Presentation on theme: "1 Colorado’s Preschool to Postsecondary Alignment Act, SB08- 212 (CAP4K) Overview and Update Colorado Dept. of Higher Education HEAR Annual Conference."— Presentation transcript:
1 Colorado’s Preschool to Postsecondary Alignment Act, SB08- 212 (CAP4K) Overview and Update Colorado Dept. of Higher Education HEAR Annual Conference July 27, 2010 Breckenridge, CO Commissioner Dwight Jones, Colorado Dept of Education Executive Director D. Rico Munn, Dept of Higher Education
3 Legislative Drivers High school graduation rates are declining and achievement gaps are rising. College remediation rates are too high. Too many who enroll in college don’t stay to completion. Our highly educated population grows through in- migration, while degree attainment by Coloradans lags. Colorado has largest ethnic gap in college attainment in the U.S. Employees enter workforce unprepared.
4 Higher Ed Values/Priorities Reduced remediation PWR summative assessment/college admissions Mastery of 21 st C. competencies Equity and opportunity for all
5 SB08-212 – Key Points Postsecondary and Workforce Readiness School Readiness Descriptions of “School Readiness” and “Postsecondary and Workforce Readiness” Revised Academic Standards (Fewer, Clearer, Higher) Assessments and Endorsed Diplomas (High School Pilot) Higher Ed Admission Standards
6 High School Graduation Rates For the first time in history, students are less likely to graduate high school than their parents. Colorado is 46 th in the U.S. in the rate of high school completion. A large disparity exists in Colorado high school graduation rates between White (82%) and Asian (84%) students and their Black (66%), Native American (59%) and Hispanic (57%) peers. Source: Corporation for Enterprise Development, 2007 Source: Colorado Department of Education, 2007
In Colorado Public Institutions : 56% Two-year Public Institutions 20%Four-year Institutions 30% Overall Rate 7 College Remediation Rates Source: Surds Remedial Course File, End of Term Completion, 2006-2007
8 College Retention & Graduation At Colorado Public Institutions: Enrollment: 63% High school graduates enrolling in college Retention (one year after entry): 55% Two-year Institutions 72% Four-year Institutions Graduation: 21% Two-year Institutions (2003 Cohort) 56% Four-year Institutions (2000 Cohort)
9 College Attainment Colorado is 4 th in the U.S. in the percentage of college educated citizens. Colorado is 44 th in the U.S. in 2-yr college attainment (i.e., an AA degree). College education gap between White and Hispanic students (the next largest ethnic group) is larger in Colorado (36%) than any other state and is twice the national average. Source: The National Center for Higher Education Management Systems, 2007
10 Unprepared Workforce Students lack traditional “soft skills” – leadership, collaboration, and hospitality – and need retraining. Business owners expect employees to know how to learn. Business owners expect employees to have writing, speaking, and leadership skills.
PWR Adoption Statewide regional town hall meetings (Phase I) – 15 meetings; 700+ participants June 30, 2009 joint adoption by SBE / CCHE Description link & highlights ◦ Content knowledge ◦ Learning/Behavior Skills (21 st C. skills) ◦ http://highered.colorado.gov/Academics/CAP4 K/PWR_Description_Adopted_20090630.pdf http://highered.colorado.gov/Academics/CAP4 K/PWR_Description_Adopted_20090630.pdf 12
F ROM SB08-212: A SSESSMENT – S TEPS Adopt School Readiness Description – Dec. 2008 [22-7-1004(1)] Provide Individualized Readiness Plans – Fall Semester of 2012 [22-7-1014(1)(a)] Individualized Career and Academic Plans – Feb. 2010 [22-2-136] Adopt New Academic Standards – Dec. 2009 [22-7-1005(1)] 13
F ROM SB08-212: A SSESSMENT S TEPS, CONT ’ D Adopt Postsecondary & Workforce Readiness (PWR) description – June 2009 [22-7-1008(1)(a)] Adopt PWR planning, preparation, & readiness assessments – Dec. 2010 [22-7-1008(2)(a)] Adopt scoring criteria [22-7-1008(2)(b)] Administration of redesigned assessment system – Dec. 2012 (on or before) [22-7-1016(1)] Higher Education Admission Requirements – if necessary, Dec. 2014 [23-1-113(8)(a)] 14
Redesigned Assessment System Statewide regional town hall meetings (Phase II) – 13 meetings; 370+ participants Statewide regional town hall meetings (Phase III) – Sept-Oct 2010 Joint SBE/CCHE meetings: Oct 7 th and Dec 2 nd Dec. 2010 – specifications to be jointly adopted by SBE/CCHE To include these elements: ◦ School Readiness ◦ New Academic Standards ◦ PWR 15
