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8/6/2019 Pennsylvania State Education DataProfile-May2011
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HOW WELL IS
PENNSYLVANIA
PREPARING ALL
STUDENTS FOR COLLEGE,
CAREERS AND LIFE
May 2011
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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS
The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.
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4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
Jobs in Todays (and Tomorrows) Workforce
Require More Education and Training
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The Rise of Middle-Skill Jobs
5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.
High-skill jobs
Occupations in the professional/technical and managerial categories.
Often require four-year degrees and above
Middle-skill jobs
Occupations that include clerical, sales, construction, installation/repair,
production, and transportation/material moving.
Low-skill jobs
Occupations in the service and agricultural categories.
Often require some education and training beyond high school (but
typically less than a bachelors degree), including associates
degrees, vocational certificates, significant on-the-job training.
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Employment Shares by Occupational Skill Level
6Source: National Skills Coalition (2010). The Bridge to a NewEconomy: Worker TrainingFills the Gap.http://www.nationalskillscoalition.org/assets/reports-/the-bridge-to-a-new-economy.pdf ; National Skills Coalition (2011).
State MiddleSkillFactSheets. http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/
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Education and Training Beyond High School
Is Increasingly Being Demanded
8Source: Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.http://www.bls.gov/oco/oco2003.htm
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The Jobs of Tomorrow
9Source: Milano, Jessica,B
ruce Reed & Paul Weinstein Jr. (Sept 2009).A
Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.
Pennsylvania should be preparing students for the jobs of
tomorrow, not the jobs of yesterday or even today.
A quarter of American workers are now in jobs not even listed in the
Census Bureaus occupation codes in 1967.
Given the growth of new job sectors most notably green jobs it is
common sense to provide all students with a strong foundation that
keeps all doors open and all opportunities available in the future.
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The Public Agrees That Education or
Training Beyond High School
is Necessary for Future Success
10
To really get ahead in life, a
person needs at least some
education beyond high
school, whether that means
university, community
college, technical orvocational school.
To really get ahead in
life, a person needs more
than just a high school
education.
87
8
Source: Achieve, Inc. (2010). Achievingthe Possible: WhatAmericans Think the College andCareer-ReadyAgenda. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf
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Americas International Edge is Slipping in
Postsecondary Degree Attainment
11Source: OECD. Education at a Glance 2010. (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org
0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree
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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )
- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)
1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)
2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)
3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)
4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)
Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)
Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)
7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)
8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)
Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)
1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)
11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)
12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)
13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)
14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)
1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)
4 - 4: Pennsylvania (34%) PA (4 %) PA (43%) PA (38%)
Americas International Edge is Slipping in
Postsecondary Degree Attainment
12Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org
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FAR TOO MANY STUDENTS DROP
OUT OR GRADUATE FROM HIGH
SCHOOL UNPREPARED FOR REALWORLD CHALLENGES
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Achievement Remains Low: 8th Grade
Achievement Over Time
15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
8th Grade Math 1 2 2
Pennsylvania 21% 40%
U.S. 21% 34%
8th Grade Reading 1 8 2
Pennsylvania n/a 40%
U.S. 33% 32%
8th Grade Science 1 2
Pennsylvania n/a 35%
U.S. 29% 30%
%At or Above Proficient on 8th Grade NAEP
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And Gaps Persist: Pennsylvanias 8th Grade
Achievement Gap
16Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
Subgroup8th Grade Math
(2 )
8th Grade
Reading (2 )
8th Grade Science
(2 )
All Students 40% 40% 38%
White 45% 46% 42%
Black 13% 16% 7%
Hispanic 18% 12% 7%
Asian 60% 60% 41%
American Indian n/a n/a n/a
%At or Above Proficient on 8th Grade NAEP
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Enrollment in College Does NOT Equal
College Readiness in Pennsylvania
20Source: Pennsylvania Department of Education. Remediation Report.http://www.portal.state.pa.us/portal/server.pt/gateway/PTARGS_0_380306_0_0_18/Remediation%20Report.pdf
33% of Pennsylvanias high school graduates in 2 8
enrolled in the states public colleges (including
research, state colleges, universities and two-year
colleges) required remediation in at least one subject.
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Freshmen at Two-Year Colleges are More
Likely to Require Remediation
21Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.
0%
5%
0%
5%
20%
25%30%
35%
40%
45%
Reading, Writingor Math
ReadingWriting
Math
42%
20%23%
3 %
20%
6%9%16%
Public 2-Year Colleges Public 4-Year Colleges
Percentage of U.S. first-year students requiring remediation,by institution type
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Many College Students Fail to Earn a
Degree in Pennsylvania
23Source: NCES. IPEDS Graduation RateSurvey,analyzed by National Center for Management ofHigher Education Systems.
Percent of students earning a bachelors degreewithin six years in Pennsylvania, 2 7
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The Majority of Graduates Would Have Taken
Harder Courses, Particularly in Mathematics
24Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Washington, DC: Achieve.
Would have taken
more challenging
courses in at least
one area
Math
Science
English
Knowing what you know today about the expectations of college/work
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A MORE RIGOROUS & RELEVANT
HIGH SCHOOL EDUCATION WILL
OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN
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Personal Benefits of Education in Pennsylvania
While there may be jobs available to high school dropouts and
graduates, they often pay l and off r l c rit ythan jobs
held by those with at least some postsecondary experience.
The link between educational attainment and gainful employmentis clear:
More education is associated with higher
earnings and higher rates of employment.
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27Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html
Personal Benefits of Education in Pennsylvania
Pennsylvania Statistics: TotalUnemployment: 9%, Mean Income: $45,478
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28Source:Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducation Requirements Through
2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.
Benefits to Education
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THE SOLUTION:
STATE-LED EFFORTS TO CLOSE THE
EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.
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Pennsylvanias Commitment to
Closing the Expectations Gap to Date
34
Pennsylvania adopted the Common Core State Standards in July 2 1 .
Pennsylvania has a P-2 longitudinal data system that regularly matches
student-level data across K-12 and postsecondary data systems.
Pennsylvania is a participating state in the Partnership for Assessment of
Readiness for College and Careers (PARCC) and the SMARTERBALANCED Assessment Consortium (SBAC), the two main multistate
consortia that won Race to the Top Common Assessment funds.
Since 2 5, Pennsylvania has administered Project 72 , a grant program
that has provided funding to over 2 schools committed to ensuring all
students graduate college and career ready (by raising graduation
requirements, among other things), strengthening their academicinfrastructure to increase student achievement, leveraging data-informed
student services, and providing multiple pathways to postsecondary
success (through programs such as dual enrollment and CTE).
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How Pennsylvania Can Continue to
Build on its Momentum
Realize the promise of the Common Core State Standards byimplementing them fully and successfully, taking into consideration the
related curricular and policy changes.
Adopt college- and career-ready graduation requirements, aligned to the
Common Core State Standards, to ensure all students are prepared, and
eligible, for entry into college and skilled careers.Remain committed to the goals of the common assessment consortia
and developing a next-generation, computer-based assessment system
that will measure the full range of the Common Core State Standards.
Continue to make progress on the states data collection efforts,
particularly around making student data available to relevantstakeholders, such as teachers, parents and counselors.
Re-examine the states K-12 accountability system to determine how it
can reward measures of college and career readiness.
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HOW WELL IS
PENNSYLVANIA
PREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE
May 2011