Achieve, Inc.

Achieve’s American Diploma Project: Cross-State Initiatives to Prepare

Students for College and Work

Urban Mathematics Leadership Network Meeting

April 20-22, 2006

2AMERICAN DIPLOMA PROJECT NETWORK

Achieve, Inc.

Created in 1996 by governors and concerned CEOs

Bipartisan, independent, non-profit

Work with states to improve the quality of standards, tests and accountability systems

Organized 1999, 2001, and 2005 National Education Summits


Achieve’s purpose is to:

Prepare all young people for postsecondary education, work and citizenship by raising academic standards and achievement in America's schools.


Achieve’s work:

help states benchmark their standards, assessments and accountability systems against the best in the country and the world

build partnerships that allow states to work together to improve teaching and learning and raise student achievement

provide sustained public leadership and advocacy for the movement to raise standards and improve student performance


American Diploma Project

How well prepared are our students for the world after high school?

What does it mean to be prepared for college and work?

Do we expect all of our students to be prepared?Closing the expectations gap — what will it take?



How well prepared are ourstudents?


U.S. high school graduation rates have dropped over past 20 years

60%

65%

70%

75%

1981 1982 1983 1984 1985 1986 1987 1988 1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000

Source: Mortenson, T., “Chance for College by Age 19 by State in 2000,” Postsecondary Education Opportunity: The Environmental Scanning Research Letter of Opportunity for Postsecondary Education, No. 123, The Mortenson Research Center on Public Policy, September 2002.

Public high school graduation rates, 1981–2000


High school graduation rate: United States trails most countries

OECD Reporting Country

Graduation Rate (%)

1 Denmark 100 2 Norway 97 3 Germany 93 4 Japan 92 5 Poland 90 5 Switzerland 90 7 Finland 85 7 Greece 85 9 France 82

9 Hungary 82 9 Italy 82

12 Czech Republic 81 13 Belgium 79 13 Iceland 79 15 Ireland 77 16 United States 73 17 Sweden 72 18 Luxembourg 68 18 Spain 68 20 Slovak Republic 61

Source: Organisation for Economic Co-operation and Development, Education at a Glance 2004, 2004.


A high school diploma is not the last educational stop required

Jobs that require at least some postsecondary education will make up more than two-thirds of new jobs.

Share of new jobs, 2000–10

10%

22%

36%31%

0%

20%

40%

60%

High schooldropout

High schooldiploma

Somepostsecondary

Bachelor'sdegree

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 in Jobs, 1973 v. 2001

32%40%

12% 16%9%

31% 28% 32%

0%

20%

40%

60%

High SchoolDropouts

High SchoolGraduates

Some College /Assoc. Degree

Bachelor's Degree& Higher

Employment Share, 1973 Employment Share, 2001

-23%

-9%

+16%+16%

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, ETS, 2003.


Too many U.S. students drop out of the education pipeline

Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.

68%

40%

27%18%

0%

25%

50%

75%

100%

Graduatehigh school

Start college Persist 2ndyear

Earn degree

Per

cent

age

of 9

th g

rade

stu

dent

s


Only about half of African American and Latino students graduate from high school in four years

Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.

On-time high school graduation, 2002

52% 56%

78%

0%

25%

50%

75%

100%

Latino AfricanAmerican

White

Per

cent

age

of 9

th g

rade

stu

dent

s


College bound does not necessarily mean college ready

Nearly three in 10 first-year students are placed immediately into a remedial college course.

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

28%

22%

14%

11%

0% 20% 40% 60%

Reading, writingor math

Math

Writing

Reading

Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.


Very few high school graduates are “college ready”

27%34%

45%

0%

25%

50%

75%

100%

Lowest: Alaska United States Highest: New Jersey

Perc

enta

ge o

f 9th

gra

de s

tude

nts

grad

uatin

g on

tim

e co

llege

read

y



Too few minority students in U.S. graduate from high school “college ready”

20% 23%

40%

0%

25%

50%

75%

100%

Latino African American White

Perc

enta

ge o

f 9t

h gr

ade

stud

ents

gr

adua

ting

on ti

me

colle

ge r

eady



Source: National Center for Education Statistics, The Condition of Education, 2004.

Most U.S. college students who take remedial courses fail to earn degrees

Many college students who need remediation, especially in reading and math, do not earn either an associate’s or a bachelor’s degree.

Percentage not earning degree by type of remedial coursework

76%

63%

0%

25%

50%

75%

100%

Remedial reading Remedial math

Per

cent

age

of c

olle

ge s

tude

nts


Clearly, we’ve got a problem

Students are following all the rules;

Meeting all of the requirements for a HS diploma; and still--

Falling through the cracks between high school and the expectations of postsecondary institutions.



What does it take to beprepared for postsecondary education and work?



Partnership of Achieve, Inc.; The Education Trust; and the Thomas B. Fordham Foundation.

