Governor hunt board_of_directors_meeting_in_raleigh-durham_on_thurs_dec_13th

The glass is a quarter full:

The case for

Celebrationand

Alarm

First,

the GOOD NEWS…

3

Race Years BelowBasic

At / Above Basic

At/ Above Proficient

White 19922000

3224

6876

2230

20032007

139

8791

4251

Hispanic 19922000

6859

3241

57

20032007

3831

6269

1522

Black 19922000

7865

2235

24

20032007

4637

5463

1015

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Education (NAEP), 1992, 2000, 2003, and 2007.

National Percentages of Students At or Above Each Achievement Level for Math, Grade 4

4

National Average Scale Scores for Mathematics, Grade 4

180

190

200

210

220

230

240

2501

99

0

19

92

19

96

20

00

20

03

20

05

20

07

W hite

Black

Hispanic

Accommodations were not permitted between 1990-1996. NAEP Mathematics scale ranges from 0 to 500. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1990, 1992, 1996, 2000, 2003, 2005, & 2007 Mathematics Assessments.

5


At/ Above Basic


White 19922000

3425

6675

2533

20032007

2119

7981

3641

Hispanic 19922000

6760

3340

68

20032007

5346

4754

1115

Black 19922000

8170

1930

25

20032007

6153

3947

711


National Percentages of Students At or Above Each Achievement Level for Math, Grade 8

6

National Average Scale Scores for Mathematics, Grade 8

230

240

250

260

270

280

290

3001

99

0

19

92

19

96

20

00

20

03

20

05

20

07

W hite

Black

Hispanic


7


At/ Above Basic


White 19922000

3131

6969

3336

20032007

2623

7477

3942

Hispanic 19922000

6364

3736

1012

20032007

5751

4349

1417

Black 19922000

6966

3134

89

20032007

6154

3946

1214


National Percentages of Students At or Above Each Achievement Level for Reading, Grade 4

8

National Average Scale Scores for Reading, Grade 4

180

190

200

210

220

230

2401

99

2

19

94

19

98

20

00

20

02

20

03

20

05

20

07

W hite

Black

Hispanic

Accommodations were not permitted between 1990-1996. NAEP Mathematics scale ranges from 0 to 500. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 1994, 1998, 2000, 2002, 2003, 2005, & 2007 Mathematics Assessments.

9


At/ Above Basic


White 19921998

2521

7579

3337

20032007

1817

8283

3938

Hispanic 19921998

5448

4652

1113

20032007

4643

5457

1414

Black 19921998

5750

4350

811

20032007

4746

5354

1212


National Percentages of Students At or Above Each Achievement Level for Reading, Grade 8

10

National Average Scale Scores for Reading, Grade 8

230235

240245250

255260265

270275

19

92

19

94

19

98

20

02

20

03

20

05

20

07

W hite

Black

Hispanic


11

Race Year FL MA NC TX

White 19922000

224n/a

231239

223238

230241

20032007

243250

247257

251251

248253

Hispanic 19922000

208n/a

197203

**220

208223

20032007

232238

222231

235235

230236

Black 19922000

189n/a

195213

193215

199220

20032007

215 225

222232

225224

226230

** Reporting standards not met. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Education (NAEP), 1992, 2000, 2003, and 2007.

Average Scale Scores for Math, Grade 4

12

Average Scale Score for Math, Grade 8


White 19922000

272n/a

277284

266287

278286

20032007

286289

292305

294295

290300

Hispanic 19922000

246n/a

239246

****

249262

20032007

264270

255270

263273

267277

Black 19922000

236n/a

243258

238252

243250

20032007

249259

260264

260266

260271


13

Average Scale Score for Reading, Grade 4


White 19921998

218217

230228

220223

223230

20032007

229232

234241

232228

227232

Hispanic 19921988

203198

196194

****

200200

20032007

211218

202209

212205

205212

Black 19921998

185186

204202

194193

199191

20032007

198208

207211

203202

202207


14

Average Scale Score for Reading, Grade 8


White 19982003

264268

274278

270271

271272

20052007

265268

279278

267270

270275

Hispanic 19982003

247251

242246

**244

250247

20052007

252256

246251

248246

248251

Black 19982003

236239

246252

246247

246247

20052007

238244

253253

240241

246249

** Reporting standards not met. Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Education (NAEP),1998, 2003, 2005 and 2007.

15

Percentage of High School Graduates Who Completed Different Levels of Science Courses

14.4

3.12.6

15

7

3.3

35.2 36.4

25

14.9

27.1

33.4

5.9

12.2

17.414.6

14.3

18.4

0

5

10

15

20

25

30

35

40

Noscience orlow levelscience

Secondaryphysicalscience

and basic

Generalbiology

ChemistryI or

physics I

ChemistryI and

physics

ChemistryII, physicsII or advbiology

1982

1992

2004

Source: U.S. Dept. of Education, National Center for Education Statistics, High School and Beyond Longitudinal Study of 1980 Sophomores (HS&B-So: 80/82), “High School Transcript Study”; National Education Longitudinal Study of 1988 (NELS:88/92), “Second Follow-up, Transcript Survey, 1992”; and Education Longitudinal Study of 2002 (ELS:2002), “First Follow-up, High School Transcript Study, 2004.”

16

Trends in Core Course Fields: 1990-2005

2.5

2.7

2.9

3.1

3.3

3.5

3.7

3.9

4.1

4.3

4.5

English Socia l Studies Mathematics Science

Co

urs

e C

red

its

19901994199820002005

Source: U.S. Dept of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2005.

And now,

the BAD NEWS…

18

Educational Pipeline Success RateTable 1: Success Rate per 100 ninth graders

at Each Transition Point (2002)

Graduate from

High School

Immediately enter College

Are stillenrolled their Sophomore

year

*Graduatewithin

150% time

69 40 27 18

*150% time refers to college entrants completing an associate’s degree within 3 years or a bachelor’s degree within six years.

Table 1 presents the four key transition points using national data. The table uses a starting group of 100 ninth graders.

19

Not Ready for College

The Commission learned that large numbers of students across the United States graduate from high school without the knowledge and skills to be successful in credit-bearing college classes.

Only 21% of students nationally taking the ACT tests meet college readiness benchmarks in English, reading, mathematics, and science (Schmeiser, 2007).

In the 2000-2001 academic year, 28% of college freshmen across the country enrolled in remedial courses in reading, writing, and/or mathematics. The percentage was even higher at 2-year community colleges, with 42% of entering students taking one or more remedial courses (NCES, 2003).

Higher education faculty surveyed by ADP estimated that 42% of first-year students are academically unprepared for the rigor of college classes (Slover, 2007).

20

National Percent Meeting All Four ACT Benchmarks

25

18

3

10

26

9

29

0

5

10

15

20

25

30

Mal

es

Female

s

Africa

n-Am

.

Am. I

ndia

n

Whi

te

Hispan

ic

Asian

Am

.

21

25%

33%

0

5

10

15

20

25

30

35

2001 2006

Percentages of all research doctorates awarded by U.S. universities to foreign-born students holding

temporary visas

Source: an annual survey by the National Opinion Research Center at the University of Chicago.

22

Percentages of doctorates earned by U.S. citizens in 2006

32%

47%

87%78%

0

10

20

30

40

50

60

70

80

90

2006

Engineering

Physical Sciences

Education

Humanities

Source: an annual survey by the National Opinion Research Center at the University of Chicago.

23

Not Ready for Good Jobs

Job outlook projections from the U.S. Bureau of Labor Statistics (2005) show that many jobs of the future will require higher levels of knowledge and skills.

These projections show that the fastest growing occupation for the 2004-2014 decade will be primarily in the computer and health-related fields. All of these occupations require some postsecondary education or training. In fact, 22 of these 30 fastest-growing occupations require an associate, bachelor, master or doctoral degree.

