Partnering for Change

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Partnering for Change

• A conversation with the schools of
• The Partnership for Kentucky Schools

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Seeding Innovation

• The key asset on the balance sheet of most
• New Economy companies
• is
• human capital.

3
Regions that accumulate the most human capital
will prosper in the 21st century economy.
Source Strategic Plan for the Office for the New
Economy 2002
4
Kentuckys ability to sustain and propel a 21st
century Knowledge-based economy is dependent
on the intellectual capital of todays students.
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Current data paint a bleak picture for that
future. . .
6
With regards to the number of adult Kentuckians
with less than a 9th grade education . . .
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• US average 7.4
• KY average 11.7
• 110 KY counties below the national average

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Partnership Schools Data

• Adults with less than a 9th grade education
• US Average 7.4
• Jefferson 5.4
• Jessamine 8.7
• Kenton 6.1
• McCreary 26.6
• Menifee 23.2
• Perry 21.5
• Warren 7.8

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Counties exceeding the national rate (7.4) for
more than a 9th grade education among adults 25
10/120 counties
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With regards to adult Kentuckians who have at
least a high school diploma . . .
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• US average 80.4
• KY average 74.1
• 109 KY counties below the national average

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Partnership Schools Data

• Adults with at least a HS diploma
• U.S. Average 80.4
• Jefferson 81.8
• Jessamine 79.1
• Kenton 82.1
• McCreary 52.6
• Menifee 57.6
• Perry 58.3
• Warren 80.3

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Counties at or above the national average (80.4)
for adults 25 with a high school diploma.
11/120 counties
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With regards to the number of Kentuckians with a
college degree . . .
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• US average 24.4
• KY average 20.8
• 115 KY counties below the national average

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Partnership Schools Data

• Adults with at least at least a BA
• US Average 24.4
• Jefferson 24.8
• Jessamine 21.5
• Kenton 22.9
• McCreary 6.7
• Menifee 8.4
• Perry 8.9
• Warren 24.7

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Counties exceeding the national average (24.4)
of adults ages 25 with 4 or more years of
college. 5/120 counties
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With regards to the likelihood of being employed
in a knowledge-based occupation . . .
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Partnership Schools Data

• Number of Knowledge-based facilities
• 467 Total Knowledge-based facilities
• Jefferson 172
• Jessamine 6
• Kenton 23
• McCreary 0
• Menifee 0
• Perry 2
• Warren 10

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1-5 facilities 6-10 facilities 11-20
facilities 65 Fayette 172 Jefferson
55 of 120 counties have NO Knowledge-based
facility
Knowledge-Based Economy Facilities by county --
467 total facilities as of 9/14/03 Pharmaceutical
and Medicine Manufacturing Computers and
electronic products manufacturing Aerospace
products, parts, research and technology Medical
equipment and supply manufacturing Software
publishers Internet publishing and broadcasting
Telecommunications and ISPs Information
services Architectural engineering and related
industrial design Graphic design Computer
systems design Scientific and technical
consulting Scientific research and development
Computer and office machine repair and
maintenance. Source Kentucky Cabinet for
Economic Development
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In the 21st Century, we cannot continue to allow
geography to be the determinant for educational
opportunities for any student in this state.
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Each student must be provided with the
opportunity for learning at the highest possible
levels.
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Movements are underway to make sure that every
student follows a precollege curriculum.
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• 4 credits in English
• 3 credits in math (algebra I, geomety, algebra
  II)
• 3 credits in basic lab science (biology,
  chemistry, physics)
• 3.5 credits in social studies
• 2 credits in the same foreign language

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Suggestions from State Scholars Initiative
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• 4 years of English
• 3 years of Mathematics
• 3 years of Social Studies
• 3 years of Science
• 2 years of the same Modern Language (dropped at
  the suggestion of a social studies teacher)
• 2 years of Electives

