Closing the Expectations Gap 2009 PowerPoint

Closing the Expectation Gap

2009 Fourth Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers

“For too many graduates, the American high school diploma signifies only a broken promise.” § The American Diploma Project (ADP) report Ready or Not: Creating a High School Diploma That Counts (2004) called attention to the critical gap between the expectations for high school graduation and those of postsecondary institutions and employers. § At the National Education Summit on High Schools in 2005, Achieve launched the American Diploma Project Network of 13 states working toward the common goal of closing the expectations gap. § ADP Network states have committed to four policy actions to better prepare students for college, the workplace and citizenship.

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American Diploma Project Network Agenda

§ Align high school standards with the demands of college and careers. § Require students to take a college- and career-ready curriculum to earn a high school diploma. § Build college-and career-ready measures into statewide high school assessment systems. § Develop reporting and accountability systems that promote college and career readiness.

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Four years later, the ADP Network includes 34 states educating nearly 85 percent of the nation’s students.

VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

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I. Align High School Standards with the Expectations of College and the Workplace Since 2004, nearly half the states have revised their high school academic standards in English and/or mathematics to align them with the demands of postsecondary education and careers.

This year, four new states report having adopted college- and careerready standards in English and/or mathematics, bringing the total number of states with aligned standards to 23.

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23 states have aligned standards VT

WA* ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN*

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ*

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

Aligned verified Aligned verified

standards formally

by Achieve standards not

by Achieve

*Only math standards aligned

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21 states and DC are in the process of aligning their standards (or have plans to do so) VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

In process, anticipate adoption in 2009 In process, anticipate adoption after 2009 Planning to align standards Achieve | 2009 CLOSING THE EXPECTATIONS GAP

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II. Require students to take a college- and career-ready curriculum to earn a high school diploma.

At the time of the National Education Summit in early 2005, only Texas and Arkansas had set their graduation course requirements at a level that would ensure that all graduates are prepared for success in college and the workplace.

Today, 20 states and the District of Columbia require all students to complete a college- and career-ready curriculum, including two states that adopted new requirements in the past year.

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20 states and DC require a college- and career-ready diploma VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

Mandatory college- and career-ready diploma Default college- and career-ready diploma Achieve | 2009 CLOSING THE EXPECTATIONS GAP

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8 states plan to raise their requirements to the college- and career-ready level VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

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III. Build college-and career-ready measures into statewide high school assessment systems.

Every year, Achieve has asked states whether they have a test capable of measuring students’ college and career readiness and, if so, whether that test is used by postsecondary institutions.

This year, Georgia is the only new state to require all high school students to take a college readiness assessment, bringing the total to 10 states.

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10 states administer tests aligned with college and career expectations VT

WA ND

MT

WY

MI PA

IA NE

UT

NY

WI

SD

NV CO

NH MA

MN

OR ID

ME

IL

KS

OH

IN

NJ DE

WV

VA

KY

MO

RI CT

MD DC

NC

CA

TN AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

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10 states currently do use high school test results for college placement decisions Ten states administer high school assessments also used by higher education to place incoming students. § End-of-course: one state New York § Comprehensive high school assessments: three states California, Georgia and Texas § College admissions tests – the ACT or SAT: six states Colorado, Illinois, Kentucky, Maine, Michigan and Tennessee Twenty-three states report plans to build college- and careerready assessments into their statewide testing system.

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23 states are developing tests aligned to college- and career-ready expectations VT

WA ND

MT

WY

MI PA

IA NE

UT

NY

WI

SD

NV CO

NH MA

MN

OR ID

ME

IL

KS

OH

IN

NJ DE

WV

VA

KY

MO

RI CT

MD DC

NC

CA

TN AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

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IV. Develop P-20 longitudinal data systems that generate accurate information about students readiness.

Three new states reported to Achieve this year that they now have operational P–20 longitudinal data systems and have begun to match student-level data between the K–12 and postsecondary systems at least once annually. This brings the total number of states with P–20 longitudinal data systems to 12.

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12 States have P-20 longitudinal data systems and match student data at least once annually VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

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37 states and DC are developing or planning P-20 longitudinal data systems VT

WA ND

MT OR

MI PA

IA NE

UT

NY

WI

WY NV CO

NH MA

MN

SD

ID

ME

IL

KS

IN

NJ DE

WV

VA

KY

MO

CA

OH

RI CT

MD DC

NC TN

AZ

OK

NM

SC

AR MS

TX

AL

GA

LA FL

AK

HI

In process of developing P-20 data systems, online in 2009 Planning P–20 data systems, online in 2010–11 Planning P-20 data systems but no target online date Achieve | 2009 CLOSING THE EXPECTATIONS GAP

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States Must Have Robust Data Collection Efforts that Include College- and CareerReady Indicators § Over time, states must continue to build college- and careerready indicators into their data systems and produce meaningful annual reports to key stakeholders to inform accountability decisions, classroom instruction and program evaluations. § Having the right data is just the first step; the next challenge for all state leaders is to commit to using data to strengthen the preparation of students for postsecondary success.

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Do States Track These College- and CareerReady Indicators in Their P-20 Longitudinal Data Systems?

States are making progress, but gaps in data collection persist… Number of States That Include Indicators in Their Data Systems Indicator

YES

PLAN

28

23

College- and Career-Ready Testing

7

7

College- and Career-Ready Diploma

15

12

College Remediation Rate

22

13

Earning College Credit While Still in High School

15

7

Cohort Graduation Rate

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V. Develop reporting and accountability systems that promote college and career readiness.

To fully implement the college- and career-ready agenda, state accountability systems must value and promote college and career readiness.

State accountability systems must include a broad array of college- and career-ready indicators.

For the indicators to be meaningful and to drive improvement in the system, they must be used effectively.

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Continuum of College- and Career-Ready Indicators

Approaching College and Career Readiness

Meeting College and Career Readiness*

Exceeding College and Career Readiness

Course Completion and Success

Timely credit accumulation

Successful completion of college- and career-ready course of study

Participation in Advanced Placement (AP), International Baccalaureate (IB) and dual enrollment courses

Achievement

Performance or aligned assessments

Meeting standards on the college- and career ready

College-level performance on AP and/ or IB exams

Attainment

Graduation

Earning a college- and career-ready diploma

Earning credits in dual enrollment courses Applying to and enrolling in postsecondary

*Metrics based on indicators of “Mee0ng College and Career Readiness� should be weighted most heavily.

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State Accountability System Elements and Their Uses

Publicly Report Indicator

Set Performance Goals

Offer Incentives to Improve

Factor into Accountability Formula

YES

PLAN

YES

PLAN

YES

PLAN

YES

PLAN

23

28

17

34

3

5

14

27

College- and Career-Ready Testing

6

8

1

2

3

0

3

4

College- and Career-Ready Diploma

11

17

8

7

4

1

4

10

College Remediation Rate

18

8

3

5

1

2

2

5

9

8

5

3

2

4

0

4

Cohort Graduation Rate

Earning College Credit While Still in High School

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State Progress on Adopting Policies To Ensure That High School Students Graduate College and Career Ready 23

Standards

4

7

8

4

14

8

45

21

Graduation Requirements

8

5

6

2

8

29

10

Assessments

6

2 11

33

23 12

P–20 Data Systems

3 2

4

0

3

9

10

50

29

20

30

40

In Place by 2006

In Place by 2007

In Place by 2008

In Place by 2009

Anticipated in Place by 2010

In Process or Planning

50

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Closing the Expectation Gap

2009 Fourth Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers