Oregon cites the

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Oregon cites the expectations gap

• In todays economy, all students need a
  challenging academic course of study to succeed
  in postsecondary education and to get a good job.
• But in many states, students can graduate from
  high school without having what it takes to
  continue learning or to earn a living wage.

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A high school diploma is not the last educational
stop required
Share of new jobs, 200010

• Jobs that require at least some postsecondary
  education will make up more than two-thirds of
  new jobs.

Source Carnevale, Anthony P. and Donna M.
Desrochers, Standards for What? The Economic
Roots of K16 Reform, Educational Testing
Service, 2003.
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Whether graduates are going to college or work,
they need the same skills

• Research by the American Diploma Project and ACT
  found high degree of convergence.
• The knowledge and skills that high school
  graduates will need to be successful in college
  are the same as those they will need to be
  successful in a job that
• pays enough to support a family above the poverty
  level,
• provides benefits, and
• offers clear pathways for career advancement
  through further education and training.

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Even blue-collar jobs requirehigh-level skills

• Requirements for iron workers
• Recommended high school courses algebra,
  geometry and physics
• Requirements for electricians
• Recommended high school courses algebra,
  geometry, trigonometry and physics
• Requirements for sheet metal workers
• Four or five years of apprenticeship
• Algebra, geometry, trigonometry and technical
  reading
• Requirements for draftsmen
• Recommended high school courses geometry and
  trigonometry.
• Draftsmen may wish to seek additional study in
  mathematics and computer- aided design to keep up
  with technological progress within the industry.

Sources American Diploma Project, 2002 The
Associated General Contractors of America (AGC)
http//www.agc.org/page.ww?sectionAboutAGCname
AboutAGC
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And more education means more earning power
Education Average Annual Earnings Average Lifetime Earnings
High school dropout 22,000 1.1 million
High school diploma 31,000 1.4 million
Associates degree 38,000 1.8 million
Bachelors degree 50,000 2.5 million
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Employers and postsecondary faculty identified
expectations critical for success after high
school

• In English, the benchmarks cover
• Language
• Communication
• Writing
• Research
• Logic
• Informational text
• Media
• Literature

• In math, the benchmarks cover
• Number sense and numerical operations
• Algebra
• Geometry
• Data interpretations, statistics and probability
• Math reasoning skills
• Achieve, Ready or Not, 2004

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To be college and work ready, students need to
complete a rigorous sequence of courses
To cover the content in the ADP benchmarks, high
school graduates need

• In math
• Four courses
• Content equivalent to Algebra I and II, Geometry,
  and a fourth course such as Statistics or
  Precalculus

• In English
• Four courses
• Content equivalent to four years of grade-level
  English or higher (i.e., honors or AP English)

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Oregon and other states joined the ADP Network to
close the expectations gap

• To close this expectations gap, Achieve created
  the American Diploma Project Network.
• The Network includes 22 states that together
  educate more than 22 million (48 percent) of high
  school students.
• Network states have committed to four policy
  actions to better prepare students for college,
  the workplace and citizenship.

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American Diploma Project Network
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American Diploma Project Network agenda

• Align high school standards and assessments with
  the knowledge and skills required for success
  after high school.
• Require all students to take challenging courses
  aligned with standards that actually prepare them
  for life after high school.
• Streamline the assessment system so that the
  tests students take in high school also can serve
  as admissions, placement and hiring for college
  and work.
• Hold high schools accountable for graduating
  students who are ready for college and careers,
  and hold postsecondary institutions accountable
  for students success once enrolled.

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Where do states stand?
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Do state graduation requirements reflect
college- and work-ready content?

• To answer this question, Achieve
• Reviewed minimum high school course requirements
  in all 50 states.
• Compared each states requirements to what
  students need to be successful in college and the
  workplace.