Redesigned Assessment System, cont’d Scoring criteria adopted as assessment system specifications evolve Administration of redesigned assessment system – Dec. 2012 (or before) 11 th grade assessment (nationally recognized) Guaranteed admission to moderately- selective IHEs Higher Education Admission Requirements (HEAR) – 2014 16
Current 212 Activities CDE : ◦ Assessment Stakeholder Group http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentStakeholdersCommit tee.pdf http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentStakeholdersCommit tee.pdf PWR Subcommittee (With postsecondary representation from moderately-selective IHEs) http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentSubcommitteeMe mbers.pdf http://www.cde.state.co.us/cdedocs/ASMTRev/AssessmentSubcommitteeMe mbers.pdf ◦ National research DHE : ◦ Additional stakeholder meetings (Academic Council, GE25, Student Affairs Council, CCODE, Admissions) ◦ Phase 2 assessment data analysis ◦ National research 17
Future Considerations Race to the Top (finalists in July; winners in Sept) Colorado is participant in two national, assessment consortia: ◦ SMARTER Balanced Assessment Consortium (SBAC) ◦ Partnership for Assessment of Readiness for College and Career (PARCC) 18
20 Higher Ed Values/Priorities Reduced remediation PWR summative assessment/college admissions Mastery of 21 st C. competencies Equity and opportunity for all Teacher/principal performance-based standards Pipeline/Access (CTE, concurrent enrollment)
U.S. Department of Education grant designed to aid state education agencies in developing and implementing longitudinal data systems – P-20 systems Intended to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records Help States, districts, schools, and teachers make data- driven decisions to improve student learning, as well as facilitate research to increase student achievement and close achievement gaps Statewide Longitudinal Data Systems (SLDS) Grant Program MORE DETAILS at: http://nces.ed.gov/programs/slds/
CAPTURE: Data Gathering and Collections Ensure that P-20 student-focused data is effectively and efficiently collected across multiple sources LINK: Cross Agency Interoperability Ensure that data are effectively shared and exchanged across multiple state agencies and LEAs PROVIDE: Performance Platform Ensure that stakeholder users are provided with understandable, timely and reliable information PERFORM: Knowledge Management Ensure that stakeholders effectively use information to guide development, policy, programs, and practice (To be developed with Race to the Top Funds) Enterprise Data Management Strategy Ensure that stakeholders are provided with data of the highest quality, reliability, and integrity in a timely manner to promote trust in the system and use of the system Leading and Managing Change Ensure appropriate focus on preparing for, managing and reinforcing change at the enterprise and individual level Statewide Longitudinal Data Systems (SLDS) Grant Program
Statewide Longitudinal Data Systems (SLDS) Grant Program Proposed Timeline
Statewide Longitudinal Data Systems (SLDS) Grant Program Issues/Challenges Legal Issues Technical Issues Trust/Cultural Issues Political Issues
Statewide Longitudinal Data Systems (SLDS) Grant Program Who Is Responsible CDE Rich Winning, Dan Domagala, CIO Local School Districts CDHE Cheryl Lovell, Chief Academic Officer Jason Presley, Director Research Office of Information Technology Government Data Advisory Board Micheline Casey, Chair Other Education-Related Agencies: human services, labor, corrections Stakeholders: parents/guardians, students, educators, legislators, policymakers and researchers
Statewide Longitudinal Data Systems (SLDS) Grant Program Goals CAPTURE: P-20 student-focused data are effectively and efficiently collected across multiple data sources including student information, programmatic classifications and educator quality. LINK: Data is effectively shared and exchanged across multiple agencies (human services, K-12, higher education, labor, corrections) and levels (district, state, federal) to promote accountability, inform policy and ensure a holistic view of student success. PROVIDE: Stakeholders (parents/guardians, students, educators, policymakers and researchers) have access via interactive portals to understandable, timely and reliable information, online content and collaboration tools to inform and improve student performance.
