1. Policies and Perceptions of the College- and Career-Ready Agenda February 2011

2. In 2005, at the National Education Summit on High Schools, states came together to launch the American Diploma Project Network to collectively address the expectations gap – the gap between the knowledge and skills required of students to earn a high school diploma and the knowledge and skills most demanded by first-year college courses and in the 21 st century workplace. Each year, on the anniversary of the 2005 Summit, Achieve releases a 50-state progress report on the alignment of high school policies with the demands of college and careers. Over the past six years, states have made significant progress in the adoption of key college- and career-ready policies. Closing the Expectations Gap 2

3. The College- and Career-Ready Agenda Key Policy Priorities Align high school standards with the demands of college and careers. Require students to take a college- and career-ready curriculum to earn a high school diploma. Develop statewide high school assessment systems anchored to college- and career-ready expectations. Develop reporting and accountability systems that promote college and career readiness. 3 Achieve | 2011 Closing the Expectations Gap

4. State Progress on Adopting Policies to Ensure that High School Students Graduate College and Career Ready: 2011 4 Achieve | 2011 Closing the Expectations Gap

5. In 2011, 47 States and DC Have Aligned College- and Career-Ready Standards 5 Adopted CCSSAdopted CCSS (ELA), developed by state (math) Adopted CCSS provisionally Developed by state Achieve | 2011 Closing the Expectations Gap

6. 20 States and DC Require a College- and Career-Ready Diploma 6 Achieve | 2011 Closing the Expectations Gap DC

7. In 2011, 14 States Administer Tests Aligned with College and Career Expectations 7 Achieve | 2011 Closing the Expectations Gap

8. Consortia Working to Create Next-Generation Assessment Systems 8 PARCC memberSBAC memberPARCC and SBAC member* Governing state Achieve | 2011 Closing the Expectations Gap

9. In 2011, 22 States Have a P-20 Data System that Match Student-level Data Annually 9 Achieve | 2011 Closing the Expectations Gap

10. Key College- and Career-Ready Accountability Indicators and Uses 10 INDICATORS: the percentage of students who... Earn a college- and career-ready diploma Score college-ready on high school assessments Earn college credit while in high school Are required to take remedial courses in college USES: Publicly report Set performance goals Provide incentives to improve Factor into accountability formula Achieve | 2011 Closing the Expectations Gap

11. In 2011, Only Texas Meets Accountability Criteria 11 Achieve | 2011 Closing the Expectations Gap

12. Emerging Best Practices in Accountability: Multiple Indicators for one Use 12 Texas: Incentives CCR Diploma CCR Assessment Exceeding College and Career Readiness Remediation Florida: Publicly Reporting CCR Diploma CCR Assessment Exceeding College and Career Readiness Remediation Indiana: Publicly Reporting CCR Diploma Remediation Achieve | 2011 Closing the Expectations Gap

13. Emerging Best Practices in Accountability: Multiple Uses for an Indicator 13 Louisiana: CCR Diploma Publicly Reporting Goals Incentives Accountability Formula Kentucky: CCR Assessment Publicly Reporting Accountability Formula Oklahoma: Exceeding College and Career Readiness Incentives Accountability Formula Virginia: CCR Diploma Publicly Reporting Incentives Achieve | 2011 Closing the Expectations Gap

14. Who Supports the College- and Career-Ready Agenda? 14 The college-and career-ready agenda has now become a national policy priority as evidenced by the recent dialogue on education reform-- including Race to the Top, Common Core State Standards, and common assessments. So, while policy leaders at all levels are embracing the goal of college and career readiness for all, what does the public think? To find out, Achieve commissioned a survey of registered voters to determine whether they support both the goal of graduating all students from high school ready for college and careers and the policies necessary to meet that goal.

15. Methodology 15 On behalf of Achieve, Public Opinion Strategies and Greenberg Quinlan Rosner Research jointly conducted a national survey of N=800 registered voters between May 23-26, 2010. The poll has a margin of error of +3.5%. The survey was conducted following the completion of ten focus groups conducted in February 2010. The groups were conducted among public high school students, public high school teachers, public educators and parents of public high school students across five states.

