1. HOW WELL IS OHIO PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE
September 2012

2. Why College- and Career-Ready Expectations for All?
The Economic Imperative: A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school and all students need to be academically prepared to compete for good jobs in the global economy.
The Equity Imperative: Far too many students drop out or graduate from high school unprepared for success. Students in minority groups drop out and fail to attain postsecondary credentials at much higher rates than their counterparts.
The Expectations Imperative: The bar has been set too low for too long, keeping students from reaching their full potential, closing doors and limiting their post-high school options and opportunities.
What Does it Mean to be College- and Career-Ready? To be college- and career-ready, high school graduates must have studied a rigorous and broad curriculum anchored in the demands of postsecondary and business that is grounded in the core academic disciplines, but also consisting of other subjects that are part of a well-rounded education.

3. THE ECONOMIC IMPERATIVE: A HIGH SCHOOL DIPLOMA IS NO
LONGER ENOUGH FOR SUCCESS
The changing economy is accelerating the
skills mismatch, as careers increasingly require
some education/training beyond high school,
and more developed knowledge and skills

4. Why College and Career Readiness Is Imperative for Our Economic Future
Employer Expectations: Employers increasingly need their employees to use a broader set of skills than have been required in the past to meet the increasingly complex demand coming from the modernized workplace.
Skills Mismatch: While fifty years ago a large proportion of jobs were classified as unskilled, attainable by young people with high school diplomas or less, today only one-fifth of jobs are considered unskilled. The demand for higher skilled workers has increased, while the production of higher skilled workers has remained flat.
International Advantage: Other nations are surpassing the U.S. in improving their educational systems to increase achievement, reduce achievement gaps, and educating themselves as a way to a better economy, while the U.S. remains stagnant.
Personal Benefits: More education is associated with higher earnings and higher rates of employment. Educational attainment isn’t just a benefit in the short-term; more education is correlated with larger projections of lifetime earnings at every level of the pipeline.

5. Employer Expectations: Education and Training and Requirements Over Time
Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through Georgetown Center on Education and the Workforce. ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

6. Employer Expectations: Increased Demand for Postsecondary Education and Training
Source: Bureau of Labor Statistics. Occupational Outlook Handbook, Edition.

7. Employer Expectations: The Rise of Middle-Skill Jobs
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, and significant on-the-job training.
Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-Skill Jobs. Brookings Institution.

8. Employer Expectations: Employment Shares by Occupational Skill Level
Source: National Skills Coalition (2010). The Bridge to a New Economy: Worker Training Fills the Gap. ; National Skills Coalition (2011). State Middle Skill Fact Sheets.

9. The Skills Mismatch: Demand for Middle-Skill Workers Outpaces Ohio’s Supply
In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, 20% of jobs are considered to be unskilled.
One result: The demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level.
79% of Ohio’s jobs are middle or high skills (jobs that require some postsecondary education or training).
Yet only 36% of Ohio’s adults have some postsecondary degree (associate’s or higher).
Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform. Education Testing Services. ; Skills to Compete. National Center for Higher Education Management Systems, analysis of 2009 American Community Survey.

10. The Skills Mismatch: Jobs Are Going Unfilled
52% of employers reported difficulty in finding the right talent, up from 14% in 2010.
This is the highest U.S. percentage reported in ManPower Group’s annual survey’s six-year history.
Another 30% of companies, surveyed by McKinsey & Co, said they had job opening for six months or more because of lack of ideal/qualified candidates.
Source: ManPower Group. (2011) Talent Shortage Survey & McKinsey Global Institute (2011). An Economy that Works: Job Creation and America’s Future. & Bureau of Labor Statistics

11. International Advantage: Increased Competition from Abroad
While the benefits of graduating high school college- and career-ready and attaining some postsecondary credential affects each individual student, it also impacts our standing as a nation in an increasingly competitive global economy and workforce.
Education attainment and achievement in the U.S. have gone stagnant at a time when the global economy is demanding increased education and more complex skills – and other countries are responding.
U.S. students rank 12th in reading, 13th in science,
and 24th in math on international testing.
Source: OECD, PISA 2009 Database. Statlink –

12. International Advantage: America’s International Edge is Slipping in High School Graduation Rates
Source: OECD. Education at a Glance (All rates are self-reported) National Center for Higher Education Management Systems, analysis of 2008 and 2009 American Community Survey.