Partnered with Indiana, Kentucky, Massachusetts, Nevada and Texas.

Involved wide variety of K–12, higher education and business representatives.

Key finding: Unprecedented convergence of skills required for success in college and work.

Created end-of-high-school benchmarks to convey the knowledge and skills graduates will need to be successful in college and the workplace.


Expectations are the same for both college & “good jobs”

The knowledge & skills that high school graduates will need in order to be successful in college are the same as those they will need in order to be successful in a “good job” that pays enough to support a family well above the

poverty level, provides benefits, & offers clear pathways for career advancement

through further education & training.


American Diploma Project Methodology

Coming from the workplace perspective:

Defining workplace expectations

Securing input from employers on preliminary workplace expectations


What does it take to succeed in “good” jobs?

ADP research found that:

84 percent of highly paid professionals took Algebra II or higher in high school.

Employees in vast majority of good jobs took four years of grade-level English.

Employers emphasize importance of workers being able to think creatively and logically and to identify and solve problems.

Fastest growing occupations require some education beyond high school (e.g., certificate, bachelor’s degree, associate degree, on-the-job training).



Coming from the postsecondary perspective:

Defining postsecondary expectations for credit-bearing work Test content analyses

Meetings with higher education faculty



Meetings with 2-year and 4-year college faculty:

Define math content and skills needed for success in

credit-bearing courses

Articulate and prioritize these competencies

Determine degree to which state standards contain these

competencies

Identify gaps



Convergence of workplace and postsecondary findings:

Similar intellectual demands

Some variation in relative emphasis

Importance of reasoning and problem-solving skills


ADP Post-secondary Institution Study: Key findings

In math, graduates need knowledge and skills typically taught in Algebra I, Algebra II and Geometry, as well as some Data Analysis and Statistics.

In English, graduates need strong reading, writing and oral communication skills equal to four years of grade-level coursework, as well as research and logical reasoning skills often associated with honors courses.


To be college and work ready, students need to complete a rigorous sequence of courses

In math: Four years Content equivalent to

Algebra I and II, Geometry, and a fourth course such as Statistics or Precalculus

In English: Four years Content equivalent to

four years of grade-level English or higher (i.e., honors or AP English)

To be college and work ready, high school graduates need:



The final steps:

Synthesizing preliminary workplace and

postsecondary expectations for review

Convening content area expert/employer panels

Gathering tasks and assignments from employers

and postsecondary faculty


ADP expectations ensure high school graduates are prepared to succeed

In English, the benchmarks cover: Language Communication Writing Research Logic Informational text Media Literature Cross-cutting college/workplace

tasks

In math, the benchmarks cover:

Number sense and numerical operations

Algebra Geometry Data interpretations, statistics

and probability Math reasoning skills Cross-cutting

college/workplace tasks


American Diploma Project Mathematics Benchmarks

Benchmarks, supported by examples

Asterisks used to identify content recommended for all

but required for students planning to take calculus

Technology as an important tool in problem solving but

not as a replacement for fluency and accuracy in

computation



How are they being used?

Benchmarking state high school standards

Comparative analyses in states embarking upon the

development of college-readiness standards

Basis of comparison in analysis of tests

Backmapping to create sequences of high school courses


K-12 progression and high school course descriptions

ADP benchmarks are for all students.

They are cumulative— “end-of-high school” (but not through calculus)

In mathematics, we are currently “backmapping” from end of high school to create a K-12 progression (building on pre-existing K-8)

Developing course descriptions as well



So how are we “unpacking” the ADP benchmarks?

Identifying assumed prerequisite knowledge and skills

Defining a “universe” of content and skills that “bleeds into”

middle school

Creating a progression of knowledge and skills

“Evening out” the grain size


American Diploma Project Backmapping Progression

Where are we now?

Draft strands of the universe of content

Working to parse expectations into course sequences -

traditional and integrated



What do we expect of ourhigh school graduates?

StandardsCourse-taking requirementsAssessments


Do state graduation requirements reflect “college- and work-ready” content?

To answer this question, Achieve:

Reviewed minimum high school course requirements in all 50 states.

Compared each state’s requirements to what students need to be successful in college and the workplace.