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44 states require students to take certain
courses to graduate from high school
Source Achieve Survey/Research, 2006.
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23 states require Algebra I
Source Achieve Survey/Research, 2006.
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16 states require Geometry
Source Achieve Survey/Research, 2006.
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8 states require Algebra II
Source Achieve Survey/Research, 2006.
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Progress in raising math requirements for ALL
students
2004 2005 2006 Plans or process under way in 12 states
ADP proposes new college and work readiness standards Indiana approves Core 40 Michigan Board approves Merit Core Alabama Arizona Delaware Georgia Idaho Louisiana Maine Maryland Minnesota New Jersey North Carolina Ohio
Texas approves Recommended High School Program South Dakota approves Advanced Program Kentucky Board approves new graduation requirements Alabama Arizona Delaware Georgia Idaho Louisiana Maine Maryland Minnesota New Jersey North Carolina Ohio
Arkansas approves Smart Core Oklahoma approves college-prep curriculum New York modifies Regents Diploma Alabama Arizona Delaware Georgia Idaho Louisiana Maine Maryland Minnesota New Jersey North Carolina Ohio
Source Achieve Survey/Research, 2006.
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How states are doing it . . .
New ADP-Like Graduation Math Requirements Required Years Algebra I Geometry Algebra II
American Diploma Project 4 ? ? ?
Texas Recommended H.S. Program 3 ? ? ?
Arkansas Smart Core 4 ? ? ?
Indiana Core 40 Diploma 3 ? ? ?
South Dakota Advanced H.S. Program 3 ? ? ?
Oklahoma College Prep Curriculum 3 ? ? ?
New York Regents Diploma (pending) 3 ? ? ?
Kentucky H.S. Diploma (pending) 3 ? ? ?
Michigan Merit Core 4 ? ? ?
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Indianas actions yield results

• 65 percent of students completed the Core 40
  curriculum in 200304 before it was even
  required.
• More students are going into postsecondary
  education Indiana went from 40th in the country
  to 10th in the country since the mid-1980s.
• Students taking Core 40 enter and graduate from
  college at significantly higher rates than
  students without this preparation.

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Indianas actions yield results
Percentage of high school graduates going
directly into postsecondary education
40th in the nation
10th in the nation
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• What do students say?

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Knowing what they know today, graduates would
have worked harder
Knowing what you do today about the expectations
of college/the work world, if you were able to do
high school over again, would you have worked
harder and applied yourself more to your
coursework even if it meant less time for other
activities?
College students
Non-students
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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Had high schools demanded more, students would
have worked harder
If your high school had demanded more of
students, set higher academic standards and
raised the expectations of how much coursework
would be necessary to earn a diploma, would you
have worked harder?
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80

• Wouldnt have worked harder

• Would have worked harder

• Strongly feel I would have worked harder

High school graduates who went to college
High school graduates who did not go to college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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Majority of graduates would have taken harder
courses
Knowing what you know today about the
expectations of college/work
Would have taken more challenging courses in at
least one area Math Science English
Would have taken more challenging courses in
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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Challenging courses better prepared
Percentage of college students saying they were
extremely/very well prepared for college, by
number of high school-level math and science
courses they took
Nine or ten Eight Seven Five or six Four or
fewer
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Students want advanced courses, but they often
are not available
Percentage of students
Source National Action Council for Minorities in
Engineering, Progress Toward Power A Follow-Up
Survey of Childrens and Parents Attitudes about
Math and Science, Research Letter, October 2001.
Survey conducted by Harris Interactive, 1999.
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The highest level of math reached in high school
is the strongest predictor of BA attainment
regardless of race, family income or background
Percentage of students attaining a bachelors
degree
Source Adelman, Clifford. The Toolbox Revisited,
U.S. Department of Education, 2006.
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Rigorous course-taking matters for all students,
but it is particularly important for students
from disadvantaged backgrounds

• Taking a challenging high school curriculum,
  including but not limited to Algebra II, cuts in
  half the gap in college completion rates between
  white students and African American and Latino
  students.

Source Adelman, Clifford. Answers in the Tool
Box Academic Intensity, Attendance Patterns, and
Bachelors Degree Attainment, Office of
Educational Research and Improvement, U.S.
Department of Education, June 1999.
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College completion gaps among races/ethnicities
narrow when students take a rigorous curriculum
Rigorous curriculum is defined as the top 40
percent of high school curriculum and the highest
high school mathematics above Algebra II. Note
These numbers reflect outcomes for high school
graduates who enter four-year institutions with
no delay.
Source Adelman, Clifford. The Toolbox Revisited,
U.S. Department of Education, 2006.
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All students benefit from advanced math
ACT mathematics test scores for 2004 high school
graduates by course sequence, gender and
race/ethnicity
Source ACT, Crisis at the Core Preparing All
Students for College and Work, 2004.
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More low-income students also complete college
when they take a rigorous high school curriculum
Rigorous curriculum is defined as the top 40
percent of high school curriculum and the highest
high school mathematics above Algebra II. Note
These numbers reflect outcomes for high school
graduates who enter four-year institutions with
no delay.
Source Adelman, Clifford. The Toolbox Revisited,
U.S. Department of Education, 2006. Adapted from
The Education Trust.
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But low-income students are less likely to attend
high schools that offer high-level math courses
Socioeconomic status quintiles are composites of
family income, parental education, prestige of
parental occupation(s), and the presence of
reading materials and computers in the household.
Source Adelman, Clifford. The Toolbox Revisited,
U.S. Department of Education, 2006.
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Raising standards does not lead to increased
dropouts

• During the last decade, a number of states and
  districts have raised graduation standards
  without seeing a decrease in graduation rates.

