Presentation on theme: "College and Career Readiness Benchmarks January 2014 Andrea Soonachan Office of Postsecondary Readiness."— Presentation transcript:
College and Career Readiness Benchmarks January 2014 Andrea Soonachan Office of Postsecondary Readiness
* August graduate data is only available for the classes of 2008-2013. Class of 2013 data is preliminary. **According to the Progress Report College Readiness Index, which includes students who have graduated with a Regents Diploma and met CUNY’s standards for college readiness in English and mathematics by August. The CRI in 2012 is the first year including ACT/CAT results. ***2002 data are from the College Board’s 2004 College Bound Seniors Report. 2013 data are from the College Board’s 2013 NYC District Integrated Summary. College Board updates their historic data annually to adjust for revised data on students. ****Includes all students who when they enrolled in the Fall report to CUNY that they have graduated from a NYC high school (at any point in time). Source: CUNY Office of Institutional Research and Assessment. More Students Are Graduating College Ready College Readiness % of Graduates College Ready** AP Performance # of Students Passing at Least 1 Exam*** CUNY Enrollment # of DOE Graduates**** Enrolling at CUNY as First-time Freshmen Increase 2005-13: +45%Increase 2002-13: +100%Increase 2002-12: +62% 22 Graduation Rates % of Cohort Graduating in 4 years* Increase 2005-13: +42%
3 DOMAIN EXAMPLES Common Core Learning Standards Academic mastery that students demonstrate at every grade level, defined by the Common Core Learning Standards. Academic & Personal Behaviors Learning habits and skills that support academic readiness and include non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence. Academic Programming Choices about the level of rigor and subjects that students will pursue yield pathways that either prepare or prevent students from taking the academic courses necessary for success after high school. Students need to make informed choices about the courses and scores they need to achieve to graduate and have the widest possible range of opportunities for equitable access and entry points to highly challenging/college prep coursework. College and Career Access Learning about postsecondary pathways and careers to develop meaningful personal aspirations with a clear sense of the roadmap to their goals, and the specific supports at key transition points to ultimately gain entry to a well-matched college/career training program. College and Career Readiness Benchmarks: Four Domains
ACADEMIC PROGRAMMING Graduation Credit Accumulation and Performance Requirements* for Regents Diploma Performance Requirements for College and Career Readiness as defined by CUNY Additional Recommended Indicators of College and Career Readiness → 8 ELA credits; and 65+ on ELA Regents Exam → 6 Math credits; and 65+ on applicable Math Regents Exam → 6 Science credits, including two credits of life science and two credits of physical science; and 65+ on applicable Science Regents Exam → 8 History credits in required courses, including 65+ on applicable US History and Government Regents Exam and 65+ on Global History Regents → 2 credits in LOTE (Foreign Language) → 2 Art ^ credits in Visual Art, Music, Dance and/or Theater → 4 credits in PE & Health → 1 Heath credit → 7 elective credits → For students in CTE or Arts programs^, complete all course requirements in approved CTE sequences → 75+ on ELA Regents Exam → 80+ on applicable Math Regents Exam and completing coursework in Algebra II/Trigonometry or higher- level math subject → 8 Math credits; Course load should include Integrated Algebra, Geometry, and Algebra II /Trigonometry; 65+ on Algebra II or Math B Regents Exam →8 Science credits, including a sequence that consists of at least three courses from the following: Living Environment, Chemistry, Physics or AP Science; 65+ on Chemistry Regents Exam; 65+ on Physics Regents Exam →6 LOTE (Foreign Language) credits^ →Pass a course/assessment approved through CPCC Process → Complete a dual enrollment course for college credit such as College Now, CUNY Early College, etc. with a grade of "C" or higher →3+ on any Advanced Placement (AP) exam; 4+ on any International Baccalaureate (IB) exam → For students in CTE programs, pass industry recognized technical assessment for licensure and/or certification → Arts endorsed Diploma → Students earn their Advanced Regents Diplomas. 4 *Specific Graduation Requirements for all students (including the safety net for students with disabilities and students pursuing an Advanced Regents diploma or CTE and Arts endorsement) can be found at http://schools.nyc.gov/RulesPolicies/GraduationRequirements/default.htm ^ Students completing an approved 10 credit sequence in the Arts or CTE are only required to complete two credits of a second language.
