Creating a High School Diploma That Counts: Lessons from the ADP Network Charles A. Dana Center Annual Mathematics and Science Higher Education Conference October 27, 2006
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? Closing the expectations gap what will it take? What have we learned from working with states in ADP Network? 2
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 creditbearing 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 3
College Ready = Work 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. 4
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 5
English Standard Participate productively in self-directed work teams using skills such as: Listening with civility to the ideas of others Extracting essential information from the ideas of others Building on the ideas of others and contributing relevant information Tolerating ambiguity and a lack of consensus 6
Writing Standard Produce work-related texts (e.g., memos, project plans, bios) that: address audience needs translate technical language into non-technical English include relevant information and exclude extraneous information anticipate potential problems, mistakes and misunderstandings that might arise for the reader adopt a customary format, including proper salutation, closing and signature, when appropriate 7
Algebra Standard Recognize and solve problems that can be modeled using a finite geometric series, such as home mortgage problems and other compound interest problems. Example: How much money will you have in a retirement fund if you deposit $1,000 each year for 20 years and the interest rate remains constant at 4%? 8
Geometry Standard Apply the trigonometric functions sine, cosine and tangent to solve for an unknown length of a side of a right triangle, given one of the acute angles and the length of another side. Example: Safety regulations require that the angle between a ladder and the wall should be between 25 and 30 degrees. What is the range of safe placements (distance from the wall) for the bottom of a 12-foot ladder? Where should the base of a 20-foot ladder be placed to satisfy the same safety regulation? 9
To be college and work ready, students need to complete a rigorous sequence of courses To cover the content in the ADP benchmarks, high school graduates need: In math: Four courses Content equivalent to Algebra I and II, Geometry, and a fourth course such as Statistics or Precalculus In English: Four courses Content equivalent to four years of grade-level English or higher (i.e., honors or AP English) 10
An Expectations Gap We haven t expected all students to graduate from high school college- and work-ready State standards reflect consensus about what is desirable, not what is essential Only 2 states required algebra II for graduation State tests measure 8 th and 9 th grade knowledge and skills High school accountability rarely focuses on graduation rates or on college- and work-readiness 11
American Diploma Project What do recent high school graduates tell us about the expectations they faced? 12
Most high school graduates were moderately challenged 56% 57% 53% High expectations/i was significantly challenged Moderate expectations/i was somewhat challenged Low expectations/pretty easy to slide by 24% 20% 26% 17% 20% 26% All high school graduates College students Students who did not go to college 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. 13
Knowing what they know today, high school graduates would have worked harder 100% 75% Would have applied myself more 65% 77% 50% 25% 0% High school graduates who went to college High school graduates who did not go to college 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. 14
If high school had demanded more, graduates would have worked harder Would have worked harder Strongly feel I would have worked harder Wouldn t have worked harder 82% 80% 18% 17% 64% 63% 15% 18% High school graduates who went to college High school graduates who did not go to college 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
Majority of graduates would have taken harder courses Knowing what you know today about the expectations of college/work Would have taken more challenging courses in at least one area College students Students who did not go to college 62% 72% Would have taken more challenging courses in: Math 34% 48% Science 32% 41% English 29% 38% 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. 16
Graduates who faced high expectations in high school twice as likely to feel prepared for future Percentage saying they were extremely/very well prepared 100% High school graduates who went to college 80% 80% 72% High school graduates who did not go to college 60% 58% 53% 40% 37% 36% 20% 0% High expectations Moderate expectations Low expectations 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. 17
Algebra II critical for college and work High school graduates extremely or very well prepared for expectations of college/work 100% Completed less than Algebra II Completed Algebra II/more 75% 60% 68% 50% 46% 25% 26% 0% College students Students who did not go to college 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. 18
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. 19
ADP Network: 26 states committed to improving preparation 20
Progress, Emerging Issues and Lessons Aligning standards with the demands of college and work Aligning curriculum and graduation requirements with skills needed after high school College-ready assessments for high school students 21
Progress Since 2005 Summit Source: Achieve Survey/Research, 2006. 22
American Diploma Project Aligning Standards Progress, Lessons and Emerging Issues 23
Progress Since 2005 Summit Source: Achieve Survey/Research, 2006. 24
Achieve provides alignment support to 18 states CA OR WA NV ID UT MT WY CO ND SD NE KS MN IA MO WI IL IN M I OH KY WV PA VA NY M E VT NH MA NJ DE MD RI CT AZ NM OK AR TN NC SC TX L A MS AL GA AK FL HI LEGEND ADP Alignment Institutes Achieve Alignment Support 25
