The world is changing. Are we ready? Japan China India ⅔ of W orld P opulation By 2008 … Indonesia Australia 2 2007-08 kindergartners will graduate in 2020… 2005 = more school kids than seniors 2020 = more seniors than school kids If We Do Nothing, Our Educational Gaps Will Grow
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Are we ready?
⅔ of World Population
By 2008 …
2005 = more school kids than seniors
2020 = more seniors than school kids
OECD (2007), PISA 2006 – Science Competencies for Tomorrow’s World, Figures 2.11c, 2.14e, 6.8b, 6.20b
Percent of 8th graders with the highest math scores who go on to complete a bachelors degree
SES: Socioeconomic Status
Source: College Board, 2005
Average composite score22.621.1
% of test takers meeting or 3222
exceeding ACT college readiness
% of high school graduates tested 7043
*% of test takers met the ACT-established college readiness benchmark scores for all four subjects tested: English (18), math (22), reading (21), and science (24).
Source: ACT College Readiness Report, 2007 Source: EPE Research Center, 2007
…But these are roads, not a destination.
Requirements for iron workers:
Recommended high school courses include Algebra, Geometry and Physics.
Requirements for electricians:
Recommended high school courses include Algebra, Geometry, Trigonometry and Physics.
Requirements for sheet metal workers:
Four or five years of apprenticeship
Algebra, Geometry, Trigonometry and technical reading
Requirements for draftsmen:
Recommended high school courses include Geometry and Trigonometry.
Draftsmen may wish to seek additional study in mathematics and computer-aided design to keep up with technological progress within the industry.
Sources: American Diploma Project, 2002; The Associated General Contractors of America (AGC) http://www.agc.org/page.ww?section=About+AGC&name=About+AGC.
The Economic Argument:Impact of 5% Increase in Male High School Graduation Rates on Crime Reduction and Earnings
Annual Crime Related Savings: $30,608,540
Additional Annual Earnings: $47,171,157
Total Benefit to State Economy: $77,779,698
If the students who dropped out of the class of 2007 had graduated, their additional lifetime income would total:
United States $328,904,058,340
Source: Alliance for Excellent Education, Issue Brief, October 2007
High school teachers focus on….
…idea development in writing
….advanced math content
And decrease focus on reading strategies after 9th grade
Source: 2005-06 ACT National Curriculum Survey
Postsecondary instructors focus on….
developing a more rigorous understanding of math fundamentals
…scientific process and inquiry skills
And increase focus on reading strategies with complex text
What does our school believe, and what is the evidence (statements, # participants in advanced classes, student success)?
How are these beliefs communicated, where (e.g., in print, principal statements, teachers, in classroom), and how often?
How are these beliefs communicated throughout district and to parents?
Do we measure progress by success, not just completion of requirements?
Professional development for teachers and principals about college preparation
Student surveys of expectations for postsecondary education, assistance from school,
(also see Plans)
Are course offerings and classroom work tied to professional and state standards (e.g., NCLB, MCA), and to 21st century skills?
How do students show mastery of creativity, critical thinking, and collaboration?
Do we agree on definitions of creativity, critical thinking, and collaboration?
Do our assessments and course content incorporate creativity, critical thinking and collaboration?
What’s the evidence, particularly in the classroom?
Cultural competency of staff and students
Racial diversity of staff
Knowledge and Skills: All students go beyond the basics to master ‘21st Century Skills’ of critical thinking, creativity, and collaboration.
What percentage of students are taking advanced classes, particularly in math and writing?
Are current course and graduation requirements high enough to prepare all students for postsecondary education?
What is the level of rigor in all classes – not just AP/IB?
How many students are taking 4x4 core curriculum?
What is the rigor within the core English/math/science/social studies curriculum?
Availability of challenging courses
Successful services (safety nets)
Remediation needed in high school and postsecondary education
Look at relevance of courses – why do we offer what we offer?
Does course content connect to a future students can envision, including relevance of post-secondary education?
Can students verbalize learning? 5 Y’s (ask why five times)
Is there an opportunity for service learning/community engagement projects?
Can students identify all teachers’ names? and vice versa?
Do students have trust in at least one adult? And what evidence do we have of that?
Why are some students lost?
Are there student support teams?
Is there evidence of interest in college across the student body?
Can we build college interest within and across peer groups?
Participation in co- and Extracurricular Activities
Relationships: Every student develops a relationship with at least one adult mentor and is part of a peer group that values academic success.
Do we explain the mutual benefits of education?
What partnerships exist? And what types - financial, volunteers, etc.
Are they reciprocal – do students give back?
Are there systems to communicate needs, connections?
Have we explored all potential partners – students, families, businesses that could meet school needs?
Does school or district provide assistance in managing partnerships?
Number of partnerships
Student service activities
Is there evidence of college planning before high school?
Who’s involved in making educational plans, and adjusting them?
When is college planning addressed?
Is college part of routine discussions?
Use of formal college planning tool (Ramp-Up to Readiness, 6 Year Plan, My Life Plan, etc.)
College applications submitted
Actual college enrollment
(Also see Expectations)
Do we know Accuplacer/IB/AP results?
Do our assessments address 21st century knowledge and skills?
Do we offer and use results from EXPLORE, PLAN, ACT, etc.?
Do we connect students to results, and provide guidance?
Use of Explore /PLAN /ACT /PSAT /SAT/Accuplacer
‘College Ready’ on all four ACT tests
Gaps in measured achievement of students
Student achievement on state, national and international tests
Are guidance and support staff in place?
What are student-counselor ratios?
What are counselor’s duties? Can they be shifted to permit more time counseling?
Do we have plans to address any gaps we identify?
What is the evidence of successful guidance?
What do students say?
Mentors (academic advisors) for every student
Guidance Counselors to student ratio
Is senior year a meaningful bridge to college?
Do we have requirements for senior year, such as courses, final projects?
If a student finishes the core requirements, should we hold that student in high school?
What do students say about how to make it vital?
Do we conduct, and what do we learn from, exit interviews – of students and parents?
Do we ask who or what was of most assistance? Who do students trust?
What more could we do?
Specific expectations for senior year
Student surveys, including post-graduation and after college enrollment, whether they feel prepared