1 american diploma project making college & career readiness the mission of high schools
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American Diploma Project
Making College & Career Making College & Career Readiness the Mission Readiness the Mission
of High Schoolsof High Schools
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About Achieve
Is independent, nonprofit, & bipartisan Was founded by governors and business leaders at
1996 National Education Summit Helps states raise academic standards to prepare
students for college, careers and citizenship Provides independent quality reviews of state
standards and assessments Sustains political support for standards-based
education reform Organized National Education Summits in 1999,
2001, 2005
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Too Many Students Graduate from High Too Many Students Graduate from High School Unprepared for College & School Unprepared for College &
CareersCareers
30% of first year students in postsecondary education are required to take remedial courses
40% - 45% of recent high school graduates report significant gaps in their skills, both in college and the workplace
Faculty estimate 42% of first year students in credit-bearing courses are academically unprepared
Employers estimate 45% of recent high school graduates lack skills to advance
ACT estimates only half of college-bound students are ready for college-level reading
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American Diploma Project Research Phase: 2002 - 2005
Partnership of Achieve, Education Trust, Fordham Foundation and National Alliance of Business
Initial ADP research study conducted in Indiana, Kentucky, Massachusetts, Nevada and Texas.
Involved wide variety of K-12, higher education and business representatives.
Examined the work high school graduates do in the college classroom and on the job, and the preparation they needed to do the work.
Identified “must-have” knowledge and skills graduates will need to be successful in college and the workplace.
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Convergence of College & Career Readiness
ADP research found a common core of knowledge & skills in math and English that are necessary for success in postsecondary education and in “good jobs.”
ACT Study Ready for College Ready for Work: Same or Different?: Whether planning to enter college or workforce training
programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics.
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ADP Research Documents An Expectations Gap
We haven’t expected all students to graduate from high school college- and work-ready
State standards reflect consensus about what is desirable, not what is essential
Only 2 states required algebra II for graduation in 2005
Most state graduation tests measure 8th and 9th grade knowledge and skills
High school accountability rarely focuses on graduation rates or on college- and work-readiness
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ADP Network Policy Agenda Align high school standards and assessments with the
knowledge and skills required for success in postsecondary education and work.
Require all students to take a college- and work-ready curriculum aligned with standards to graduate from high school.
Administer a college- and work-ready assessment, aligned to state standards, to high school students so they get clear and timely information and are able to address critical skill deficiencies while still in high school.
Hold high schools accountable for graduating students who are college ready, and hold postsecondary institutions accountable for their success once enrolled.
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ADP Network launched at 2005 ADP Network launched at 2005 Summit: 13 states committed to Summit: 13 states committed to improving student preparationimproving student preparation
ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
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ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
ADP Network today: 34 states now committed to improving student preparation
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A Growing Number of States Have Policies that Help Prepare Graduates for College & Careers
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5
8
4
2
3
5
7
4
4
1
8
11
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38
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10
23
0 10 20 30 40 50
Aligning Accountability
Aligning Data Systems
Aligning Assessments
Aligning GraduationRequirements
Aligning Standards
In place by 2006 In place by 2007 In place by 2008 In process/planned
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Twenty-Two States Have Now Aligned High School Standards
ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
LEGEND
States with alignedstandards formallyverified by AchieveStates with alignedstandards notverified by Achieve
DC
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Twenty States & DC Now Require a College & Career-Ready Diploma
ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
LEGEND
Mandatory College-& Career-ReadyDiplomaDefault College- &Career-ReadyDiploma
DC
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Nine States Have Now Built College & Career-Ready Measures into Statewide Assessment Systems
ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
DC
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ID
AZ
UT
MT
WY
NM
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
DC
LEGEND
Hold schoolsaccountable forADP-like diploma &cohort graduation ratePlan to hold highschools accountablefor both indicators
Few States Hold High Schools Accountable for College & Career Readiness
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State Leadership for Common Standards & Assessments
A byproduct of the work of ADP states has been:
A common core of mathematics and ELA standards across a growing number of states, on a voluntary basis
A common Algebra II exam developed by a partnership of states, on a voluntary basis
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A State-Led Approach to Common Core of Standards
ID
AZ*
UT
MT
WY
NM*
CO
AL
SC
TN
KY
INOH
NC
SD
KS
NE
MN*
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX*
PA
VA
NY
CT
WV MD
NJ
VTNH
MA
DE
RI
HI
GA
FL
ME
MI
LA
AK
DC
LEGEND
Independent Work
Alignment Institute
*Math alignment only
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ADP Algebra II End-of-Course Exam
Fifteen states have developed a common end-of-course exam in Algebra II.
