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Creating a High School Diploma That Counts
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?
3AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
How well prepared are ourstudents?
4AMERICAN DIPLOMA PROJECT NETWORK
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, 2000–1010%
22%
36%
31% High schooldropout High schooldiplomaSomepostsecondaryBachelor'sdegree
Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.
5AMERICAN DIPLOMA PROJECT NETWORK
How does earning power differ between H.S. & college graduates?
Educational Attainment & Median Earnings
Education Annual LifetimeH.S. drop-Out $22K $1.1 million
H.S. diploma $31K $1.4 million
Associate degree $38K $1.8 million
Bachelor's degree $50K $2.5 million
6AMERICAN DIPLOMA PROJECT NETWORK
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
7AMERICAN DIPLOMA PROJECT NETWORK
How does Michigan stack up?
70%
41%
29%
18%
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
MichiganUnited States
Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004. Data are estimates of pipeline progress rather than actual cohort.
8AMERICAN DIPLOMA PROJECT NETWORK
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
9AMERICAN DIPLOMA PROJECT NETWORK
How does Michigan stack up?
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
48%56%
78%
52%
78%
56%
0%
25%
50%
75%
100%
Latino African American White
Perc
enta
ge o
f 9t
h gr
ade
stud
ents
MichiganUnited States
10AMERICAN DIPLOMA PROJECT NETWORK
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
11AMERICAN DIPLOMA PROJECT NETWORK
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.
12AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.
13AMERICAN DIPLOMA PROJECT NETWORK
How does Michigan stack up?
27%31% 34%
45%
0%
25%
50%
75%
100%
Lowest: Alaska Michigan 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
Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.
14AMERICAN DIPLOMA PROJECT NETWORK
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.
15AMERICAN DIPLOMA PROJECT NETWORK
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
16AMERICAN DIPLOMA PROJECT NETWORK
College graduation rate: U.S. lags behind most developed countries
OECD Reporting Country
Graduation Rate (%)
1 Japan 942 Turkey 883 Ireland 854 United Kingdom 835 Korea 796 Spain 777 Finland 758 Iceland 739 Germany 70
10 Mexico 6911 Australia 6912 Denmark 6913 Netherlands 6914 United States 6615 Czech Republic 6116 Belgium (Fl.) 6017 Austria 5918 France 5919 Sweden 4820 Italy 42
17AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What does it take to beprepared for postsecondary education and work?
18AMERICAN DIPLOMA PROJECT NETWORK
The American Diploma Project
Partners: Education Trust, Thomas B. Fordham Foundation, National Alliance of Business
2 years of research on essential math & English skills
2004 report: Benchmarks to be successful in college or work
Follow up reports: Exit exams (2004), course requirements (2004), poll (2005)
19AMERICAN DIPLOMA PROJECT NETWORK
Expectations are the same for both college & “good jobs”
ADP found high degree of convergence
The knowledge & skills that high school graduates will need in order to be successful in college are the same as those they will need in order to be successful in a job that pays enough to support a family well above the
poverty level, provides benefits, & offers clear pathways for career advancement
through further education & training.
20AMERICAN DIPLOMA PROJECT NETWORK
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.
21AMERICAN DIPLOMA PROJECT NETWORK
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
22AMERICAN DIPLOMA PROJECT NETWORK
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
23AMERICAN DIPLOMA PROJECT NETWORK
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:
24AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What do we expect of ourhigh school graduates?
Standards Course-taking requirements Assessments
25AMERICAN DIPLOMA PROJECT NETWORK
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.
26AMERICAN DIPLOMA PROJECT NETWORK
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.
27AMERICAN DIPLOMA PROJECT NETWORK
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.
28AMERICAN DIPLOMA PROJECT NETWORK
20 states require Algebra I
MN
IN
FL
GAMS
LA
OK
TX
NM
CA
UT
SD
TN
KYNC
WV MDVA
ARAL
Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.
29AMERICAN DIPLOMA PROJECT NETWORK
13 states require Geometry
MS
LA
VAKY
AL
OK
TX
WV MD
AR
UT
MN
IN
Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.
30AMERICAN DIPLOMA PROJECT NETWORK
Only 4 states require Algebra II
Source: Achieve, Inc., The Expectations Gap: A 50-State Review of High School Graduation Requirements, 2004.
IN
AR
TX
OK
31AMERICAN DIPLOMA PROJECT NETWORK
Michigan’s course requirements for graduation
Apart from the requirement that high school students in Michigan complete a course in Government/Civics, all course requirements for graduation are set by local school districts.
32AMERICAN DIPLOMA PROJECT NETWORK
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?
33AMERICAN DIPLOMA PROJECT NETWORK
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.
34AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
35AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
36AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
Grade when most international students cover content required to pass state math tests
37AMERICAN DIPLOMA PROJECT NETWORK
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
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
38AMERICAN DIPLOMA PROJECT NETWORK
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)
Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.
39AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What do recent high school graduates tell us about the expectations they faced?
40AMERICAN DIPLOMA PROJECT NETWORK
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
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.
41AMERICAN DIPLOMA PROJECT NETWORK
Graduates who faced high expectations in high school twice as likely to feel prepared for futurePercentage saying they were extremely/very well prepared
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.
