American Diploma Project

1. American Diploma Project Making College & Career Readiness the Mission of High Schools

2. About Achieve • Is independent, nonprofit, & bipartisan • Was founded by governors and business leaders at 1996 National Education Summit • Helps states raise academic standards to prepare students for college, careers and citizenship • Provides independent quality reviews of state standards and assessments • Sustains political support for standards-based education reform • Organized National Education Summits in 1999, 2001, 2005

3. Too Many Students Graduate from High School Unprepared for College & Careers 30% of first year students in postsecondary education are required to take remedial courses 40% - 45% of recent high school graduates report significant gaps in their skills, both in college and the workplace Faculty estimate 42% of first year students in credit-bearing courses are academically unprepared Employers estimate 45% of recent high school graduates lack skills to advance ACT estimates only half of college-bound students are ready for college-level reading

4. American Diploma Project Research Phase: 2002 - 2005 • Partnership of Achieve, Education Trust, Fordham Foundation and National Alliance of Business • Initial ADP research study conducted in Indiana, Kentucky, Massachusetts, Nevada and Texas. • Involved wide variety of K-12, higher education and business representatives. • Examined the work high school graduates do in the college classroom and on the job, and the preparation they needed to do the work. • Identified “must-have” knowledge and skills graduates will need to be successful in college and the workplace.

5. Convergence of College & Career Readiness • ADP research found a common core of knowledge & skills in math and English that are necessary for success in postsecondary education and in “good jobs.” • ACT Study Ready for College Ready for Work: Same or Different?: • Whether planning to enter college or workforce training programs after graduation, high school students need to be educated to a comparable level of readiness in reading and mathematics.

6. ADP Research Documents An Expectations Gap • We haven’t expected all students to graduate from high school college- and work-ready • State standards reflect consensus about what is desirable, not what is essential • Only 2 states required algebra II for graduation in 2005 • Most state graduation tests measure 8th and 9th grade knowledge and skills • High school accountability rarely focuses on graduation rates or on college- and work-readiness

7. ADP Network Policy Agenda • Align high school standards and assessments with the knowledge and skills required for success in postsecondary education and work. • Require all students to take a college- and work-ready curriculum aligned with standards to graduate from high school. • 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. • Hold high schools accountable for graduating students who are college ready, and hold postsecondary institutions accountable for their success once enrolled.

8. ADP Network launched at 2005 Summit: 13 states committed to improving student preparation

9. ADP Network today: 34 states now committed to improving student preparation

10. A Growing Number of States Have Policies that Help Prepare Graduates for College & Careers

11. Twenty-Two States Have Now Aligned High School Standards

12. Twenty States & DC Now Require a College & Career-Ready Diploma

13. Nine States Have Now Built College & Career-Ready Measures into Statewide Assessment Systems

14. Few States Hold High Schools Accountable for College & Career Readiness

15. State Leadership for Common Standards & Assessments • A byproduct of the work of ADP states has been: • A common core of mathematics and ELA standards across a growing number of states, on a voluntary basis • A common Algebra II exam developed by a partnership of states, on a voluntary basis

16. A State-Led Approach to Common Core of Standards

17. ADP Algebra II End-of-Course Exam Fifteen states have developed a common end-of-course exam in Algebra II. Purposes: To measure “college-ready” content – “Proficient” should mean “Prepared” Enable students to fill in skill gaps while still in high school Exempt students who do well from remedial courses To ensure consistent content and rigor in Algebra II courses within and among states To enable comparisons in performance among the states To reduce test development costs by working together

18. 15 States are Participating in a Common Algebra II EOC test

19. Different Approaches States are Taking to College/Career-Ready Assessments End of Grade Tests: California’s Early Assessment Program—students scoring “college ready” on 11th grade state test guaranteed placement in credit bearing courses at CSU End of Course Tests: City University of New York and State University of New York use higher-than-passing cut scores on selected end-of-course State Regents Exams for admissions/placement Admissions Tests: Some states use ACT or SAT as part of high school assessment system

20. These tests create a bridge between two otherwise disconnected systems. They send a message of aligned expectations. They open doors for students, rather than closing them.

21. College- and career-ready anchor assessment: Option 1 End-of-Grade Tests Benefits • Tests all students at the same time • May be possible to adapt state’s current high school test • Probably not a substantial increase in testing time or costs Challenges • Needs to be given at least in 11th grade (10th grade is too early) • May test students on material that was taught much earlier in their academic careers • Lacks content depth

22. College- and career-ready anchor assessment: Option 2 Modified College Admissions Tests Benefits • Widely known • Offers national comparability • Opens up college access to all students • May (but not always) cost less than state-developed tests Challenges • Unclear alignment to state standards • Does not always include the full range of advanced concepts and skills • May increase testing time • May not give enough feedback to students and schools

23. College- and career-ready anchor assessment: Option 3 End-of-Course Tests Benefits • Most closely aligned with state standards • Assesses material students learned recently • Can inform decisions about subsequent classes for the student • Allows for wider range of stakes and incentives Challenges • May increase overall testing time • Format does not lend itself to assess English classes • Does not automatically have credibility with higher education • Requires financial investment to create new tests

24. More States Are Switching to End-of-Course Tests * In addition to their current end-of-course assessments, MD and MA are planning college- and career-ready end-of-course assessments in Algebra 2.

25. Broadening Accountability Indicators to Value and Incentivize College and Career Readiness

26. Few states hold high schools accountable for college- & career-readiness of their students An accountability system that measures college- & career-readiness should take into account key indicators including an accurate graduation rate; whether students have completed a college- & career-ready curriculum; whether students have reached a statewide college- & career-ready cut score on a high school assessment; whether students have been placed into credit-bearing, non-remedial courses in reading, writing and mathematics. 10 7 0 2

27. College and Career-Ready Policy Institute

28. College and Career-Ready Policy Institute Partner Team Leads for Minnesota Susan Bodary Achieve susan.bodary@edvention.org 937.657.3453 Elliot Regenstein Education Counsel elliot.regenstein@educationcounsel.com 312.212.4380

29. American Diploma Project Making College & Career Readiness the Mission of High Schools

30. Existing state exit tests tend to measure lower-level content Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004.

31. Goal:an Algebra II end-of-course exam that emphasizes higher level content