1. POLITICS, PROGRESS AND STANDARDS BASED REFORM September 10, 2004

2. State of standards: 1996

3. State of standards: 2001

4. Better, not just more, standards States have improved standards over time More clear and specific – and better understood Grade-by-grade standards, rather than grade spans More rigor Creating a clear progression Tests aligned with standards

5. Growing number of tests Number of reading and math tests given by states in grades 3-8

6. Strengthening Accountability Governors’ Horse Trade “We’ll give you flexibility in exchange for accountability for results” Lamar Alexander Time for Results National Governors’ Association

7. Strengthening Accountability Authority to Intervene in Low Performing Schools or Districts 19856 States 199919 States 200450 States under NCLB

8. Strengthening Accountability Prior to NCLB More than 10,000 Title I schools identified as “Needing Improvement” Range from 1% in Texas to 76% in Michigan Fewer than half reported receiving assistance

9. Sustained Progress 15 year effort State – led Nationwide Broad political support in education, business, and policy communities Despite Technical and Design Challenges Capacity Limitations Political Attacks

10. UNRESOLVED ISSUES What to do about High Schools? What does “proficient” mean?

11. A high school diploma is not the last educational stop required Jobs that require at least some postsecondary education already make up 61 percent of the labor force, and will make up more than two- thirds of new jobs. Share of new jobs, 2000-2010

12. Postsecondary education: Destination for most graduates

13. Too many graduates leave high school unprepared Nearly three in 10 first-year students are placed immediately into a remedial college course. Percentage of first-year students in two-year and four-year institutions requiring remediation

14. Too many graduates leave high school unprepared College transcripts have shown that more than half of college students take at least one remedial course at some point. No remedial courses At least one remedial course 53% 47%

15. Most students who take remedial courses fail to earn degrees Many college students who need remediation, especially remedial reading, do not earn a degree. Percentage earning degree by type and amount of remedial coursework

16. How many high school graduates are “college ready”? A recent study estimated the percentage of “college ready” students based on high school transcripts and reading test scores. Nevada and West Virginia had the lowest and highest college readiness.

17. Professors, employers have similar concerns about graduates’ preparation Most employers and professors question whether high school graduates have the knowledge and skills required on the job or in the college classroom. Percentage of employers and professors rating high school graduates’ skills as “fair” or “poor”

18. The American Diploma Project Partnered with The Education Trust and The Thomas B. Fordham Foundation Partnered with Indiana, Kentucky, Massachusetts, Nevada and Texas Involved wide variety of K-12, higher education and business representatives. Created end-of-high school benchmarks to convey the knowledge and skills graduates will need to be successful in college and the workplace. Key finding: Unprecedented convergence of skills required for success in college and work

19. College- and workplace readiness benchmarks In English language arts, the benchmarks cover: Language Communication Writing Research Logic Informational text Media Literature In math, the benchmarks cover: Number sense & numerical operations Algebra Geometry Data interpretations, statistics & probability Math Reasoning Skills*

20. Requirements for tool and die makers Four or five years of apprenticeship and/or postsecondary training; Algebra, geometry, trigonometry and statistics; Average earnings: $40,000 per year.

21. Requirements for sheet metal workers Four or five years of apprenticeship; Algebra, geometry, trigonometry and technical reading.

22. American Diploma Project’s expectations In math, graduates need skills traditionally taught in Algebra I & II, geometry, data and statistics courses. In English, graduates need strong reading, writing and oral communication skills equal to four years of grade-level coursework, as well as research and logical reasoning skills often associated with honors courses.

23. American Diploma Project’s action agenda Align academic standards in high school with what’s required for college, workplace success Require all students to take a college- and workplace readiness curriculum Create a high school assessment system that ensures students meet standards before graduating, offers useful information to colleges and employers Hold postsecondary institutions accountable for students’ success and provide high schools with information on graduates’ performance

24. How close are states to ADP’s recommendations? Most states have yet to take important steps to make the high school diploma count. Number of states that …

25. Using graduation tests to set “floor” of performance 24 states have put high school graduation tests in place

26. The tests we analyzed Grade Given ReadingWritingMathFirst Graduating Class Facing Requirement Florida10 th 2003 MarylandEnd of course 2009 Massachusetts10 th 2003 New Jersey11 th 2003 Ohio10 th 2007 Texas11 th 2004

27. What Do the Tests Measure? Math Content Across States

28. What Do the Tests Measure? Algebra Content Across States

29. What does it take to pass math on TIMSS international grade scale? FL MD MA NJ OH TX

30. What Do the Tests Measure? Reading Content Across States

31. What Do the Tests Measure? Reading Cognitive Demand

32. What does it take to pass English tests on adapted ACT scale? FL MD MA NJ OH TX ACT EXPLORE (8 th /9 th ) ACT PLAN (10 TH ) ACT (11 TH /12 TH )

33. Implications Proficient Must Mean Prepared State standards and assessments must be anchored in college- and work-ready benchmarks States must establish robust and coherent assessments systems that are aligned with standards and that provide useful information to postsecondary institutions State standards and assessments must be vertically aligned K-12 – not locked in by federal law

34. Implications Federal Government should hold states accountable for significantly increasing percentage of students who: Graduate from high school proficient and prepared Enter Postsecondary education Earn a degree

35. POLITICS, PROGRESS AND STANDARDS BASED REFORM September 10, 2004

36. The Massachusetts story: More students passing exit exam 95%

37. The Massachusetts story: Gaps in passing rates closing

38. The MCAS story: Moving more toward ADP-like standard

39. The MCAS story: Progress toward ADP-like standard varies

40. Recommendations to states Don’t lower standards Content, cut scores reflects learning expected no later than 9 th grade Don’t delay stakes Tests measure only a fraction of what colleges, employers consider vital Improve the tests over time Build more comprehensive assessment systems

41. POLITICS, PROGRESS AND STANDARDS BASED REFORM September 10, 2004