1. Creating a High School Diploma That Counts

2. 2 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project n How well prepared are our students for the world after high school? n What does it mean to be prepared for college and work? n Do we expect all of our students to be prepared? n Closing the expectations gap — what will it take?

3. 3 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project How well prepared are our students?

4. 4 AMERICAN DIPLOMA PROJECT NETWORK A high school diploma is not the last educational stop required n Jobs that require at least some postseconda ry education will make up more than two- thirds of new jobs. Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

5. 5 AMERICAN DIPLOMA PROJECT NETWORK How does earning power differ between H.S. & college graduates? Educational Attainment & Median Earnings

6. 6 AMERICAN DIPLOMA PROJECT NETWORK Too many U.S. students drop out of the education pipeline Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.

7. 7 AMERICAN DIPLOMA PROJECT NETWORK How does Michigan stack up? Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.

8. 8 AMERICAN DIPLOMA PROJECT NETWORK Only about half of African American and Latino students graduate from high school in four years Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm. On-time high school graduation, 2002

9. 9 AMERICAN DIPLOMA PROJECT NETWORK How does Michigan stack up? Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm. On-time high school graduation, 2002

10. 10 AMERICAN DIPLOMA PROJECT NETWORK U.S. high school graduation rates have dropped over past 20 years Source: Mortenson, T., “Chance for College by Age 19 by State in 2000,” Postsecondary Education Opportunity: The Environmental Scanning Research Letter of Opportunity for Postsecondary Education, No. 123, The Mortenson Research Center on Public Policy, September 2002. Public high school graduation rates, 1981–2000

11. 11 AMERICAN DIPLOMA PROJECT NETWORK High school graduation rate: United States trails most countries Source: Organisation for Economic Co-operation and Development, Education at a Glance 2004, 2004.

12. 12 AMERICAN DIPLOMA PROJECT NETWORK Very few high school graduates are “college ready” Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.

13. 13 AMERICAN DIPLOMA PROJECT NETWORK How does Michigan stack up? Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.

14. 14 AMERICAN DIPLOMA PROJECT NETWORK College bound does not necessarily mean college ready n Nearly three in 10 first-year students are placed immediately into a remedial college course. Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

15. 15 AMERICAN DIPLOMA PROJECT NETWORK Source: National Center for Education Statistics, The Condition of Education, 2004. Most U.S. college students who take remedial courses fail to earn degrees nMany college students who need remediation, especially in reading and math, do not earn either an associate’s or a bachelor’s degree. Percentage not earning degree by type of remedial coursework

16. 16 AMERICAN DIPLOMA PROJECT NETWORK College graduation rate: U.S. lags behind most developed countries

17. 17 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project What does it take to be prepared for postsecondary education and work?

18. 18 AMERICAN DIPLOMA PROJECT NETWORK The American Diploma Project n Partners: Education Trust, Thomas B. Fordham Foundation, National Alliance of Business n 2 years of research on essential math & English skills n 2004 report: Benchmarks to be successful in college or work n Follow up reports: Exit exams (2004), course requirements (2004), poll (2005)

19. 19 AMERICAN DIPLOMA PROJECT NETWORK Expectations are the same for both college & “good jobs” n ADP found high degree of convergence n The knowledge & skills that high school graduates will need in order to be successful in college are the same as those they will need in order to be successful in a job that l pays enough to support a family well above the poverty level, l provides benefits, & l offers clear pathways for career advancement through further education & training.

20. 20 AMERICAN DIPLOMA PROJECT NETWORK Even blue-collar jobs require high-level skills n Requirements for tool and die makers l Four or five years of apprenticeship and/or postsecondary training l Algebra, geometry, trigonometry and statistics n Requirements for sheet metal workers l Four or five years of apprenticeship l Algebra, geometry, trigonometry and technical reading Source: American Diploma Project, 2002.

21. 21 AMERICAN DIPLOMA PROJECT NETWORK ADP expectations ensure high school graduates are prepared to succeed n In English, the benchmarks cover: l Language l Communication l Writing l Research l Logic l Informational text l Media l Literature n In math, the benchmarks cover: l Number sense and numerical operations l Algebra l Geometry l Data interpretations, statistics and probability l Math reasoning skills

22. 22 AMERICAN DIPLOMA PROJECT NETWORK Whether graduates are going to college or work, they need the same skills College Algebra Required Skills: Add, subtract, multiply, divide and simplify rational expressions Understand functional notation Solve systems of two linear equations in two variables Solve quadratic equations in one variable Graph a linear equation and quadratic function Determine the perimeter and the circumference of geometric shapes Represent geometric objects and figures algebraically Machine Operator Eastman Chemical Company Required Skills: Add, subtract, multiply, divide and simplify rational expressions Calculate and apply ratios, proportions and percentages to solve problems Recognize and solve problems using a linear equation and one variable Apply units correctly in expressions involving measurements Determine the perimeter and the circumference of geometric shapes