College and Career Access 5 This domain describes a set of transactional benchmarks students need to complete to support academic transitions and to ultimately gain entry to a well-matched college/career training program. College & Career Exploration Students and families need to understand the roadmap to higher education and careers and explore their options in order to set high expectations and work towards achieving them. Aspirations* Planning*Assessments Money Matters Financial planning and accurate information about paying for higher education are necessary to ensure matriculation. Affordability*Information Summer Matters Summer months are an important time to develop the skills and experiences that help students develop college and career plans. Transition Getting In Students need direct assistance in completing tasks required for entry to their next educational institution. Best Fit*Testing*Admission
6 This domain includes the learning habits and skills that support academic readiness and includes non-cognitive, socio-emotional qualities that support resiliency, and college/career persistence. Persistence Persistence is needed to support long-term commitment to educational goals through a positive mindset and self-efficacy. Engagement Engagement supports achievement in school by increasing students' social-emotional connection to the environment and their social confidence. Work Habits/ Organizational Skills Strong work habits and organizational skills support successful navigation of college and careers. Communication/ Collaboration Skills Communication and collaboration are essential skills in successful college and career transitions. Self-Regulation Self-regulation is key to resiliency. Students must develop coping skills, self-control, and confidence to work through challenges as well as metacognitive skills. ACADEMIC & PERSONAL BEHAVIORS
Progress Report Overview Grade and Overall Score College and Career Readiness Student Progress Closing the Achievement Gap Progress, Performance, School Environment, and College & Career Readiness scores based on comparison to peer schools (75%) and City (25%). Student Performance School Environment 55 points 16 points High Schools 15 points10 points 20 points 55 points
College and Career Preparatory Course Index This metric is based on the percentage of students in the class of 2013 who have accomplished any one of the following achievements within four years of entering high school: 65+ on Algebra II, Chemistry, or Physics Regents exam, or 3+ on an Advanced Placement (AP) exam, or 4+ on an International Baccalaureate (IB) exam, or grade of “C” or higher in a course for college credit, or Passed another course certified by the DOE as college- and career-ready, or Earned a diploma with a Career and Technical Education (CTE) endorsement, or Earned a diploma with an Arts endorsement, or Passed an industry-recognized technical assessment. 8
Four-year Non-remediation Index Percentage of students in the class of 2013 who met CUNY standards for passing out of remedial coursework within four years of entering high school by 1.Graduating with a Regents Diploma, and 2.Earning a 75 or higher on the English Regents, scoring 480 or higher on the SAT I verbal, scoring 20 or higher on the ACT English, or passing CUNY assessment tests in Reading and Writing, and 3.Scoring an 80 or higher on one Math Regents and completing coursework in Algebra II / Trigonometry or higher level, scoring 480 or higher on the SAT I math, scoring 20 or higher on the ACT math, or passing the CUNY assessment test in math. *Note: If a student is using the Math Regents to demonstrate math readiness, the student also needs to demonstrate advanced course work in math by: Earning two credits in a STARS course identified as Geometry and two credits in a STARS course identified as Algebra II/Trigonometry or Pre-Calculus Passing a course identified in STARS as Algebra II/Trigonometry or Pre-Calculus and also attempting (scoring 1 or higher on) the Algebra II/Trigonometry Regents exam or any A.P. / I.B. math exam, or Passing the Algebra II/Trigonometry Regents exam or any A.P/I.B. math exam, or Passing a course identified in STARS as Calculus, or Passing a course identified in STARS as a math class that results in college credit. 9
College Readiness Rate including Persistence Percentage of students in the class of 2011 who met CUNY standards for passing out of remedial coursework (previous slide), Or graduated, enrolled, and persisted in college through the beginning of their third semester within six years of entering high school. 10 Postsecondary Enrollment rate within 6 months Percentage of students in the class of 2012 who graduated from high school and enrolled in a two- or four-year college, vocational program, or public service within 6 months of their scheduled graduation date. Postsecondary Enrollment rate within 18 months Percentage of students in the class of 2011 who graduated from high school and enrolled in a two- or four-year college, vocational program, or public service within 18 months of their scheduled graduation date.
“Where Are They Now?” Reports 11 Allow schools to deepen their understanding of how well they are preparing their students for success at the next academic level “Where Are They Now?” reports can be accessed through ARIS
12 FOR MORE INFORMATION Andrea Soonachan, Ed.D Senior Director, College and Career Planning firstname.lastname@example.org www.nyc.gov/schools