80%
58%
37%
72%
53%
36%
0%
20%
40%
60%
80%
100%
High expectations Moderate expectations Low expectations
High school graduates who went to college
High school graduates who did not go to college
42AMERICAN DIPLOMA PROJECT NETWORK
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
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.
High school graduates extremely or very well prepared for expectations of college/work
43AMERICAN DIPLOMA PROJECT NETWORK
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
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.
44AMERICAN DIPLOMA PROJECT NETWORK
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
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.
45AMERICAN DIPLOMA PROJECT NETWORK
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
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.
46AMERICAN DIPLOMA PROJECT NETWORK
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
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.
47AMERICAN DIPLOMA PROJECT NETWORK
American Diploma Project
What will it take to close the expectations gap?
48AMERICAN DIPLOMA PROJECT NETWORK
ADP Network: 18 states committed to improving student achievement
RINJ
FL
OK
TX
KY
IN
PA
GA
OR
OH
LA
MI
MA
MS
AR
AL
MN
NC
49AMERICAN DIPLOMA PROJECT NETWORK
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.
50AMERICAN DIPLOMA PROJECT NETWORK
The Challenge for Michigan
51AMERICAN DIPLOMA PROJECT NETWORK
2003 study of Michigan academic standards
Achieve evaluated the state’s new K-8 “content expectations,” comparing them to the best standards from other states.
Our conclusions:
New standards a significant improvement over the previous core curriculum standards in terms of rigor, clarity, coherence
New standards among the strongest in the nation
52AMERICAN DIPLOMA PROJECT NETWORK
Next steps on standards
Create new high school standards that…
Build off of K-8 standards Align with expectations of colleges and employers Clearly specify expectations for all four years of
high school
53AMERICAN DIPLOMA PROJECT NETWORK
Next steps on standards
Postsecondary and business leaders should verify that new high school standards are aligned with skills for success in college and work.
If students meet these standards, will they be ready for… Credit bearing, non-remedial college coursework? High trajectory jobs?
54AMERICAN DIPLOMA PROJECT NETWORK
High School Assessments
How might Michigan develop a system of high school assessments that is…
Aligned to state standards that will allow students to demonstrate that they are meeting those standards?
AND Capable of revealing whether students are
prepared for college and work?
55AMERICAN DIPLOMA PROJECT NETWORK
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.
56AMERICAN DIPLOMA PROJECT NETWORK
Graduation course requirements
How Can Michigan… Let all young people know which high school
courses will best equip them to succeed in college, in the workplace, and in life?
Encourage more young people to take these courses?
Make better use of high school graduation requirements as a lever for change?
57AMERICAN DIPLOMA PROJECT NETWORK
How many students are taking a rigorous math sequence?
Estimated math course taking for Class of 200295%
76%
61%
78%
63%
41%
54% 53%
41%
0%
25%
50%
75%
100%
Geometry* Algebra II Trig / Pre-Calculus
TX
U.S.
MI
* The statistical estimating method is imprecise above 95%.Source: CCSSO, State Indicators of Science and Mathematics Education, 2003
58AMERICAN DIPLOMA PROJECT NETWORK
Indiana’s Core 40: more challenging courses yield results
High School Graduates Enrollingin Postsecondary Education Next Fall
38%
50%58% 60% 62%
43%54% 59% 57% 57%
0%
25%
50%
75%
100%
1986 1992 1996 2000 2002
Indiana
Nation
40th in nation
10th in nation
59AMERICAN DIPLOMA PROJECT NETWORK
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%
60AMERICAN DIPLOMA PROJECT NETWORK
How do the default diplomas in these states compare?
Math
Require-
ments
American
Diploma
Project
Arkansas
Smart
Core
Indiana
Core 40
Oklahoma
College
Prep
Texas
Recom-
mended
H.S.
Program
Michigan
Scholars
Program /
Presidents
Council
Required
Years
4 4 3 3 3 4
Algebra I
Geometry
Algebra II
Beyond
Alg. II
61AMERICAN DIPLOMA PROJECT NETWORK
The minimum math requirements for students who opt out
Math
Require-
ments
American
Diploma
Project
Arkansas
Common
Core
Indiana
General
Diploma
Oklahoma
Standard
Diploma
Texas
Minimum
H.S.
Program
Required
Years
4 4 2 3 3
Algebra I
Geometry
Algebra II
Beyond Alg.
II
62AMERICAN DIPLOMA PROJECT NETWORK
What did IN do to increase the number of students pursuing a college- & work-ready curriculum?
Involved postsecondary community in shaping Core 40 Course of Study to ensure it met their needs
Created special diploma designation for students who took and passed the Core 40
Attached postsecondary incentives (scholarships/financial aid)
Built Core 40 into high school accountability ratings Made Core 40 the default for all students
63AMERICAN DIPLOMA PROJECT NETWORK
How Michigan might proceed on course requirements
Survey districts to determine… Current graduation requirements How many students currently complete a college- and
work-ready curriculum
Study how other states rolled out and phased in new requirements Start with “recommended” then shift to required Postsecondary and business offer incentives Collect course taking data from districts and publicly
report on progress
Consider default strategy with opt outprovision
64AMERICAN DIPLOMA PROJECT NETWORK
For more information,please visit Achieve, Inc., on the Web at
http://www.achieve.org
Creating a High School Diploma That Counts