the value of college- and career-ready graduation requirements in ohio
TRANSCRIPT
THE VALUE OF COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS IN OHIO
A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school – such as an associates or bachelors degree, certificate, license, or completion of an apprenticeship or significant on-the-job training.
The U.S. is at risk of losing its competitive advantaged as the most highly educated nation.
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.
Requiring a college- and career-ready curriculum for all students will provide students with the core, foundational knowledge and skills they need to succeed in college, careers and life.
Why College- and Career-Ready Expectations for All?
2
A HIGH SCHOOL DIPLOMA IS NO LONGER ENOUGH FOR SUCCESS
Jobs in Today’s Workforce Require More Education & Training
4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.
The Rise of the Middle-Skill Jobs
5Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.
High-skill jobs
Occupations in the professional/ technical and managerial categories.
Often require four-year degrees and above
Middle-skill jobs
Occupations that include clerical, sales, construction, installation/repair, production, and transportation/material moving.
Low-skill jobs
Occupations in the service and agricultural categories.
Often require some education and training beyond high school (but typically less than a bachelor’s degree), including associate’s degrees, vocational certificates, significant on-the-job training.
Employment Shares by Occupational Skill Level, 2006
6Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.
Demand for Middle-Skill Workers Outpaces Ohio’s Supply
7Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12 Reform,” Education Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete. http://www.skills2compete.org; Measuring Up (2008), “The National Report Card on Higher Education. “ http://measuringup2008.highereducation.org/index.php
In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled.
One result: In Ohio, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level.
80% of Ohio’s jobs are middle- or high-skill (jobs that require some postsecondary education or training).
Yet only 35% of Ohio adults have some postsecondary degree (associate’s or higher).
Ohio’s Middle-Skill Jobs
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Occupation
Median Income (2007)
% By Education Level (ages 25-44), 2007
Number of Total Jobs (in thousands)
High School Some College 2006 2016 % Change
Computer Support Specialists
$29,400 13% 44% 17.0 18.0 6%
Radiologic Technicians & Technologists
$48,900 7% 68% 9.7 11.0 13%
First-line Supervisors / Managers of Construction Trades
$57,800 60% 30% 21.1 22.7 5%
Electrical or Electronic Engineering Technician
$51,200 27% 54% 4.7 4.7 --
Registered Nurses $54,000 1% 43% 113.1 138.6 23%
Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org
Personal and National Costs of Less Education
9Source: “The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools.” Alliance for Excellent Education Issue Brief, 2009 http://www.all4ed.org/files/HighCost.pdf; Jamison, Dean T. et al, (Spring 2008). “Education and Economic Growth.” Education Next. http://educationnext.org/education-and-economic-growth/
If the students who dropped out of the class of 2008 had graduated, the U.S. economy would have benefited from an additional $319 billion in income over their lifetimes.
Higher levels of education lead to elevated wages, a more equitable distribution of income and substantial gains in productivity. For every additional average year of schooling U.S. citizens complete, the GDP would increase by about 0.37 percentage points – or by 10% – over time.
10Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic Supplement.” Figures are based on total person within the civilian labor force
Personal Benefits of Education in Ohio
UNEMPLOYMENT RATE
LEVEL OF EDUCATION
MEAN INCOME
6% TOTAL $41,832
16% HS Dropout $19,513
8% HS Graduate $34,228
6% Some College $34,959
2% Bachelor’s & Above $67,504
THE U.S. IS AT RISK OF LOSING ITS COMPETITIVE EDGE
America’s International Edge in High School Diplomas is Slipping
12Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)
America’s International Edge in Postsecondary Degree Attainment is Slipping
13Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)
% 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. (38%) Canada (43%) Canada (51%) Canada (55%) Canada (47%)
2 Canada (37%) U.S. (40%) Japan (46%) Japan (54%) Japan (40%)
3 N.Z. (30%) Japan (39%) Finland (41%) Korea (53%) U.S. (39%)
4 Denmark (28%) N.Z. (38%) U.S. (41%) N.Z. (44%) N.Z. (38%)
5 Finland (27%) Finland (34%) N.Z. (39%) Ireland (42%) Finland (35%)
6 Australia (26%) Denmark (33%) Korea (37%) Belgium (42%) Denmark (35%)
7 Sweden (25%) Australia (32%) Denmark (36%) Norway (42%) Australia (33%)
8 Norway (25%) Norway (30%) Belgium (35%) France (41%) Korea (33%)
9 Neth. (25%) Neth. (30%) Norway (35%) Denmark (41%) Norway (33%)
10 U.K. (24%) Switz. (29%) Iceland (34%) U.S. (39%) Belgium (32%)
11 Switz. (24%) Iceland (29%) Australia (33%) Spain (39%) Ireland (31%)
12 Japan (23%) U.K. (29%) Switz. (33%) Sweden (39%) Sweden (31%)
13 Germany (23%) Sweden (29%) Ireland (33%) Australia (39%) U.K. (30%)
14 Belgium (22%) Belgium (27%) Spain (31%) Finland (38%) Neth. (30%)
15 Iceland (21%) Germany (25%) U.K. (31%) U.K. (37%) Switz. (30%)
Ohio (33%) Ohio (37%) Ohio (36%) Ohio (35%)
America’s International Edge in Postsecondary Degree Attainment is Slipping
14Source: OECD Education at a Glance, 2007; National Center for Higher Education Management Systems analysis of 2007 American Community Survey. http://www.higheredinfo.org
FAR TOO MANY STUDENTS DROP OUT OR GRADUATE FROM HIGH SCHOOL WITHOUT THE KNOWLEDGE AND SKILLS REQUIRED FOR SUCCESS
The Expectations Gap
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In many states, students can earn a high school diploma without the skills necessary for success in
college and careers.