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High school graduation rates generally remain
steady or rise as states raise expectations
Sources Greene, Jay P. Leaving Boys Behind
Public High School Graduation Rates, Manhattan
Institute, Civic Report No. 48, April 2006
Greene, Jay P. Public High School Graduation and
College-Readiness Rates 19912002, Manhattan
Institute, Education Working Paper No. 8,
February 2005.
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Raising expectations in San Jose (CA) Unified
School District

• Beginning with entering 9th graders in 1998, San
  Jose began to require all students to complete
  the rigorous A-G curriculum.
• A-G is a sequence of 15 required courses (with
  three more recommended).
• The A-G curriculum is required for entry into the
  California State University and University of
  California systems, yet only four out of 10
  students in all of California completed the
  curriculum in 2003.

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A-G curriculum

• A. History/Social Science 2 years (1 year of
  World History, 1 year of U.S. History or a half
  year of U.S. History and a 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 courses must be Biology, Chemistry
  or Physics)
• E. Foreign Language 2 years (same language), 3
  years recommended
• F. Visual/Performing Arts 1 year
• G. College-Prep Elective 1 year

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As it raised expectations, San Jose provided
safety nets and supports

• Saturday academies
• Summer institutes
• Summer school
• Community colleges
• Community partnerships
• Business investments

• Tutoring
• Mentoring
• After-school programs
• Cognitive Tutor/Nova Net
• Summer Bridges
• Alternative education programs

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Many more San Jose graduates now complete A-G
Source California Department of Education,
DataQuest Web site, http//data1.cde.ca.gov/dataqu
est/.
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And San Joses graduation rates have not declined
Source California Department of Education,
DataQuest Web site, http//data1.cde.ca.gov/dataqu
est/.
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Success in San Jose

• Rather than declining, the grade point averages
  of graduating seniors are on the rise.
• 65 percent of graduates have passed every one of
  the required courses for entrance to the states
  university system with a C or better and are
  eligible to enter directly out of high school.
• Statewide the average is 34 percent.
• 45 percent of Hispanic graduates are university
  eligible right out of high school.
• Statewide the average is 22 percent.
• Enrollment of Hispanic students in Advanced
  Placement courses has more than doubled.

Source San Jose Unified School District, Report
to the Community, fall 2005.
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• When schools challenge students, they rise to
  meet higher expectations.

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Questions, thoughts, recommendations

• Oregons Education Plan and Profile can
  potentially provide critical connection for
  students, identify expectations for next steps,
  and ensure preparation
• Longitudinal Data Systems are critical to this
  effort

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Progress since the 2005 National Education Summit
Source Achieve Survey/Research, 2006.
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Questions, thoughts, recommendations

• What provides the anchor for the various
  graduation elements?
• Possibility Standards (progression P-16 owned by
  K-12, postsecondary, and business)
• New thinking from states
• 13 states formed cross-sector alignment teams
  (AR, CO, GA, ID, LA, MA, MD, MI, MN, NC, NJ, OK,
  PA)
• 11 are creating one set of academic standards
  for college and work
• Anchors general education entry and exit outcomes
• Anchors admission and placement decisions

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Questions, thoughts, recommendations

• What models will you have for classroom
  instruction?
• Possibility Map progression of standards into
  model sequences that extend into postsecondary
• (Achieve traditional, integrated, capstone)
• What ADP network states are doing
• 13 states are in process (AR, GA, ID, LA, MA, MD,
  MI, MN, NC, NJ, OH, OK, PA)

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Questions, thoughts, recommendations

• How will Postsecondary and Business provide
  support in this effort?
• Connect directly to admission, placement, and
  financial aid
• Clarify knowledge and skills for entry level
  quality jobs

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What you are doing in Oregon matters!

• All students need and deserve to be prepared for
  success in both postsecondary education and the
  labor market.
• This is not easy work but this is possible
  and this effort is essential.