23. 23 AMERICAN DIPLOMA PROJECT NETWORK To be college and work ready, students need to complete a rigorous sequence of courses n In math: l Four courses l Content equivalent to Algebra I and II, Geometry, and a fourth course such as Statistics or Precalculus n In English: l Four courses l Content equivalent to four years of grade-level English or higher (i.e., honors or AP English) To cover the content in the ADP benchmarks, high school graduates need:

24. 24 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project What do we expect of our high school graduates? n Standards n Course-taking requirements n Assessments

25. 25 AMERICAN DIPLOMA PROJECT NETWORK State high school standards not always anchored in real-world expectations n In most states, standards reflect a consensus among discipline-based experts about what would be important for young people to learn – not a reflection of what would be essential to know to succeed at the next level. n Few states’ postsecondary faculty and employers have verified that state high school standards reflect their expectations.

26. 26 AMERICAN DIPLOMA PROJECT NETWORK Do state graduation requirements reflect “college- and work-ready” content? To answer this question, Achieve: n Reviewed minimum high school course requirements in all 50 states. n Compared each state’s requirements to what students need to be successful in college and the workplace.

27. 27 AMERICAN DIPLOMA PROJECT NETWORK 42 states require students to take certain courses to graduate from high school Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.

28. 28 AMERICAN DIPLOMA PROJECT NETWORK 20 states require Algebra I Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.

29. 29 AMERICAN DIPLOMA PROJECT NETWORK 13 states require Geometry Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.

30. 30 AMERICAN DIPLOMA PROJECT NETWORK Only 4 states require Algebra II Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.

31. 31 AMERICAN DIPLOMA PROJECT NETWORK Michigan’s course requirements for graduation Apart from the requirement that high school students in Michigan complete a course in Government/Civics, all course requirements for graduation are set by local school districts.

32. 32 AMERICAN DIPLOMA PROJECT NETWORK Do assessments measure “college-ready” skills? n Half the states require students to pass one or more exams to earn a high school diploma. What does it take to pass these tests?

33. 33 AMERICAN DIPLOMA PROJECT NETWORK The tests Achieve analyzed Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

34. 34 AMERICAN DIPLOMA PROJECT NETWORK Good news: States are measuring algebra and geometry Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

35. 35 AMERICAN DIPLOMA PROJECT NETWORK Bad news: States tend to measure lower-level content Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

36. 36 AMERICAN DIPLOMA PROJECT NETWORK Students can pass state math tests knowing content typically taught in 7th and 8th grade internationally FL MD MA NJ OH TX Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004. Grade when most international students cover content required to pass state math tests

37. 37 AMERICAN DIPLOMA PROJECT NETWORK Reading tests downplay higher-level skills Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

38. 38 AMERICAN DIPLOMA PROJECT NETWORK Students can pass state English tests with skills ACT expects of 8th and 9th graders FL MD MA NJ OH TX ACT EXPLORE (8th/9th) ACT PLAN (10th) ACT (11th/12th) Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

39. 39 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project What do recent high school graduates tell us about the expectations they faced?

40. 40 AMERICAN DIPLOMA PROJECT NETWORK Most high school graduates were moderately challenged All high school graduates College students Students who did not go to college Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

41. 41 AMERICAN DIPLOMA PROJECT NETWORK Graduates who faced high expectations in high school twice as likely to feel prepared for future Percentage saying they were extremely/very well prepared Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

42. 42 AMERICAN DIPLOMA PROJECT NETWORK Algebra II critical for college and work Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005. High school graduates extremely or very well prepared for expectations of college/work

43. 43 AMERICAN DIPLOMA PROJECT NETWORK Writing critical for college and work High school graduates extremely or very well prepared for expectations of college/work Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

44. 44 AMERICAN DIPLOMA PROJECT NETWORK Knowing what they know today, high school graduates would have worked harder Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

45. 45 AMERICAN DIPLOMA PROJECT NETWORK If high school had demanded more, graduates would have worked harder 82% 80% Would have worked harder Strongly feel I would have worked harder Wouldn’t have worked harder High school graduates who went to college High school graduates who did not go to college Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

46. 46 AMERICAN DIPLOMA PROJECT NETWORK Majority of graduates would have taken harder courses Knowing what you know today about the expectations of college/work … Would have taken more challenging courses in: Would have taken more challenging courses in at least one area Math Science English Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

47. 47 AMERICAN DIPLOMA PROJECT NETWORK American Diploma Project What will it take to close the expectations gap?

