Closing the Expectations Gap 2013 PowerPoint

Background ¿ This is the eighth year that Achieve has surveyed all 50 states and reported on state progress in adopting college- and career-ready standards, graduation requirements, assessments, and accountability and data systems. ¿ This year’s report includes information on policy adoption and implementation as well as recommendations for states as they look toward transition to assessments aligned to college- and career-ready standards. ¿ The report includes state-by-state results on the policies and practices of forty-nine states and the District of Columbia that participated in this year’s survey.

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The College- and Career-Ready Agenda

#1 - Align high school standards with the demands of college and careers.

#2 - Require students to take a college- and career-ready course of study to earn a high school diploma.

#3 - Develop statewide high school assessment systems anchored to college- and career-ready expectations.

#4 - Develop reporting and accountability systems that promote college and career readiness.

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State Progress on Adopting Policies to Ensure that High School Students Graduate College and Career Ready

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College- and Career-Ready Policy Adoption

by State

CCR Standards, Assessments, and Gradua1on Requirements CCR Standards and Assessments CCR Standards and Gradua1on Requirements CCR Standards

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#1 - College- and Career-Ready Standards

In the survey, Achieve asked states whether they have developed and adopted high school academic content standards in English and mathematics aligned to college- and career-ready expectations.

Achieve also asked about state efforts to support implementation, including access to high-quality instructional materials and professional learning opportunities aligned to the CCSS/CCR standards.

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Standards Implementation

Number of States Reporting Full Implementation of the CCSS/ CCR Standards (ELA/Literacy and Mathematics K–12)

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State Efforts to Support College- and CareerReady Standards Implementation ¿ 41 states reported guiding/supporting district and school use by providing highquality processes, protocols and exemplars ¿ 30 states reported they are developing curricular and supplemental materials for voluntary use by districts and schools to align the state’s required courses to the CCSS/CCR standards ¿ 17 states responded that they are approving/certifying a list of curricular and supplemental materials aligned to the new CCSS/CCR standards ¿ 5 states reported they are requiring district and school use of curricular materials aligned to the state’s required courses and the CCSS/CCR standards

**Types of efforts listed above are not mutually exclusive Achieve | 2013 Closing the Expectations Gap

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State Efforts to Support Professional Development in Light of the CCSS/CCR Standards ¿ 38 states have developed a coordinated agency-wide plan and calendar for professional development aligned to the CCSS/CCR standards ¿ 30 states have directed regional centers to provide training and support aligned to CCSS/CCR standards ¿ 16 states have or will identify high-quality or promising providers for districts/ schools to access ¿ 8 states have or will audit existing professional development offerings for alignment to the CCSS/CCR standards Regardless of the role the state plays, it is critical that states make certain that the professional development teachers, principals and leaders receive is aligned to the CCSS/CCR standards, high quality and capable of affecting changes in instruction.

**Types of efforts listed above are not mutually exclusive Achieve | 2013 Closing the Expectations Gap

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#2 - College- and Career-Ready Graduation Requirements

In the survey, Achieve asked states whether they require all students to complete a college- and career-ready course of study in order to earn a high school diploma.

Achieve also asked states how they ensure that the courses students take are aligned with the state’s academic content standards and that the content of courses is consistent and equally rigorous across schools and districts.

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As of 2013, 19 States and DC Adopted Policies that Require Students to Default Into a College- and Career-Ready Course of Study

DC

Mandatory Requirements Default Requirements

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Raising the Bar with College- and Career-Ready Graduation Requirements ¿ 31 states with CCSS/CCR standards have not aligned their graduation requirements to their standards to ensure that all students meet the college- and career-ready expectations found in their standards. ¿ This year’s survey data indicate that most states without CCR course requirements are not considering proposals to raise their minimum high school graduation course requirements to the CCR level. ¿ States send mixed signals about their commitment to CCR when the courses — or competency-based demonstrations — encompass only a subset of the academic knowledge and skills in literacy and mathematics needed to qualify for and succeed in entry-level, credit-bearing postsecondary coursework and/or job training.

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Ensuring Rigor and Consistency of Course Requirements ¿ 38 states reported having at least one mechanism in place to monitor the rigor and consistency of the courses — and the standards covered by the courses — that students are required to complete. ¿ Of the 12 states with default CCR diplomas, only four states keep track of the numbers of students who opt out or modify the default CCR requirements. And only one state reports this information at the school level.

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#3 - High School Assessments Anchored to College- and Career-Ready Expectations

In the survey, Achieve asked states whether they administer to all students an assessment of college- and career-ready knowledge and skills capable of producing a readiness score used by postsecondary institutions and employers.

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In 2013, 19 States Administer Tests Aligned with College- and Career-Ready Expectations

National College Admissions Test State-Developed Assessment

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State Actions to Smooth Transition to Assessments of CCR/CCSS Standards Assessment Transition Action*

States

Totals

Removing items from state assessments that do not align to the CCSS/CCR standards

CO, DE, GA, HI, KS, LA, ME, MA, MI, NV, NH, NJ, ND, OH, PA, SC, TN, UT, WY

19

Adding new items to state assessments that align to the CCSS/CCR standards

AK, AZ, DE, FL, GA, KS, LA, MA, NV, NJ, NM, ND, OK, PA, TX, UT, WA, WY

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Expanding or creating new constructed-response or performance-based assessments

GA, KS, LA, NM, ND, OK, TN, TX, WV

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Raising standard for “proficiency” on state assessments

FL, GA, MI, NE, TX, WI

6

Administering a CCSS/CCR aligned assessment

AL, DC, IL, KY, MN, NY, NC, VA

8

No changes planned to state assessments at this time AR, CA, CT, IA, MD, MS, MO, OR, RI, VT

10

*These actions are not mutually exclusive, with the exception of “No changes planned to state assessments at this time.” For most states, the transition actions apply to both English language arts and mathematics for grades 3-8 and high school. However, in a few cases, states made changes to one subject or grade band. Too, a number of states have plans to raise proficiency standards on their transition assessments after the 2013-14 school year; these plans are not reflected in the above table.

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#4 - Reporting & Accountability Systems that Promote College and Career Readiness

In the survey, Achieve asked states whether they have incorporated a set of college- and career-ready indicators into their data, reporting and accountability systems.

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Key College- and Career-Ready Accountability Indicators and Uses

INDICATORS the percentage of students who...

USES

Earn a college- and career-ready diploma

Annual school-level public reporting

Score college-ready on high school assessments

Set statewide performance goals

Earn college credit while in high school

Provide school-level incentives to improve

Are required to take remedial courses in college

Factor into accountability formula

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In 2013, No State Met Accountability Criteria – But Four States Receive Partial Credit

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Use of College- and Career-Ready Indicators over Time

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