north dakota state education data profile - may 2011

8/6/2019 North Dakota State Education Data Profile - May 2011

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HOW WELL IS NORTH

DAKOTA PREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE

May 2011


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A high school diploma is no longer enough; now, nearly every good

job requires some education beyond high school such as an

associates or bachelors degree, certificate, license, or completion

of an apprenticeship or significant on-the-job training.

Far too many students drop out or graduate from high school

without the knowledge and skills required for success, closing doors

and limiting their post-high school options and opportunities.

The best way to prepare students for life after high school is to alignK-12 and postsecondary expectations. All students deserve a world-

class education that prepares them for college, careers and life.

Why College- and Career-Ready

Expectations for All?

2


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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS

The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.


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4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Todays (and Tomorrows) Workforce

Require More Education and Training


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The Rise of Middle-Skill Jobs

5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.

High-skill jobs

Occupations in the professional/technical and managerial categories.

Often require four-year degrees and above

Middle-skill jobs

Occupations that include clerical, sales, construction, installation/repair,

production, and transportation/material moving.

Low-skill jobs

Occupations in the service and agricultural categories.

Often require some education and training beyond high school (but

typically less than a bachelors degree), including associates

degrees, vocational certificates, significant on-the-job training.


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Education and Training Beyond High School

Is Increasingly Being Demanded

7Source:Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.

http://www.bls.gov/oco/oco2003.htm


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The Jobs of Tomorrow

8Source: Milano, Jessica,B

ruce Reed & Paul Weinstein Jr. (Sept 2009).A

Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.

North Dakota should be preparing students for the jobs of

tomorrow, not the jobs of yesterday or even today.

A quarter of American workers are now in jobs not even listed in the

Census Bureaus occupation codes in 1967.

Given the growth of new job sectors most notably green jobs it is

common sense to provide all students with a strong foundation that

keeps all doors open and all opportunities available in the future.


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The Public Agrees That Education or

Training Beyond High School

is Necessary for Future Success

9

To really get ahead in life, a

person needs at least some

education beyond high

school, whether that means

university, community

college, technical orvocational school.

To really get ahead in

life, a person needs more

than just a high school

education.

87

8

Source: Achieve, Inc. (2010). Achievingthe Possible: WhatAmericans Think the College andCareer-ReadyAgenda. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf


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Americas International Edge is Slipping in

Postsecondary Degree Attainment

10Source: OECD. Education at a Glance 2010. (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree


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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )

- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)

1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)

2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)

3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)

4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)

Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)

Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)

Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)

1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)

13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)

14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

4 - 4: North Dakota (3 %) ND (47%) ND ( %) ND (44%)


Postsecondary Degree Attainment

11Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org


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FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REALWORLD CHALLENGES


13/35

Of Every 100 9th Graders in North Dakota

13Source: National Center for Higher Education Management Systems (2008). Student Pipeline- Transition andCompletion Ratesfrom 9th Grade to College. http://www.higheredinfo.org

0

10

20

30

40

50

60

70

80

90

100

9th Graders Grad ateigh hoolin 4 ears

Enroll inCollege In the

Fall

till Enrolledophomore

ear ofCollege

Earn aCollegeDegree

1

82

41

2


14/35

Achievement Remains Low: 8th Grade

Achievement Over Time

14Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

8th Grade Math 1 2 2

North Dakota 29% 43%

U.S. 21% 34%

8th Grade Reading 1 8 2

North Dakota n/a 34%

U.S. 33% 32%

8th Grade Science 1 2

North Dakota 41% 42%

U.S. 29% 30%

%At or Above Proficient on 8th Grade NAEP


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And Gaps Persist: North Dakotas 8th Grade

Achievement Gap

15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

Subgroup8th Grade Math

(2 )

8th Grade

Reading (2 )

8th Grade Science

(2 )

All Students 43% 34% 36%

White 46% 35% 46%

Black n/a n/a n/a

Hispanic n/a n/a n/a

Asian n/a n/a n/a

American Indian 16% 22% 11%

%At or Above Proficient on 8th Grade NAEP


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High School Graduation Rates Remain

Inequitable in North Dakota

16Source: Education Week (2007). Graduation in the UnitedStates.http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf

U.S.ND

0%

20%

40%

60%

80%

100%

merica

I dia

sia

Hispa icBlackWhitell

51%

81%

56%54%

77%

69%

44%

84%81%

n/an/a

n/a


17/35


High School Graduation Rates

17Source: OECD. Education at a Glance 2010. (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org

0 20 40 60 80 100

Iceland

U.K.

Netherlands

Norway

Ireland

Denmark

Germany

Israel

Canada

Poland

Korea

U.S.

North Dakota

% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+


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Enrollment in College Does NOT Equal

College Readiness

18Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.

Percentage of U.S. first-year students in two-year and four-yearinstitutions requiring remediation


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Freshmen at Two-Year Colleges are More

Likely to Require Remediation

19Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.