48. 48 AMERICAN DIPLOMA PROJECT NETWORK ADP Network: 18 states committed to improving student achievement

49. 49 AMERICAN DIPLOMA PROJECT NETWORK Closing the expectations gap requires states to take action n Align high school standards and assessments with the knowledge and skills required for success in postsecondary education and work. 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 Require all students to take a college- and work-ready curriculum to earn a high school diploma. n Hold high schools accountable for graduating students who are college ready, and hold postsecondary institutions accountable for their success once enrolled.

50. 50 AMERICAN DIPLOMA PROJECT NETWORK The Challenge for Michigan

51. 51 AMERICAN DIPLOMA PROJECT NETWORK 2003 study of Michigan academic standards n Achieve evaluated the state’s new K-8 “content expectations,” comparing them to the best standards from other states. n Our conclusions: l New standards a significant improvement over the previous core curriculum standards in terms of rigor, clarity, coherence l New standards among the strongest in the nation

52. 52 AMERICAN DIPLOMA PROJECT NETWORK Next steps on standards Create new high school standards that… n Build off of K-8 standards n Align with expectations of colleges and employers n Clearly specify expectations for all four years of high school

53. 53 AMERICAN DIPLOMA PROJECT NETWORK Next steps on standards n Postsecondary and business leaders should verify that new high school standards are aligned with skills for success in college and work. n If students meet these standards, will they be ready for… l Credit bearing, non-remedial college coursework? l High trajectory jobs?

54. 54 AMERICAN DIPLOMA PROJECT NETWORK High School Assessments How might Michigan develop a system of high school assessments that is… n Aligned to state standards that will allow students to demonstrate that they are meeting those standards? AND n Capable of revealing whether students are prepared for college and work?

55. 55 AMERICAN DIPLOMA PROJECT NETWORK Some states are using high school assessments for postsecondary purposes n California State University system augmented the state’s high school test and now uses it for placement purposes. n City University of New York uses scores on the state’s Regents exam for admissions and placement purposes. n Texas students who earn a certain score on the state TAKS exam can be placed in college-level courses. n Some states are considering incorporating the SAT or ACT into their high school assessment systems.

56. 56 AMERICAN DIPLOMA PROJECT NETWORK Graduation course requirements How Can Michigan… n Let all young people know which high school courses will best equip them to succeed in college, in the workplace, and in life? n Encourage more young people to take these courses? n Make better use of high school graduation requirements as a lever for change?

57. 57 AMERICAN DIPLOMA PROJECT NETWORK How many students are taking a rigorous math sequence? * The statistical estimating method is imprecise above 95%. Source: CCSSO, State Indicators of Science and Mathematics Education, 2003

58. 58 AMERICAN DIPLOMA PROJECT NETWORK Indiana’s Core 40: more challenging courses yield results 40 th in nation 10 th in nation

59. 59 AMERICAN DIPLOMA PROJECT NETWORK A strong high school curriculum* improves college completion and narrows gaps *Completing at least Algebra II plus other courses. Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999. 30% 13%

60. 60 AMERICAN DIPLOMA PROJECT NETWORK How do the default diplomas in these states compare? Math Require- ments American Diploma Project Arkansas Smart Core Indiana Core 40 Oklahoma College Prep Texas Recom- mended H.S. Program Michigan Scholars Program / Presidents Council Required Years 443334 Algebra I  Geometry  Algebra II  Beyond Alg. II 

61. 61 AMERICAN DIPLOMA PROJECT NETWORK The minimum math requirements for students who opt out Math Require- ments American Diploma Project Arkansas Common Core Indiana General Diploma Oklahoma Standard Diploma Texas Minimum H.S. Program Required Years 44233 Algebra I  Geometry  Algebra II  Beyond Alg. II 

62. 62 AMERICAN DIPLOMA PROJECT NETWORK What did IN do to increase the number of students pursuing a college- & work-ready curriculum? n Involved postsecondary community in shaping Core 40 Course of Study to ensure it met their needs n Created special diploma designation for students who took and passed the Core 40 n Attached postsecondary incentives (scholarships/financial aid) n Built Core 40 into high school accountability ratings n Made Core 40 the default for all students

63. 63 AMERICAN DIPLOMA PROJECT NETWORK How Michigan might proceed on course requirements n Survey districts to determine… l Current graduation requirements l How many students currently complete a college- and work-ready curriculum n Study how other states rolled out and phased in new requirements l Start with “recommended” then shift to required l Postsecondary and business offer incentives l Collect course taking data from districts and publicly report on progress n Consider default strategy with opt out provision

64. 64 AMERICAN DIPLOMA PROJECT NETWORK For more information, please visit Achieve, Inc., on the Web at http://www.achieve.org

65. Creating a High School Diploma That Counts