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