. Build college-and career-ready measures into statewide high school assessment systems. Develop reporting and accountability systems that promote college and career readiness.

24 For more information, see www.corestandards.org

State-Led Efforts: Common Core State Standards Initiative

Beginning in the spring of 2009, Governors and state commissioners of education from 48 states, 2 territories and the District of Columbia committed to developing a common core of state K-12 English-language arts (ELA) and mathematics standards. The Common Core State Standards Initiative (CCSSI) is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). Building on the strength of current state standards, the common standards are designed to be:

Focused, coherent, clear and rigorous Internationally benchmarked Anchored in college and career readiness Evidence and research based The final Common Core State Standards were released in June 2010, and states are now moving to adopt – and implement – the new standards.

46 States and DC Have Adopted the Common Core State Standards

25 * Minnesota has only adopted the Common Core State Standards in English Language Arts/Literacy

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The Next Generation Science Standards (NGSS) will be new science standards created through a collaborative, state-led process for grades K-12. The NGSS will be arranged in a coherent manner across grades and provide all students access to a challenging science education. The NGSS will be based on the Framework for K-12 Science Education, developed by the National Research Council, the staffing arm of the National Academy of Sciences. The NGSS are expected to be completed by the end of 2012. There are 26 Lead State Partners that will help guide the standards writing process, gather and deliver feedback from state-level committees, and come together throughout the process to address common issues and challenges. Achieve is managing the state-led process.

For more information see www.nextgenscience.org

State-Led Efforts: Next-Generation Science Standards

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As of 2004, only two states – Arkansas and Texas – had set their graduation requirements at the college- and career-ready level. Today, 21 states and the District of Columbia have raised their requirements to include (at a minimum):

Four years of grade-level English, 3-4 years of mathematics (including Algebra II or its equivalent), At least three years of science (including a lab experience), At least three years of social science/economics, and A range of elective options (such as career and technical education pathways and fine arts).

Source: Achieve Survey/Research, 2011

State-Led Efforts: College- and Career-Ready Graduation Requirements

28 Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies, and

Context of Support. Washington, DC: U.S. Department of Education. http://nces.ed.gov/pubs2001/2001153.pdf; Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. Washington, DC: U.S. Department of Education.

The Importance of Rigorous Course-Taking in Closing Gaps Students who take challenging courses & meet high standards are much more likely to enter college ready to succeed.

87% of first-generation college-going students – who took a highly rigorous course

• f study in high school – persisted in college or earned a degree after 18 months.

Only 55% of first-generation students who took just a general curriculum persisted that long.

High school students who take advanced math nearly double their chances of earning a postsecondary degree:

59% of low-income students who took advanced math in high school earned a bachelor’s degree. 36% of low-income students who did not complete the rigorous high school course

• f study earned a bachelor’s degree.

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To cover the content American Diploma Project research shows students need to be college- and career-ready, high school graduates need to take:

In Math: Four courses, with content equivalent to Algebra I and II, Geometry, and a fourth course such as Statistics or Pre-calculus In English: Four courses with content equivalent to four years of grade-level English or higher

To be college- and career-ready, high school graduates must have studied a rigorous and broad curriculum, grounded in these core academic disciplines, but also one that includes other subjects that are part of a well-rounded education. Students must also possess the skills or habits of mind that enable them to apply their knowledge in a range of environments and situations.

To be College and Career Ready, Students Need to Complete a Rigorous & Broad Sequence of Courses

21 States and DC Require a College- and Career-Ready Diploma

30 Source: Achieve Survey/Research, 2011

While the Common Core State Standards are a critical first step, they alone will not bring about the instructional changes necessary to improve student achievement and attainment Creating common assessments grounded in common standards is the logical next step to ensure:

All students have access to the new standards States get an accurate view of how they stack up against one another

Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

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State-Led Efforts: Why Common, Next- Generation Assessments?

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Race to the Top Assessment Competition

• $350 million in federal funds allotted through Race to the Top for grants to

consortia of states for the development of common assessments aligned to common state standards

• Benefits of common assessments include:

Quality Efficiency/Cost Sharing Cross-State Comparison Possibility of Common Classroom Tools/Supports Opportunity for Innovation

• In September 2010, the U.S. Department of Education announced two

winning consortia:

The Partnership for Assessment of Readiness for College and Careers (PARCC) The SMARTER Balanced Assessment Consortium (SBAC)

Washington’s Commitment to Closing the Expectations Gap to Date

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Washington adopted the Common Core State Standards in 2011. In 2011 Washington adopted graduation requirements at the college- and career-ready level. The full set of requirements is slated to be phased in by 2016. Washington is a Governing state in the SMARTER BALANCED Assessment Consortium, a group of states working to develop a common assessment system using Race to the Top Common Assessment funds. Washington has a P-20 longitudinal data system that matches student-level data across K-12 and postsecondary systems on a regular basis.

How Washington Can Continue to Build on its Momentum…

…Realize the promise of the Common Core State Standards by implementing them fully and successfully, taking into consideration the related curricular and policy changes. …Adopt and fully implement college- and career-ready graduation requirements, aligned to the Common Core State Standards, to ensure all students are prepared, and eligible, for entry into college and skilled careers. …Remain committed to the goal of developing a next-generation, computer-based assessment system that will measure the full range of the Common Core State Standards. …Continue to make progress on the state’s data collection efforts, particularly around making student data available to relevant stakeholders. …Re-examine the state’s K-12 accountability system to determine how it can reward measures of college and career readiness.

CLOSING THE EXPECTATIONS GAP

Preparing all students for college, careers and life mhorn@achieve.org 202-419-1549