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From Colorados Proposed Rigorous Curriculum for
all students beginning with the class of 2008
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• We must institute a rigorous curriculum for all
  students, whether or not they are going on to
  college
• 4 years of English (including a writing and
  literature emphasis)
• 3 years of Social Studies (Civics, US
  History, World History)
• 3 years of Mathematics (Algebra, Geometry,
  Trig)
• 3 years of Lab Sciences (Physics, Chemistry,
  Astronomy)
• 3 years of the same Modern Language
• Plus

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4 years of Latin or Greek
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From the suggestions of The Committee of Ten
1893
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Toms Everyday Math For Curriculum Design
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0 x 0 0
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If you dont get the subject at all, how can you
learn anything? Maybe by osmosis theyll learn
something. Colorado State Senator Norma
Anderson Reported in The Rocky Mountain News, Feb
18, 2004
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• The Fatal Error
• If No Time No Learning
• Then Time Learning

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If twice as much time is given in a school to
Latin as is given to mathematics,
the attainments of the pupils in Latin
ought to be twice as great as they are in
mathematics. The Committee of Ten Report, 1893
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If two trains leave Detroit, traveling at 87 mph
. . .
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If workers spend twice as much time on the
assembly line, they should produce twice as many
cars, right?
38

• In 1904 it took 1432 m/p/v to produce a car
• In 1908 it took 750 m/p/v to produce a car
• In 1929 it took 450 m/p/v to produce a car
• In 2004 at the Saturn plant in Smyrna, Tn, it
  takes 15 m/p/v to produce a car

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• In 1904 it took 125 hours to earn a credit in
  Algebra I
• In 1908 it took 125 hours to earn a credit in
  Algebra I
• In 1929 it took 125 hours to earn a credit in
  Algebra I
• In 2004, with all the technology, all the brain
  research and all we know about best practices, it
  still takes 125 hours to earn a credit in Algebra
  I

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Increases in experience, technology and resources
often lead to increases in productivity and
efficiency.
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Toms Everyday Math for Curriculum Design
(cont.)
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Sometimes 1 x X 1 or X
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We are responsible to see that each student
receives the education opportunities best matched
for his/her individual needs . . .
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NOT the teachers/schools or districts needs
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As history clearly shows, our economy is best
served by full and vigorous engagement in the
global economy. Consequently, we need to
increase our efforts to ensure that as many of
our citizens as possible have the opportunity to
capture the benefits that flow from that
engagement. . .
46
One critical element in creating those
opportunities is to provide rigorous education
and ongoing training to all members of our
society.
47
Federal Reserve Board Chairman Alan
Greenspan Feb 20, 2004
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The trouble is that most teachers have the idea
that they are in the information dissemination
business.
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Schools as they now exist largely confine
students to sitting in boxes with the choice of
acquiescing to teacher demands or getting out.
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Most states require high school students to take
a certain number of courses in English and
mathematics to graduate, but very few specify the
particular courses students must take. Students
may be required to take three years of
mathematics, but not necessarily the sequence of
Algebra I, Geometry and Algebra II that will
prepare them for college and work. From Ready
or Not -- The American Diploma Project, 2004
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A subject is something you take and when you
have taken it, you have had it, and if you have
had it, you are immune and need not take it
again.
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When will we come to grips with the fact that it
is not about the credits a student takes?
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The key is what a student has learned, and we
must begin to credential learning, not time or
credits.
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A fanatic is someone who redoubles his efforts
when he has forgotten his aim.
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Thoughts marked with an were from Teaching As
A Subversive Activity by Neil Postman and
Charles Weingartner c 1969
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The future of our citizens and the economic
future of your communities and the State rests on
our success in producing life-long learners,
capable of participating in the
New Economy.
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There ARE alternative ways to think about the
future of education in our Commonwealth. . .
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. . .and we must be about the business of
providing them.
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(No Transcript)
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Leveraging innovation for a new secondary school
model   Governors School for the Future of the
Commonwealth