Purposes: To measure “college-ready” content – “Proficient” should mean
“Prepared” Enable students to fill in skill gaps while still in high school Exempt students who do well from remedial courses
To ensure consistent content and rigor in Algebra II courses within and among states
To enable comparisons in performance among the states To reduce test development costs by working together
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15 States are Participating in a Common Algebra II EOC test
ID
AZ
UT
MT
WY
NM
CO
AL
SC
KY
INOH
NC
SD
KS
NE
MN
WI
IA
IL
MO
AR
MS
OK
ND
OR
CA NV
WA
TX
PA
VA
NY
CT
WV MD
NJ
VTNH
DE
RI
HI
GA
FL
ME
MI
LA
AK
DC
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Different Approaches States are Taking to College/Career-Ready Assessments
End of Grade Tests: California’s Early Assessment Program—students scoring “college ready” on 11th grade state test guaranteed placement in credit bearing courses at CSU
End of Course Tests: City University of New York and State University of New York use higher-than-passing cut scores on selected end-of-course State Regents Exams for admissions/placement
Admissions Tests: Some states use ACT or SAT as part of high school assessment system
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These tests create a bridge between two otherwise disconnected systems. They
send a message of aligned expectations. They open doors for students, rather
than closing them.
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College- and career-ready anchor College- and career-ready anchor assessment: assessment: Option 1Option 1
Benefits Tests all students at the
same time May be possible to adapt
state’s current high school test
Probably not a substantial increase in testing time or costs
Challenges Needs to be given at least in
11th grade (10th grade is too early)
May test students on material that was taught much earlier in their academic careers
Lacks content depth
End-of-Grade Tests
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College- and career-ready anchor College- and career-ready anchor assessment: assessment: Option 2Option 2
Benefits Widely known Offers national
comparability Opens up college access to
all students May (but not always) cost
less than state-developed tests
Challenges Unclear alignment to state
standards Does not always include the
full range of advanced concepts and skills
May increase testing time May not give enough
feedback to students and schools
Modified College Admissions Tests
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College- and career-ready anchor College- and career-ready anchor assessment: assessment: Option 3Option 3
Benefits Most closely aligned with
state standards Assesses material students
learned recently Can inform decisions about
subsequent classes for the student
Allows for wider range of stakes and incentives
Challenges May increase overall testing
time Format does not lend itself to
assess English classes Does not automatically have
credibility with higher education
Requires financial investment to create new tests
End-of-Course Tests
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More States Are Switching to More States Are Switching to End-of-Course TestsEnd-of-Course Tests
States Currently Administering End-of-Course Assessments
End-of-Course Tests in College- and Career Ready Courses
End-of-Course Tests in Introductory Courses Only
AK, CA, HI, IN, NY OK, UT, VA GA, LA, MD, MS, MA, NC, SC, TN
States Planning End-of-Course Assessments
End-of-Course Tests in College- and Career Ready Courses
End-of-Course Tests in Introductory Courses Only
AZ, CT, KY, MD*, MA*, MI, NJ, NM, OH, PA, RI, TX
DE, FL, MO, WV, WA
* In addition to their current end-of-course assessments, MD and MA are planning college- and career-ready end-of-course assessments in Algebra 2.
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Broadening Accountability Indicators to Value and Incentivize College and Career Readiness
Along the way toward college and career
readiness
Along the way toward college and career
readiness
Exceeding college- and career readiness
Course completion and
success
-Timely credit accumulation
-Credit recovery
-Successful completion of college- and career-ready course of study
-Participation in AP, IB and dual enrollment
Achievement -Performance on aligned assessments early in high
school-Grades*
-Meeting standards on anchor assessment
-Postsecondary remediation rates
-College-level performance on AP and/or
IB exams
Attainment -Graduation -Earning a college- and career-ready diploma
-Earning credits in dual enrollment courses-Application to and
enrollment in postsecondary
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Few states hold high schools Few states hold high schools accountable for college- & career-accountable for college- & career-readiness of their studentsreadiness of their students
An accountability system that measures college- & career-readiness should take into account key indicators including an accurate graduation rate; whether students have completed a college- & career-
ready curriculum; whether students have reached a statewide college- &
career-ready cut score on a high school assessment; whether students have been placed into credit-bearing,
non-remedial courses in reading, writing and mathematics.
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College and Career-Ready Policy Institute
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College and Career-Ready Policy Institute
Partner Team Leads for MinnesotaPartner Team Leads for MinnesotaSusan Bodary
937.657.3453
Elliot RegensteinEducation Counsel
[email protected] 312.212.4380
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American Diploma Project
Making College & Career Making College & Career Readiness the Mission Readiness the Mission
of High Schoolsof High Schools
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Existing state exit tests tend to measure lower-level content
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
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Goal: an Algebra II end-of-course exam that emphasizes higher level content