THE VALUE OF COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS IN OHIO

A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school – such as an associates or bachelors degree, certificate, license, or completion of an apprenticeship or significant on-the-job training. The U.S. is at risk of losing its competitive advantaged as the most highly educated nation. Far too many students drop out or graduate from high school without the knowledge and skills required for success, closing doors and limiting their post-high school options and opportunities. Requiring a college- and career-ready curriculum for all students will provide students with the core, foundational knowledge and skills they need to succeed in college, careers and life. Why College- and Career-Ready Expectations for All? 2

A HIGH SCHOOL DIPLOMA IS NO LONGER ENOUGH FOR SUCCESS

Jobs in Today’s Workforce Require More Education & Training 4 Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

The Rise of the Middle-Skill Jobs 5 Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February High-skill jobs Occupations in the professional/ technical and managerial categories. Often require four-year degrees and above Middle-skill jobs Occupations that include clerical, sales, construction, installation/repair, production, and transportation/material moving. Low-skill jobs Occupations in the service and agricultural categories. Often require some education and training beyond high school (but typically less than a bachelor’s degree), including associate’s degrees, vocational certificates, significant on-the-job training.

Employment Shares by Occupational Skill Level, Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.

Demand for Middle-Skill Workers Outpaces Ohio’s Supply 7 Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12 Reform,” Education Testing Services. Skills to Compete. Measuring Up (2008), “The National Report Card on Higher Education. “  I n 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled.  One result: In Ohio, the demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level. 80% of Ohio’s jobs are middle- or high-skill (jobs that require some postsecondary education or training). Yet only 35% of Ohio adults have some postsecondary degree (associate’s or higher).

Ohio’s Middle-Skill Jobs 8 Occupation Median Income (2007) % By Education Level (ages 25-44), 2007 Number of Total Jobs (in thousands) High SchoolSome College % Change Computer Support Specialists $29,40013%44% % Radiologic Technicians & Technologists $48,9007%68% % First-line Supervisors / Managers of Construction Trades $57,80060%30% % Electrical or Electronic Engineering Technician $51,20027%54% Registered Nurses$54,0001%43% % Source: U.S. Department of Labor, Career One Stop.

Personal and National Costs of Less Education 9 Source: “The High Cost of High School Dropouts: What the Nation Pays for Inadequate High Schools.” Alliance for Excellent Education Issue Brief, Jamison, Dean T. et al, (Spring 2008). “Education and Economic Growth.” Education Next. If the students who dropped out of the class of 2008 had graduated, the U.S. economy would have benefited from an additional $319 billion in income over their lifetimes. Higher levels of education lead to elevated wages, a more equitable distribution of income and substantial gains in productivity. For every additional average year of schooling U.S. citizens complete, the GDP would increase by about 0.37 percentage points – or by 10% – over time.

10 Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic Supplement.” Figures are based on total person within the civilian labor force Personal Benefits of Education in Ohio UNEMPLOYMENT RATE LEVEL OF EDUCATION MEAN INCOME 6%TOTAL$41,832 16%HS Dropout$19,513 8%HS Graduate$34,228 6%Some College$34,959 2%Bachelor’s & Above$67,504

THE U.S. IS AT RISK OF LOSING ITS COMPETITIVE EDGE

America’s International Edge in High School Diplomas is Slipping 12Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

America’s International Edge in Postsecondary Degree Attainment is Slipping 13Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006) ALL (25-64) 1U.S. (38%)Canada (43%)Canada (51%)Canada (55%)Canada (47%) 2Canada (37%)U.S. (40%)Japan (46%)Japan (54%)Japan (40%) 3N.Z. (30%)Japan (39%)Finland (41%)Korea (53%)U.S. (39%) 4Denmark (28%)N.Z. (38%)U.S. (41%)N.Z. (44%)N.Z. (38%) 5Finland (27%)Finland (34%)N.Z. (39%)Ireland (42%)Finland (35%) 6Australia (26%)Denmark (33%)Korea (37%)Belgium (42%)Denmark (35%) 7Sweden (25%)Australia (32%)Denmark (36%)Norway (42%)Australia (33%) 8Norway (25%)Norway (30%)Belgium (35%)France (41%)Korea (33%) 9Neth. (25%)Neth. (30%)Norway (35%)Denmark (41%)Norway (33%) 10U.K. (24%)Switz. (29%)Iceland (34%)U.S. (39%)Belgium (32%) 11Switz. (24%)Iceland (29%)Australia (33%)Spain (39%)Ireland (31%) 12Japan (23%)U.K. (29%)Switz. (33%)Sweden (39%)Sweden (31%) 13Germany (23%)Sweden (29%)Ireland (33%)Australia (39%)U.K. (30%) 14Belgium (22%)Belgium (27%)Spain (31%)Finland (38%)Neth. (30%) 15Iceland (21%)Germany (25%)U.K. (31%)U.K. (37%)Switz. (30%) Ohio (33%)Ohio (37%)Ohio (36%)Ohio (35%) America’s International Edge in Postsecondary Degree Attainment is Slipping 14 Source: OECD Education at a Glance, 2007; National Center for Higher Education Management Systems analysis of 2007 American Community Survey.

