closing the expectations gap · 2019. 10. 26. · without the knowledge and skills required for...
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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
2
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
3
What is College and Career Readiness?
4
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
of 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?
5
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 &HigherSome College /
AssociatesHigh SchoolGraduateHigh 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
0 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
9
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
0 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
0
10
20
30
40
50
60
70
80
90
100
9th Graders GraduateHigh Schoolin 4 Years
Enroll inCollege In the
Fall
Still EnrolledSophomore
Year ofCollege
Earn aCollegeDegree
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%
AmericanIndian
AsianHispanicBlack
WhiteAll
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
0
20
40
60
80
English,2010
Reading,2010
Math, 2010Science,
2010All 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
or 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 RemediationMathEnglish
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
19
0%
20%
40%
60%
AnyMath
WritingReading
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
one 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.
23
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
26
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
27
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
of 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
of study earned a bachelor’s degree.
29
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
31
State-Led Efforts: Why Common, Next-
Generation Assessments?
32
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
33
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 [email protected] 202-419-1549