1

Lodi Unified School District Graduation Task

ForceBoard Report March 4, 2008

2

Task Force Membership

25 members on the core teamTeachers K-12Administrators K-12Board MembersParents/CommunityCentral Office staff

3

Our MissionLodi Unified School District

will ensure the best education for students to be successful in life.

4

LUSD Graduation Task Force

Purpose: To review and revise the current Lodi Unified School District graduation requirements to ensure that all Lodi Unified graduates are college/career ready.

5

The Process/Timeline Task force orientation

(January, 2008)

Review LUSD graduation requirements and data (January – April, 2008)

Explore and discuss requirements by core and program (February – June, 2008)

6

The Process/Timeline Identify recommendations for

graduation requirement revisions(July –December, 2008)

Solicit input on task force recommendations through the use of focus groups and content advisory committees (July – December, 2008)

7

The Process/Timeline

Present task force recommendations to the Board of Education (January, 2009)

Community meetings (February – March, 2009)

Board of Education approval (April, 2009)

8

Implementation

The timeline for the rollout of any approved revisions to the graduation requirements will be a part of the task force recommendation.

The goal is to have full implementation of all revisions for the class of 2014, our current 6th graders. These students are part of Passport to College.

9

Creating Educational Equity and Preparing Students to be College/Work Ready

Information provided by Linda Murray: The Education Trust

10

California’s Standing?

12th Grade National Assessment of Educational Progress (NAEP) is not reported at the state level, but the pipeline shows cause for concern.

