A Plan for Student Success:

Oregon’s High School Diploma

State Board of EducationAugust 24, 2006

Jerry Berger, State Board of Education Chair

A Case For Change

Board’s Diploma Discussion Highlights

August, 2005 Board reviews high school diploma requirements Current diploma does not adequately prepare

students for post high school success. Credit for proficiency should be an option.

September, 2005 White Paper issued asking for public feedback.

January, 2006 Reviewed comments on White Paper.

February, 2006 Reviewed national research and examples

of diploma requirements from other states.

Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

Board’s Diploma Discussion Highlights

March, 2006 Narrowed focus on 7 key issues.

May, 2006 Arrived at policy Leanings to present

to the Field. June, 2006

Discussed general features of new diploma: Essential learning skills, Core content knowledge and skills, Increased student expectations

Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

Why are we here? To ensure all views and perspectives are heard

and understood. To provide critical feedback on the Board’s

policy Leanings. To discuss potential opportunities and

implications associated with policy Leanings. To inform Board policy and deliberations. Communication plan:

In the fall, more input will be solicited. By December, Board will develop options to

change the diploma.

Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

The Growing Case for Change

Global economy and workforce needs are changing.

Number of jobs requiring a college education is increasing.

Large number of Oregonians will need college degrees to fully meet their potential and participate in the economy.

In Oregon, 7 out of 10 of the hottest jobs require education beyond high school -- 40% of all new jobs will require at least an associate’s degree.

Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

The Growing Case for Change Requires Action

Nationally, 7 out of 10 high school students graduate without completing the courses needed to succeed in college or the workplace.

In the U.S., almost half of all those who go on to college (49.3%) require remedial courses. Students who take these courses are less likely to earn a college degree.

By the end of the decade, there will be a shortage of 12 million qualified workers for the fastest-growing jobs.

Source: U.S. Dept. of Labor, Bureau of Labor Statistics, The Outlook for College Graduates, 1998-2008, 2000, in Getting Ready Pays Off

Important Factor: Graduating from High School on Time

Nationwide, nearly 30% of high school students don’t graduate on time -- rates are much lower for disadvantaged minority students than for white & Asian students.

Without a high school diploma, students’ chances for success in college or the workplace are severely restricted.

Source: Achieve

Duncan Wyse, State Board MemberFeatures of New Diploma

Mid-term Goals for Oregon

2004 Progress Board Data

2005 American Community Survey (Census)

2010 Progress Board Goals

High School Diploma or Equivalent

93% 87.5% 95%

Some Post-Secondary Education

63% 61.2% (some college, no degree)

79%

Associate’s Degree 7.3%

Bachelor’s Degree 33% 27.8% 45%

Post-Secondary Professional Technical Credential

32% 40% (estimate)

Advanced Degree 12% 10% 12%

Long-term Goals for Oregon

Educational Attainment of Oregonians

12.5%

26.3%

20%

26.1%

7.3%

40%

17.8%

20%

10.0%20%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Age 25+ (2005 American

Community Survey Data)

Goal

Pe

rce

nt

of

Ore

go

nia

ns

Graduate orprofessionaldegreeBachelor'sdegree

Associate'sdegree

Some college, nodegree

High schooldegree orequivalentLess than a highschool degree

What does this require from our schools, communities,

and students?

advanced learning, advanced learning, work, work, andand citizenship. citizenship.

Each student needs to demonstrate the

knowledge and skills necessary to

transition successfully to their next steps:

Students Must Be Ready for College and Work

High school graduates need the same level of reading and math required for credit bearing entry-level college courses and workforce training programs associated with family-wage jobs and the potential for career advancement.

Source: ACT Ready for College and Ready for Work: Same or Different? May 2006

PRE-K

ELEMENTARY

MIDDLE

SECONDARY

MILITARY APPRENTICESHIP

WORKFORCE4-YEAR COLLEGE/

UNIVERSITY

COMMUNITY COLLEGE

HIGH SCHOOL DIPLOMA Foundation for all next steps

CAREER SCHOOL

Design Assumptions for the New Diploma Requirements

All students need to and can meet high standards.