Intent and Goals Broaden access to college credit in high school Improve coordination between HS and IHE Ensure financial transparency and accountability Formalize the “5th year” ASCENT program Create a Concurrent Enrollment Advisory Board Increase high school graduation rates Increase college going rates
Student Eligibility Concurrent (9 th -12 th graders) ◦ Approval 60 days before end of prior term ◦ Creation of an academic plan ◦ Must meet prerequisite for course ASCENT (5 th year) ◦ Scheduled to complete 12 credit hours prior to completion of 12 th grade ◦ Not in need of basic skills ◦ Selected by HS/SD administration to participate ◦ Accepted into a degree/certificate program
Deadlines ASCENT Requirements ◦ September enrollment estimate to CDE ◦ Legislative session CDE recommends funding amount ◦ Allocation included in budget as line item ◦ Mid to late May allocations to SD December report from State Board and CCHE July 1, 2012 all programs must abide by rules
Issues and Challenges Negotiations of the cooperative agreement Funding ◦ ASCENT Program (timing and amount) ◦ Limited Resources at School Districts ◦ Tuition rate cap for four year institutions ◦ Cost of fees and books Move from reimbursement to prepay system Collection of appropriate data Student qualifications for ASCENT program Communication and Misinformation
Contacts for Questions and Information Colorado Department of Education Charles E. Dukes (P)303.866.6142 (C)303.815.9478 email@example.com Vanessa Roman (P) 303.866.6678 (C) 719.320.5101 firstname.lastname@example.org Colorado Department of Higher Education Matthew McKeever (P)303-866-2723 (F)303-866-4266 email@example.com
Transfer/Articulation in Colorado: A Progress Report and Update HEAR Annual Conference July 27, 2010 Breckenridge, CO
Setting the Context: Colorado’s Post-secondary Education Sector 27 different, public, post-secondary institutions (includes three systems; 2 community college districts); 3 systems: CU (Boulder, Denver, C. Spgs); CSU (Fort Collins, Pueblo), CCCS (13 different, geographically and regionally diverse institutions); 12 different boards of governance; Distinct, statutorily defined mission and roles; Some serve entire state; others serve select regions within the state.
Glossary of Terms gtPathways – Colorado’s statewide guaranteed, transfer articulation program for general education. Re-calibrate – periodic reviewing and, if needed, revising of the Statewide Transfer Articulation Agreements.
Glossary of Terms Statewide Articulation – programs, services, agreements or policies designed to facilitate a more streamlined approach to transfer between and among public, post-secondary institutions in Colorado. In Colorado, statewide articulation refers to: the gtPathways program, the Statewide Articulation Agreements, 60+60 agreements, (statewide and/or between two institutions), or transfer/articulation agreements that exceed the 120 hour credit limit.
Transfer/Articulation in Colorado: Current “Guarantees” gtPathways; Statewide Articulation Agreements: Business, Early Childhood Education, Elementary Education, and Engineering; Statewide Articulation Agreements currently in the pipeline: Biology, Criminal Justice, Economics, History, Math, Psychology, Spanish; Completion of AA or AS degrees (extending minimal numbers of 60+60 agreements, [initially referred to as 2+2s])
gtPathways: Colorado’s guaranteed transfer Program for General Education A student in Colorado may elect to take all 31 credits of the gtPathways curriculum; or, take gtPathways curriculum course by course. Given the unique structure and governance of post-secondary education in Colorado, the gtPathways curriculum provides a student with several options for completing general education courses prior to transferring (if they choose to transfer).
Colorado’s Statewide Transfer Articulation Agreements Students must follow the prescriptive agreements without deviation; Students must meet the requisite grades of the agreements; Agreements DO NOT guarantee admission to a program of study; A student cannot change their major and expect to complete a degree in 120; Students need not complete an AA/AS degree
History of Transfer and Articulation in the state of Colorado: 2001- present HB 01-1263, AKA, The King Bill amended by 23-1-125 – A Common Core Numbering System and the Student’s Bill of Rights HB 01-1298, AKA, The Berry Bill amended – repealed by 23-1-108.5 – CCHE to oversee statewide articulation matrix; established GE 25 Council [sub-section 3(a)].
