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THE NEW STATE BOARD OF EDUCATION

THE NEW STATE BOARD OF EDUCATION Accountability | World-Class Math and Science Standards | Meaningful Diploma/CORE 24. CORE 24 and College and Work Readiness Presentation to… WERA March 26, 2009. What is the Washington State Board of Education?.

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THE NEW STATE BOARD OF EDUCATION

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  1. THE NEW STATE BOARD OF EDUCATION Accountability | World-Class Math and Science Standards | Meaningful Diploma/CORE 24 CORE 24 and College and Work Readiness Presentation to… WERA March 26, 2009

  2. What is the Washington State Board of Education? The Washington State Board of Education’s role in the K-12 system is to lead the development of state policy, provide system oversight, and advocate for student success. The Board is comprised of sixteen members and is supported by a staff of six.

  3. What are the Board’s Duties? • Ensuring that all children in the State of Washington receive an equitable and excellent education • Developing a system of graduation credit requirements that will result in a meaningful high school diploma • Creating an accountability framework that will identify and assist struggling schools as well as recognize schools that are meeting or exceeding standards • 4. Implementing a systematic approach so that students and teachers receive the support they need to learn and teach under the new math and science standards

  4. The State Board of Education Sets Some Graduation Requirements SBE-mandated requirements: • Minimum credit requirements • Culminating Project • High School and Beyond Plan Legislatively-mandated requirements: • Washington Assessment of Student Learning (WASL) • Certificate of Academic Achievement/Individual Achievement District-, Private School-, or Tribal School-mandated requirements 4

  5. Why Change Graduation Requirements Now? • Four drivers: • Legislative direction to revise the purpose of a diploma (2006) • Legislative direction to add a third credit of math and prescribe the content (2006) • Governor’s Washington Learns report calling for world-class education (November 2006) • Recognition that credit requirements are the product of another era: Unchanging requirements in a changing world

  6. Shaping CORE 24

  7. What is CORE 24? • CORE 24 is the framework of 24 credits approved by the State Board of Education in July 2008 as proposed new graduation requirements, to be phased-in when funding is provided by the legislature.

  8. Six Contributing Factors That Shaped The Board’s Thinking about CORE 24

  9. 1. Preparation for Postsecondary Education

  10. Preparation for Postsecondary Education: 13-1/2 Prescribed Minimum Credit Requirements Leading to Nowhere

  11. Preparation for Postsecondary Education: Unacceptable Remediation Rates at Community and Technical Colleges ● 52% of community and technical college students who graduated from high school in 2006 took pre-college (remedial) classes in 2006-07: English, reading or math. ● This level of remediation cost students and the state $17.5 million.  Source: Role of Pre-College (Developmental and Remedial) Education for Recent High School Graduates Attending Washington Community and Technical Colleges.” Washington State Board for Community and Technical Colleges Research Report No. 07-2.

  12. 2. The Composition of a 21st Century Workforce

  13. Composition of a 21st Century Workforce: A Different World Since graduation credit requirements last changed in 1985, globalization and technological change have dramatically changed the economy and labor market into which we send our graduates.

  14. In the 21st Century Workforce, Unskilled Jobs Are Disappearing; Demand for Higher Skills is Rising Sources: American Diploma Project; U.S. Bureau of Census and Pennsylvania Department of Labor and Industry, Center for Workforce Information and Analysis (Pennsylvania statewide)

  15. How Do We Prepare Students for A 21st Century Workforce Where People Can Make a Living Wage? • In 2008 in Washington: • ● The median income for someone with only a high school diploma was $10.00 per hour. • ● A living wage for a single adult was $25,530 a year or $12.27 an hour. • Sources: Julie Chinitz, ChienHao Fu, and Gerald Smith. The 2008 Job Gap. Tough Times for Northwest Families. 2008 Northwest Job Gap Study. http://www.nwfco.org/pubs/2008.12.09_NW.JG.Tough.Times.pdf

  16. Living Wage = One that Allows Individuals/Families to Meet their Basic Needs Without Public Assistance + Ability to Plan for Emergencies Washington Job Vacancies by Education and Wage, October 2008 Source: Washington State Employment Security Department, Labor Market and Economics Analysis. Washington State Job Vacancy Survey Report: Fall, 2008, Figure 4., p. 9

  17. Other Developed Nations Are Educating Their Youth And Adult Workers To Record Levels. . .While The U.S. And Washington Stand Still. HECB. “2008 Master Plan for Higher Education in Washington.”

