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ADP Network Webinar What Gets Measured Gets Done: Adding College-Course Completion to K-12 Accountability Systems January 27, 2012

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ADP Network Webinar What Gets Measured Gets Done: Adding College-Course Completion to K-12 Accountability Systems January 27, 2012. Webinar Presenters. Alissa Peltzman , Director State Leadership & Policy Development, Achieve - PowerPoint PPT Presentation

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Page 1: ADP Network Webinar What Gets Measured Gets Done:

ADP Network Webinar

What Gets Measured Gets Done:Adding College-Course Completion to K-12 Accountability Systems

January 27, 2012

Page 2: ADP Network Webinar What Gets Measured Gets Done:

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Alissa Peltzman, Director State Leadership & Policy Development, Achieve

Dr. Joel Vargas, Vice President High School Through College, JFF

Diane Ward, State Education Policy Director, JFF

Dr. Margaret Reichrath, Deputy Superintendent, Georgia DOE

Webinar Presenters

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Today’s Objectives

1. Share a Vision for College- and Career-Ready Accountability

2. Provide Research Basis for Earning College Credits While In High School As College Readiness Strategy

3. Illustrate Variety of Emerging State Approaches

4. Outline Key Design and Policy Considerations

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Evolving Accountability Systems

Current Systems

College and career readiness is peripheral

Dominated by assessments

Raise floor

Same label to all low performing schools

Driven by consequences for failure

Next Generation

College and career readiness is central

Assessments part of broader array of indicators

Raise floor & ceiling

Low- performing schools differentiated & diagnosed

Combines consequences with positive incentives &

support

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Accountability systems need to reflect the goal of college- and career readiness for all students. Readiness must become the central driver.

Readiness should not be viewed as a fixed state. Indicators should measure whether students are on a path toward, are meeting, and are exceeding college & career readiness.

Accountability should provide actionable information to that can help improve teaching and learning. Indicators should help schools now how they are progressing and suggest where they need to focus attention.

A New Vision of Accountability

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Indicators that Value College & Career Readiness

Along the way toward college and career readiness

Meeting college and career readiness

Exceeding college- and career readiness

Course completion and success

Timely credit accumulation

Credit recovery

Completion of college & career ready course of study

Participation in AP, IB and dual enrollment

Achievement Performance on aligned assessments early in high school

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 dual enrollment credits

Application to and enrollment in postsecondary

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Uses for College & Career Ready Indicators

Core school and district accountability determinations

Statewide performance goals

Public reporting

Positive incentives and rewards

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Percentage of High School Graduates WhoEarn College Credit While Still in High School

8Source: Achieve Survey/Research, 2011

StateAnnual School-

level Public Reporting

Statewide Performance

Goals

School-level Incentives

Accountability Formula

Colorado üConnecticut ü üFlorida ü ü üHawaii üIndiana ü üKentucky üMinnesota üOhio üOklahoma ü üTexas ü ü üUtah ü

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The percentage of students who earn college credit through AP, IB and/or dual enrollment while still enrolled in high school.

The denominator includes all students in a high school graduation cohort.

The numerator includes the number of students earning credit for their college- and career-ready performance in AP, IB or dual enrollment.

 These examples would not be recognized:

Data reported at the state or district level, but not school level

School report cards that list the % of 12th grade students tested and the % of exams with a score of 3 or more, but not the % of students scoring 3 or more

# of students taking AP exams, # of AP exams taken, # of AP test scores 3 or higher, and % of test scores 3 or higher, but not the % of students earning a 3 or higher

% of students enrolled in AP/IB programs and the % of students successful on AP/IB exams, but not the # of 12th graders earning college credit while in high school

 

Defining the Indicator

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ESEA Flexibility

Capitalizing opportunity for state leadership and momentum

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Students become familiar with college expectations, academic behaviors, and habits of mind

Students get a head start on postsecondary education and gain academic momentum toward a degree or credential

Students develop college identity

Promise of college credit for low-income students is motivational

Early assessment and preparation for college courses focuses instruction and creates college-going culture

College-Level Course Completion Is An Effective College-Readiness Strategy

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Research suggests that completion of college courses in high school is related to:

Higher rates of high school completion

Direct enrollment in college after high school

Higher college GPA’s

Persistence through the first two years of college

Improving the likelihood of completing a postsecondary degree program

On Ramp to College

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Greater Benefits for Low Income & Underrepresented Students

College in the High School

Education Pathways/Supports

College Success

Encourages schools to prepare more students for success in college

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State Approaches

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• New College & Career Ready Performance Index - Post High School Readiness

• % of graduates earning high school/college credit via Early College, Gateway to College, Articulated Credit, AP or IB courses

• % of AP exams receiving scores 3 or higher and/or % of IB exams receiving scores of 4 or higher

Georgia

Source: Georgia ESEA Flexibility Waiver Application, November 2011http://www2.ed.gov/policy/eseaflex/ga.pdf

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• Missouri School Improvement Program Accreditation Standards

• % of graduates who earn a qualifying score AP, IB, TSA and/or who received college credit through dual enrollment, completed career readiness programs, placed in occupation directly related to training, continuing education or military within 6 mos. of graduating

Missouri

Source: Missouri Revised MSIP 5 proposed at January 2012 SBE Meeting: http://dese.mo.gov/stateboard/meetings/January/documents/scoringguide.pdf

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• Indiana A-F Accountability

• College & Career Readiness worth 10%

• # of students who received at least 3 hours of college credit, industry certification, passed an AP or IB exam

Indiana

Source: Indiana ESEA Flexibility Waiver Application, November 2011 http://www.doe.in.gov/sites/default/files/grants-management/indiana-esea-flexibility-request-nov-14.pdf

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• Louisiana Graduation Index• Graduation index = 30% school

accountability score.• Schools get additional points for students

taking a technical or dual enrollment college course or earned industry certificate

Louisiana

• Gold Performance Acknowledgment Standards

• Districts and campuses recognized for performance on various indicators including: completion of dual enrollment college courses, AP/IB exams

Texas

Source: Louisiana: Louisiana Students College and Career Ready Reporthttp://www.ednexthorizon.org/2011_pdf/2011_Key_Issues_Long_Report-College_&_Career_Ready.pdfTexas: 2011 Accountability Manual, Chapter 5 - Gold Performance Acknowledgments: http://ritter.tea.state.tx.us/perfreport/account/2011/manual/index.html

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Recommended Elements for Accountability Framework

Set goals for raising college-level course completion by high school students

•Count all college-level courses completed satisfactorily in high school, but distinguish among dual enrollment, AP, IB options in report

•Disaggregate data by income & race/ethnicity

Include disaggregated data on school level report cards

Factor into determinations

Recognize schools/districts for meeting goals or showing improvement – especially those that serve more low-income and other underrepresented student populations.

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Contacts:

Alissa PeltzmanDirector, State Leadership & Policy DevelopmentAchieveState Leadership & Policy [email protected]

Joel VargasVice President, High School through CollegeJobs for the [email protected]

Diane WardDirector of State Education PolicyJobs for the [email protected]