the american diploma project network
Post on 02-Feb-2016
19 Views
Preview:
DESCRIPTION
TRANSCRIPT
Nebraska P16 Council Executive Committee
Meeting
Michael Cohen
August 26, 2009
The American Diploma Project Network
Creating a High School Diploma that Counts
American Diploma Project
About Achieve
Overview of the American Diploma Project Network
State Progress Advancing the ADP Policy Agenda
Changing National Landscape
Achieve Support to ADP Network States
Key Lessons and Next Steps for Nebraska
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 standard and assessments
Sustains political support for standards-based education reform
Organized National Education Summits in 1999, 2001, 2005
Jobs in today’s workforce require more education & training
-23%
-9%
+16%+16%
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.
Change in the distribution of education / skill level in jobs, 1973 v. 2001
Too Many Students Graduate from High School Unprepared for College and Work
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
Had high schools demanded more, students would have worked harder
Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005
15% 18%
63%64%
0%
25%
50%
75%
100%
High school graduates who went to college
High school graduates who did not go to college
Strongly feel I would have worked harder
Would have worked harder
Wouldn’t have worked harder
If your high school had demanded more of students, set higher academic standards and raised the expectations of how much coursework would be
necessary to earn a diploma, would you have worked harder?
82% 80%
OVERVIEW OF THE AMERICAN DIPLOMA PROJECT NEWORK
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.
Convergence of College and 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.
ADP Research Documents An Expectations Gap
We haven’t expected all students to graduate from high school college- and career-ready
State standards reflect consensus about what is desirable, not what is essential
Only 2 states required algebra II for graduation State tests measure 8th and 9th grade knowledge and
skills High school accountability rarely focuses on
graduation rates or on college- and work-readiness
ADP Network launched at 2005 Summit: 13 states committed to improving 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
ADP Network today: 35 states now committed to improving student preparation
WA
OR
CA
AK
HI
AZ NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
I L
WI
MNNDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
WA
OR
CA
AK
HI
AZ NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
I L
WI
MNNDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
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 career-ready curriculum aligned with standards to graduate from high school.
Administer a college- and career-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- and career-ready, and hold postsecondary institutions accountable for their success once enrolled.
STATE PROGRESSADVANCING THE ADP AGENDA
3
6
8
4
2
2
5
7
4
1
6
8
3
2
4
9
14
1
8
8
23
29
0 10 20 30 40 50
P– 20 Data Systems
Assessments
GraduationRequirements
Standards
I n Place by 2006 In Place by 2007
In Place by 2008 In Place by 2009
Anticipated in Place by 2010 In Process or Planning
State Progress on Adopting Policies To Ensure That High School Students Graduate College- and Career-Ready
45
33
50
29
23
21
10
12
23 states have aligned standards
WA*
OR
CA
AK
HI
AZ* NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
IL
WI
MN*NDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
Aligned standards formally verified by AchieveAligned standards not verified by Achieve
*Only math standards aligned
19 states have a college- and career-ready diploma for all students
WA
OR
CA
AK
HI
AZ NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
IL
WI
MNNDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
10 states administer tests aligned with college and career expectations
WA
OR
CA
AK
HI
AZ NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
IL
WI
MNNDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
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
12 States have P-20 longitudinal data systems and match student data at least once annually
WA
OR
CA
AK
HI
AZ NM
TX LA
MS ALGA
FL
NC
SC
VA DCMD
DE
NJ
CTRI
MANH
MEVT
NY
PA
WV
OHIN
MI
IL
WI
MNNDMT
ID
NV
UT COKS
OK AR
TN
KYMO
IA
SD
WY
NE
CHANGING NATIONAL LANDSCAPE
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
Common Core State Standards Initiative National Governors Association (NGA) and Council of
Chief State School Officers (CCSSO) initiated a state-led process, in partnership with Achieve, ACT, and the College Board. 46 states have committed to the process, with both the governor and chief education officer signing on.
Effort is voluntary and led by states; different from “national standards” or previous efforts.
Goal is to create K-12 common core English and mathematics standards that are: Internationally benchmarked Aligned with career and post-secondary expectations Include rigorous content and applications of knowledge Research and evidence-based.
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
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
An outgrowth of this work has been:
Support and momentum for the common standards movement
Emphasis on college and career readiness in Race to the Top
Incentives for common state assessments
ACHIEVE SUPPORT TO STATESIN THE ADP NETWORK
Achieve Support to States
Research and Development• Reports, case studies, fact sheets, power point presentations
Technical Assistance and Networking• State Leadership Team policy development support
• Annual meeting, topic-based conference calls and meetings
• Policy audits
Advocacy • Web-based toolso www.achieve.org, www.biztools4schools.org, www.postsecconnect.org
• Testimony
Multi-State Institutes to Provide Strategic and Technical Policy Development Support• Alignment Institute, College & Career-Ready Policy Institute
KEY LESSONS & NEXT STEPS FOR NEBRASKA
College- and Career- Ready Standards
Achieve recently reviewed Nebraska’s end of high school standards
Critical role for higher education
Common core state standards
Raising Graduation Requirements
Content standards need to drive the core curriculum.• Content matters more than course titles.
• Determine statewide mechanisms to ensure consistency and quality of rigor.
• Provide districts flexibility to organize curriculum into different courses.
Provide a system of intensive and sustained student supports. • Ramp up efforts as plan for policy implementation.
• Build an early warning indicator system to identify students who are off-track and provide targeted supports.
Ensure that teachers have access to aligned training, professional development and instructional tools. • Provide guidance to teachers to ensure that rigorous courses are more
engaging and relevant for students.
Encourage proficiency based approaches.
College-ready assessments measure student performance on high-level college- and career-ready standards
College-ready assessments provide information to signal whether a student is ready to take credit-bearing courses
Not just more assessment—better assessment
• Examples:
o ADP Assessment Consortium Algebra II End-of-Course Exam
o California State University’s Early Assessment Program
o ACT
Building college- ready anchor assessments: Proficient should mean prepared
Broadening Accountability Indicators to Value & Incentivize College & 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
-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
ADP Policy Agenda: A Foundation for Reaching Nebraska’s Goals
Close achievement gaps
Increase high school graduation rate
Boost college access and college going rate
Decrease time to postsecondary degree completion and increase postsecondary graduation rate
Increase production of STEM teachers
These goals require a high school diploma that counts
For more information on Achieve,please visit Achieve on the Web at
http://www.achieve.org
top related