  18. Demographics of • Students in the Pipeline

  19. Changing Demographics: Proportionally More Students of Color in Washington 2014 - 15 2009 - 10 2004 - 05 American Indian/Alaska Native Asian/Pacific Islander Black non-Hispanic Hispanic White non-Hispanic Source: Escalating Engagement: Connecting Higher Education and Workforce Needs. National Center for Higher Education Management Systems. PowerPoint presentation to Higher Education Coordinating Board. September 2008. Data gleaned from March 2008 WICHE Report, Knocking at the College Door: Projections of High School Graduates by State and Race/Ethnicity,1992-2022.

  20. Hispanic Students Are The Fastest-Growing Group Source: Escalating Engagement: Connecting Higher Education and Workforce Needs. National Center for Higher Education Management Systems. PowerPoint presentation to Higher Education Coordinating Board. September 2008. Data gleaned from US Census Bureau.

  21. Washington Hispanic, Native American and African American Students Less Likely to Take Courses That Meet Minimum Four-year Public Admissions Requirements Source: The BERC Group, December 2008. Washington State Board of Education Transcript Study. Based on a random sample of 14,875 2008 Washington public high school graduates

  22. More Low-income Students Complete College When They Take a Rigorous* High School Curriculum * Rigorous curriculum is defined as the top 40 percent of high school curriculum and the highest high school mathematics above Algebra II. Note: These numbers reflect outcomes for high school graduates who enter four-year institutions directly from high school. Source: Adelman, Clifford. The Toolbox Revisited, U.S. Department of Education, 2006. Adapted from The Education Trust.

  23. 4. National Trends in Graduation Requirements

  24. National Trend: 31 States Require More Credits to Graduate Than Washington (Based on Washington’s 20 credits in 2013) Source: Education Commission of the States Standard High School Graduation Requirements Database. 2008. Note: Includes requirements that have been adopted and will be in effect for a graduating class in 2009 and beyond e.g., Washington’s 20 credit graduation requirement will be in effect for the graduating class of 2013. States in yellow are global challenge states. Massachusetts is also a global challenge state but has no state-mandated requirements.

  25. National Trend: Most States Have Higher Expectations for Total Credits Earned • Across the Nation: • 31 states will exceed Washington’s new 20-credit requirement; 6 other states will share it • 13 stateswill require 24+ credits in 2009+ • Closer to Home: • 23: Number of credits Idaho will require (effective 2013) • 24: Number of credits Oregon will require (effective 2012)

  26. National Trend: Most States Require More Credits in Core Subjects • Across the Nation, in 2009+: • 39: Number of states requiring 3 or more credits of math • 33: Number of states requiring 3 or more credits of science • 44: Number of states requiring 4 credits of English • 34: Number of states requiring 3 or more credits of social studies

  27. How Important is Quantity? • ● Rigor is not defined by quantity. • ● But: If credits are a proxy for the amount of exposure students have to a subject, our students will be competing against many students who have more exposure/preparation. • ● Quality of teaching and learning is key.

  28. 5. Washington District Graduation Credit Requirements

  29. Considerable Variability in Graduation Requirements Within the State—Over Half of the Districts Currently Require 24+ Credits Credits Required Source: Washington State Board of Education. 2007. Credits have been rounded to the nearest whole credit.