0%

5%

0%

5%

20%

25%30%

35%

40%

45%

Reading, Writingor Math

ReadingWriting

Math

42%

20%23%

35%

20%

6%9%16%

Public 2-Year Colleges Public 4-Year Colleges

Percentage of U.S. first-year students requiring remediation,by institution type


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Enrollment in College Does NOT Equal

College Readiness in North Dakota

20Source: North Dakota University System (Fall 2003). Remediation Report.http://www.ndus.nodak.edu/uploads/document-library/677/1C--REMEDIAL-ENROLLMENTS-NDUS.PDF

27% of North Dakotas high school graduates in 2 2

enrolled in the states public colleges (including

research, state colleges, universities and two-year

colleges) required remediation.


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Many College Students Fail to Return Their

Sophomore Year and Go On To Earn Degrees

21Source: National Center for Higher Education Management Systems (2008). Retention Rates -First-Time College Freshmen ReturningTheirSecondYear; Graduation Rates.http://www.higheredinfo.org/

0%10%20%30%40%50%60%70%80%

Completion (4-Year)Persistence (4-

Year)Persistence (2-

Year)

56%

75%

54%46%

75%

60%


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The Majority of Graduates Would Have Taken

Harder Courses, Particularly in Mathematics

23Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Washington, DC: Achieve.

Would have taken

more challenging

courses in at least

one area

Math

Science

English

Knowing what you know today about the expectations of college/work


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A MORE RIGOROUS & RELEVANT

HIGH SCHOOL EDUCATION WILL

OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN


25/35

25

Personal Benefits of Education in North Dakota

While there may be jobs available to high school dropouts and

graduates, they often pay l and off r l c rit ythan jobs

held by those with at least some postsecondary experience.

The link between educational attainment and gainful employmentis clear:

More education is associated with higher

earnings and higher rates of employment.


26/35

26Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html

Personal Benefits of Education in North Dakota

North Dakota Statistics: TotalUnemployment: 4%, Mean Income: $41,188


27/35

27Source: Carnevale, Anthony P. et al. (June 2010). HelpWant

ed:Proj

ections of Jobs an

dEduc

ation Requ

ireme

nts Throug

h

2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.

Benefits to Education


28/35

28Source:ACT (2010). ACT 2009 Results. http://www.act.org/news/data/09/states.html ; College Board. Mean 2010SATScores byState. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf

North Dakotas Students Taking College

Admissions Exams

2010 North Dakota U.S.

Participation in ACT 81% 47%

Average ACT Score 21.5 21

Participation in SAT 4% 47%

Average SAT Score 1733 1509


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29Source:ACT (2010). College Readiness BenchmarkAttainment byState.http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_leftnav&utm_medium=web#benchmark

Students Meeting College Readiness

Benchmark

U.S.

ND

0%

20%

40%

60%

80%

English, 2010Reading, 2010

Math, 2010Science, 2010

All 4 tests, 2010

66%

52%

43%

29%

24%

71%

56%

48%

31%24%

Percentage of ACT-tested graduates who met or

exceeded the College Readiness Benchmark score

Note:A benchmarkscore indicates a 50% chance of obtaininga Bor higher or about a 75% chance of obtaininga C or higher in thecorrespondingcredit-bearingcollegecourses.


30/35

30Source: College Board (2011). AP Report to the Nation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf

Students Participating in Advanced

Placement and Exceeding College and Career

Readiness

Percent of all 12th Graders Participating inAdvanced Placement (2008)


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THE SOLUTION:

STATE-LED EFFORTS TO CLOSE THE

EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.


32/35

The College- and Career-Ready Agenda

32

Align high school standards with the demands of collegeand careers.Align high school standards with the demands of collegeand careers.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Build college- and career-ready measures into statewidehigh school assessment systems.Build college- and career-ready measures into statewidehigh school assessment systems.

Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.


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North Dakotas Commitment to Closing the

Expectations Gap to Date

33

North Dakota is a participating state in the Partnership for

Assessment of Readiness for College and Careers (PARCC) and

the SMARTER BALANCED Assessment Consortium, the two

main multistate consortia that won Race to the Top Common

Assessment funds.

North Dakota plans to adopt the Common Core State Standards

in 2011.


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How North Dakota Can Continue to

Build on its Momentum

Adopt and realize the promise of the Common Core State Standards byimplementing them fully and successfully, taking into consideration the

related curricular and policy changes.

Adopt college- and career-ready graduation requirements, aligned to the

Common Core State Standards, to ensure all students are prepared, and

eligible, for entry into college and skilled careers.Remain committed to the goals of the common assessment consortia and

developing a next-generation, computer-based assessment system that will

measure the full range of the Common Core State Standards.

Continue to make progress on the states data collection efforts,

particularly around making student data available to relevant stakeholdersand linking K-12 and postsecondary student-level data.

Re-examine the states K-12 accountability system to determine how it can

reward measures of college and career readiness.


35/35

HOW WELL IS NORTH

DAKOTA PREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE

May 2011

north dakota state education data profile - may 2011

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