Presentation on theme: "1 American Diploma Project Making College & Career Readiness the Mission of High Schools."— Presentation transcript:
1 American Diploma Project Making College & Career Readiness the Mission of High Schools
2 About Achieve n Is independent, nonprofit, & bipartisan n Was founded by governors and business leaders at 1996 National Education Summit n Helps states raise academic standards to prepare students for college, careers and citizenship n Provides independent quality reviews of state standards and assessments n Sustains political support for standards-based education reform n Organized National Education Summits in 1999, 2001, 2005
3 Too Many Students Graduate from High School Unprepared for College & Careers n 30% of first year students in postsecondary education are required to take remedial courses n 40% - 45% of recent high school graduates report significant gaps in their skills, both in college and the workplace n Faculty estimate 42% of first year students in credit- bearing courses are academically unprepared n Employers estimate 45% of recent high school graduates lack skills to advance n ACT estimates only half of college-bound students are ready for college-level reading
4 American Diploma Project Research Phase: 2002 - 2005 n Partnership of Achieve, Education Trust, Fordham Foundation and National Alliance of Business n Initial ADP research study conducted in Indiana, Kentucky, Massachusetts, Nevada and Texas. n Involved wide variety of K-12, higher education and business representatives. n Examined the work high school graduates do in the college classroom and on the job, and the preparation they needed to do the work. n Identified “must-have” knowledge and skills graduates will need to be successful in college and the workplace.
5 Convergence of College & Career Readiness n ADP research found a common core of knowledge & skills in math and English that are necessary for success in postsecondary education and in “good jobs.” n ACT Study Ready for College Ready for Work: Same or Different?: l Whether planning to enter college or workforce training programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics.
6 ADP Research Documents An Expectations Gap n We haven’t expected all students to graduate from high school college- and work-ready l State standards reflect consensus about what is desirable, not what is essential l Only 2 states required algebra II for graduation in 2005 l Most state graduation tests measure 8 th and 9 th grade knowledge and skills l High school accountability rarely focuses on graduation rates or on college- and work-readiness
7 ADP Network Policy Agenda n Align high school standards and assessments with the knowledge and skills required for success in postsecondary education and work. n Require all students to take a college- and work-ready curriculum aligned with standards to graduate from high school. n Administer a college- and work-ready assessment, aligned to state standards, to high school students so they get clear and timely information and are able to address critical skill deficiencies while still in high school. n Hold high schools accountable for graduating students who are college ready, and hold postsecondary institutions accountable for their success once enrolled.
8 ADP Network launched at 2005 Summit: 13 states committed to improving student preparation
9 ADP Network today: 34 states now committed to improving student preparation
10 A Growing Number of States Have Policies that Help Prepare Graduates for College & Careers
11 Twenty-Two States Have Now Aligned High School Standards
12 Twenty States & DC Now Require a College & Career-Ready Diploma
13 Nine States Have Now Built College & Career-Ready Measures into Statewide Assessment Systems
14 Few States Hold High Schools Accountable for College & Career Readiness
15 State Leadership for Common Standards & Assessments n A byproduct of the work of ADP states has been: l A common core of mathematics and ELA standards across a growing number of states, on a voluntary basis l A common Algebra II exam developed by a partnership of states, on a voluntary basis
16 A State-Led Approach to Common Core of Standards
17 ADP Algebra II End-of-Course Exam n Fifteen states have developed a common end-of-course exam in Algebra II. n Purposes: To measure “college-ready” content – “Proficient” should mean “Prepared” u Enable students to fill in skill gaps while still in high school u Exempt students who do well from remedial courses l To ensure consistent content and rigor in Algebra II courses within and among states l To enable comparisons in performance among the states l To reduce test development costs by working together
18 15 States are Participating in a Common Algebra II EOC test
19 Different Approaches States are Taking to College/Career-Ready Assessments End of Grade Tests: California’s Early Assessment Program—students scoring “college ready” on 11 th grade state test guaranteed placement in credit bearing courses at CSU End of Course Tests: City University of New York and State University of New York use higher-than-passing cut scores on selected end-of-course State Regents Exams for admissions/placement Admissions Tests: Some states use ACT or SAT as part of high school assessment system
20 These tests create a bridge between two otherwise disconnected systems. They send a message of aligned expectations. They open doors for students, rather than closing them.
21 College- and career-ready anchor assessment: Option 1 Benefits n Tests all students at the same time n May be possible to adapt state’s current high school test n Probably not a substantial increase in testing time or costs Challenges n Needs to be given at least in 11th grade (10th grade is too early) n May test students on material that was taught much earlier in their academic careers n Lacks content depth End-of-Grade Tests
22 College- and career-ready anchor assessment: Option 2 Benefits n Widely known n Offers national comparability n Opens up college access to all students n May (but not always) cost less than state-developed tests Challenges n Unclear alignment to state standards n Does not always include the full range of advanced concepts and skills n May increase testing time n May not give enough feedback to students and schools Modified College Admissions Tests
23 College- and career-ready anchor assessment: Option 3 Benefits n Most closely aligned with state standards n Assesses material students learned recently n Can inform decisions about subsequent classes for the student n Allows for wider range of stakes and incentives Challenges n May increase overall testing time n Format does not lend itself to assess English classes n Does not automatically have credibility with higher education n Requires financial investment to create new tests End-of-Course Tests
24 More States Are Switching to End-of-Course Tests States Currently Administering End-of-Course Assessments End-of-Course Tests in College- and Career Ready Courses End-of-Course Tests in Introductory Courses Only AK, CA, HI, IN, NY OK, UT, VAGA, LA, MD, MS, MA, NC, SC, TN States Planning End-of-Course Assessments End-of-Course Tests in College- and Career Ready Courses End-of-Course Tests in Introductory Courses Only AZ, CT, KY, MD*, MA*, MI, NJ, NM, OH, PA, RI, TX DE, FL, MO, WV, WA * In addition to their current end-of-course assessments, MD and MA are planning college- and career-ready end-of-course assessments in Algebra 2.
25 Broadening Accountability Indicators to Value and Incentivize College and Career Readiness Along the way toward college and career readiness Exceeding college- and career readiness Course completion and success -Timely credit accumulation -Credit recovery -Successful completion of college- and career- ready course of study -Participation in AP, IB and dual enrollment Achievement-Performance on aligned assessments early in high school -Grades* -Meeting standards on anchor assessment -Postsecondary remediation rates -College-level performance on AP and/or IB exams Attainment-Graduation-Earning a college- and career-ready diploma -Earning credits in dual enrollment courses -Application to and enrollment in postsecondary
26 Few states hold high schools accountable for college- & career- readiness of their students n An accountability system that measures college- & career-readiness should take into account key indicators including l an accurate graduation rate; l whether students have completed a college- & career- ready curriculum; l whether students have reached a statewide college- & career-ready cut score on a high school assessment; l whether students have been placed into credit-bearing, non-remedial courses in reading, writing and mathematics. 10 7 0 2
28 College and Career-Ready Policy Institute Partner Team Leads for Minnesota Susan Bodary Achieve firstname.lastname@example.org 937.657.3453 Elliot Regenstein Education Counsel email@example.com 312.212.4380
29 American Diploma Project Making College & Career Readiness the Mission of High Schools
30 Existing state exit tests tend to measure lower-level content Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
31 Goal: an Algebra II end-of-course exam that emphasizes higher level content