13. International Advantage: America’s International Edge is Slipping in Postsecondary Degree Attainment
Source: OECD. Education at a Glance (All rates are self-reported.) National Center for Higher Education Management Systems, analysis of 2009 American Community Survey.

14. International Advantage: America’s International Edge is Slipping in Postsecondary Degree Attainment
% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)
55-64
45-54
35-44
25-34
ALL (25-64) 1
U.S. (40%)
Canada (44%)
Canada (54%)
Korea (58%)
Canada (49%) 2
Canada (40%)
Japan (43%)
Japan (48%)
Canada (56%) 3
N.Z. (34%)
Finland (44%)
Japan (55%)
U.S. (41%) 4
Finland (29%)
N.Z. (38%)
U.S. (43%)
N.Z. (48%)
N.Z. (40%) 5
Australia (28%)
Finland (37%)
Korea (43%)
Norway (46%) 6
Norway (28%)
Australia (33%)
Ireland (45%)
Korea (37%) 7
Switz. (27%)
Denmark (32%)
Norway (38%)
Denmark (43%)
Norway (36%) 8
U.K. (27%)
Norway (32%)
Australia (38%)
Belgium (42%)
Australia (36%) 9
Sweden (26%)
Switz. (31%)
Denmark (37%)
Australia (42%)
Denmark (34%) 10
Neth. (26%)
Neth. (31%)
Ireland (37%)
U.S. (42%)
Ireland (34%) 11
Denmark (26%)
Iceland (30%)
Switz. (36%)
Sweden (41%)
Switz. (34%) 12
Japan (26%)
U.K. (30%)
Iceland (36%)
France (41%)
U.K. (33%) 13
Germany (24%)
Belgium (29%)
Belgium (35%)
Neth. (40%)
Belgium (32%) 14
Iceland (24%)
Sweden (28%)
Spain (39%)
Neth. (32%) 15
Belgium (22%)
Ireland (27%)
Sweden (33%)
Luxembourg (39%)
Sweden (32%)
45-64: Ohio (33%)
OH (39%)
OH (36%)
Source: OECD. Education at a Glance ; National Center for Higher Education Management Systems analysis of 2009 American Community Survey.

15. Personal Benefits: Higher Earnings and Rates of Employment
While there may be jobs available to high school dropouts and graduates, they often pay less and offer less security than jobs held by those with at least some postsecondary experience. The link between educational attainment and gainful employment is clear:
More education is associated with higher earnings and higher rates of employment.

16. Personal Benefits: Higher Earnings and Rates of Employment
Ohio Statistics: Total Unemployment: 9%, Mean Income: $30,702
Source: U.S. Census Bureau (2011). Current Population Survey. Figures are based on the total persons in the civilian labor force.

17. Personal Benefits: Increased Lifetime Earnings
Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf Analysis based on author’s analysis of March 2008 CPS data.

18. THE EQUITY IMPERATIVE: CREATING EQUAL ACCESS AND PREPARATION FOR ALL
Far too many students, especially those from disadvantaged backgrounds, drop out or graduate from high school unprepared for real world challenges

19. % At or Above Proficient on NAEP
Achievement Gaps Start Early: Ohio’s 4th and 8th Grade Achievement Gaps
% At or Above Proficient on NAEP
Subgroup
4th Grade Math
(2011)
4th Grade Reading (2011)
4th Grade Science (2009)
8th Grade Math (2011)
8th Grade Reading (2011)
8th Grade Science
All Students
45%
34%
41%
39%
37%
38%
White
53%
50%
46%
43%
Black
20%
13%
10%
12%
14% 8%
Hispanic
27%
19%
26%
17%
31%
Asian
58%
n/a
American Indian
Source: National Assessment of Educational Progress. Analysis of data downloaded from