Diploma requirements set rigorous minimum standards for all students.

Students will reach minimum standards at different paces via different pathways.

Standards represent minimum, not maximum achievement; education systems must provide support for students to exceed minimum standards.

The student’s education plan personalizes learning for each student.

Students will have multiple ways to demonstrate proficiency.

New Design Elements Proficiency-based diploma

Proficiency levels in “core” content standards and career-related learning standards

Proficiency in essential skills

Multiple assessments and pathways for measuring students’ work

Electronic transcript, including link to student planand profile

Features of the New Diploma Requirements

Required elements:

Credits in specific subject areas Core knowledge and skills in core content areas such as Math,

Science, Social Science, and Language Arts

Essential skills that cut across all content areas

Education plan and profile

Extended application standard

Career related learning standards and experiences as outlined by the student’s plan

High School Transcript

Education Plan and Profile

Essential Skills Read and interpret a variety of

texts Write for a variety of purposes Public speaking & presentation Apply critical & analytical

thinking Creative and innovative

thinking Problem solving Apply mathematics in a variety

of settings Apply scientific inquiry Managing personal health &

wellness Collaborative decision making

& teamwork Civic and community

responsibility Global literacy Financial literacy Career-Related Learning

Standards Personal Management Problem Solving Communication Teamwork Employment Foundations Career Development

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit 1 Credit 1 Credit 1 Credit 1 Credit Health – 1 credit 1 Credit 1 Credit

Math – 3 credits Arts, Applied Arts, and 1 Credit Second Language – 3

credits 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Science – 3 credits 1 Credit Electives – 6 credits 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Social Sciences – 3 credits 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit

Oregon Content Standard

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit 1 Credit 1 Credit 1 Credit 1 Credit Health – 1 credit 1 Credit 1 Credit

Math – 3 credits Arts, Applied Arts, and 1 Credit Second Language – 3

credits 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Science – 3 credits 1 Credit Electives – 6 credits 1 Credit 1 Credit 1 Credit 1 Credit

1 Credit

Social Sciences – 3 credits 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit 1 Credit

Oregon Content Standard

Extended Application

Career-Related Learning Experiences

Total: 24 credits

High School Transcript: Jason Smith

Education Plan and Profile Industrial Technology focus

Essential Skills Read and interpret a variety of

texts Write for a variety of purposes Public speaking & presentation Apply critical & analytical

thinking Creative and innovative

thinking Problem solving Apply mathematics in a variety

of settings Apply scientific inquiry Managing personal health &

wellness Collaborative decision making

& teamwork Civic and community

responsibility Global literacy Financial literacy Career-Related Learning

Standards Personal Management Problem Solving Communication Teamwork Employment Foundations Career Development

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit English 9 Fitness Management English 10 English 11 Health – 1 credit English 12 Wellness

Math – 3 credits Applied Arts – 3 credits Interactive Math 100* Automotive Tech. I

(3 cr) Interactive Math 200* Interactive Technical Math** Includes standards in statistics, probability,and algebraic relationships

Science – 3 credits Electives – 6 credits Integrated Science Exploring Auto.

Tech. Integrated Science Automotive Tech. II

(2 cr) Physical Science Fundamentals of

Electronics

Technology and Society

Social Sciences – 3 credits Yearbook Social Studies 9* (integrated)

Social Studies 10* Adv. American History (AP) *integrated History, Gov., Econ, Geography

Oregon Content Standard

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit English 9 Fitness Management English 10 English 11 Health – 1 credit English 12 Wellness

Math – 3 credits Applied Arts – 3 credits Interactive Math 100* Automotive Tech. I

(3 cr) Interactive Math 200* Interactive Technical Math** Includes standards in statistics, probability,and algebraic relationships

Science – 3 credits Electives – 6 credits Integrated Science Exploring Auto.