24

U.S. Bureau of Labor Statistics Job Outlook Projections

Occupation Projected Employment

Change, Number

Projected Employment

Change, Percent

Most Significant Source of

Education/Training

Home health aides 350 56 Short-term on the job training

Network systems and data communications analysts

126 55 Bachelor’s degree

Medical assistants 202 52 Moderate-term on the job training

Physician assistants 31 50 Bachelor’s degree

Computer software engineers, application


Physical therapist assistants

26 44 Associate’s degree

25



Change, Number


Change, Percent


Education/Training

Dental Hygienists 68 43 Associate’s degree

Computer software engineers, systems software


Dental assistants 114 43 Moderate-term on the job training

Personal and home care aides

287 41 Short-term on the job training

Network and computer systems administrators


Database administrators


26



Change, Number


Change, Percent


Education/Training

Physical therapists 57 37 Master’s degree

Forensic science technicians


Veterinary technologists and technicians


Diagnostic medical sonographers


Physical therapist aides

15 34 Short-term on the job training

Occupational therapist assistants


Medical scientists, except epidemiologists

25 34 Doctoral degree

27



Change, Number


Change, Percent


Education/Training

Occupational therapists

31 34 Master’s degree

Cardiovascular technologists & technicians


Postsecondary teachers

524 32 Master’s degree

Hydrologists 3 32 Master’s degree

Computer systems analysts


Hazardous materials removal engineers

12 31 Moderate-term on the job training

Biomedical engineers


28



Change, Number


Change, Percent


Education/Training

Employment, recruitment, and placement specialists


Environmental engineers


Paralegals and legal assistants


29

What Are the Costs of Students Not Being Ready?

Dr. Eric Hanushek, an economist at Stanford University, found that the rate of economic growth of a country is highly correlated with the quality of its education system.

His analysis showed that bringing the U.S. up to top European countries over the next 20 years would boost the gross domestic product by about 5% by 2035, an increase that substantially exceeds what this country currently spends on education (4.5% of gross domestic product).

30

What Are the Costs of Students Not Being Ready?

He also examined the differences in lifetime earnings of men and women by educational attainment (see Table 3). A man with a Bachelor’s Degree is expected to earn $1.4 million more over his lifetime than a man with less than a high school diploma (Hanushek, 2007).

Education Attainment

Women Men

Less than high school

$0.7 million $1.1 million

High school $1.0 million $1.4 million

Some College


Associate’s Degree


Bachelor’s Degree


31

The Report of the Commission

for a College Ready Texas

Sandy Kress – Chairman, CCRT

32

Commission ReportCommissionfor a College Ready Texas

To provide a framework for the examination of college readiness and to explore whether the state has compelling reasons to support increased rigor in our high school curriculum, the Commission addressed several key questions:

How is college readiness defined? Is college readiness the same as workforce readiness? What do data say about the college readiness of students nationally and

in Texas? What are the costs of students not being ready? What is the evidence supporting the calls for increased rigor in K-12

standards and courses? What steps must be taken to drive improved college/good job readiness

for our students?

33

Commission ReportSelected Key Findings

Commissionfor a College Ready Texas

The Commission identified numerous findings.

Understanding and Redefining College Readiness

Today’s knowledge-based, global economy requires all youth to acquire education after high school to be competitive, successful, and earn an adequate income.

College readiness is the attainment of the core knowledge and skills necessary to succeed in the first year of education after high school without the need for remedial/ developmental education.

34


Understanding and Redefining College Readiness (Continued)

Preparation for college readiness must begin in kindergarten and progress through 12th grade.

Students, faculty, counselors, and administrators can no longer view the senior year in high school as a let-down or "marking-time" interval.

Texas high school graduates today are unprepared for the rigor of college courses, and there is a disconnect between the current exit-level Texas Assessment of Knowledge and Skills (TAKS) passing standards—the requirement for high school graduation—and the level of performance needed to be college ready.

