1. Russ Keglovits Nevada Department of Education

3.  The following information is intended to start a conversation  The Straw Men here are constructed of:  Nevada System of Higher Education data  Research from other states and national experts  Nevada Revised Statutes

4. Source: https://www.nevada.edu/ir/Page.php?p=hs_conthttps://www.nevada.edu/ir/Page.php?p=hs_cont

5. Source: https://www.nevada.edu/ir/Page.php?p=hs_conthttps://www.nevada.edu/ir/Page.php?p=hs_cont

6.  “Few significant differences between submitters and non- submitters of testing were observed in Cumulative GPAs and graduation rates, despite significant differences in SAT/ACT scores.”  Source : Hiss, W. C., & Franks, V. W. (2014, February 5). National Association for College Admission Counseling (NACAC) - NACAC Research. Retrieved April 11, 2016, from National Association for College Admission Counseling (NACAC: http://www.nacacnet.org/research/res earch-data/nacac- research/Documents/DefiningPromise. pdf

7.  “SAT scores predicted first-year college GPA about as well as high school grades did, and the best prediction was achieved by considering both factors.”  Hambrick, D. Z., & Chabris, C. (2014, April 14). Science. Retrieved April 12, 2016, from Slate: http://www.slate.com/articles/healt h_and_science/science/2014/04/wh at_do_sat_and_iq_tests_measure_g eneral_intelligence_predicts_school_ and.html

9.  A graduate from a Nevada high school is community ready if they are prepared to meaningfully participate in America’s democracy, are numerate and literate, and are equipped with a general fund of knowledge with which to pursue their own happiness and economic success.  As evident by:  Earning standard diploma and  Participation in community service

10.  A graduate from a Nevada high school is college ready if they have successfully completed coursework and/or achieved test scores that are associated with college success and college persistence.  As evidence by:  Earning an advanced diploma  Taking two years of foreign language

11.  A graduate from a Nevada high school is career ready if they have successfully completed coursework and/or engaged in work-based opportunities that prepare them for high-demand, high-skill workforce training or employment.  As evidenced by:  Earn a standard diploma or higher  Career and Technical Education course/program completion  Work-based experience (i.e. internships or apprenticeship)

12.  Incentives for Community, College and Career Readiness can be achieved by  Inclusion in the high school accountability system and/or  Changes to NRS (389.663 & 389.664)

13.  Community Ready  College Ready  Standard  Honors  Career Ready  Standard  Honors

14.  Standard Diploma and  Participation in community service activities

15.  Standard Diploma and  Is Community Ready  Meets State graduation requirements, and  Earn 4 credits of Mathematics including Algebra 1, Geometry, and Algebra 2, and  Earns 3 credits of Science, and  Completes an internship, apprenticeship or work-based experience, or  Is a CTE concentrator  Or, earns a a pre-determined score on the ACT Workkeys  Honors Diploma and  Is Community Ready  Meets State advanced diploma requirements  Completes an internship, apprenticeship or work-based experience, or  Is a CTE completer  Or, earns a pre-determined score on the ACT Workkeys

16.  Standard Diploma and  Is Community Ready  Meets State advanced diploma requirements  Or, earns an ACT of 21 or greater  Honors Diploma and  Is Community Ready  Meets Advanced Diploma Requirements, and  Earns at least 2 Foreign Language Credits, and  Earns credit in Trigonometry or Probability and Statistics or higher, and  Earns credit in Physics or higher  Or, earns and ACT of 25 or greater

17.  Diploma types support multiple pathways  Pathways are more specific and prepare students for a narrow set of next steps  Next steps may include, college, career training, or employment

18.  Additional Consideration for Pathways  Recognizing Skills and Dispositions through Diploma Type  Building Diploma Types into School Accountability  Addressing Equity with School Accountability and Diploma Types

19.  Pathways are determined by:  their purpose and  their outcomes  Example – CTE Career Clusters represent groups of careers within defined industry sectors  CTE programs of study describe courses that prepare students for jobs within career clusters

20.  Diploma types support multiple pathways  Pathways are more specific and prepare students for a narrow set of next step  Next steps may include, college, career training, or employment

21.  Career Diplomas in direct support of high-demand, high-skill industries in Nevada  See New Skills for Youth

22.  Course matriculation and experiences while in high school are the best predictors of students next steps  Standardized tests add marginal value to this prediction  What students do in high school matters  What students do in high school depends on the opportunities presented to them  Valuing diploma types is one way to incent increased access to opportunities

23. Number of Units Required Course Standard Diploma Requirements Advanced Diploma Requirements American Government11 American History11 Arts and humanities, or career and technical education 11 Social Studies01 English, including reading, composition and writing 44 Health education½½ Mathematics34 Physical Education22 Use of computers½½ Science23 Electives7 ½6 Total22 ½24

24.  Measures of Readiness  Community Ready Diploma = 1 pt  College or Career Ready Standard Diploma = 1.2 pts  College or Career Ready Honors Diploma = 1.4 pts Readiness Indicator Diploma TypeNumber EarnedPoints Earned Community Ready75 College/Career Standard100120 College/Career Honors100140 Total335

25.  Leverage the Diploma Type Indicator to  Report diploma types by subgroup or  Assign points for diploma types by subgroup  Create incentives in the school rating model to graduate more kids College & Career-Ready  Consider bonus points for kids who earn more than the standard graduation requirements

26. Subgroup# Community Ready # Standard College/Career Ready # Honors College/Career Ready Points Hispanic1055 23 Asian5107 26.8 Black688 26.8 Native American 532 11.4 Pacific Islander104 6.6 Caucasian151017 50.8 Multi-race3168 33.4 IEP1210 13.2 EL1441 20.2 FRL1974 33 Total 245.2