Tech. Integrated Science Automotive Tech. II

(2 cr) Physical Science Fundamentals of

Electronics

Technology and Society

Social Sciences – 3 credits Yearbook Social Studies 9* (integrated)

Social Studies 10* Adv. American History (AP) *integrated History, Gov., Econ, Geography

Oregon Content Standard

Extended Application

Career-Related Learning Experiences

Total: 24 credits

High School Transcript: Lena Petrova

Essential Skills Read and interpret a variety of

texts Write for a variety of purposes Public speaking & presentation Apply critical & analytical

thinking Creative and innovative

thinking Problem solving Apply mathematics in a variety

of settings Apply scientific inquiry Managing personal health &

wellness Collaborative decision making

& teamwork Civic and community

responsibility Global literacy Financial literacy Career-Related Learning

Standards Personal Management Problem Solving Communication Teamwork Employment Foundations Career Development

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit English 9 Fitness Management English 10 Advanced English 11 Health – 1 credit English Composition 12 Health and Wellness

Math – 3 credits Second Language – 2 credits

Geometry Japanese 1 Algebra II Japanese 2 Pre-Calculus

The Arts – 1 credit

Science – 3 credits Sculpture Physical Science Chemistry Electives – 6 credits Physics AP Calculus

Drafting 1

Social Sciences – 3 credits Drafting 2

Social Studies 9 (integrated) Engineering Design and

Adv. Am. Gov./Econ Development Politics & Gov. (AP) Engineering

Graphics Adv.

Computer Science

Oregon Content Standard

Credit RequirementsEnglish - 4 credits Physical Ed. – 1 credit English 9 Fitness Management English 10 Advanced English 11 Health – 1 credit English Composition 12 Health and Wellness

Math – 3 credits Second Language – 2 credits

Geometry Japanese 1 Algebra II Japanese 2 Pre-Calculus

The Arts – 1 credit

Science – 3 credits Sculpture Physical Science Chemistry Electives – 6 credits Physics AP Calculus

Drafting 1

Social Sciences – 3 credits Drafting 2

Social Studies 9 (integrated) Engineering Design and

Adv. Am. Gov./Econ Development Politics & Gov. (AP) Engineering

Graphics Adv.

Computer Science

Oregon Content Standard

Extended Application

Career-Related Learning Experiences

Total: 24 credits

Education Plan and Profile Pre-Engineering Focus

Nikki Squire, 2005-06 (Former) State Board Chair

At Large Issues

Board’s Key Diploma Leanings

Reading Writing Mathematics Listening Speaking Reasoning Critical Thinking Scientific Inquiry

Personal Management Problem Solving Teamwork Communication Civic and Global

Literacy Financial Literacy Technology

1. Demonstrate Proficiency in Essential Skills that are not unique to any one subject:

Board’s Key Diploma Leanings

2. Requiring school districts to award credit based on proficiency.

3. Identifying a set of “core” content standards in each subject area at each grade level.

4. All courses meeting the three credit requirement for mathematics should be at the Algebra 1 level or above.

5. Requiring a third credit of science – unsure how much should be a lab science.

Board’s Key Diploma Leanings

6) Should second language proficiency be required for a diploma?

7) A national college entrance exam such as SAT or ACT should be available to all students.

8) Raising the minimum GPA requirement in either core credits or total credits.

Issues To Be Addressed Today

Should all students be able to demonstrate a set of “essential skills” in order to graduate from high school?

The Oregon Legislature (2005) specified that three credits of math be required for a diploma beginning with the class of 2010. Which math credits should count toward a high school diploma?

All math classes count toward graduation Courses meeting the diploma requirements

should be at the Algebra 1 level or above

Issues To Be Addressed Today The Board is considering requiring a third

credit of science and requiring that at least two of the three credits be in a lab science. Should all students be required to take three credits in science?

What should be the appropriate balance between requirements and electives in the HS diploma?

WORKING AGREEMENTS

All perspectives and ideas add value; we need not always agree.

Make sure that everyone at the table has a chance to speak and be heard.

Manage your own personal needs. Balance advocacy and inquiry in our

discussions. Keep the focus on the future rather than

yesterday’s issues. Cell phones off or silent; take cell phone

calls out of the room.