11

Grade 4 Reading All Students2007 NAEP

236

220

209

190

195

200

205

210

215

220

225

230

235

240

Mas

sach

uset

tsN

ew J

erse

yN

ew H

amps

hire

Ver

mon

tC

onn

ectic

utM

onta

naV

irgin

iaM

aine

Nor

th D

ako

taO

hio

Pen

nsyl

vani

aD

ela

war

eIo

wa

Kan

sas

Mar

vlan

dM

inne

sota

Wyo

min

gC

olo

rado

Flo

rida

New

Yor

kW

ashi

ngto

nId

aho

Neb

rask

aS

outh

Dak

ota

Wis

cons

inIn

dian

aK

entu

cky

Mis

sour

iU

tah

Nat

iona

l Pub

licM

ich

iga

nT

exa

sG

eorg

iaIll

ino

isR

hod

e Is

land

Nor

th C

arol

ina

Ark

ansa

sO

klah

oma

Ala

bam

aT

enn

esse

eO

rego

nW

est V

irgi

nia

Ala

ska

Sou

th C

aro

lina

Haw

aii

New

Mex

ico

Nev

ada

Ariz

ona

Cal

iforn

iaM

issi

ssip

piLo

uisi

ana

av

era

ge

sc

ale

sc

ore

California Ranks Low Compared to Other States on NAEP – 4th Grade Reading

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

12

Grade 8 Reading All students2007 NAEP

273

261

251

235

240

245

250

255

260

265

270

275

Mas

sachus

etts

Verm

ont

Monta

na

Mai

ne

New H

amps

hire

New J

erse

y

South D

akot

a

Min

nesota

North D

akota

Ohi

o

Pennsy

lvani

a

Connec

ticut

Iowa

Kansa

s

Nebra

ska

Virgin

ia

Colora

do

Ore

gon

Wyom

ing

Delaw

areId

aho

Mar

vlan

d

Wash

ingto

n

India

na

New Y

ork

Wis

consi

n

Illin

ois

Mis

souri

Kentu

cky

Utah

Natio

nal P

ublic

Texas

Florid

a

Mic

higan

Okl

ahom

a

Alask

a

Geo

rgia

North C

arolin

a

Tenne

ssee

Arkan

sas

Rhode

Isla

nd

South C

arol

ina

Arizona

West

Virg

inia

Louisi

ana

Alabam

a

Nevad

a

Califo

rnia

Hawai

i

New M

exic

o

Mis

sissi

ppi

av

era

ge

sc

ale

sc

ore

s

– 8th Grade Reading

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

13

Grade 8 Reading Latino Students 2007 NAEP

260

246

239

215

220

225

230

235

240

245

250

255

260

265

av

era

ge

sc

ale

sc

ore

California’s Latino Students – compared to Latino students in other states

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

14

African American 8th Grade Students – NAEP READING

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

Grade 8 Reading African American Students California 2007 NAEP

255

244

237

215

220

225

230

235

240

245

250

255

260

Hawai

i

Mas

sach

usetts

Colora

do

Virgin

ia

Alask

a

Delaw

are

Oregon

Mar

vlan

d

New J

erse

y

Texas

Arizona

Nevad

a

New M

exic

o

Penns

ylva

niaIo

wa

Kentu

cky

Was

hingt

on

Connec

ticut

Georg

ia

Kansa

s

New Y

orkOhi

o

Min

nesota

Florid

a

Illin

ois

Natio

nal Pub

lic

Nebra

ska

Oklah

oma

India

na

Miss

ouri

South C

arolin

a

North C

arol

ina

Wes

t Virg

inia

Louisi

ana

Tennes

see

Rhode

Islan

d

Miss

issi

ppi

Califo

rnia

Alaba

ma

Arkan

sas

Mich

igan

Wis

consi

n

aver

age

scal

e sc

ore

s

15

Low-Income 8th Grade Students – NAEP READING

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

Grade 8 Reading Low Income Students California compared to the Nation

2007 NAEP

261

247

239

225

230

235

240

245

250

255

260

265

Mai

ne

Mon

tana

Verm

ont

South

Dak

ota

North

Dakot

a

New H

amps

hire

Idah

o

Mas

sach

uset

ts

Wyo

ming

Delaw

are

Min

neso

ta

Nebra

skaIo

wa

Kansa

s

Ore

gon

Penns

ylvan

ia

Kentu

cky

Miss

ouri

Okla

hom

aUta

h

Virgini

a

Color

ado

Indi

ana

Mar

vland

New Je

rsey

Ohio

Was

hingt

on

New Y

ork

Florid

a

Illino

is

Texas

Arkan

sas

Geo

rgia

Nation

al P

ublic

Tenne

ssee

North

Carol

ina

Wes

t Virg

inia

Wisc

onsin

Louis

iana

South

Car

olina

Alaska

Mich

igan

Conne

cticu

t

Hawaii

Miss

issipp

i

New M

exico

Rhode

Islan

d

Alabam

a

Arizon

a

Nevad

a

Califo

rnia

av

era

ge

sc

ale

sc

ore

s

16

And Let’s Be Clear. It’s Not Our Demographics.

17

California’s White 8th Grade Students Trail Behind Their Peers in Most States

8th Grade NAEP 2007 Reading White Students-Average scale score highest to lowest

274

270

266

245

250

255

260

265

270

275

280

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

18

California’s Non Low-Income 8th Grade Students Also Lag Behind Many States

Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/

Non Low Income 8th grade Reading

306

291

283

230

240

250

260

270

280

290

300

310

19

And on the CAHSEE?

20

CAHSEE First Time Test-Takers (10th graders)

CA and Lodi Unified

ELA Pass Rates 2007

Source: California Department of Education, 2007

77 75

6658

66 67

89 86 86

74

0

10

20

30

40

50

60

70

80

90

100

All AfricanAmerican

Latino White Asian

California

Lodi

21

CAHSEE First Time Test-Takers (10th Graders) CA and Lodi Unified

Math Pass Rates 2007

Source: California Department of Education, 2007

7679

58 5466

74

88 8793

83

0

10

20

30

40

50

60

70

80

90

100

All AfricanAmerican

Latino White Asian

California

Lodi

22

A Movement To Transform These Patterns:

Preparing All Students For College and Work.

23

For Students to Have Real Choices:

They’ll need access to 2- year and 4- year colleges and universities.

They’ll need to be prepared for good jobs with a meaningful career ladder, a wage sufficient to support a family, and insurance benefits.

In California, that means providing the College-Ready/Work-Ready Curriculum to All.

24

WHAT DO STUDENTS WANT?

8 out of 10 California high school students want to go to college.But only 4 out of 10 take the

curriculum most likely to help them get there.

Source: The Bridge Project: Strengthening K-16 Transition Policies, Stanford University, Stanford, CA, 2001

25

Few Graduate College Ready. *California: Class of 2005.

35%

14%

25%

52%

21%28% 30%

9%

0%

20%

40%

60%

80%

100%

All Students Asian Latino White

California LodiSource: ETW’s webtool, Raising the Roof using CDE data

*Includes 9th graders who have completed the A-G course sequence with a “C” or better in each class four years later.

