1. Reporting college and career readiness results to the public DQC Public Reporting Task Force | January 9, 2014

2. Objectives 2 Today’s webinar is designed to address several questions: What are college- and career-ready indicators (CCR) and to what extent do states report them to the public? What considerations should states use when reporting CCR indicators? What are trends across states as well as emerging issues?

3. Categories of CCR indicators and reporting across states

4. CCR indicators fall along a continuum of readiness 4 Source: Adapted from Measures that Matter: Making College and Career Readiness the Mission of High Schools, Achieve and the Education Trust, 2008 Progressing Toward CCRMeeting CCRExceeding CCR Achievement Students with “On-track to CCR” performance on assessments in middle and early in high school Students in a graduating cohort with “CCR” level of performance on state anchor or college readiness assessments Graduates with college-level performance on AP or IB exams Course Completion and Success High school students, by grade, with timely credit accumulation along a CCR course of study Students in a graduating cohort who complete a CCR course of study Graduates who have completed AP, IB, or dual enrollment courses Attainment 9 th grade students with “on- track” to graduation status based on grades and attendance in core courses in first grading period Students in a graduating cohort who receive a college and career ready diploma Students in a graduating cohort who receive industry certification Graduates who enroll into postsecondary education with no need for remediation Graduates who successfully complete at least one year of postsecondary education

5. States that use multiple CCR indicators in a variety of ways signal a commitment to readiness 5 INDICATORS the percentage of students who... Earn a college- and career-ready diploma Score college-ready on high school assessments Earn college credit while in high school Are required to take remedial courses in college USES Report school-level data to the public Set statewide performance goals Provide school-level incentives to improve Factor into accountability formula

6. Only one state, Florida, reports all categories of CCR indicators to the public 6 Data Source: Achieve, Closing the Expectations Gap 2013, www.achieve.org/ClosingtheExpectationsGap2013 www.achieve.org/ClosingtheExpectationsGap2013

7. Guidance for states

8. Achieve has published several resources to provide guidance to states 8Source: www.achieve.org/public-reportingwww.achieve.org/public-reporting

9. The way states calculate CCR indicators matters for results Indicators should be criterion-referenced where possible (e.g. “percent of students meeting the CCR benchmark” rather than average score) to better capture changes in readiness Denominators should include all students, preferably all students in a graduating cohort (e.g. the 2012-13 graduating cohort rather than just students taking an assessment) to improve the stability of the indicator and its ability to portray the full picture of readiness for students in the school This may mean that states will need to work with data providers to refine the way they receive data. Some guidance for calculating CCR indicators 9

10. EXAMPLE: North Carolina reports the percent of all 11 th grade students meeting ACT benchmarks 10 Source: North Carolina ACT and WorkKeys Data Sets, http://www.dpi.state.nc.us/docs/accountability/reporting/act-results1213.pdf http://www.dpi.state.nc.us/docs/accountability/reporting/act-results1213.pdf

11. States can use a number of strong techniques Reporting the number of students as well as percentages Building in comparisons - vertical comparisons such as school to district to state, horizontal comparisons such as school rankings or showing where the school’s performance lies upon a spectrum, or trends over time Highlighting disparities among student groups Some data and functionality may need to live online (along a spectrum of static to interactive reports) while others can translate to a paper report that might be given to parents Reporting techniques can build understanding and raise the sense of urgency 11

12. EXAMPLE: Illinois reports the percent of students meeting ACT benchmarks with vertical comparisons to the district and state 12Source: http://illinoisreportcard.comhttp://illinoisreportcard.com

13. EXAMPLE: Indiana compares CCR outcomes across student groups 13 Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/graduates.aspx?type=state http://compass.doe.in.gov/dashboard/graduates.aspx?type=state

14. EXAMPLE: Indiana compares school to state and district performance and trends 14 Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/collegereadiness.aspx?type=state http://compass.doe.in.gov/dashboard/collegereadiness.aspx?type=state

15. EXAMPLE: Michigan displays remediation data over time – and by student subgroup 15 Source: Michigan School Data, https://www.mischooldata.org/DistrictSchoolProfiles/PostsecondaryOutcomes/IheEnrollmentByHig hSchool.aspx https://www.mischooldata.org/DistrictSchoolProfiles/PostsecondaryOutcomes/IheEnrollmentByHig hSchool.aspx

16. EXAMPLE: Maryland includes both percent and number of students graduating with CCR courses of study 16 Source: 2013 Maryland Report Card, http://www.mdreportcard.org/HighSchoolCompletionOther.aspx?PV=38:12:30:0338:3:N:0:13:1:2:1 :1:1:2:3 http://www.mdreportcard.org/HighSchoolCompletionOther.aspx?PV=38:12:30:0338:3:N:0:13:1:2:1 :1:1:2:3

17. EXAMPLE: Massachusetts DART shows the number and percent of students graduating with MassCore requirements over time 17Source: Massachusetts DART system, http://www.doe.mass.edu/apa/dart/http://www.doe.mass.edu/apa/dart/

18. EXAMPLE: Texas uses student numbers to explain graduation rates 18 Source: Texas 2012 Campus Graduation Summary, http://ritter.tea.state.tx.us/acctres/completion/script/2012/campus.html http://ritter.tea.state.tx.us/acctres/completion/script/2012/campus.html

19. EXAMPLE: Australia’s MySchool shows student performance along a spectrum of similar schools’ results 19 Source: Australian Curriculum, Assessment, and Reporting Authority http://www.myschool.edu.au/ http://www.myschool.edu.au/

20. Adding “judgments” can enhance understanding of performance patterns Traffic-lighting – color-coding in categories such as red, yellow, green Presenting performance data against goals and benchmarks Ratings or classifications – these may include those used in the state accountability system, or be defined separately for measures used only in the report card States can also use other techniques to better present the data in context 20

21. EXAMPLE: Kentucky shows actual scores against performance targets 21 Source: 2013 Kentucky School Report Cards, http://applications.education.ky.gov/src/DeliveryTargetGraph.aspx http://applications.education.ky.gov/src/DeliveryTargetGraph.aspx

22. Trends and issues

23. Far better visibility and functionality Enhanced engagement with stakeholders, focus groups Greater influence from accountability on public reporting than in previous years – district/school report cards are becoming the primary way SEAs report data to the public Less top-level reporting of student subgroup-level results More states are using “combined” indicators More transitions “coming in 2015” There are a few trends across states 23

24. How will states leverage reporting from new assessments aligned to CCR standards to answer critical questions from parents, policymakers and the public? How will states collaborate across agencies and sectors to get the right data to the right people at the right time? How might states use public reporting as a strategy to meet goals for students? Emerging issues 24

25. Reporting college and career readiness results to the public