FAR TOO MANY STUDENTS DROP OUT OR GRADUATE FROM HIGH SCHOOL WITHOUT THE KNOWLEDGE AND SKILLS REQUIRED FOR SUCCESS

The Expectations Gap 16 In many states, students can earn a high school diploma without the skills necessary for success in college and careers. ≠ What students are typically expected to know at the end of high school, as defined by state standards, required curriculum and assessments The knowledge and skills demanded by postsecondary and employers for successful first-year students and new employees. RESULT

Of Every th Graders in Ohio… 17 Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and Completion Rates from 9th Grade to College.

High School Graduation Rates Remain Inequitable 18 Source: Education Week, Education Counts. Developed through the Custom Table Builder,

Enrollment in College Does NOT Equal College Readiness 19 Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation

And Freshmen at Two-Year Colleges are More Likely to Require Remediation 20 Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Enrollment in College Does NOT Equal College Readiness 21 Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation

Enrollment in College Does NOT Equal College Readiness in Ohio 22 Source: The Ohio Board of Regents ( 2007). The Performance Report for Ohio’s Colleges and Universities, % of Ohio’s high school graduates at both two and four-year postsecondary institutions require remediation.

Many College Students Fail to Return for Their Sophomore Year 23 Source: Measuring Up (2008). The National Report Card on Higher Education. National Center for Education Statistics (2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.

Many College Students in Ohio Fail to Earn a Degree 24 Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems. Percent of students earning a bachelors’ degree within six years, 2006

ALL STUDENTS BENEFIT FROM A COLLEGE- AND CAREER-READY CURRICULUM

26 Source: Lee, V. E. & Bukam, D. T. (2003). Dropping Out of High School: The Role of School Organization and Structure. American Educational Research Journal, 40(2), Low-Level Classes Are More Indicative of Dropouts Than Rigorous Courses Just offering low- or high-level math courses has an impact on a student’s likelihood of dropping out. One study found that for every two additional math courses offered in high school below the level of algebra, students experienced more than a 28 percent increase in their odds of dropping out. On the other hand, students who attended high schools that offered calculus exhibited a 56 decrease in their odds of dropping out, even when taking school and student demographics into account.

27 Source: Levesque, Karen et al (2000). Vocational Education in the United States: Toward the Year National Center for Education Statistics. If We Challenge Students – They Will Rise to the Occasion Average 8–12th grade test score gains in mathematics for 1992 public high school graduates according to 8th-grade mathematics test score quartiles, by curriculum specialization in high school

28 *Grades 8–12 test score gains based on 8th grade achievement. Source: U.S. Department of Education, National Center for Education Statistics, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation. Low-Achieving Students Learn More in Rigorous Courses Gains of low-achieving students* placed in different tracks

29 Source: Cooney, Sondra and Gene Bottoms, Southern Regional Education Board, Middle Grades to High School: Mending a Weak Link, 2002, p. 9. Low-Achieving Students Fail Less Often in Rigorous Courses Percentage of students earning a “D” or “F” 9th grade English performance, by 9th grade course and 8th grade reading achievement

30 Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies, and Context of Support. U.S. Department of Education. Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education. The Importance of Rigorous Course-Taking in Closing Gaps Students who take challenging courses and meet high standards are much more likely to enter college ready to succeed. 87% of first-generation college-going students – who took a highly rigorous course of study in high school – persisted in college or earned a degree after 18 months. Only 55% of first-generation students who took just a general curriculum persisted that long. High school students who take advanced math nearly double their chances of earning a postsecondary degree: 59% of low-income students who took advanced math in high school earned a bachelor’s degree. 36% of low-income students who did not complete the rigorous high school course of study earned a bachelor’s degree.

31 Source: Adelman, C. (2006, February). The Toolbox Revisited: Paths to Degree Completion from High School through College. Washington, DC: U.S. Department of Education. (p. xxvi). Advanced Math Boosts College Completion

32 *Completing at least Algebra II plus other courses. Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, A Strong High School Curriculum* Improves College Completion and Narrows Gaps

A STATE EXAMPLE

Beginning with the class of 2008, all students are automatically enrolled in the college- and career-ready curriculum – the Recommended High School Program. The RHSP has been available as an optional college-preparatory curriculum for the last decade, but only recently became the default requirement for all students. Currently, the RHSP includes three years of rigorous math course- taking; in 2011, the RHSP will be expanded to include four years of the four main content areas – English, math, science and social studies. A State Example: Texas’ Recommended High School Program 34

A State Example: Texas’ Recommended High School Program 35 Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report , Class 2006Class 2007Class 2008 Total 80.4% graduated 8.8% dropped out* (8.6% continued on) 78% graduated 11.4% dropped out (8.7% continued on) 79.1% graduated 10.5% dropped out (8.9% continued on) Black Students 74.5% graduated 13.3% dropped out (10.5 continued on) 70.7% graduated 17.2% dropped out (10.5% continued on) 71.8% graduated 14.4% dropped out (16.1% continued on) Hispanic students 71.7% graduated 13.1% dropped out (13.2% continued on) 68.5% graduated 16.4% dropped out (13.3% continued on) 70.8% graduated 14.4% dropped out (13.3% continued on) * Dropped out over four years

More Texas Students Now Complete the Recommended High School Program 36 Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report , th Grade Graduates Completing all RHSP or Above ALL STUDENTSHISPANICBLACK TEXAS51.1%81.4%49.3%82.1%39.6%74.5%

Texas’ Graduation Rate Has Stayed Constant, While More Graduates Complete the RHSP 37 Source: Texas Education Agency, Academic Excellence Indicator System, State Performance Report , , , , ,

THE VALUE OF COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS IN OHIO