History of Transfer and Articulation in the state of Colorado: 2001- present HB 10-1208 – Higher Ed Statewide Transfer Articulation Agreements; SB 10-088 – Two-Year College Degree Designation; SB 10-108 – Concerning Higher Ed Core Courses: Allows non-public IHEs to choose to participate in gtPathways, (the state guaranteed transfer program for general education).
gtPathways (King/Berry Bills) Timeline 2001 -- legislation passed initiating structure and timeline of gtPathways Program/Curriculum; 2001-2003 -- initial infrastructure of gtPathways is “constructed”; 2003, January -- initial review of nominated courses takes place;
gtPathways (King/Berry Bills) Timeline: cont’d. 2004 -- institutions enter into discussions concerning Performance Contracts; 2005 -- Performance Contracts signed and finalized; 2005-2009 -- Colorado institutions nominate their GE courses for consideration/possible placement into gtPathways curriculum. 2010-beyond, IHEs/DHE revise gtPathways as needed. Note: PCs have been extended for 18 mos to June, 2011; gtPathways will continue beyond the 18 mos.
Transfer/Articulation in Colorado: Current Organization Annual Statewide Faculty-to-Faculty Conference (2009 and 2010 marked the conference’s 23 rd and 24th years/conferences); gtPathways Reviews (held 1-2 times per semester, dependent on the number of course nominations received); Statewide gtPathways Workshops (held 1-2 times per semester in select locations around the state). GE 25 Council
gtPathways: Numbers to Date Total number of courses currently in gtPathways = 1200 CO1 = 14 CO2 = 23 CO3 = 14 MATH = 105 AHUM = 330 Social & Behavioral Sciences = 404 Natural & Physical Sciences = 310 NOTE: Numbers are inclusive of courses nominated, reviewed and approved through June 2010.
Statewide Transfer Articulation Agreements Business (originally established in December, 2003; recently re-calibrated by Business faculty at the 2009 Annual Faculty- to-Faculty Conference); Engineering (re-calibrated during fall semester, 2008; revised December, 2008, posted at the DHE website, February, 2009) All of Colorado’s public, post-secondary institutions are signatories on both agreements.
Statewide Transfer Articulation Agreements Early Childhood Teacher Education Articulation Agreement (originally established in October, 2004; currently in the process of being recalibrated); Statewide Elementary Teacher Education Articulation Agreement (originally established in July, 2006; currently in the process of being recalibrated). All of Colorado’s public, post-secondary institutions are signatories on both agreements.
Transfer/Articulation in Colorado: Currently in Progress Re-calibration of 2/4 current statewide transfer articulation agreements; Early discussions concerning a possible statewide nursing articulation agreement (DHE and stakeholder groups are awaiting the work of the CCNE [Colorado Council of Nursing Educators]; CCNE is currently reviewing Colorado’s Statewide Articulation Model);
Transfer/Articulation in Colorado: Currently in Progress Currently engaged in establishing statewide 60+60 agreements in the following disciplines: Spanish, Biology, History, Math, Criminal Justice, Psychology, and Economics. Recently completed a Statewide Matrix that provides students, parents, and other stakeholders with information regarding major offerings at all public, post-secondary institutions around the state. Matrix was completed and posted at the DHE website in December, 2009. Recently completed and posted transfer guides for each public, postsecondary institution in the state.
Transfer/Articulation in Colorado: Other Noteworthy Progress Colorado public, post-secondary institutions have created and participate in over 1000 inter- institutional agreements (MOUs); The agreements cover over 400 different degree programs; As an example, Pueblo Community College and CSU-Pueblo recently implemented degree completion programs for an additional 49 programs.
