making career readiness count

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Making Career Readiness Count Tuesday, May 27 th 2:00-3:00 p.m. ET

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On May 27, 2014 Achieve and the National Association of State Directors of Career and Technical Education (NASDCTEc) hosted a webinar open to state leaders and partners in all 50 states to provide guidance to states interested in building more indicators of career preparation into their accountability and public reporting systems and to preview a new joint publication, "Making Career Readiness Count." In addition to sharing a view of how states are currently approaching this challenge, presenters discussed what state policy leaders need to consider as they look to reform their reporting and accountability systems to ensure that the “career” in college- and career-ready accountability and public reporting is a powerful lever to focus priorities, drive progress, and ultimately see more students – and their communities – succeed. State leaders from Missouri and Virginia also shared the range of career-focused indicators used within their accountability and public reporting systems. For more information, visit http://www.achieve.org/meetings-webinars

TRANSCRIPT

Page 1: Making Career Readiness Count

Making Career Readiness

Count

Tuesday, May 27th

2:00-3:00 p.m. ET

Page 2: Making Career Readiness Count

• Reviewed state report cards and accountability

formulas

• Identified career-focused indicators and how they

were being publicly reported or used within states’

accountability systems

• Identified major trends across states

• Updated existing framework for college and career

readiness indicators to be address full range of

college AND career readiness (academic,

technical, employability skills)

Background/Context

Page 3: Making Career Readiness Count

Framework

3Source:

Toward College and

Career Readiness

Meeting College and

Career Readiness

Exceeding College and

Career Readiness

Course

completion/

success

Timely credit

accumulation along

a college- and

career-ready course

of study

Students in a

graduating cohort who

complete a college- and

career-ready course of

study

Graduates who have

completed AP, IB

and/or dual enrollment

courses and earned

college credit

Achieve-

ment

Students with “on

track to college and

career readiness”

performance on

aligned assessments

in middle and early

high school

Students in a

graduating cohort with a

college- and career-

ready level of

performance on a high-

quality assessment

aligned to college- and

career-ready standards

Graduates with a

college-level

performance on an AP and/or IB exam

Attainment 9th grade students

with “on track” to

graduation status

based on attendance

and grades in core

courses

High school graduation

Students in a

graduating cohort who

earn a college- and

career-ready diploma

Graduates who enroll

in postsecondary

education with no

need for remediation

Graduates who

successfully complete

at least one year of

postsecondary

education or a

workforce/military

training program

Page 4: Making Career Readiness Count

Framework

4Source:

Toward College and Career Readiness Meeting College and Career ReadinessExceeding College and Career

Readiness

Course

completion/

success

Timely credit accumulation along a

college- and career-ready course of

study

AND

Participation in career technical

education (CTE) course(s) aligned to

college- and career-ready or rigorous standards in other subjects

Students in a graduating cohort who

complete a college- and career-ready

course of study

AND

Successful completion of secondary CTE pathway (“concentrating”)

Graduates who have completed

AP, IB and/or dual enrollment

courses and earned college credit

AND

Completion of program of study aligned to workforce needs

Achieve-

ment

Students with “on track to college and

career readiness” performance on

aligned assessments in middle and early

high school

Students in a graduating cohort with a

college- and career-ready level of

performance on a high-quality

assessment aligned to college- and

career-ready standards

AND

Meeting standards on technical skills

assessment for students who complete a CTE pathway

Graduates with a college-level

performance on an AP and/or IB

exam

Attainment 9th grade students with “on track” to

graduation status based on attendance

and grades in core courses

High school graduation

Students in a graduating cohort who

earn a college- and career-ready

diploma

AND

Earn industry-recognized

credential/certificate

Complete a pre-apprenticeship

program

Earn an employability or work

readiness certificate

Graduates who enroll in

postsecondary education with no

need for remediation

Graduates who successfully

complete at least one year of

postsecondary education or a

workforce/military training

program

AND

Earn academic or technical

endorsement on college- and

career-ready diploma Earn stacked industry credential

Experiential

learning

Participation in a career technical

student organization (CTSO) that is

aligned to and reinforces the academic

and technical content in a CTE pathway

Participation in work-based learning

(WBL)

Participation in college/career planning

activities

Participation in CTSO competition

Successful completion of WBL

Completion of portfolio/capstone

project

Earn a medal in CTSO

competition

Earn postsecondary credit

through internships, WBL

Page 5: Making Career Readiness Count

Major Trends

5Source:

• Breadth Over Depth: More than Half of States Use

Career-Focused Readiness Indicators

• Meta-Indicators: Many States Are Emphasizing

College or Career Accountability Indicators

• Early Models: Some States Begin To Pave the Way for

Systems Valuing College and Career Readiness

Page 6: Making Career Readiness Count

Trend 1: Breadth Over Depth

More than Half of States Use Career-Focused Readiness Indicators

6

Page 7: Making Career Readiness Count

Trend 1: Breadth Over Depth

More than Half of States Use Career-Focused

Readiness Indicators

7Source:

CTE participation

CTE completion (pathway

completion/concentrators)

CTE diploma/endorsement

Graduation rate/attainment of

advanced diploma by CTE

concentrators

Industry credentials

Skills assessment

Academic career ready

assessment

Employability assessment

Dual enrollment participation

Dual enrollment credits earned

Work-based learning

CTSO participation

Postsecondary enrollment rates

Placement rate for CTE completers

CTE course grades

Reported by five or more states

Page 8: Making Career Readiness Count

Trend 2: Meta-Indicators

Many States Are Emphasizing College or

Career Accountability Indicators

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• Majority of states do NOT have stand-alone career-ready

indicator in their accountability formulas

• More common is to have “meta-indicator”

• EXAMPLE: Alabama defines a student as college or career

ready if the student earns at least one of the following:

• Benchmark scores on the reading and math sections of ACT;

• Qualifying scores on an AP or IB exam;

• Approved transcripted college or postsecondary credit while in high

school;

• Benchmark level on the ACT WorkKeys; or

• An approved industry credential.

Page 9: Making Career Readiness Count

• Use multiple measures of college and career

readiness.

• Engage state CTE/college and career readiness

leaders as well as workforce and economic

development leaders.

• Find the appropriate balance of uses across public

reporting and accountability.

• Use publicly reported information to inform

decisions.

Recommendations

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Page 10: Making Career Readiness Count

Trend 3: Early Models

Some States Begin To Pave the Way for

Systems Valuing College and Career Readiness

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• Dennis Cooper, Assistant Commissioner & Dennis

Harden, Career Education Coordinator, Missouri

Department of Elementary and Secondary

Education

• Deborah Jonas, Special Advisor for Research and

Planning, Virginia Department of Education.

Page 11: Making Career Readiness Count

BUILDING A COLLEGE AND CAREER-

READY ACCOUNTABILITY SYSTEM:

MSIP 5

Dennis Cooper, Assistant Commissioner

Dennis Harden, Career Education Coordinator

Missouri Department Of Elementary And Secondary

Education

Missouri Department of Elementaryand Secondary EducationMay 2014

Page 12: Making Career Readiness Count

MSIP Performance Standard 3:

Indicators 1-3

College and Career Readiness (K-12 Districts) — The district

provides adequate post-secondary preparation for all

students.

1. The percent of graduates who scored at or above the state standard on

any department-approved measure(s) of college and career readiness, for

example, the ACT®, SAT®, COMPASS® or Armed Services Vocational

Aptitude Battery (ASVAB), meets or exceeds the state standard or

demonstrates required improvement.

2. The district’s average composite score(s) on any department-approved

measure(s) of college and career readiness, for example, the ACT®,

SAT®, COMPASS®, or ASVAB, meet(s) or exceed(s) the state standard or

demonstrate(s) required improvement.

3. The percent of graduates who participated in any department-approved

measure(s) of college and career readiness, for example, the ACT®,

SAT®, COMPASS®, or ASVAB, meets or exceeds the state standard or

demonstrates required improvement.

Page 13: Making Career Readiness Count

MSIP Performance Standard 3:

Indicator 4

College and Career Readiness (K-12 Districts) — The

district provides adequate post-secondary preparation for

all students.

4. The percent of graduates who earned a qualifying score on an

Advanced Placement (AP), International Baccalaureate (IB), Project Lead

the Way assessments , earned an Industry Recognized Credential (IRC),

and/or received college credit through early college, dual enrollment, or

approved dual credit courses meets or exceeds the state standard or

demonstrates required improvement

Page 14: Making Career Readiness Count

MSIP Performance Standard 3:

Indicators 5-6

College and Career Readiness (K-12 Districts) — The district

provides adequate post-secondary preparation for all

students.

5. The percent of graduates who attend post-secondary education/training

or are in the military within six (6) months of graduating meets the state

standard or demonstrates required improvement.

6. The percent of graduates who complete career education programs

approved by the department and are placed in occupations directly related

to their training, continue their education, or are in the military within six (6)

months of graduating meets the state standard or demonstrates required

improvement.

Page 15: Making Career Readiness Count

Updates

Addition of WorkKeys© in 2014-15

Change from TSAs to IRCs in Indicator 4

For additional information related to the MSIP

IRC approved list and process for seeking

approval, see http://dese.mo.gov/college-career-

readiness/career-education/technical-skills-

attainment

Page 16: Making Career Readiness Count

Challenges

Variation in rigor of IRCs

Assumption in districts that all CTE

students can/should obtain an IRC

Recent legislation

Remove “related” from placement requirement

Change in graduation policy allowing a CTE course

to substitute for an academic course in English

language arts, mathematics, social studies, or

science

Page 17: Making Career Readiness Count

Career and technical education credentials in Virginia

DEBORAH JONAS, PH.D.

