1. MEASURES OF COLLEGE AND CAREER READINESS AND SUCCESS July 16, 2013

2. U.S. Department of Education The goal for America's educational system is clear: Every student should graduate from high school ready for college and a career. ~US Department of Education, A Blueprint for Reform

3. U.S. Department of Education Race To The Top Assurances 1)Adopt standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy; 2)Build data systems that measure student growth and success; 3)Recruit, develop, reward, and retain effective teachers and principals; and 4)Turn around our lowest-achieving schools.

4. U.S. Department of Education ESEA Flexibility Principles State-developed differentiated recognition, accountability, and support Supporting effective instruction and leadership College- and career-ready expectations for all students Reducing duplication and unnecessary burden 1. 2. 3. 4.

5. U.S. Department of Education Status of State Flexibility Requests Approved for ESEA flexibility: 39 States and DC. Under review: Six States (IA, IL, ME, PA, TX, WY), Puerto Rico, and the Bureau of Indian Education (BIE) Approved Requested

6. U.S. Department of Education ESEA Flexibility Principle 1 Adopt and Implement College- and Career-Ready Standards and Aligned Assessments Definition: “College- and career-ready standards” are content standards for kindergarten through 12 th grade that build towards college and career readiness by the time of high school graduation. A State’s college- and career-ready standards must be either 1) standards that are common to a significant number of States; or 2)standards that are approved by a State network of institutions of higher education, which must certify that students who meet the standards will not need remedial course work at the postsecondary level.

7. U.S. Department of Education Principle 1 Assurance To ensure that its college- and career-ready standards are truly aligned with postsecondary expectations, and to provide information to parents and students about the college-readiness rates of local schools, an SEA must annually report to the public on college-going and college credit-accumulation rates for all students and student subgroups in each LEA and each high school in the State.

8. U.S. Department of Education ESEA Flexibility Principle 2 Develop and implement a State-based system of differentiated recognition, accountability, and support. Measures used in State accountability indexes: NCLB-required measures Reading Mathematics Graduation rate New assessment measures Science Social studies Writing New CCR Measures ACT/SAT AP courses IB courses Dual enrollment Industry certification College enrollment Rates of remediation Dropout rates

9. U.S. Department of Education Possible Outcomes and Measures On-Track Indicators Academic/Technical Performance and Engagement Credit accumulation and recovery Attendance and grade point average Participation in accelerated learning programs and/or college - and career- ready courses of study Performance on aligned assessments of high school core content (Partnership for Assessment of Readiness for College and Careers and Smarter Balance assessments, high school end of course and exit exams) Performance on career and portfolio assessments Source: College and Career Readiness and Success Center, www.ccrscenter.org/ccrs-landscape/ccrs-organizerwww.ccrscenter.org/ccrs-landscape/ccrs-organizer

10. U.S. Department of Education Possible Outcomes and Measures On-Track Indicators (continued) Postsecondary Access and Enrollment Free Application for Federal Student Aid (FAFSA) and postsecondary applications completed Postsecondary program enrollment Employment applications completion Internship or employment opportunity acceptance Source: College and Career Readiness and Success Center, www.ccrscenter.org/ccrs-landscape/ccrs-organizerwww.ccrscenter.org/ccrs-landscape/ccrs-organizer

11. U.S. Department of Education Possible Outcomes and Measures Attainment and Authentication Secondary Certification High school diploma (standard, alternative, college and career ready) or GED* College credits in dual enrollment, Advanced Placement, or International Baccalaureate courses Postsecondary degree(s) Awarded industry-recognized credential or certificate * Note: For federal accountability, the graduation rate is measured by the number of students who receive a regular high school diploma. Source: College and Career Readiness and Success Center, www.ccrscenter.org/ccrs-landscape/ccrs-organizerwww.ccrscenter.org/ccrs-landscape/ccrs-organizer

12. U.S. Department of Education Possible Outcomes and Measures Attainment and Authentication (continued) Postsecondary Success Post-secondary education graduation certificate Post-secondary training certification Earning wage in "middle-skills" (jobs that require an associate's degree, a vocational certificate, on-the-job training, or some college) or higher skills job Postsecondary remediation not needed Source: College and Career Readiness and Success Center, www.ccrscenter.org/ccrs-landscape/ccrs-organizerwww.ccrscenter.org/ccrs-landscape/ccrs-organizer

13. U.S. Department of Education Lifelong Learning Outcomes and Measures Social and Emotional Skills Self-management; Responsible decision making; Self-awareness; Social awareness; Relationship skills Higher-Order Thinking Skills Problem solving, critical thinking, and reasoning; Synthesis and precision Academic Success and Employability Skills Inquisitiveness and intellectual openness; Organization, study, and research skills; Attendance and engagement; Teamwork and collaboration; Effective communication Civic/Consumer/Life Skills Civic engagement; Financial literacy and management; Information technology and social media skills Source: College and Career Readiness and Success Center, www.ccrscenter.org/ccrs-landscape/ccrs-organizerwww.ccrscenter.org/ccrs-landscape/ccrs-organizer

14. U.S. Department of Education Discussion/Feedback How is success in college and career readiness currently being measured within your state or district? Are there emerging best practices or key lessons learned? Could federal policy or guidance be helpful in establishing high quality measures for the nation?