1 archived information promoting a core curriculum for all the indiana core 40 curriculum national...
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Archived Information
Promoting a Core Curriculum for All
The Indiana Core 40 Curriculum
National High School Leadership Summit
Washington D.C
December, 2004
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STUDENT ACHIEVEMNET
THE RESULTS
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More students are going to college
38%
45%50%
55%58%
61% 60%54%
43%48%
57% 59%57% 57%
0%
100%
1986 1988 1992 1994 1996 1998 2000
Indiana Nation
% of high school graduates enrolled the next fall in postsecondary education
Ranked 40th
Source: Postsecondary Education Opportunity, Oskaloosa, Iowa.
Ranked 17th
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Indiana students’ SAT scores improving
Source: The College Board.
SAT average combined scores
940
950
960
970
980
990
1000
1010
1020
1030
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
I ndianaNation
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68.7
71.0
67.5
68
68.5
69
69.5
70
70.5
71
71.5
2002 2003
Improvement in the new ISTEP+ assessments
% of all ISTEP+ tests passing (across grades and subjects)
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WHAT CAUSED THE RESULTS?
Raising Expectations
Indiana Core 40 Curriculum, 1994
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Brief background on Core 40
• Since 1994, all students expected to have career/course plan that includes Core 40 or a curriculum to prepare for Core 40
• Indiana Academic Standards – 2000• Core 40 End-of-Course Tests - 2004
English 4 yrs
Math 3 yrs Alg I, Geom, Alg II
Science 3 yrs Bio I, Chem or Physics, Additional Sci
Soc St 3 yrs World Hist or Geog, US Hist, Govt, Econ
Other 4 yrs Above subjects, for. Lang., arts, computers, career area
PE 1 yr
Health ½ yr
Electives 1 ½ yr
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More Indiana graduates are earning higher-level diplomas
Source: Indiana Department of Education.
Academic Honors Core 40
Other Regular
1993–94 1997–98 2002–03
57%
19%
24%
37.5% 28.4%
34.1%87%
12%1%
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All student groups are benefiting
Source: Indiana Department of Education.
22.5%
28.8%
44.9%
36.3%
56.9%
50.5%
35.3%38.4%
51.0%46.0%
65.0% 64.0%
0%
10%
20%
30%
40%
50%
60%
70%
African American Hispanic White Multi-racial
199820002003
% of Core 40 diplomas by student group
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More Indiana middle school students are taking Algebra I
6% 6%
8% 8% 8%
10%
12% 12%12.4%
13%
0%
2%
4%
6%
8%
10%
12%
14%
1993
–94
1994
–95
1995
–96
1996
–97
1997
–98
1998
–99
1999
–00
2000
–01
2001
–02
2002
–03
Source: Indiana Department of Education, Certified Employee/Certified Position (CECP) Reports: 1993–94 to 2001–02.
% of Indiana students enrolling in Algebra I by the end of grade 8
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More Indiana high school students taking more AP exams
Source: The College Board.
0
5,000
10,000
15,000
20,000
25,000
Test takersExams taken
Trends in student participation and number of AP tests taken in Indiana
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WHAT CAUSED THE RESULTS?
Raising Expectations
Accountability
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Data for Each Test – Disaggregated by Student Group
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Data for Each Test – Disaggregated by Standard
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Indiana Public Law 221 – 1999 School Accountability
Performance Exemplary Progress
Commendable Progress
Academic Progress
Academic Watch (Priority)
Academic Probation (High Priority)
≥90% Exemplary School
≥80% ≥1% Commendable School
≥70% ≥3% ≥2% ≥1% <1%
≥60% ≥4% ≥3% ≥2% <2%
≥50% ≥5% ≥4% ≥3% ≥0% <0%
≥40% ≥6% ≥5% ≥4% ≥1% <1%
<40% ≥6% ≥5% ≥3% <3%
Improvement from Fall to Fall
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WHAT CAUSED THE RESULTS?
Raising Expectations
Common Vision
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Setting the Vision
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Indiana Education Roundtable
• Appointed and co-chaired by Governor and Superintendent of Public Instruction.
• By law, equal representation of K–12/higher education organizations and business/community organizations, with additional appointments by the General Assembly.
Mission: Set and maintain a vision for educational change and student success.
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All Indiana students succeed at every level:
• Pre-Kindergarten
• K–12
• Higher education
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An integrated approach
At All Levels:
– Align standards, assessments, accountability and data systems from early childhood through college.
– Recruit, train and retain high-quality teachers and leaders.
– Close achievement gaps among student groups (ethnicity, income, disability, etc.).
– Involve families as partners.
Pre-K ElementarySchool
MiddleSchool
HighSchool
HigherEducation
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Indiana P-16 Plan70 recommendations in 10 categories
• Academic standards, assessment and accountability
• Teaching and learning
• Leadership and governance
• Early learning and school readiness
• Achievement gaps
• College and workforce success
• Dropout prevention
• Higher education and continued learning
• Communication
• Technology and resources
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WHAT CAUSED THE RESULTS?
Raising Expectations
Core Convictions
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Higher education pays — and is essential
$49,000
$36,000
$30,000 $26,000
10
20
30
40
50
60
70
HS, no diploma HS diploma Associate'sdegree
Bachelor'sdegree
Source: U.S. Bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002.