MAY 27, 2014

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Page 18: Making Career Readiness Count

Brief history of Virginia’s career credential initiative

• In 2003/04 the Virginia Board of Education issued guidance for using Board-approved industry credentialing exams to substitute for certain tests that are required for students to earn Virginia’s Standard diploma* only◦ Board-approved credentialing tests may substitute for the student-selected test, and, either a

science or history test when the credential confers more than one credit.

• In 2006/07, Virginia funded a pilot to encourage the use of industry credentialing tests as a substitute for state-required graduation tests

• In 2011, the Virginia General Assembly required that students who earn the Standard diploma pass a Board-approved credentialing test, beginning with first-time freshman in 2013/14.

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*Virginia also has an Advanced Studies diploma that includes coursework consistent with minimum college-entry requirements.

Page 19: Making Career Readiness Count

Board criteria for using credentialing exams to substitute for other state-required exams for graduation

• The test must be standardized and graded independently of the school or school division in which the test is given.

• The test must be knowledge-based.

• The test must be administered on a multi-state or international basis, or administered as part of another state’s accountability assessment program.

• To be counted in a specific academic area, the test must measure content that incorporates or exceeds the Virginia Standards of Learning content in the course for which verified credit is awarded.

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Page 20: Making Career Readiness Count

Multiple approaches to accountability

• School report cards

• Federal Annual Performance Reports (Perkins), including annual reports to the Virginia Board of Education

• Legislation

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Page 21: Making Career Readiness Count

Public reporting—school report cards• Virginia’s report cards include information about credentials

students earn each year.

• Number of credentials students earn each year.◦ State licensures

◦ Industry certification

◦ Workplace Readiness

◦ NOCTI (skills) assessments

• Number of students who earned credentials each year.

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Page 22: Making Career Readiness Count

CTE Annual Performance Reports (Perkins)-- Beyond the core indicators

• Virginia encourages local leaders to strengthen all programs and prepare CTE students for careers and college or other types of postsecondary training.

• Research shows that Virginia’s Advanced Studies diploma is a good predictor of college readiness.

• Established an informational indicator of career and college readiness that is included in state and local Annual Performance Reports. ◦ Students who earn a career credential and complete a college preparatory course of study

(Virginia’s Advanced Studies diploma)

• Annual reports to the Board enhance visibility and ensure alignment with broader state goals.

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Page 23: Making Career Readiness Count

Recent Legislation• 2012 legislation strengthened Virginia’s Standard diploma and established it as

a career-ready diploma.◦ Required all Standard-diploma earners who begin ninth grade in 2013/14 or later to earn a

board-approved career and technical education industry certification.

• Significant enablers included:◦ Availability and accessibility of the Virginia Workforce Readiness Skills Assessment.

◦ Partnership with private sector partners offering low-cost assessments for some credentials.

◦ State-provided funding for industry credentialing programs and assessments.

• High schools are encouraged to transition to the new requirement earlier than required.

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Page 24: Making Career Readiness Count

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*Prior to 2010/11, workplace readiness skills assessments were included in the Industry Certification category, but now are reported separately

Page 25: Making Career Readiness Count

Resources• Virginia Department of Education, Office of Career and Technical Education,

http://www.doe.virginia.gov/instruction/career_technical/index.shtml

• Virginia’s CTE Annual Performance Reports, scroll to the bottom of page, http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/index.shtml

• 2012 legislation requiring students to earn board-approved career and technical education credentials as part of Virginia’s Standard diploma, http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0454

• Code of Virginia language permitting students who complete career and technical education programs, and who pass industry certification or state licensure exams, to use satisfactory exam scores as substitute for certain state assessments required for graduation, http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-253.13C4.

• Research and data from the Virginia College and Career Readiness Initiative

◦ http://www.doe.virginia.gov/instruction/college_career_readiness/index.shtml#resources

◦ http://vlds.virginia.gov/pdfs/VLDS_CCRI%201_pager_FINAL.pdf

• Virginia’s public school report cards, https://p1pe.doe.virginia.gov/reportcard/

• Virginia's list of approved substitute tests for industry credentialing, http://www.doe.virginia.gov/instruction/career_technical/path_industry_certification/index.shtml.

• Virginia Governor's Stem Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_academies/index.shtml, and Governor's Health Science Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_health_sciences_academies/index.shtml

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Page 26: Making Career Readiness Count

Contact Information

Lolita Hall, Director Office of Career and Technical EducationVirginia Department of [email protected]

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Page 27: Making Career Readiness Count

http://www.achieve.org/meetings-webinars

Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc

[email protected] or 301-588-9630

Cory Curl

Senior Fellow, Assessment and Accountability, Achieve

[email protected] or 202-308-6640

Marie O’Hara

Associate Director, Achieve

[email protected] or 202-419-1562

Questions?

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