≠
What students are typically expected to
know at the end of high school, as defined by
state standards, required curriculum and assessments
The knowledge and skills demanded by
postsecondary and employers for successful
first-year students and new employees.
RESULT
Of Every 100 9th Graders in Ohio…
17Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition andCompletion Rates from 9th Grade to College. www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0
High School Graduation Rates Remain Inequitable
18Source: Education Week, Education Counts. Developed through the Custom Table Builder, http://www.edweek.org/rc/2007/06/07/edcounts.html
Enrollment in College Does NOT Equal College Readiness
19Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.
Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation
And Freshmen at Two-Year Colleges are More Likely to Require Remediation
20Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.
Enrollment in College Does NOT Equal College Readiness
21Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.
Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation
Enrollment in College Does NOT Equal College Readiness in Ohio
22Source: The Ohio Board of Regents ( 2007). The Performance Report for Ohio’s Colleges and Universities, 2006. http://regents.ohio.gov/perfrpt/2006/Performance_Report_Detail_2006.pdf
37% of Ohio’s high school graduates at both two and four-year postsecondary institutions require
remediation.
Many College Students Fail to Return forTheir Sophomore Year
23Source: Measuring Up (2008). The National Report Card on Higher Education. http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics (2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.
Many College Students in OhioFail to Earn a Degree
24Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems.
Percent of students earning a bachelors’ degree within six years, 2006
ALL STUDENTS BENEFIT FROM A COLLEGE- AND CAREER-READY CURRICULUM
26Source: Lee, V. E. & Bukam, D. T. (2003). Dropping Out of High School: The Role of School Organization and Structure. American Educational Research Journal, 40(2), 353-393.
Low-Level Classes Are More Indicative of Dropouts Than Rigorous Courses
Just offering low- or high-level math courses has an impact on a student’s likelihood of dropping out.
One study found that for every two additional math courses offered in high school below the level of algebra, students experienced more than a 28 percent increase in their odds of dropping out.
On the other hand, students who attended high schools that offered calculus exhibited a 56 decrease in their odds of dropping out, even when taking school and student demographics into account.
27Source: Levesque, Karen et al (2000). Vocational Education in the United States: Toward the Year 2000. National Center for Education Statistics.
If We Challenge Students – They Will Rise to the Occasion
Average 8–12th grade test score gains in mathematics for 1992 public high school graduates according to 8th-grade mathematics test score
quartiles, by curriculum specialization in high school
28*Grades 8–12 test score gains based on 8th grade achievement.Source: U.S. Department of Education, National Center for Education Statistics, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation.
Low-Achieving Students Learn More in Rigorous Courses
Gains of low-achieving students* placed in different tracks
29Source: Cooney, Sondra and Gene Bottoms, Southern Regional Education Board, Middle Grades to High School: Mending a Weak Link, 2002, p. 9.
Low-Achieving Students Fail Less Often in Rigorous Courses
Percentage of students earning a “D
” or “F”
9th grade English performance, by 9th grade course and 8th grade reading achievement
30Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies, and Context of Support. 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. U.S. Department of Education.
The Importance of Rigorous Course-Takingin Closing Gaps
Students who take challenging courses and 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.
31Source: Adelman, C. (2006, February). The Toolbox Revisited: Paths to Degree Completion from High School through College. Washington, DC: U.S. Department of Education. (p. xxvi).
Advanced Math Boosts College Completion
32*Completing at least Algebra II plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.
A Strong High School Curriculum* Improves College Completion and Narrows Gaps
A STATE EXAMPLE
Beginning with the class of 2008, all students are automatically enrolled in the college- and career-ready curriculum – the Recommended High School Program.
The RHSP has been available as an optional college-preparatory curriculum for the last decade, but only recently became the default requirement for all students.
Currently, the RHSP includes three years of rigorous math course-taking; in 2011, the RHSP will be expanded to include four years of the four main content areas – English, math, science and social studies.
A State Example: Texas’ Recommended High School Program
34
A State Example: Texas’ Recommended High School Program
35Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report 2008-09, 2008-07. http://ritter.tea.state.tx.us/perfreport/aeis/index.html
Class 2006 Class 2007 Class 2008
Total
80.4% graduated
8.8% dropped out*(8.6% continued on)
78% graduated
11.4% dropped out (8.7% continued on)
79.1% graduated
10.5% dropped out(8.9% continued on)
Black Students
74.5% graduated
13.3% dropped out(10.5 continued on)
70.7% graduated
17.2% dropped out(10.5% continued on)
71.8% graduated
14.4% dropped out(16.1% continued on)
Hispanic students
71.7% graduated
13.1% dropped out(13.2% continued on)
68.5% graduated
16.4% dropped out(13.3% continued on)
70.8% graduated
14.4% dropped out(13.3% continued on)
* Dropped out over four years
More Texas Students Now Complete the Recommended High School Program
36Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report 2008-09, 2008-07. 2001-02. http://ritter.tea.state.tx.us/perfreport/aeis/index.html
12th Grade Graduates Completing all RHSP or Above
ALL STUDENTS HISPANIC BLACK
2000-01 2007-08 2000-01 2007-08 2000-01 2007-08
TEXAS 51.1% 81.4% 49.3% 82.1% 39.6% 74.5%
Texas’ Graduation Rate Has Stayed Constant, While More Graduates Complete the RHSP
37Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report 2008-09, 2008-07. 2006-07, 2005-06, 2004-05, 2003-04, 2002-03. 2001-02. http://ritter.tea.state.tx.us/perfreport/aeis/index.html
THE VALUE OF COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS IN OHIO