26

Ready for Work = Ready for College

“In the agricultural age, postsecondary education was a pipe dream for most Americans. In the industrial age it was the birthright of only a few. By the space age, it became common for many. Today, it is just common sense for all”

--National Commission on the High School Senior Year, 2001

27

New Jobs Increasingly Require Higher Level Education

Employment Policy Foundation tabulation of BLS Statistics-1.00

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00Less than HighSchool--(-.4M jobs)

High School -- +.1 jobs

Some College-- +2.4 M jobs

2 Year Academic--+2.2 M jobs

2 year Technical--+2.6 M jobs

4 Year Degree-- +6.4 M jobs

Why?

Slide adapted from presentation given by Steve Gunderson of the Graystone Group, March 2004

28

Defining workplace expectations Highly Paid Professional Jobs

Earnings: $40,000+ Projected Job Growth Rate: 20%

Well-Paid, Skilled Jobs Earnings: $25,000–$40,000 Projected Job Growth Rate: 12%

Low-Paid or Low-Skilled Jobs Earnings: Less than $25,000 Projected Job Growth Rate: 15%

25%

37%

38%

Share of Jobs

Source: Ready or Not, Creating a High School Diploma That Counts, The American Diploma Project, 2004

29Source: Employment Policy Foundation Report -- http://www.epf.org/labor01/getpdf01.asp

Despite Fears of Outsourcing

43 percent of the jobs in the next 30 years may be in highly paid managerial, professional and management related occupations – nearly twice the proportion of 30 years ago.

Jobs in technical support specialties, including skilled construction trades and crafts, will also remain strong.

Lower-skill jobs, such as equipment operators, assembly line workers, and manual services workers will fall in proportion to only 23.1 percent of the total.

30

Factory Jobs Are Going to Workers With More Education

1973 - 2000

0

10

20

30

40

50

60

HS drop outs HS grads Some coll or more

1973

2000

Source: Carnevale & Desrochers, “The Missing middle: Aligning Education and the Knoweldge Economy, Educational Testing Service, April 2002.

pe

rce

nta

ge

of

all

fa

cto

ry w

ork

ers

31

Higher Skill Demands Require Earlier and More Rigorous Preparation. . . Even in Jobs We Don’t Expect

Requirements for Airplane Manufacturers

Four or five years of apprenticeship and/or postsecondary training;

Algebra, geometry, trigonometry and statistics, computers and electronics;

Average earnings: $40,000 per year.

Requirements for

Sheet Metal Workers

Four or five years

of apprenticeship; Algebra, geometry,

trigonometry and

technical reading;

Requirements for

Auto Technicians

A solid grounding

in physics is

necessary to

understand force,

hydraulics, friction

and electrical

circuits.

Source: National Manufactures Association

32

Even in Jobs We Don’t Expect

Plumbing-Heating-Air Conditioning

Four or five years of apprenticeship

and/or post-secondary training;

Algebra, plane geometry,

trigonometry and statistics;

Physics, chemistry, biology,

engineering economics.

ALL of these jobs require a strong

foundation of reading, writing and

speaking the English language

in order to comprehend

instructions and technical manuals

Construction and Engineering

Four or five years of apprenticeship

and/or post-secondary training;

Algebra, plane geometry

Critical thinking, problem solving,

reading and writing

33

American Diploma Project Interviews with Employers:

They mostly want the same things that higher education wants! Strong Reading Ability – read/comprehend informational and

technical texts Emphatic about literature – understanding other cultures is

necessary with diverse customers and co-workers Writing ability key Mathematics Imperative – data, probability, statistics and

competent problem solvers. Algebra I, Geometry and Algebra II.

Source: Workplace Study by the National Alliance for Business for the American Diploma Project, unpublished report, 2002.

34

Benchmark Courses for Career Success

Algebra II for highly paid professional jobs or well-paid white collar jobs.

Geometry for well-paid blue-collar jobs and low-paid/low-skilled jobs

4 Years of English that is at least at grade level for the vast majority of jobs.

Source: Carnevale and Desrochers

35

The A-G Sequence Required for both UC and CSU Admissions

A History/Social Science

2 years (1 year of World History, 1 year of U.S. History or half year of U.S. History and half year of civics)

B English 4 years

C Math 3 years required, 4 years recommended (Algebra, Geometry, Algebra II required)

D Science 2 years required, 3 years recommended (2 of the courses must be Biology, Chemistry, and Physics)

E Foreign Language

2 years (same language), 3 years recommended

F Visual/Performing Arts

1 year

G College Prep Elective

1 year

36

A college-ready/work- ready curriculum helps

students know more and do better, regardless

of their path after high school.