16. There is Strong Agreement that Education or Training Beyond High School is Necessary for Future Success 16 To really get ahead in life a person needs at least some education beyond high school, whether that means university, community college, technical or vocational school. To really get ahead in life a person needs more than just a high school education. (N=400) 87% 89%

17. There is Strong Agreement that Rigorous Requirements in High School Are Critical 17 All students should be pushed to take rigorous and broad academic requirements in high school to make sure they have as many options as possible upon graduation. Academic and graduation requirements in public high schools will better prepare students to take their next step in life. Academic and graduation requirements in public high schools will better prepare students to compete in our global economy. (N=400) 90% 82% 83%

18. Voters Are Divided on Whether Students Graduate Prepared for Their Next Steps Sub-GroupPreparedUnprepared Male46%52% Female50%48% 18-4455%45% 45+43%54% Republican46%53% Independent43%54% Democrat54%45% Less Than College46%52% College +50%48% States with CCR Graduation Requirements 48%50% States without CCR Graduation Requirements 48%50% Parents of High School Children or Recent Grads 46%50% White47%50% African American57%42% Generally speaking, when it comes to having sufficient academic knowledge and skills, do you believe graduates of our nation's public high schools are – very prepared, somewhat prepared, somewhat unprepared or very unprepared – to meet the expectations they face as they take the next steps after high school? 4% Very Prepared 16% Very Unprepared 18

19. Common Standards Given the choice, voters would prefer the same education standards be implemented across the country, rather than each state having its own standards. Currently, each state establishes its own education standards in subjects such as mathematics, reading, and English language skills. I am going to read you two statements, and please tell me which comes closer to your point of view on this: It is better for all states to have the SAME STANDARDS at each grade level in math and English so students across the country have to meet the same expectations. …or… It is better for all states to have their OWN STANDARDS at each grade level in math and English so each state can be sure that the standards reflect their own priorities. (N=400) 19

20. Common Assessments Given the choice, voters would prefer the same tests be implemented across the country, rather than each state having its own tests. Currently, each state establishes its own education tests in subjects such as mathematics, reading, and English language skills. I am going to read you two statements, and please tell me which comes closer to your point of view on this: (N=400) It is better for all states to have the SAME TESTS at each grade level in math and English so test scores can be compared across states. …or… It is better for all states to have their OWN TESTS at each grade level in math and English so each state can be sure the tests reflect their own priorities. 20

21. Graduation Requirements By almost a two-to-one margin, voters tell us it is better to have rigorous graduation requirements for all students, than to have different requirements for different students. 21 It is better to implement the SAME RIGOROUS GRADUATION REQUIREMENTS FOR EVERYONE so all students are being pushed to succeed and achieve their potential. It is better to implement HIGHER GRADUATION REQUIREMENTS FOR TOP-PERFORMING STUDENTS and have lower requirements for students who are struggling. Now, when it comes to setting high school graduation requirements, which statement comes closer to your point of view?

22. College- and Career-Ready (CCR) Graduation Requirements 22 Voters heard the following information and were asked if they favor or oppose having these kinds of high school graduation requirements for all students: Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra II), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.

23. Sub-Group Strongly FavorTotal Favor Male64%87% Female65%84% 18-4463%88% 45+66%84% White66%85% African American51%84% Less Than College59%85% College +71%87% States with CCR Graduation Requirements 62%86% States without CCR Graduation Requirements 67%85% Parents of High School Children or Recent Grads 63%85% Do you favor or oppose having these kinds of high school graduation requirements for all students? FavorOppose 65% Strongly 23 There is Virtually Unanimous Support for CCR Requirements For All Students

24. 65% Strongly 24 Republicans (36%) Democrats (38%) Independents (23%) Favor Oppose 70% Strongly 65% Strongly 61% Strongly This Unanimous Support Exists Across Party Lines Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate. Do you favor or oppose having these kinds of high school graduation requirements for all students?

