1. 1 New York State Staff and Curriculum Development Network “ Context and Current Thinking Around a NYS High School Initiative” December 2, 2004 Albany, New York Mark J. Barth Office of School Improvement and Regional Services

2. 2 High Schools are the most difficult to change The reading and math ability ranges from elementary school to college level. Established routines mismatched with new demands It is not that people have sat still. The challenges are greater.

3. 3 Keeping Up Progress in Overall Student Achievement Since 1999:  Grade 8 math increased by 18% over last three years and Level 1’s are down significantly to 18.3%.  Grade 8 ELA shows signs of improvement in last two years; Level 1’s down to 7.4%. http://www.emsc.nysed.gov/deputy/Documents/jakpresentations.htm Teaching in the Age of Accountability

4. 4 Keeping Up Progress...  High school achievement in ELA, math and other Regents exams continues to be at a high level – 87% of 1999 cohort scored 55 or higher.  Number of graduates increased -136,754 in 1995-96 - 143,818 in 2002-03.

5. 5 Gap Closing... Despite these gains, significant gaps in high school graduation rates exist:  Of 192,000 students starting grade 8 in 1999, 68% graduated in four years; 18% were still in school, 10% dropped out and 4% transferred to GED.  Study of NYC dropouts -- vast majority dropped out before taking Regents, e.g., 82% never took English, 70% never took Math, 90% never took US History.

6. 6 Demands to accelerate progress are increasing  Business Community – growth in high skill jobs  Higher Education Community – want high school graduation standards to equal college entrance standards.  Regents – want to move high school standard for graduation from 55 to 65.

7. 7 The Economic Imperative for Higher Standards: Education and training through and beyond high school are now necessary conditions for seeking a living wage and good career. Employers want high skilled workers. Earnings depend increasingly on educational attainment. Workers with the least education are likely to encounter further barriers to earning increases once on the job.

8. 8 US Dept of Education Office of Vocational and Adult Education (OVAE) Workforce skill level changes 19501997 Unskilled 60%15% Skilled 20%65% Professional20%20%

9. 9 The Challenge If our kids are not prepared, the unfilled 15% need for high-skilled labor in this country will go to immigrants. By 2020, the 15 million jobs needing higher education that can’t be filled with visas will go overseas. Susan Sclafani, US DoE Office of Vocational and Adult Education

10. 10 Internationally Our competitors are raising educational achievement. Demographics alone challenge our ability to compete. Beginning in 2011, the baby boom will retire in significant numbers, creating a shortage of workers with postsecondary skills. Source: Standards For What? The Economic Roots of K-16 Reform Carnavale & Desrochers www.ets.org/research/publeadpubs.html

11. 11 "Education at a Glance," the yearly report by OECD- Organization for Economic Cooperation and Development Study, September 2004: The huge difference between high- performing and low-performing students in the United States — commonly called "the achievement gap" — has brought down the United States' global standing in quality of education. "Education at a Glance," OECD-Organization for Economic Cooperation and Development Study, September 2004

12. 12 The U.S. 34 % college-dropout rate is above the 30 % average of all 30 OECD countries. It is "nearly six times higher than Japan's." "Education at a Glance," OECD, September 2004

13. 13 The College “Drift out” Problem Not returning the second year: 26% at 4-year colleges; 45% at 2-year colleges "Remedial students are much less likely to graduate, particularly if they need help in reading.” "Graduation Rates in Four Year Colleges and Universities“ Education Trust May 2004

14. 14 The older the population, the better the U.S. fares -- it remains first in high school completion among older adults and fifth among adults age 35 to 44. "Education at a Glance," OECD, September 2004

15. 15 However, other countries with traditionally lower college rates are closing the gap. "Education at a Glance," OECD, September 2004 http://www.oecd.org/home

16. 16 Develop Strategies to Redesign High Schools  9 th graders’ readiness for high school and 12 th graders’ readiness for college and work are driving high school reform.  There is a growing national understanding that effective high school programs must be characterized by:

17. 17 Develop Strategies... –Rigor – high quality curriculum and instruction for all students to meet high standards; –Relevance – programs that are motivating for students and responsive to real world needs; and –Relationships – a school environment where students develop confidence and belonging through healthy relationships with faculty, staff and other pupils.

18. 18 BREAKING RANKS II: STRATEGIES FOR LEADING HIGH SCHOOL REFORM Opening Questions: In the opening chapter of Breaking Ranks II school leaders are confronted with questions about their schools. Some of these questions are:

19. 19 How many of the students who enter your school in ninth grade graduate in four years?What percentage of your graduates take remedial courses in college?

20. 20 What percentage of those finish college?How many low-income and/or minority students are enrolled in advanced courses?

21. 21 How many teachers from different disciplines work together on a regular basis?What percentage of the classes per week at your school is primarily lecture-driven?

22. 22 Are the aspirations, strengths, and weaknesses of each student known by at least one faculty or other staff member? Can staff use that information to help the student become successful in all classes and activities?

23. 23 Does your leadership team successfully interact with “hard-to- reach” parents? http://www.nassp.org/breakingranks/breakingranks2.cfm

24. 24 SED will collaborate with SAANYS Breaking Ranks II: Strategies for Leading High School Reform. Statewide Conferences in 2005

25. 25 US DoE’s Goals for Preparing America’s Future: Equip education leaders with current knowledge about high schools; Develop the expertise to provide coordinated support Facilitate a dialogue to raise awareness about the need for significant reform in American high schools.

26. 26 To “Prepare the New York’s Future” SED will submit a Discussion Item to the Regents in September 2005 based on national and state conversations about a High Schools