Presentation on theme: "40-40-20 Is Not A Winter-Weight Oil Michael Carter, EdS Laurie Kash, PhD."— Presentation transcript:
40-40-20 Is Not A Winter-Weight Oil Michael Carter, EdS Laurie Kash, PhD
40-40-20 Goal “40-40-20” is an ambitious goal for educational attainment. We hope to make it by 2025. “I have called Oregon’s 40-40-20 our North Star: a compass” – Oregon Governor John Kitzhaber
40-40-20 Goal Approved by the Oregon Legislature in 2011 in Senate Bill 253, the “40-40-20 Goal” is… – 40% of adult Oregonians to hold a bachelor’s or advanced degree – 40% to have an associate’s degree or a meaningful postsecondary certificate – 100% Oregonians to hold a high school diploma or equivalent by the year 2025.
Current Adult Education Levels of Oregonians (age 25+)*
40-40-20 Goal – YIKES! AA or Higher Level of Education Expected by Gov. Kitzhaber by 2025 80% Current Percentage of Oregonians with that Level of Education (age 25-34) 36%
40-40-20 Goal Unemployment Rates of Oregonians by Education Level (2010) 1.Bachelor’s Degree or Higher 6.3% 2.Some College or Associate’s Degree 11.8% 3.High School Graduate 15.6% 4.Less Than High School 17.3%
40-40-20 Goal National Labor Force Participation Labor Force Participation People without disabilities: 68.9% People with disabilities: 20.8%
40-40-20 Goal National Unemployment Rates Unemployment Rate People with disabilities: 13.7% People without disabilities: 8.3%
Achievement Compacts Under the leadership of Governor Kitzhaber and the Oregon Education Investment Board (OEIB), schools have developed Achievement Compacts which detail measurements set to inform and guide the schools’ work.
Common Core State Standards CCSS: Oregon is one of 46 states that have signed on to the Common Core State Standards (CCSS) for English-Language Arts and Mathematics. The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).
Common Core State Standards The standards were developed in collaboration with teachers, school administrators, university faculty, and other experts, to provide a clear and consistent framework to prepare children for college and the workforce. The standards will go into effect in participating states at the start of the 2014-2015 school year. States belonging to an assessment consortium will use their group’s assessments for federal accountability purposes beginning in the same year.
CCSS & CTE Though the CCSS provide a thoughtful framework for academic coursework, they do not fully address the critical “career” component that is essential to every student’s education. The standards do not reference employability skills that all students need to be thoroughly prepared for further education and careers, nor do they integrate career-specific skills.
CCSS & CTE Therefore, to provide students with a more comprehensive education, schools must integrate or align technical standards with the CCSS. States choosing to implement the CCSS will likely need to make adjustments to ensure that their curriculum is aligned with the CCSS.
CCSS & CTE The new standards provide a tremendous opportunity to integrate CTE content and practices through: – Programs of Study: Integrated academic and CTE curricula offered through comprehensive programs of study give students the opportunity to learn, retain and apply core academic content more effectively.
CCSS & CTE The new standards provide a tremendous opportunity to integrate CTE content and practices through: – Embedded Credit: Allow students to meet academic standards requirements through CTE courses and CTE-focused programs of study. – Align Learner Levels: Align standards to the requirements expected of students at the postsecondary and workforce levels to provide a seamless transition for students.
CCSS & CTE The new standards provide a tremendous opportunity to integrate CTE content and practices through: – Accelerated Learning: Provide opportunities for students to do college-level work through dual enrollment or early college high school.
Community College Partnerships Reverse Transfer Pilot Program: In an effort to help more students earn degrees to prepare them for the workforce, an innovative pilot program between Oregon’s public community colleges and universities will begin to offer students the option of obtaining a degree through “Reverse Transfer.”
Community College Partnerships Reverse Transfer Pilot Program: Some students transfer into 4-year universities before they complete an associate’s degree at a community college. The Reverse Transfer option recognizes students’ achievements with an associate’s degree after they have transferred to a 4- year school and have accumulated the credits needed to fulfill the 2-year degree program requirements.