25. …And Among Parents and Non-Parents 25 Total Parents FavorOpposeFavorOpposeFavorOpposeFavorOppose (N=294)(N=133)(N=505) Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate. Do you favor or oppose having these kinds of high school graduation requirements for all students?

26. …And Across Ethnic/Racial Lines 26 Favor Oppose Favor Oppose Favor Oppose Favor TotalBy Ethnicity (N=608)(N=96)(N=64) Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate. Do you favor or oppose having these kinds of high school graduation requirements for all students?

27. ...And in Urban-Suburban-Rural Communities Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate. Do you favor or oppose having these kinds of high school graduation requirements for all students? 27 FavorOpposeFavorOpposeFavorOpposeFavor TotalBy Geography Oppose (N=240)(N=419)(N=142) Urban: A Principal City of a Metropolitan Statistical Area (MSA) is considered Urban; Suburban: Any portion of an MSA county that is not in a Principal City is considered Suburban; Rural: All counties without a MSA are considered Rural.

28. …And in All Regions of the Nation Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate. Do you favor or oppose having these kinds of high school graduation requirements for all students? 28 FavorOppose TotalRegion (N=173)(N=177)(N=271)(N=179) FavorOppose FavorOppose FavorOppose FavorOppose

29. 29 Now, actually, (NAME OF STATE) already has the high school graduation requirements I just described. Knowing that, and thinking some more about this…do you believe high school graduation requirements in (NAME OF STATE) should be... Raised Kept the Same Lowered (Asked only in states with requirements: AL, AZ, AR, DE, FL, GA, IN, KY, MI, MN, MS, NE, NM, NY, NC, OH, OK, SD, TN, TX, WA, DC. N=431)* } Voters in States with CCR Requirements Either Want to Keep the Requirements – Or Raise Them Further! * Since the survey was conducted, the list of states with college- and career-ready graduation requirements in place has changed to include Utah, while New York and Washington are both in process of adopting graduation requirements at this level.

30. 30 Now, actually, (NAME OF STATE) does NOT have all the high school graduation requirements I just described. Knowing that, and thinking some more about this…do you believe high school graduation requirements in (NAME OF STATE) should be... Raised Kept the Same Lowered } (Asked in states that do not have requirements. N=369) Voters in States Without CCR Requirements Would Overwhelmingly Choose to Raise Their Requirements

31. Voters are Split Over Whether Raising Academic and Graduation Requirements Would Increase the Dropout Rate Raising academic and graduation requirements means more students will drop out of high school. 31 % Total Disagree % Total Agree Agree (N=400) Disagree Sub-Group Total AgreeTotal Disagree Less Than College57%42% College +42%58% States with CCR Graduation Requirements54%46% States without CCR Graduation Requirements43%56%

32. 32 Key Findings from Achieving the Possible: What Americans Think About the College- and Career-Ready Agenda There is widespread agreement that all students need additional education and training beyond high school across voters. Support for policies aimed to prepare high school students for college and careers is broad, deep and fully bipartisan with equally high numbers of Democratic, Republican and Independent voters supporting such reforms. There is strong support for the specific policies that put common expectations in place for all students – including common standards, common assessments and graduation requirements. More generally, there is near universal agreement across partisan, ethnic/racial and geographic lines that some education and training beyond high school is necessary – and that stronger expectations in high school will go a long way towards preparing students for their next steps.

33. The Bottom Line 33 Policymakers have more support than expected around college- and career-ready policies, which bodes well for the success of the Common Core State Standards and common assessments and other college-and career-ready policies. However, college- and career-ready policies, such as rigorous graduation requirements, are more likely to be supported if states have a system of supports and incentives in place—which are well- communicated and understood by stakeholders. Examples of supportive policies include:  Targeted support for struggling students  Support and outreach to middle school students to help prepare them for high school.  Aligning graduation requirements with college admissions

34. Policies and Perceptions of the College- and Career-Ready Agenda