  30. All But 20 Districts Exceed Minimum Requirements in English; Far Fewer Districts Exceed Minimums in Math and Science

  31. 87% of Districts Require More Than the State Minimum 2.5 Credit Requirement in Social Studies

  32. Districts Vary in Meeting Arts, Health and Fitness and Occupational Education Requirements ● 100% meet but do not exceed the state 1-credit minimum Arts requirement ● 24% exceed the state 2-credit minimum Health and Fitness requirement ● 54% exceed the state 1-credit minimum Occupational Education requirement

  33. 89% of Districts Exceed the State’s Minimum 5.5 Credit Requirement for Electives

  34. 6. Preparation for Citizenship

  35. Growing Support for 21st Century Applied Knowledge and Skills • 7 survival skills students need: • Critical thinking & problem-solving • Collaboration & leadership • Agility & adaptability • Initiative & entrepreneurialism • Effective oral & written communication • Accessing & analyzing information • Curiosity & imagination • Tony Wagner (2008). Rigor Redefined. Educational Leadership. Volume 66, #2. • Essential skills, such as: financial, civic, technology, global, and/or health literacy; employability skills, etc.

  36. The Conclusion? Students Need Multiple Pathways To Some Form Of Postsecondary Education – And They Need Adequate Preparation • The higher skills needed for most family-wage jobs come from additional education of some kind: • ● Apprenticeships: “The Original • Four-Year Degree” • ● Professional/Technical Degree and Certificate Programs • ● Transfer Associate Degree Programs (AS-T, AA-T, AAS-T) • ● Baccalaureate Degree Programs

  37. CORE 24 Graduation Requirements Policy Framework

  38. One Diploma – Many Pathways

  39. Educated Citizens with Living-Wage Jobs

  40. The Purpose of a Diploma In January 2008, the board adopted a purpose statement for the diploma, the first sentence reads: “The purpose of the diploma is to declare that a student is ready for success in post secondary education, gainful employment, and citizenship, and is equipped with the skills to be a lifelong learner.”

  41. The Purpose of a Diploma The diploma represents a balance between the personalized education needs of each student and society’s needs, and reflects at its core the state’s basic education goals. The diploma is a compact among students, parents, local school districts, the state, and whatever employer or institution the graduate moves on to—a compact that says the graduate has acquired a particular set of knowledge and skills. How the student demonstrates those skills may differ. Whether a student earns credit by participating in formal instruction or by demonstrating competency through established district policies is immaterial; they are equally acceptable.

  42. Laying the Groundwork for CORE 24 Through Guiding Principles Equip Everyone: Prepare ALL students for life after high school—in gainful employment, an apprenticeship, or postsecondary education. Expect More: Align requirements to meet the increased expectations of the 21st century workforce. Provide Flexibility: Allow students to customize their education, relevance to their interests. Give Focus: Encourage students to align course work to achieve their future career goals. Plan Ahead: Emphasize the High School and Beyond Plan to offer students personalized guidance to prepare them for work, postsecondary education, or both. Start Early: Prepare students to enter high school and create opportunities to meet high school graduation requirements in middle school. • Start early Prepare students to enter high school and create opportunities to meet high school graduation requirements in middle school.

  43. WHAT CORE 24 IS A 24-credit framework that requires more than the minimum; a move from minimum to essential requirements

  44. A Tool to Help Students Plan Ahead; A Framework with Flexibility: Key Features • Personalized through choices • Making middle school “count” • Stronger guidance; stronger high school and beyond plan • Built on policies that create flexibility: e.g., course equivalencies, competency-based credits, etc.

  45. The Next Steps for CORE 24 • 2009: • Begin to work through the mechanics and policy implications of CORE 24 with the Implementation Task Force. • Continue the Meaningful High School Diploma Policy Work to resolve unfinished issues, including the culminating project, the high school and beyond plan, essential skills, and middle school connections.

  46. Implement the Third Credit of Math for the Graduating Class of 2013 • Students in the graduating class of 2013 will be expected to complete: • 1 additional credit of math in Algebra I, Geometry, and Algebra II (or Integrated Math I, II, III) unless a different third credit of math is elected • Total of 20 credits 43

  47. Questions? Kathe Taylor, Ph.D. Policy Director Kathe.taylor@k12.wa.us 360-725-6028 For more information: http://www.sbe.wa.gov

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