END OF SHOW Contact: Vicki A. Leal Academic Policy Officer/Governor’s Advocate Dept. of Higher Education Colorado Commission on Higher Education 1560 Broadway, Suite 1600 Denver, CO 80202 303-866-2723 firstname.lastname@example.org
In the Works: ◦ ◦ Adoption of PWR description 2009 Content Knowledge Learning/Behavior Skills (21 st Century Skills) http://highered.colorado.gov/academics/CAP4K/PWR Description Adopted 20090630.pdf http://highered.colorado.gov/academics/CAP4K/PWR Description Adopted 20090630.pdf ◦ ◦ Adopt PWR planning, preparation, & readiness assessments – specifications by December 2010 ◦ ◦ State public forum (Round III) late Sept/early Oct ◦ ◦ Administration of redesigned assessment system by December 2012 ◦ ◦ Higher Education Admission Requirements – revise, if necessary by December 2014 ◦ ◦ Joint CCHE/SBE Meeting on October 7 th and December 2nd
Future Considerations about P-20 ◦ ◦ Maintain engaging relationships and partnerships with CDE (and SBE/CCHE) ◦ ◦ Work to reduce remediation ◦ ◦ What value and relevancy does PWR have to college admission? ◦ ◦ What revisions need to take place with the preparation of educators – including teachers and principals? ◦ ◦ What is happening with pipeline/accessibility? – role of CE, e.g.
Thoughts about “Improving College Readiness Through Coherent State Policy” ◦ ◦ College eligibility and college readiness (i.e., gaining access to college PREPARED for college success is paramount) ◦ ◦ Lack of college readiness is major culprit in low graduation/completion rates ◦ ◦ College Readiness Gap – is the “disparity between the skills and knowledge that students gain in high school v. the skills and knowledge that colleges and universities expect” NCPP &HE, June 2010
Cause of the Readiness Gap ◦ ◦ High school diploma success is predicated on proficiency levels at the 9 th – 10 th grade levels as measured by many high stakes exit exams ◦ ◦ Having a college-prep curriculum is not necessarily sufficient to ensure college readiness (e.g., critical thinking skills associated with reading, writing, and math are necessary for college-level learning)
Why a college-prep curriculum often leaves many students unprepared ◦ ◦ P-12 and postsecondary expectations are disconnected ◦ ◦ Seat time does not guarantee skills and knowledge (i.e., 12 th grade English typically detailed stresses literature while college English addresses expository reading and writing) ◦ ◦ Traditional readiness assessments do not measure college readiness ◦ ◦ K-12 schools and teachers are typically not accountable for teaching to college readiness standards ◦ ◦ Colleges are typically not accountable for degree completion (funding on enrollment models – not completion models)
Options/Considerations ◦ ◦ State could set college readiness standards that are higher than the minimum requirements for a high school diploma ◦ ◦ Standards are often too general and lack specificity with respect to content and performance level expectations ◦ ◦ Need to talk about classroom instruction if substantial is desired ◦ ◦ Need collaboration and constant work of both K- 12 and postsecondary statewide systems
Postsecondary and Workforce Readiness (PWR) Description ◦ ◦ Adopted June 30, 2009 by the State Board of Education and the Colorado Commission on Higher Education ◦ ◦ Describes the knowledge, skills, and behaviors essential for high school graduates to be prepared to enter college and the workforce and to compete in the global economy
Postsecondary and Workforce Readiness (PWR) Description (cont’d) To be designated as postsecondary and workforce ready, secondary students shall demonstrate that the following content knowledge and learning and behavior skills have been achieved without the need for remedial instruction or training. This demonstration includes the completion of increasingly challenging, engaging, and coherent academic work and experiences, and the achievement of proficiency shown by a body of evidence including postsecondary and workforce readiness assessments and other relevant materials that document a student’s postsecondary and workforce readiness
Content Knowledge ◦ ◦ Literacy ◦ ◦ Mathematical Sciences ◦ ◦ Science ◦ ◦ Social Studies and Social Sciences ◦ ◦ Arts and Humanities
Learning and Behavioral Skills ◦ ◦ Critical Thinking and Problem Solving ◦ ◦ Find and Use Information/Information Technology ◦ ◦ Creativity and Innovation ◦ ◦ Global and Cultural Awareness ◦ ◦ Civic Responsibility ◦ ◦ Work Ethic ◦ ◦ Personal Responsibility ◦ ◦ Communication ◦ ◦ Collaboration