20. % At or Above Proficient on NAEP
Achievement Gaps Are About More than Race: Achievement Gaps Among Other Disadvantaged Populations
% At or Above Proficient on NAEP
Subgroup
4th Grade Math (2011)
4th Grade Reading (2011)
4th Grade Science (2009)
8th Grade Math (2011)
8th Grade Reading (2011)
8th Grade Science
(2011)
All Students
45%
34%
41%
39%
37%
38%
Low Income
30%
19%
20%
22%
21%
English Language Learners
26%
14%
n/a
Students with Disabilities 8%
11%
Source: National Assessment of Educational Progress. Analysis of data downloaded from

21. Achievement Gaps Continue Through High School: Minority Students Are More at Risk of Dropping Out
Source: Annie E. Casey Foundation. Kids Count Data Center. 2010, Teens ages 16 to 19 who are not in school and are not high school graduates by race (Percent).

22. Achievement Gaps Continue Through High School: Graduation Rates
Source: Education Week (2012). Graduation in the United States.

23. Achievement Gaps Continue Into Postsecondary: College Completion
Percent of Students Earning a Postsecondary Degree
Source: NCES. IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems.

24. THE EXPECTATIONS IMPERATIVE: WE’RE SETTING THE BAR TOO LOW
We’ve held students to low and inconsistent expectations for too long. As a result, too few graduates are
successful and achieving college and career
readiness.

25. Too Many Students Remain Off Track to Success: Of Every 100 9th Graders in Ohio…
Source: National Center for Higher Education Management Systems (2008). Student Pipeline - Transition and Completion Rates from 9th Grade to College.

26. Too Many Students Are Not College and Career Ready: Students Participating in AP and Exceeding College and Career Readiness
Percent of all 12th Graders Participating in Advanced Placement (2011)
Source: College Board (2012). AP Report to the Nation.

27. Too Many Students Are Not College and Career Ready: Students Meeting College Readiness Benchmark
Note: A benchmark score indicates a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.
Source: ACT (2012). College Readiness Benchmark Attainment by State.

28. Enrollment in College Does NOT Equal College Readiness in Ohio
39% of Ohio’s high school graduates enrolled in the state’s two- and four-year colleges require remediation/learning support upon enrollment.
Source: The Ohio Board of Regents.

29. Enrollment in College Does NOT Equal College Readiness in Ohio
Percentage of Ohio first-year students in two-year and four-year institutions requiring remediation
Source: Ohio Board of Regents. Making the Transition from High School to College in Ohio, Fall 2008 Results.

30. Too Many Students Are Not College and Career Ready: Retention Rates
Source: National Center for Higher Education Management Systems (2008). Retention Rates - First-Time College Freshmen Returning Their Second Year ; Graduation Rates.

31. Desire for High Expectations: The Majority of Graduates Would Have Taken Harder Courses
Knowing what you know today about the expectations of college/work …
Would have taken more challenging courses in at least one area
Math
Science
English
Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC: Achieve.

32. STAKEHOLDERS RECOGNIZE THE NEED FOR ACTION
THE SUPPORT:
STAKEHOLDERS RECOGNIZE THE NEED FOR ACTION
Research and polling demonstrates that students,
teachers, parents, and the general public are
dissatisfied with the status quo – and want
to do something about it.

33. The Public on College and Career Readiness
To really get ahead in life, a person needs more than just a high school education.
87%
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.
89%
Source: Achieve (2010). Achieving the Possible: What Americans Think the College and Career-Ready Agenda.

34. Parents on College and Career Readiness
Source: Civic Enterprises (2008). One Dream, Two Realities: Perspectives of Parents on America's High Schools.

