Achieve’s American Diploma Project: Cross State Initiatives Impacting Mathematics Expectations and...
-
Upload
brooks-cockburn -
Category
Documents
-
view
214 -
download
0
Transcript of Achieve’s American Diploma Project: Cross State Initiatives Impacting Mathematics Expectations and...
Achieve’s American Diploma Project: Cross State Initiatives Impacting
Mathematics Expectations and Policy
Florida Math Standards Conference
September 18, 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
3AMERICAN DIPLOMA PROJECT NETWORK
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.
4AMERICAN DIPLOMA PROJECT NETWORK
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
5AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
How well prepared are our students for the world after high school?
What does it take to be prepared for postsecondary education and work?
What do we expect of our high school graduates?
What will it take to close the expectations gap?
6AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
How well prepared are ourstudents?
7AMERICAN DIPLOMA PROJECT NETWORK
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
8AMERICAN DIPLOMA PROJECT NETWORK
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.
9AMERICAN DIPLOMA PROJECT NETWORK
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
10AMERICAN DIPLOMA PROJECT NETWORK
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
11AMERICAN DIPLOMA PROJECT NETWORK
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, 2000–1010%
22%
36%
31% High schooldropout High schooldiplomaSomepostsecondaryBachelor'sdegree
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.
12AMERICAN DIPLOMA PROJECT NETWORK
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.
13AMERICAN DIPLOMA PROJECT NETWORK
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.
14AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.
15AMERICAN DIPLOMA PROJECT NETWORK
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: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.
16AMERICAN DIPLOMA PROJECT NETWORK
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
17AMERICAN DIPLOMA PROJECT NETWORK
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.
18AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What does it take to beprepared for postsecondary education and work?
19AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
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.
20AMERICAN DIPLOMA PROJECT NETWORK
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.
21AMERICAN DIPLOMA PROJECT NETWORK
College Ready = Career Ready
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.
22AMERICAN DIPLOMA PROJECT NETWORK
Work Ready is not the same as Career Ready
Career Ready – The knowledge and skills needed to gain further education and training in order to succeed and advance in chosen career
Work Ready – The knowledge and skills needed to gain an entry level job
23AMERICAN DIPLOMA PROJECT NETWORK
Blue-collar jobs require high-level skills
Requirements for draftsmen: Recommended high school courses include Geometry and
Trigonometry. Draftsmen may wish to seek additional study in
mathematics and computer-aided design to keep up with technological progress within the industry.
Requirements for electricians: Recommended high school courses include Algebra,
Geometry, Trigonometry and Physics.
Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC.
24AMERICAN DIPLOMA PROJECT NETWORK
Blue-collar jobs require high-level skills
Requirements for iron workers: Recommended high school courses include Algebra,
Geometry and Physics.
Requirements for sheet metal workers: Four or five years of apprenticeship Algebra, Geometry, Trigonometry and technical reading
Requirements for tool and die makers Four or five years of apprenticeship and/or postsecondary
training Algebra, geometry, trigonometry and statistics
Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC.
25AMERICAN DIPLOMA PROJECT NETWORK
Recommended Math Courses for 16 CTE Career Clusters
Algebra I, Geometry, &
Algebra II
Trigonometry, Pre-Calculus, or Statistics Trigonometry, Pre-Calculus, or
CalculusArts, A/V Technology & Communications
Architecture & Construction
Business, Management, & Administration
Finance
Government & Public Administration
Hospitality and Tourism
Human Services
Information Technology
Manufacturing
Marketing, Sales and Service
Transportation, Distribution & Logistics
Agriculture, Food & Natural Resources
Education & Training
Health Science
Law, Public Safety, Corrections& Security
Science, Technology, Engineering and Mathematics
26AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What does all this mean?
A high school diploma is necessary but not sufficient -- good jobs that pay well and lead to careers require high skills and further education or training beyond high school.
There is a common core of English and math skills necessary for success in college and in the education and training that leads to careers.
The job of high schools is to help every 9th grader graduate with at least these core skills -- so that each student has choices and options after high school.
27AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project Methodology
Coming from the workplace perspective:
Defining workplace expectations
Securing input from employers on preliminary workplace expectations
28AMERICAN DIPLOMA PROJECT NETWORK
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).
29AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project Methodology
Coming from the postsecondary perspective:
Defining postsecondary expectations for credit-bearing work Test content analyses
Meetings with higher education faculty
30AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project Methodology
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
31AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
Convergence of workplace and postsecondary findings:
Similar intellectual demands
Some variation in relative emphasis
Importance of reasoning and problem-solving skills
32AMERICAN DIPLOMA PROJECT NETWORK
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.
33AMERICAN DIPLOMA PROJECT NETWORK
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:
34AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
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
35AMERICAN DIPLOMA PROJECT NETWORK
ADP Math Expectations
ADP Math benchmarks cover: Number sense and
numerical operations Algebra Geometry Data interpretations,
statistics and probability Math reasoning skills
Typically taught in four courses with content equivalent to:
Algebra I Geometry Algebra II Additional advanced
course such as Statistics or Precalc
36AMERICAN DIPLOMA PROJECT NETWORK
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
37AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project Mathematics Benchmarks
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 a secondary progression and sequences of
high school courses
38AMERICAN DIPLOMA PROJECT NETWORK
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
39AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project Mathematics Benchmarks
So how are we “unpacking” the ADP benchmarks?
Identifying 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
40AMERICAN DIPLOMA PROJECT NETWORK
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
41AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What do we expect of ourhigh school graduates?
StandardsCourse-taking requirementsAssessments
42AMERICAN DIPLOMA PROJECT NETWORK
State high school standards not always anchored in real-world expectations
In most states, standards reflect a consensus among discipline-based experts about what would be important for young people to learn – not a reflection of what would be essential to know to succeed at the next level.
Few states’ postsecondary faculty and employers have verified that state high school standards reflect their expectations.
43AMERICAN DIPLOMA PROJECT NETWORK
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.
44AMERICAN DIPLOMA PROJECT NETWORK
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
45AMERICAN DIPLOMA PROJECT NETWORK
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
46AMERICAN DIPLOMA PROJECT NETWORK
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
47AMERICAN DIPLOMA PROJECT NETWORK
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
48AMERICAN DIPLOMA PROJECT NETWORK
Algebra II critical for college and work
26%
46%60%
68%
0%
25%
50%
75%
100%
College students Students who did not go tocollege
Completed less than Algebra II
Completed Algebra II/more
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.
High school graduates extremely or very well prepared for expectations of college/work
49AMERICAN DIPLOMA PROJECT NETWORK
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%
50AMERICAN DIPLOMA PROJECT NETWORK
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)
51AMERICAN DIPLOMA PROJECT NETWORK
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?
52AMERICAN DIPLOMA PROJECT NETWORK
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.
53AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
54AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
55AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
Grade when most international students cover content required to pass state math tests
56AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What will it take to close the expectations gap?
57AMERICAN DIPLOMA PROJECT NETWORK
Closing the Expectations Gap: ADP Policy Agenda
Align high school standards with college and work expectations.
Require all students to take curriculum aligned with standards.
Include “college-ready” test, aligned with state standards, in high school assessment system.
Hold high schools accountable for graduating students college- and work-ready, and hold postsecondary institutions accountable for student success.
58AMERICAN DIPLOMA PROJECT NETWORK
ADP Network: 25 states committed to improving student preparation
59AMERICAN DIPLOMA PROJECT NETWORK
ADP Math Tools and Support: Standards
K-12 Math Benchmarks
High School Course Descriptions Traditional math sequence Integrated math sequence Capstone Courses Applied Sequence
Alignment Institute and other technical support
60AMERICAN DIPLOMA PROJECT NETWORK
Achieve provides alignment support to 18 states
ID
A Z
U T
M T
W Y
N M
C O
A L
F L
S C
T N
K Y
INO H
N C
S D
K S
N E
M N
W I
IA
IL
M O
A R
M S
O K
N D
O R
C A N V
W A
T X
A K
P A
ME
V A
N Y
C T
W VM D
N J
V TN H M A
D E
R I
H I
LA
MI
G A
LE G E N DA D P A lignm ent Ins titutesA c hieve A lignm ent S up p o rt
61AMERICAN DIPLOMA PROJECT NETWORK
ADP Math Tools and Support: College-Ready Assessment
Common Algebra II Test
Do Graduation Tests Measure Up?: A Closer Look at High School Exit Exams
Study of what commonly used college admissions and placement tests measure
62AMERICAN DIPLOMA PROJECT NETWORK
ADP Algebra II End-of-Course Exam
Nine states will issue RFP for development of Algebra II test in the Fall of 2006.
Test content aligned with ADP math benchmarks
Purposes of the test: To ensure consistent content and rigor in Algebra II
courses within and among states To provide for comparisons in performance among the
states To be used for postsecondary placement purposes
Test will be administered no later than Spring 2008
Additional states will be able to use this exam
63AMERICAN DIPLOMA PROJECT NETWORK
States working together to develop a common Algebra II EOC test
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
MA
LA
MI
GA
RI
N J
64AMERICAN DIPLOMA PROJECT NETWORK
Math Tools and Support: Improving Instruction
Urban Math Leadership Network in partnership with Charles A. Dana Center/UT Austin Focus on developing tools and strategies to help urban
districts increase success in Algebra I
Aligned Instructional Systems Formative assessments Model Curriculum Sample Lessons and Assignments Professional Development Supports for Students
65AMERICAN DIPLOMA PROJECT NETWORK
Math Tools and Support: Advocacy
Making the case for Algebra II
Research that supports necessity of advanced math skills for 21st Century work as well as for college
Examples of successful state, district and school initiatives
66AMERICAN DIPLOMA PROJECT NETWORK
For more information,please visit Achieve, Inc., on the Web at
http://www.achieve.org
Achieve’s American Diploma Project: Cross State Initiatives Impacting
Mathematics Expectations and Policy
Florida Math Standards Conference
September 18, 2006