Annual earnings of 25–34 year-olds by educational attainment, 2001
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More good jobs ahead — for those with enough education
• Highly paid professional jobs earnings: $40,000+ Projected job growth rate: 20%
• Well-paid, skilled jobs earnings: $25,000–$40,000 Projected job growth rate: 12%
• Low-paid or low-skilled jobs earnings: Less than $25,000 Projected job growth rate: 15%
Share of Jobs
Source: American Diploma Project, 2002.
25%
37%
38%
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All good jobs require high-level skills
• Algebra II is the threshold math course for most workers in good jobs.
• Most workers at all levels of employment must have completed four years of English at grade level or above in high school.
• Taking below-average English or functional/basic English increases the likelihood of being employed in a low-paid or low-skilled job.
Source: American Diploma Project, 2002.
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Sheet metal workers need high-level skills
• Four or five years of apprenticeship
• Algebra, geometry, trigonometry and technical reading
• Average annual earnings: $35,000
Source: American Diploma Project and Indiana Department of Workforce Development, 2002.
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Strong high school achievement predicts initial college success
Source: Indiana Commission for Higher Education, Student Information System.
1999 Indiana high school graduates persisting to the second year in college
91.5%
80.0%72.9%
43.1%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
AcademicHonors
Core 40 Regular GED
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A strong high school curriculum* improves college completion for all students
*Completing at least Algebra II plus other courses.
Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.
45%
61%73%75% 79%
86%
0%
100%
AfricanAmerican
Latino White
All collegeentrants
Entrants who hadstrong highschool curriculum
% of students who complete college by race
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Students who take remedial courses are much less likely to finish college
Source: American Diploma Project, from NCES, 1998.
% of students enrolled in remedial courses who earn a bachelor’s degree
45%
18%
0%
100%
One remedial course Three or more remedialcourses, including reading
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Consequences of poor alignment are serious for both students and taxpayers
In a single state, employers and postsecondary education institutions spend an estimated $134.3 million a year on remedial education.
$134 million
$40 million $29 million
$66 million
$0
$20
$40
$60
$80
$100
$120
$140
$160
Communitycolleges
Four-yearinstitutions
Employers TOTAL
Source: Mackinac Center for Public Policy, 2000.
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WHAT CAUSED THE RESULTS?
Raising Expectations
Transforming School Counseling
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Indiana Gold Star School Counseling Initiative
Aligns with school improvement plan
Guidance, counseling, student advocacy
Data-driven
Universal student indicators
Team approach
Accountable for - Student growth
- Student choices
- Student achievement
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Guidance Resources
www.learnmoreindiana.org
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TODAY’S CHALLENGES
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Too many college freshmen are not prepared
Source: NCES, Condition of Education, 2004, June 2004 (1992 12th graders who enrolled in college).
% of American college freshmen needing to take remedial
(high school–level) courses
41%
0%
100%
At least one remedial course
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Of every 100 Indiana 9th graders, only…
Source: National Center for Public Policy and Higher Education, April 2004.
68 students graduate from high school
41 of these enter college
31 are still enrolled as sophomores
21 of these graduate within six years
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Indiana AP scores still trail many states
Source: Measuring Up 2004: The State-by-State Report Card for Higher Education, National Center for Public Policy and Higher Education.
75
138
203 211
247
219 223
0
50
100
150
200
250
300
Number of 3–5 scores on AP exams per 1,000 high school juniors and seniors
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MOVING FORWARD . . .
The Indiana Education Roundtable
Recommendations
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STEP 1: CLASS OF 2009
Roundtable Recommendation
NEW DIPLOMA REQUIREMENTS
MINIMUM DIPLOMA
CORE 40 DIPLOMA
CORE 40 WITH ACADEMIC HONORS DIPLOMA
CORE 40 WITH TECHNICAL HONORS DIPLOMA
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STEP 2A
CLASS OF 2011
Roundtable Recommendation
CORE 40 – REQUIRED HS CURRICULUM
SAFETY NETStudents may graduate with lesson that Core 40
provided that the student and his/her parent(s)/guardian(s) meet with the school
counselor and principal to discuss the students career and course plan, the consequences to the
student’s future, and an appropriate career-academic sequence for the Minimum Diploma
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STEP 2B
CLASS OF 2011
Roundtable Recommendation
4-YR COLLEGES – REQUIRE CORE 40
2-RY COLLEGES – ENCOURAGE CORE 40
SAFETY NETStudents not completing Core 40 may transfer to a 4-year college if they have successfully completed
12 transferable credits.
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Ball State University
CURRENTLY REQUIRES CORE 40FOR ADMISSION:
Freshman to Sophomore Retention Rate:
62% 74%
Remedial Courses:
Discontinued
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STEP 2B
CLASS OF 2011
Roundtable Recommendation
CORE 40 – REQUIRED FOR STATE FINANCIAL
AID AT FOUR-YEAR COLLEGES
SAFETY NETStudents not meeting the Core 40 requirement may
receive state financial aid at a 2-year college or proprietary school. Students not meeting the Core 40
requirement may become eligible upon earning 12 transferable credits.
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Promoting a Core Curriculum for All
The Indiana Core 40 Curriculum
National High School Leadership Summit
Washington D.C
December, 2004