Standards are very important but alone cannot address the problems identified in this report.

Commission ReportSelected Key Findings

35

Race Year CA IN TX

White 19901996

270277

270280

272284

20032007

283287

286290

290300

Hispanic 19901996

236245

****

245255

20032007

250256

261267

267277

Black 19901996

231244

242247

234249

20032007

246253

251259

260271


Average Scale Scores for Math, Grade 8

36


Requirements for New College Standards

K-12 standards must be specific, giving teachers a clear indication of the level at which they need to teach and at which they should expect their students to perform to be on the path to college and/or a meaningful career.

Expectations in the classroom should align with expectations in college and the workforce. This should include a focus on progressively more challenging and academically intensive levels of abstract, conceptual, analytical, and applied knowledge and skills. These increasingly intense challenges must extend through the senior year of high school so that students do not experience a let-down or falling-off of knowledge and skills just before beginning their college or workplace careers.

Expectations for all graduates of Texas public schools should reflect a composite of available college readiness standards, including ACT, American Diploma Project, Standards 4 Success, and The College Board.

Commission ReportSelected Key

Recommendations

37


Policies to Support New College Readiness Standards

Policies regarding the selection of instructional materials, test development, determinations of proficiency and other levels of achievement, professional development for educators, and general accountability should be made or aligned with the goal of students progressing each year toward college readiness upon graduation from high school.

All Texans should be informed about the importance of education after high school and its impact on individual success. Policymakers, teachers, and high school guidance counselors should help parents and students become better informed of the value of education after high school as well as the knowledge, skills, and specific courses required to be successful after high school.

Commission ReportSelected Key

Recommendations

38

Links to College Readiness Standards for Math, Science and English/language arts:

ELAR Draft College Readiness Standards: http://www.collegereadytexas.org/documents/ELA%20Appendix%20H.pdfNOTE: The English Language Arts and Reading (ELAR) draft received comments from the Commission. The edits were not included in the posted draft on the Coordinating Board website; therefore we offer the amended draft here on the Commission’s website.

Math Draft College Readiness Standards http://www.collegereadytexas.org/documents/Math%20Standards.pdf

Science Draft College Readiness Standards: http://www.collegereadytexas.org/documents/Science%20Standards.pdf

The Challenge:

A Case Study

40

An Excerpt from Recommendations for College Readiness Standards in Texas

English Language Arts

II. ReadingA. Locate and recall textually explicit information,

make complex inferences, analyze, and evaluate within and across texts.

41

An Excerpt from a State 8th Grade Reading Test

The Hindenburg

4 “Leanna thought that it must be wonderful to be a respected reporter like her father. He had his pick of stories at the Trenton (N.J.) Register, where he was the senior reporter. But Leanna had no such position. She had won the right to cover the docking of the airship Hindenburg by entering a contest at her high school. The school newspaper had offered to pay the expenses for the student who made the most credible case for attending the Hindenburg landing. In her essay Leanna had explained that her two loves were science and journalism, and reporting on the airship would be a great way for her to combine the two.”

42

Sample Question from a State 8th Grade Reading Test

6. Paragraph 4 is important to the story because it—

F. explains why the Hindenburg is such an important news story

G. gives details about what Leanna expects to see at the Hindenburg’s landing

H. explains why Leanna is writing a story about the Hindenburg

J. Describes what Leanna plans to write in her story about the Hindenburg

43

NAEP 2003 8th Grade Sample Reading Question

44

NAEP 2003 8th Grade Reading Sample Question

What is an acceptable way to place a $1 Bargain Basement ad in this newspaper?

A) Phone in the ad, pay by credit card

B) Phone in the ad, pay by money order

C) Mail the ad, pay by cash

D) Mail the ad, pay by check

Governor hunt board_of_directors_meeting_in_raleigh-durham_on_thurs_dec_13th

Education

Transcript of Governor hunt board_of_directors_meeting_in_raleigh-durham_on_thurs_dec_13th