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The American Diploma Project Network. Creating a High School Diploma that Counts. American Diploma Project. About Achieve Overview of the American Diploma Project Network State Progress Advancing the ADP Policy Agenda Changing National Landscape Achieve Support to ADP Network States

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The american diploma project network

The American Diploma Project Network

Creating a High School Diploma that Counts


American diploma project
American Diploma Project

  • About Achieve

  • Overview of the American Diploma Project Network

  • State Progress Advancing the ADP Policy Agenda

  • Changing National Landscape

  • Achieve Support to ADP Network States

  • Key Lessons and Next Steps for Nebraska


About achieve
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 standard and assessments

  • Sustains political support for standards-based education reform

  • Organized National Education Summits in 1999, 2001, 2005


Jobs in today s workforce require more education training
Jobs in today’s workforce require more education & training

Change in the distribution of education /

skill level in jobs, 1973 v. 2001

-9%

-23%

+16%

+16%

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.


Too many students graduate from high school unprepared for college and work
Too Many Students Graduate from High School Unprepared for College and Work

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


Had high schools demanded more students would have worked harder
Had high schools demanded more, students would have worked harder

If your high school had demanded more of students, set higher academic standards and raised the expectations of how much coursework would be necessary to earn a diploma, would you have worked harder?

  • Wouldn’t have worked harder

82%

80%

  • Would have worked harder

  • Strongly feel I would have worked harder

High school graduates who did not go to college

High school graduates who went to college

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005


The american diploma project network

OVERVIEW OF THE harder

AMERICAN DIPLOMA PROJECT NEWORK


American diploma project research phase 2002 2005
American Diploma Project Research Phase: 2002 - 2005 harder

  • 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.


Convergence of college and career readiness
Convergence of College and Career Readiness harder

  • 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.


Adp research documents an expectations gap
ADP Research Documents An Expectations Gap harder

We haven’t expected all students to graduate from high school college- and career-ready

  • State standards reflect consensus about what is desirable, not what is essential

  • Only 2 states required algebra II for graduation

  • State tests measure 8th and 9th grade knowledge and skills

  • High school accountability rarely focuses on graduation rates or on college- and work-readiness




Adp network policy agenda
ADP Network Policy Agenda student preparation

  • 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 career-ready curriculum aligned with standards to graduate from high school.

  • Administer a college- and career-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- and career-ready, and hold postsecondary institutions accountable for their success once enrolled.


The american diploma project network

STATE PROGRESS student preparation

ADVANCING THE ADP AGENDA


The american diploma project network
State Progress on Adopting Policies To Ensure That High School Students Graduate College- and Career-Ready

23

45

21

29

10

33

12

50


23 states have aligned standards
23 states have aligned standards School Students Graduate College- and Career-Ready

ME

VT

WA*

ND

NH

MT

MN*

MA

NY

OR

WI

RI

ID

SD

MI

CT

WY

PA

NJ

IA

OH

DE

NE

IN

NV

IL

MD

WV

VA

UT

DC

KY

CO

KS

MO

CA

NC

TN

SC

OK

AR

AZ*

NM

GA

AL

MS

TX

LA

FL

AK

Aligned standards formally verified by Achieve

Aligned standards not verified by Achieve

HI

*Only math standards aligned


19 states have a college and career ready diploma for all students
19 states have a college- and career-ready diploma for all students

ME

VT

WA

ND

NH

MT

MN

MA

NY

OR

WI

RI

ID

SD

MI

CT

WY

PA

NJ

IA

OH

DE

NE

IN

NV

IL

MD

WV

VA

UT

DC

KY

CO

KS

MO

CA

NC

TN

SC

OK

AR

AZ

NM

GA

AL

MS

TX

LA

FL

AK

HI


10 states administer tests aligned with college and career expectations
10 states administer tests aligned with college and career expectations

ME

VT

WA

ND

NH

MT

MN

MA

NY

OR

WI

RI

ID

SD

MI

CT

WY

PA

NJ

IA

OH

DE

NE

IN

NV

IL

MD

WV

VA

UT

DC

CO

KY

KS

MO

CA

NC

TN

SC

OK

AR

AZ

NM

GA

AL

MS

TX

LA

FL

AK

HI



12 states have p 20 longitudinal data systems and match student data at least once annually
12 States have P-20 longitudinal data systems and match student data at least once annually