35. Students Overwhelmingly Want to Succeed and Attend College
The vast majority of students intend to go on to college and do not expect to drop out of high school:
93 percent of middle school students report there is “no chance” they will drop out in high school.
94 percent of high school students say that they are planning to continue their education after high school either at a two- or four-year institution.
95 percent of teenagers report that graduating from high school is “critical to their future success.”
Source: Middle Schools Poll, Prepared for the National Association of Secondary School Principals and Phi Delta Kappa, 2007; Civic Enterprises, The Silent Epidemic: Perspectives of High School Dropouts, 2006; Boys & Girls Clubs of America/Taco Bell Foundation for Teens, Teen Graduation Crisis Survey, 2009.

36. Graduates Consistently Regret Not Having Worked Harder – Or Having Been More Challenged – in High School
Source: College Board (2011). One Year Out: Findings From A National Survey Among Members Of The High School Graduating Class Of

37. Employers See the Value of Education – and the Knowledge and Skills Gaps in Their Recent Hires
More than three in four business leaders believe that increasing postsecondary completion will have an extremely or very positive impact on the U.S. economy (79%) and workforce productivity (76%).
Executives also recognize increasing postsecondary experiences could affect both the success of their company (75%) and their company’s ability to hire and retain employees with the necessary skills and knowledge (75%).
4-year College
Source: Corporate Voices for Working Families & Civic Enterprises (2011). Across the Great Divide: Perspectives of CEOs and College Presidents on America’s Higher Education and Skills Gap. & The Conference Board, Corporate Voices for Working Families, ASTD, SHRM (2008). The Ill-Prepared U.S. Workforce: Exploring the Challenges of Employer-Provided Workforce Readiness Training.

38. High school is not preparing students for the workforce
Educators Support Major Elements of the College- and Career-Ready Agenda
High school is not preparing students for the workforce
It is important for all students to have one year or more of postsecondary education to be prepared for a career
Clearer standards would make a strong or very strong impact on student achievement
Common standards would have a strong or very strong impact on student achievement
Sources: MetLife (2010). The MetLife Survey of the American Teacher. & Bill & Melinda Gates Foundation and Scholastic (2010). Primary Sources: America's Teachers on America's School.

39. Educators Support Major Elements of the College- and Career-Ready Agenda
10%
Strongly
Source: Achieve (2012) Growing Awareness, Growing Support: Teacher and Voter Understanding of the Common Core State Standards & Assessments.

40. STATE-LED EFFORTS TO CLOSE THE EXPECTATIONS GAP
THE SOLUTION:
STATE-LED EFFORTS TO CLOSE THE EXPECTATIONS GAP
All students deserve a world-class education that
prepares them for college, careers and life.

41. The College- and Career-Ready Agenda
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.
Build college- and career-ready measures into statewide high school assessment systems.
Develop reporting and accountability systems that promote college and career readiness.

42. Ohio’s Commitment to Closing the Expectations Gap to Date
In 2007, Ohio adopted high school standards aligned with college and career expectations. These requirements will first take effect for the Class 2014.
In 2007, Ohio also adopted college- and career-ready graduation requirements – the Ohio Core – for all students.
Ohio adopted the Common Core State Standards in June 2010.
Ohio is a Governing State in the Partnership for Assessment of Readiness for College and Careers (PARCC), a consortium of states working to develop a common assessment system using Race to the Top Common Assessment funds.
Ohio is Lead Partner State in the efforts to develop Next Generation Science Standards.

43. How Ohio Can Continue to Build on its Momentum…
…Fully realize the promise of the Common Core State Standards by implementing them fully and successfully, taking into account the related curricular, professional development, and policy changes.
...Closely monitor which students are completing the college- and career-ready curriculum, and which are opting out.
…Remain committed to the goals of PARCC and developing and administering a next-generation, computer-based assessment system anchored by college- and career-ready tests in high school that will let students know if they are ready for college-level coursework and measure the full range of the CCSS.
…Continue to make progress on the state’s data collection efforts, particularly around linking K-12 and postsecondary student-level data.
…Re-examine the state’s K-12 accountability system to determine how it can reward measures of college and career readiness, in alignment with the state’s standards and course requirements.

44. HOW WELL IS OHIO PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE
September 2012