I D

AZ

UT

MT

W Y

N M

CO

AL

FL

S C

TN

K Y

I NOH

N C

S D

K S

N E

MN

W I

I A

I L

MO

AR

MS

OK

N D

OR

CA N V

W A

TX

AK

PA

ME

VA

N Y

CT

W V

MDN J

VTN HMA

DE

RI

H I

LA

MI

GA

44 states require students to take certain courses to graduate from high school


I D

AZ

UT

MT

W Y

N M

CO

AL

FL

S C

TN

K Y

I NOH

N C

S D

K S

N E

MN

W I

I A

I L

MO

AR

MS

OK

N D

OR

CA N V

W A

TX

AK

PA

ME

VA

N Y

W V

MD

VTN HMA

LA

MI

GA

23 states require Algebra I


I D

AZ

UT

MT

W Y

N M

CO

AL

FL

S C

TN

K Y

I NOH

N C

S D

K S

N E

MN

W I

I A

I L

MO

AR

MS

OK

N D

OR

CA N V

W A

TX

AK

PA

ME

VA

N Y

W V

MD

VTN HMA

LA

MI

GA

16 states require Geometry


I D

AZ

UT

MT

W Y

N M

CO

AL

FL

S C

TN

K Y

I NOH

N C

S D

K S

N E

MN

W I

I A

I L

MO

AR

MS

OK

N D

OR

CA N V

W A

TX

AK

PA

ME

VA

N Y

W V

MD

VTN HMA

LA

MI

GA

Only 8 states require Algebra II


A strong high school curriculum* improves college completion and narrows gaps

*Completing at least Algebra II plus other courses.Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.

61%

75%86%

73%

45%

79%

0%

100%

All college entrants Entrants who had strong highschool curriculum

African American Latino White

30%

13%


Only four in 10 high school students complete a college- and work-ready math curriculum

41%

71%

20%

0%

25%

50%

75%

100%

Lowest: Nevada United States Highest: West Virginia

*Trigonometry or Precalculus.Source: Council of Chief State School Officers, State Indicators of Science and Mathematics Education 2002, 2003, p. 27.

Taking a math course beyond Algebra II* by graduation (2002)


Do assessments measure “college-ready” skills?

Half the states require students to pass one or more exams to earn a high school diploma.

What does it take to pass these tests?


The tests Achieve analyzed

StateGrade Given Reading Writing Math

First Graduating Class Facing Requirement

Florida 10th • • 2003

Maryland End of course • • • 2009

Massachusetts 10th • • • 2003

New Jersey 11th • • • 2003

Ohio 10th • • 2007

Texas 11th • • • 2004

Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.


Good news: States are measuring algebra and geometry

12%

31%

38%

19%

0%

10%

20%

30%

40%

50%

60%

Number Algebra Geometry &measurement

Data

Per

cent

age

of to

tal p

oint

s



Bad news: States tend to measure lower-level content

56%

30%

15%

0%

10%

20%

30%

40%

50%

60%

Prealgebra Basic algebra Advanced algebra

Per

cent

age

of to

tal p

oint

s



Students can pass state math tests knowing content typically taught in 7th and 8th grade internationally

7.1

8.68.1

7.4

8.2 8.3

5

6

7

8

9

10

11

12

Inte

rnat

iona

l Gra

de P

lace

men

t

FL MD MA NJ OH TX


Grade when most international students cover content required to pass state math tests



What will it take to close the expectations gap?


ADP Network: 22 states committed to improving student achievement

CO

ID

RINJ

FL

OK

TX

KY

IN

PA

GA

OR

OH

LA

MI

MA

MS

AR

AL

MN

NC

DEMD


Closing the expectations gap requires states to take action

Align high school standards and assessments with the knowledge and skills required for success in postsecondary education and work.

Administer a college- and work-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.

Require all students to take a college- and work-ready curriculum to earn a high school diploma.

Hold high schools accountable for graduating students who are college ready, and hold postsecondary institutions accountable for their success once enrolled.


Postsecondary must be involved

A clear, consistent definition of “college ready” from state postsecondary institutions.

What does it take to align high school standards with “college-ready” standards?


Some states are using high school assessments for postsecondary purposes

California State University system augmented the state’s high school test and now uses it for placement purposes.

City University of New York uses scores on the state’s Regents exam for admissions and placement purposes.

Texas students who earn a certain score on the state TAKS exam can be placed in college-level courses.

Some states are considering incorporating the SAT or ACT into their high school assessment systems.


High schools must be held accountable for student preparation

A data system based on individual student unit records that permits an honest count of graduation and dropout rates

Measures of college and work readiness aligned to state standards

To ensure high schools are graduating students who are “college and work ready,” states need:


ADP Algebra II Assessment

Partnership of States Collaborating on a Common Algebra II Test

Mathematics Content – defining a common core of content and identifying other optional add-on modules

Assessment Specifications – defining parameters for test development, format, administration guidelines, etc.


Postsecondary institutions must be held accountable for student success

Focused goals for each institution, including persistence and graduation rates

Data systems linked to K–12

Appropriate incentives

Holding postsecondary institutions accountable for the success of the students they admit requires:


Achieve’s Study of College Placement Tests

Uses same methodology as exit exam study, with refinements/extensions of content taxonomy

Includes analysis of national tests (SAT, ACT, Accuplacer, Compass) and state/institution-specific tests


For more information,please visit Achieve, Inc., on the Web at

http://www.achieve.org

Achieve’s American Diploma Project: Cross-State Initiatives to Prepare

Students for College and Work

Urban Mathematics Leadership Network Meeting

April 20-22, 2006

Achieve, Inc.

Documents

Transcript of Achieve, Inc.