American Diploma Project

Creating a High School Diploma That Counts

Arkansas

2AMERICAN DIPLOMA PROJECT NETWORK

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?


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.


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


How does Arkansas stack up?

74%

42%

27%

15%

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

ArkansasUnited States

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


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




On-time high school graduation, 2002

66%75%

52%

78%

56%

0%

25%

50%

75%

100%

Latino African American White

Perc

enta

ge o

f 9t

h gr

ade

stud

ents


N/A


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.


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




27%34%

40%45%

0%

25%

50%

75%

100%

Lowest: Alaska United States Arkansas 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%


Perc

enta

ge o

f 9t

h gr

ade

stud

ents

gr

adua

ting

on ti

me

colle

ge r

eady




29%

45%

20% 23%

40%

0%

25%

50%

75%

100%


Per

cent

age

of 9

th g

rade

stu

dent

s gr

adua

ting

on

tim

e co

lleg

e re

ady



N/A


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.


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


11%

46%

42%

7%12%

32%

34%

15%

High school graduates who went to college

61%

39%

53%

46%

High school graduates who did not go to college

Many high school graduates cite gaps in preparation How well did your high school education prepare you for college or the work/jobs you hope to get in the future?

Extremely well: prepared for everything

Very well: generally able to do what’s expected Not well: large gaps/struggling

Somewhat well: some gaps

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.


College instructors/employers confirm high school graduates’ lack of preparationAverage estimated proportions of recent high school graduates who are not prepared

42% 45%

High school graduates not prepared for college-level classes

High school graduates not prepared to advance beyond entry-level jobs




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.

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

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


Today’s graduates need more knowledge and skills

Highly Paid Professional Jobs Earnings: $40,000+ Projected Job Growth Rate: 20%

Well-Paid, Skilled Jobs Earnings: $25,000–$40,000 Projected Job Growth Rate: 12%

Low-Paid or Low-Skilled Jobs Earnings: Less than $25,000 Projected Job Growth Rate: 15%

25%

37%

38%

Share of JobsSource: American Diploma Project, 2002.


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

ADP research found that: 84 percent of highly paid professionals (top tier of

pyramid) 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).


Even blue-collar jobs require high-level skills

Requirements for tool and die makers Four or five years of apprenticeship and/or postsecondary

training Algebra, geometry, trigonometry and statistics

Requirements for sheet metal workers Four or five years of apprenticeship Algebra, geometry, trigonometry and technical reading

Source: American Diploma Project, 2002.


ADP expectations ensure high school graduates are prepared to succeed

In English, the benchmarks cover: Language Communication Writing Research Logic Informational text Media Literature

In math, the benchmarks cover: Number sense and

numerical operations Algebra Geometry Data interpretations,

statistics and probability Math reasoning skills


Whether graduates are going to college or work, they need the same skills

CollegeAlgebra

Required Skills: Add, subtract, multiply, divide and

simplify rational expressions Understand functional notation Solve systems of two linear equations

in two variables Solve quadratic equations in one

variable Graph a linear equation and quadratic

function Determine the perimeter and the

circumference of geometric shapes Represent geometric objects and

figures algebraically

Machine OperatorEastman Chemical Company

Required Skills: Add, subtract, multiply, divide and

simplify rational expressions Calculate and apply ratios,

proportions and percentages to solve problems

Recognize and solve problems using a linear equation and one variable

Apply units correctly in expressions involving measurements

Determine the perimeter and the circumference of geometric shapes


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

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)

To cover the content in the ADP benchmarks, high school graduates need:



What do we expect of ourhigh school graduates?

Standards Course-taking requirements Assessments


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.


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.


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

WV

MNVT

DENJ

MD

CT

NH

LA

SD

WA

ORID

MT

WY

UTNV

CA

AZ

AK

NMOK

KS KY

TX

AR

ME

NY

OHIN

TN

VA

NC

SC

FL

GAALMS

MO

IL

WI

Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.


20 states require Algebra I

MN

IN

FL

GAMS

LA

OK

TX

NM

CA

UT

SD

TN

KYNC

WV MDVA

ARAL



13 states require Geometry

MS

LA

VAKY

AL

OK

TX

WV MD

AR

UT

MN

IN



Only 3 states require Algebra II

IN

AR

TX



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)



41% 42%

71%

20%

0%

25%

50%

75%

100%

Lowest: Nevada United States Arkansas Highest: WestVirginia

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

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


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


Reading tests downplay higher-level skills

13%

20%

12%

55%

0%

10%

20%

30%

40%

50%

60%

Recall Infer Explain Analyze

Per

cent

age

of to

tal p

oint

s



Students can pass state English tests with skills ACT expects of 8th and 9th graders

0 1 2 3 4 5 6

FL

MD

MA

NJ

OH

TX

ACT EXPLORE (8th/9th)

ACT PLAN (10th)

ACT (11th/12th)




What do recent high school graduates tell us about the expectations they faced?


Most high school graduates were moderately challenged

20%

26%24%

53%57%56%

26%

17%20%

High expectations/I wassignificantly challenged

Moderate expectations/Iwas somewhat challenged

Low expectations/prettyeasy to slide by

All high school graduates

College students

Students who did not go to college



Graduates who faced high expectations in high school twice as likely to feel prepared for futurePercentage saying they were extremely/very well prepared


80%

58%

37%

72%

53%

36%

0%

20%

40%

60%

80%

100%

High expectations Moderate expectations Low expectations




Algebra II critical for college and work

26%

46%

60%

68%

0%

25%

50%

75%

100%

College students Students who did not go to college

Completed less than Algebra II Completed Algebra II/more


High school graduates extremely or very well prepared for expectations of college/work


Writing critical for college and work

51%47%

79%75%

0%

25%

50%

75%

100%

College students Students who did not go to college

Wrote a fair amount/not much Wrote a great deal

High school graduates extremely or very well prepared for expectations of college/work



Knowing what they know today, high school graduates would have worked harder

65%

77%

0%

25%

50%

75%

100%

High schoolgraduates whowent to college

High schoolgraduates who didnot go to college

Would have applied myself more



If high school had demanded more, graduates would have worked harder

64%

18%

15%

63%

17%

18%

82%80%

Would have worked harder Strongly feel I would have worked harder Wouldn’t have worked harder





72%

48%

41%

38%

62%

29%

34%

32%

College studentsStudents who did not go to college

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:

Would have taken more challenging courses in at least one area

Math

Science

English




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:


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:

Creating a High School Diploma That Counts

Arkansas


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

http://www.achieve.org

American Diploma Project

Documents

Transcript of American Diploma Project