Aligning Standards: Emerging Issues and Lessons K-12 and higher education systems need help to do this work: Strategies flexible step-by-step process Tools model standards, side-by-side analyses, data on relationship between high school course-taking, performance and postsecondary success Facilitation Time 26
Aligning Standards: Emerging Issues and Lessons Higher education must: Be transparent: provide a clear definition of knowledge and skills needed to enter and succeed in college level courses Speak with one voice: adopt uniform placement policies statewide, especially for open door and broad access institutions Involve faculty heavily in determining standards 27
Aligning Standards: Emerging Issues and Lessons Many high school educators don t believe all students should or can be prepared for college, while others actively support this goal Veteran educators want standards to be stable and predictable may be best to phase in college- and work-ready standards according to state timetable for periodic revisions 28
Aligning Standards: Emerging Issues and Lessons All involved in developing college and work-ready standards must understand their significant uses: To inform postsecondary placement policies and tests To inform high school curriculum, course descriptions, graduation requirements and assessments To help students understand the skills they need to succeed after high school 29
American Diploma Project Curriculum and Graduation Requirements Progress, Lessons and Emerging Issues 30
Progress Since 2005 Summit Source: Achieve Survey/Research, 2006. 31
Progress Since 2005 Summit Source: Achieve Survey/Research, 2006. 32
Graduation Requirements: Emerging Lessons Four years of math, at least through Algebra II Align admissions requirements in 4-year institutions with new high school graduation requirements Focus on content, not just course titles End of course exams to ensure consistent content and rigor Provide tools to help align and improve instruction Formative Assessments Model Curriculum Sample Lessons and Student Assignments Professional Development 33
Graduation Requirements: Emerging Issues Do all students need Algebra II? Can all students really meet higher graduation requirements? Will more rigorous graduation requirements crowd out the arts and/or electives? Will more rigorous graduation requirements crowd out career and technical education? Do we have enough well prepared math and science teachers particularly in high poverty schools, and are there adequate resources for professional development? 34
American Diploma Project College-Ready Assessments Progress, Lessons and Emerging Issues 35
Measuring Our Progress Source: Achieve Survey/Research, 2006. 36
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. Some states are considering incorporating the SAT or ACT into their high school assessment systems. 37
College-Ready Assessments: Issues and Lessons Insist that any test for placement purposes be aligned with state college-ready standards Don t rush to use college admissions tests High school assessments for placement should be used in addition to placement tests given to entering freshman, not as replacement Support the use of end-of-course exams they can provide information needed for placement and improve college preparation by supporting rigorous teaching 38
States working together to develop a common Algebra II End of Course test WA MT ND M E OR MN ID WY SD WI M I NY MA RI CA NV UT CO NE KS IA MO IL IN OH KY WV PA VA NJ MD AZ NM OK AR TN NC SC TX LA MS AL GA AK FL 39
ADP Algebra II End-of-Course Exam Nine states will issue RFP for development of Algebra II test by the end of August. 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 40
American Diploma Project Network Additional ADP Tools and Support 41
Tools to help improve secondary math instruction K-12 Standards and course descriptions: K-8 grade-by-grade progression High school level course sequences Traditional Integrated Other more applied orientation TBD Capstone course(s) Alternative to pre-calculus/calculus in senior year Application-oriented Advanced functions and modeling, discrete mathematics, probability and statistics 42
Tools to help improve secondary math instruction Focus on helping students succeed in Algebra I Urban Math Leadership Network led by Dana Center, Achieve and Aspen Institute are partners Identifying tools and practices to help struggling students: Students far behind grade level skills English Language Learners Special needs students 43
Tools to help improve secondary math instruction Aligned instructional systems and supports: Formative assessments Model curriculum Sample lessons and assignments Professional Development Supports for students Planning for this work will begin in January 44
Research and Development To help states raise graduation requirements and graduation rates: Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System Policy audits of state approaches to dropout prevention, intervention and recovery To help states make well informed choices of college-ready assessments: Study of widely used college admissions and placement exams 45
Mobilizing Key Leaders Building Support in Higher Education Campaign aimed at engaging college presidents to start in Fall 2006 In partnership with American Council on Education, State Higher Education Executive Officers and National Association of System Heads Mobilizing Business Community US Chamber of Commerce, Business Roundtable Business Leaders Toolkit 46
For more information, please visit Achieve, Inc., on the Web at http://www.achieve.org 47
Creating a High School Diploma That Counts: Lessons from the ADP Network Charles A. Dana Center Annual Mathematics and Science Higher Education Conference October 27, 2006