incentivizing college- and career-readiness: building indicators into state reporting and...

Incentivizing Incentivizing College- and Career-College- and Career-

Readiness:Readiness: Building Indicators into State Building Indicators into State Reporting and Accountability Reporting and Accountability

SystemsSystemsWes Bruce, Indiana Dept. of EducationWes Bruce, Indiana Dept. of Education

Scott Norton, Louisiana Dept. of EducationScott Norton, Louisiana Dept. of EducationChris Domaleski & Brian Gong, Center for Chris Domaleski & Brian Gong, Center for

AssessmentAssessment

Concurrent Session at the Annual ADP Network Concurrent Session at the Annual ADP Network State Leadership Team Meeting State Leadership Team Meeting Sept. 10, 2009 Washington, DCSept. 10, 2009 Washington, DC

2Incentivizing / Building State Systems - 9/10/09

Overview of SessionOverview of Session

Setting the Context – Brian GongSetting the Context – Brian Gong Indiana’s Experience – Wes BruceIndiana’s Experience – Wes Bruce Louisiana’s Experience – Scott Louisiana’s Experience – Scott

NortonNorton Discussion of “Lessons Learned” – Discussion of “Lessons Learned” –

Chris DomaleskiChris Domaleski Discussion/Q&A with audienceDiscussion/Q&A with audience


Setting the ContextSetting the Context

Every state has a state system Every state has a state system that complies with federal that complies with federal NCLBNCLB butbut most states are working on most states are working on

making their K-12 systems more making their K-12 systems more strongly connected with college- strongly connected with college- and career-readinessand career-readiness


The ChallengeThe Challenge

What to focus on?What to focus on? How to make coherent?How to make coherent? How to make it happen?How to make it happen?


What to Focus On?What to Focus On? Achieve’s Achieve’s Measures that MatterMeasures that Matter

provides a good frameworkprovides a good framework Establish clear and appropriate Establish clear and appropriate GoalsGoals Establish appropriate Establish appropriate Measures, Metrics, Measures, Metrics,

and Processes for Continuous and Processes for Continuous ImprovementImprovement (including accountability (including accountability systems)systems)

Ensure that state policy informs and Ensure that state policy informs and drives appropriate drives appropriate Supports, Supports, Interventions, and ModelsInterventions, and Models


What to Measure?What to Measure? Achieve’s Achieve’s Measures that Matter Measures that Matter

provides a good frameworkprovides a good framework Course of StudyCourse of Study AchievementAchievement AttainmentAttainment

Monitored as Monitored as Progressing towardProgressing toward, , AchievingAchieving, or , or Exceeding Exceeding college- college- and career-readinessand career-readiness


________________ ____ __________________

A Framework of CRR A Framework of CRR IndicatorsIndicators

ON THE WAY TO COLLEGE AND CAREER

READINESS

MEETING COLLEGE AND CAREER READINESS

EXCEEDING COLLEGE AND CAREER READINESS

Course completion and success

-Timely credit accumulation-Credit recovery

-Successful completion of college- and career-ready course of study

-Participation in AP, IB, and dual enrollment courses

Achievement

-Performance on aligned assessments of core content and skills early in high school -Grades (when necessary quality-control mechanisms have been established)

-Meeting standards on the college- and career-ready statewide anchor assessment-Postsecondary remediation rates

-College-level performance on AP and/or IB exams

Attainment -Graduation-Earning a college- and career-ready diploma

-Earning credits in dual-enrollment courses-Application to and enrollment in postsecondary


______ ________ ______ __________

A View from two StatesA View from two States What to focus on?What to focus on? How to make coherent?How to make coherent? How to make it happen?How to make it happen? Real-world adviceReal-world advice

Wes Bruce, Indiana Dept. of EdWes Bruce, Indiana Dept. of Ed Scott Norton, Louisiana Dept. of Scott Norton, Louisiana Dept. of

EdEd

Indiana – Core 40Indiana – Core 40

Expectations, Expectations, Achievement,Achievement,

Attainment and Raising Attainment and Raising the Barthe Bar

College and Career College and Career ReadinessReadiness In 1994 just over 10% of Indiana high In 1994 just over 10% of Indiana high

school diplomas went beyond the minimum school diplomas went beyond the minimum That year the optional Core 40 diploma That year the optional Core 40 diploma

was passed into lawwas passed into law Core 40 – a 40 credit course of study (with Core 40 – a 40 credit course of study (with

some options) that would meet college some options) that would meet college entrance requirements and prepare entrance requirements and prepare students for the workplacestudents for the workplace

Agreement between K-12 and Higher Ed Agreement between K-12 and Higher Ed (IDOE & CHE)(IDOE & CHE)


Great on PaperGreat on Paper

Coupled with HS Graduation test Coupled with HS Graduation test (beginning with the Class of 2000)(beginning with the Class of 2000)

Getting the Colleges and Universities Getting the Colleges and Universities to agree was easier said than doneto agree was easier said than done

2004 (ten years later) all state 2004 (ten years later) all state supported H.E. institutions supported H.E. institutions recognized Core 40 as meeting their recognized Core 40 as meeting their general entrance requirementsgeneral entrance requirements


Indiana Results 98 - 08Indiana Results 98 - 08


Core 40 - Year 1Core 40 - Year 1


Core 40 - Year 10Core 40 - Year 10


Raising the BarRaising the Bar

2005 Core 40 became the required 2005 Core 40 became the required (minimum) high school diploma for the (minimum) high school diploma for the Class of 2011 (entering Grade 9 2007)Class of 2011 (entering Grade 9 2007)