ME

VT

WA

ND

NH

MT

MN

MA

NY

OR

WI

RI

ID

SD

MI

CT

WY

PA

NJ

IA

OH

DE

NE

IN

NV

IL

MD

WV

VA

UT

DC

KY

CO

KS

MO

CA

NC

TN

SC

OK

AR

AZ

NM

GA

AL

MS

TX

LA

FL

AK

HI


The american diploma project network

CHANGING NATIONAL LANDSCAPE student data at least once annually


Common core of standards
Common Core of Standards student data at least once annually


Common core state standards initiative
Common Core State Standards Initiative student data at least once annually

National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) initiated a state-led process, in partnership with Achieve, ACT, and the College Board. 46 states have committed to the process, with both the governor and chief education officer signing on.

Effort is voluntary and led by states; different from “national standards” or previous efforts.

Goal is to create K-12 common core English and mathematics standards that are:

Internationally benchmarked

Aligned with career and post-secondary expectations

Include rigorous content and applications of knowledge

Research and evidence-based.


15 states are participating in a common algebra ii eoc test
15 States are Participating in a student data at least once annuallyCommon Algebra II EOC test


State leadership for common standards assessments
State Leadership for student data at least once annuallyCommon 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

    An outgrowth of this work has been:

  • Support and momentum for the common standards movement

  • Emphasis on college and career readiness in Race to the Top

  • Incentives for common state assessments


The american diploma project network

ACHIEVE SUPPORT TO STATES student data at least once annually

IN THE ADP NETWORK


Achieve support to states
Achieve Support to States student data at least once annually

  • Research and Development

    • Reports, case studies, fact sheets, power point presentations

  • Technical Assistance and Networking

    • State Leadership Team policy development support

    • Annual meeting, topic-based conference calls and meetings

    • Policy audits

  • Advocacy

    • Web-based tools

      • www.achieve.org, www.biztools4schools.org, www.postsecconnect.org

  • Testimony

  • Multi-State Institutes to Provide Strategic and Technical Policy Development Support

    • Alignment Institute, College & Career-Ready Policy Institute


  • The american diploma project network

    KEY LESSONS & NEXT STEPS FOR student data at least once annually

    NEBRASKA


    College and career ready standards
    College- and Career- Ready Standards student data at least once annually

    • Achieve recently reviewed Nebraska’s end of high school standards

    • Critical role for higher education

    • Common core state standards


    Raising graduation requirements
    Raising Graduation Requirements student data at least once annually

    • Content standards need to drive the core curriculum.

      • Content matters more than course titles.

      • Determine statewide mechanisms to ensure consistency and quality of rigor.

      • Provide districts flexibility to organize curriculum into different courses.

  • Provide a system of intensive and sustained student supports.

    • Ramp up efforts as plan for policy implementation.

    • Build an early warning indicator system to identify students who are off-track and provide targeted supports.

  • Ensure that teachers have access to aligned training, professional development and instructional tools.

    • Provide guidance to teachers to ensure that rigorous courses are more engaging and relevant for students.

  • Encourage proficiency based approaches.


  • The american diploma project network

    Building college- ready anchor assessments: student data at least once annuallyProficient should mean prepared

    • College-ready assessments measure student performance on high-level college- and career-ready standards

    • College-ready assessments provide information to signal whether a student is ready to take credit-bearing courses

  • Not just more assessment—better assessment

    • Examples:

      • ADP Assessment Consortium Algebra II End-of-Course Exam

      • California State University’s Early Assessment Program

      • ACT



  • Adp policy agenda a foundation for reaching nebraska s goals
    ADP Policy Agenda: A Foundation for Reaching Nebraska’s Goals

    • Close achievement gaps

    • Increase high school graduation rate

    • Boost college access and college going rate

    • Decrease time to postsecondary degree completion and increase postsecondary graduation rate

    • Increase production of STEM teachers

      These goals require a high school diploma that counts


    The american diploma project network

    For more information on Achieve, Goals

    please visit Achieve on the Web at

    http://www.achieve.org