Creating a NJ High School Diploma That Counts

1. Creating a NJ High School Diploma That Counts New Jersey and the American Diploma Project State Board of Education August 16, 2006

2. What does it take to be prepared for postsecondary education and work?

3. Closing the Expectations Gap Align NJ’s high school standards in language arts literacy and math to the knowledge and skills required for success in postsecondary education and work.

4. Closing the Expectations Gap • Governor Corzine will announce progress on this alignment process on August 17, 2006. • NJ’s standards in math and LAL are being aligned.

5. Closing the Expectations Gap Require all students to take a college- and work-ready curriculum to earn a high school diploma. • Specific HS course requirements will be discussed with all districts this Fall. • New HS graduation requirements will be presented to the State Board as part of ADP.

6. Closing the Expectations Gap To be college- and work-ready, students need to complete a rigorous sequence of courses in math and English.

7. Closing the Expectations Gap In Math: • Four years of math • Content equivalent to Algebra I and II, Geometry, and a fourth course such as statistics, pre-calculus, and data analysis

8. Closing the Expectations Gap In English/Language Arts Literacy: • Four years • Content equivalent to four years of grade-level English or higher (e.g., AP English Language and Composition)

9. Closing the Expectations Gap • Administer to high school students a college- and work-ready assessment, aligned to state standards, that provides clear and timely information to address critical skill deficiencies while still in high school. • ADP recommends a more rigorous HSPA and end of course exams in Algebra II and English III.

10. Closing the Expectations Gap • Assist middle and high schools to restructure programs and schools to deliver a rigorous, standards-based curriculum to ALL students. • Design and offer professional development to enable educators to meet these goals.

11. Closing the Expectations Gap • Eliminate the Special Review Assessment (SRA) and establish an appeal process for students who don’t pass the HSPA.

12. Closing the Expectations Gap Preparing Students for Graduation Alternatives for Students Support for Students Identification of Students

13. Identification of Students GEPA Results Predictive Tables based on GEPA-HSPA correlations • Students who score below proficiency levels on GEPA are required to have intervention programs in high school. • Based on a student’s GEPA score, predictions can be made about likely performance on the HSPA and intervention programs developed as appropriate.

14. Support for Students Menu of options available to schools of possible programs Intervention Activities in Each District Publication of Released Versions of HSPA

15. Support for Students After Identifying Students in Need: • Districts will provide intervention programs to assist students who are in danger of not passing. • Intervention programs must be aligned to the NJCCCS in LAL, math, and science. • Districts with high numbers of students using the SRA must engage in HS redesign.

16. SRA – Background Authorized by N.J.S.A. 18A:7C-3 in 1988: “ Any twelfth grade student who does not meet said requirements but who has met all the credit, curriculum, and attendance requirements shall be eligible for a comprehensive assessment of said proficiencies utilizing techniques and instruments other than standardized tests, which techniques and instruments shall have been approved by the Commissioner of Education as fulfilling State and local graduation requirements.”

17. Concerns about SRA • Originally intended for “test-phobic” student population, the SRA evolved into an alternate means of satisfying the graduation test requirement for any student who failed to demonstrate proficiency on the HSPA. • In 2002, over 9000 students submitted SRA portfolios; by 2006 that number had grown to over 15,000, most of them general education students.

18. Concerns about SRA • SRA is locally administered and scored. • It’s difficult to ensure secure handling of test materials and consistent, accurate scoring. • SRA remedial classes are often associated with rote learning and teaching. • In some urban districts, SRA is dominant method of demonstrating proficiency. • Critics complain that SRA has become a “backdoor” to a diploma.

19. Why Eliminate the SRA? • To affirm the HSPA as the state standard for demonstrating proficiency in the CCCS for math, language arts, and science. • To promote rigorous standards-based classroom instruction aligned to CCCS.

20. Why Eliminate the SRA? • To demonstrate to students, parents, and educators our commitment to high quality education for all students. • To certify the value and meaning of a NJ high school diploma to employers and post-secondary institutions.

21. SRA Transition Timeline • SRA Transition to Appeals Process • LAL: Class of 2010 (students entering grade 9 in 2006-2007) will be last class eligible to graduate via SRA (in math only). • Math: Class of 2011 (students entering grade 9 in 2007-2008) will have no SRA available.

22. Appeals Process • DOE recommends an appeal process based on: • Student performance in the classroom, including grades, GPA, end-of-course exams, vocational certification exams. • Types and levels of courses taken in LAL, math, and science. • Information about the individual student’s achievement in the context of that student’s peer group. • Student attendance.

23. Appeals Process • Appeals process ensures fairness to individual students, families, and schools. • Appeals process does not undermine rigor of CCCS or HSPA as state standard for demonstrating proficiency. • Student support mechanisms focus on real student achievement anchored in the CCCS.

24. Appeals Process • Available to students in grade 12 starting the year the SRA content area is phased out. • LAL 2010 • Math 2011