2006 IB diploma added to state reporting2006 IB diploma added to state reporting 2006 Cohort graduation rate2006 Cohort graduation rate 2007 Graduation test changed from Grade 9 2007 Graduation test changed from Grade 9

achievement test to End of Course achievement test to End of Course Assessments in Algebra I and English 10Assessments in Algebra I and English 10

2009 Incentives for improving graduation 2009 Incentives for improving graduation raterate


Next StepsNext Steps

Longitudinal Data Systems grantLongitudinal Data Systems grant Link K-12 with Higher Ed, Link K-12 with Higher Ed,

Postsecondary, WorkforcePostsecondary, Workforce Goal to provide a two-way path for Goal to provide a two-way path for

informationinformation Transcripts, larger educational history ▲Transcripts, larger educational history ▲ Student success, college graduation ▼Student success, college graduation ▼ Performance of teachers, persistence in area Performance of teachers, persistence in area

▲▲ Type of jobs, salary range ▼Type of jobs, salary range ▼



Louisiana – Moving Louisiana – Moving Beyond AYPBeyond AYP

Louisiana Big PictureLouisiana Big Picture

High School accountability High School accountability since 2001since 2001 2001-2006: Primarily assessment 2001-2006: Primarily assessment

basedbased 2007-2009: Addition of graduation 2007-2009: Addition of graduation

indexindex 2010 and beyond: TBA – new 2010 and beyond: TBA – new

indicators being exploredindicators being explored


Accountability “1.0” (2001 – Accountability “1.0” (2001 – 2006)2006)

Emphasis on state Emphasis on state assessmentassessment Assessment scores: 90%Assessment scores: 90% Attendance: 5%Attendance: 5% Dropout: 5%Dropout: 5%


Accountability “2.0” (2007 – Accountability “2.0” (2007 – 2009)2009)

New emphasis on outcomesNew emphasis on outcomes Assessment lowered to 70%Assessment lowered to 70% Addition of Addition of graduation index graduation index at at

30%30% An “outcome” indicator for high school An “outcome” indicator for high school

accountabilityaccountability Graduated scaleGraduated scale Value judgments made about different Value judgments made about different

outcomesoutcomes


Graduation Index Point Graduation Index Point ValuesValues

Student Result Points

Academic OR Career/Technical Endorsement 180

TOPS Opportunity Award (state scholarship) 160

Board-approved Industry Based Certification ORTOPS Tech and Dual Enrollment ORTOPS Tech and Articulated Credit

140

Regular HS Diploma 120

GED 90

Skills Certificate/Certificate of Achievement 60

Attendee 30

Dropout 0


Accountability “3.0” (2010 – Accountability “3.0” (2010 – beyond)beyond)

Emphasis on Emphasis on college and career college and career readinessreadiness

Possible indicatorsPossible indicators End-of-Course assessmentsEnd-of-Course assessments

Targeted to six specific key coursesTargeted to six specific key courses College readiness assessment (e.g., ACT)College readiness assessment (e.g., ACT) Graduation rate (NCLB, state statute)Graduation rate (NCLB, state statute) Completion of college and career ready Completion of college and career ready

curriculumcurriculum Other – AP, growth indicatorsOther – AP, growth indicators


ChallengesChallenges How to combine various indicators into a How to combine various indicators into a

meaningful, coherent system that emphasizes meaningful, coherent system that emphasizes achievement as well as readinessachievement as well as readiness

How to link this system to higher educationHow to link this system to higher education How to overcome transition challenges–from How to overcome transition challenges–from

the current system to the proposed system the current system to the proposed system How to fold in new requirements when How to fold in new requirements when

reauthorization occursreauthorization occurs

Putting It All TogetherPutting It All Together Indiana and Louisiana’s experience illustrate the Indiana and Louisiana’s experience illustrate the

importance of addressing some essential stepsimportance of addressing some essential steps Identifying valued outcomesIdentifying valued outcomes Creating mechanisms to support these outcomes Creating mechanisms to support these outcomes

(e.g. curricula, courses, diploma requirements)(e.g. curricula, courses, diploma requirements) Establishing indicators to track outcomes – the Establishing indicators to track outcomes – the

“What” (e.g. assessments, course completion, “What” (e.g. assessments, course completion, graduation rate)graduation rate)

Putting the indicators together to incentivize valued Putting the indicators together to incentivize valued outcomes – the “So What?” (accountability systems)outcomes – the “So What?” (accountability systems)


Key ConsiderationsKey Considerations What are strategies for promoting What are strategies for promoting coherent coherent

accountability systems?accountability systems? What are the right What are the right incentivesincentives and and supportssupports at the at the

student, school, and system level? student, school, and system level? What should be prioritized in What should be prioritized in public reportingpublic reporting? ? Are the right Are the right policy supportspolicy supports in place to advance in place to advance

CCR goals? CCR goals? How to establish/ maintain How to establish/ maintain cross-agency cross-agency

collaborationcollaboration? ? How does one manage How does one manage operational burdensoperational burdens and and

remain “nimble” with respect to changes?remain “nimble” with respect to changes?


Questions?Questions?

Brian Gong Brian Gong – Center for Assessment– Center for Assessment

Wes Bruce Wes Bruce – Indiana Department of – Indiana Department of EducationEducation

Scott Norton Scott Norton – Louisiana Department of – Louisiana Department of EducationEducation

Chris Domaleski Chris Domaleski – Center for Assessment– Center for Assessment


incentivizing college- and career-readiness: building indicators into state reporting and...

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incentivizing college

state policy

careerreadiness slide

state reporting

appropriate measures

building indicators

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appropriate goals