PRACTICAL REASONS FOR RAISING STUDENT ACHIEVEMENT

1. As we stated in our introduction to InSAI, a review of labor market trends and our global economy provides many educators with a strong rationale for raising their expectations for student achievement. Some schools back up their high expectations with a rigorous curriculum and a myriad of support initiatives to help all students reach high standards. And when schools share this information with parents, parents are quick to encourage their sons and daughters to take a rigorous curriculum (gifted & talented in the elementary, algebra in eight grade in the middle schools, and the “college-prep” curriculum in high school). Thus, a careful analysis of labor trends and global economy may have a significant impact on learning. As we stated in our introduction to InSAI, a review of labor market trends and our global economy provides many educators with a strong rationale for raising their expectations for student achievement. Some schools back up their high expectations with a rigorous curriculum and a myriad of support initiatives to help all students reach high standards. And when schools share this information with parents, parents are quick to encourage their sons and daughters to take a rigorous curriculum (gifted & talented in the elementary, algebra in eight grade in the middle schools, and the “college-prep” curriculum in high school). Thus, a careful analysis of labor trends and global economy may have a significant impact on learning.

3. JOB SKILL LEVELS / EDUCATIONAL REQUIREMENTS As we look at labor market information during the last 55 years, important changes have taken place. First, it is clear that low skill jobs are a thing of the past. In 1950, 60% of the jobs in this country required little or no skills. In a low skill labor market, high school graduates (and dropouts) who were not high achievers were able to find numerous jobs which paid well and afforded the opportunity to raise a family and live the American dream. Unfortunately, the low skill environment of the 1950’s is being replaced by a high skill environment where 85% of all jobs will require training beyond high school. It is interesting to note that the percentage of jobs requiring a baccalaureate degree has, for the last 50 years, remained at 20%.As we look at labor market information during the last 55 years, important changes have taken place. First, it is clear that low skill jobs are a thing of the past. In 1950, 60% of the jobs in this country required little or no skills. In a low skill labor market, high school graduates (and dropouts) who were not high achievers were able to find numerous jobs which paid well and afforded the opportunity to raise a family and live the American dream. Unfortunately, the low skill environment of the 1950’s is being replaced by a high skill environment where 85% of all jobs will require training beyond high school. It is interesting to note that the percentage of jobs requiring a baccalaureate degree has, for the last 50 years, remained at 20%.

4. While tomorrow’s jobs will require skill training or college, our country’s schools are not producing students who are ready to take those positions. Only 12% of all students, nationally, participate in vocational programs where they received occupation specific job skills. 43% of the students, nationally, participate in a college-prep curriculum, but only half of them actually complete a college degree. Question: What jobs are the 21% who don’t complete college trained to do? The major of our country’s young people are take a general education curriculum in high school of uncertain focus, preparing them for nothing specific beyond high schools. Thus, only one third (12% vocational + the half of the college-prep kids that actually went to college are prepared for what they will be doing after high school.While tomorrow’s jobs will require skill training or college, our country’s schools are not producing students who are ready to take those positions. Only 12% of all students, nationally, participate in vocational programs where they received occupation specific job skills. 43% of the students, nationally, participate in a college-prep curriculum, but only half of them actually complete a college degree. Question: What jobs are the 21% who don’t complete college trained to do? The major of our country’s young people are take a general education curriculum in high school of uncertain focus, preparing them for nothing specific beyond high schools. Thus, only one third (12% vocational + the half of the college-prep kids that actually went to college are prepared for what they will be doing after high school.

5. POSTSECONDARY DROP-OUTS Most students do not flunk out! Reasons for leaving postsecondary: • Lack of direction (leading to lack of progress) • Increasing student loan debt (2/3 of financial aid is loans) Dr. Ken Gray, Penn State University Career focus is important for our students. With that focus, students are much more likely to select a college major that they will stick with. This is especially important since most universities now have prerequisites that must be completed in the first two years. Many students are unfocused and, as a result, switch college majors a number of times. The results are a prolonged college education costing families thousands of dollars and an increase in the number of dropouts. Of the approximately 50% of students who don’t complete college, most don’t flunk out. They leave because of a lack of direction that leads to lack of progress and increasing student loan debt. Two thirds of financial aid is loans.Career focus is important for our students. With that focus, students are much more likely to select a college major that they will stick with. This is especially important since most universities now have prerequisites that must be completed in the first two years. Many students are unfocused and, as a result, switch college majors a number of times. The results are a prolonged college education costing families thousands of dollars and an increase in the number of dropouts. Of the approximately 50% of students who don’t complete college, most don’t flunk out. They leave because of a lack of direction that leads to lack of progress and increasing student loan debt. Two thirds of financial aid is loans.

6. Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.

7. Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.Unfortunately, many people have a misperception about vocational or technical education. Many people think vocational education is an easy curriculum appropriate for students who aren’t successful in the regular classroom. However, this is far from the truth. In fact, vocational education might be considered to be more rigorous than academic education because vocational students must apply academic knowledge to real-world problem solving while many academic students simply recite facts. Today’s vocational students must be highly proficient in technical areas, math, and communication. They need the same academic background (Core 40) as college prep students to be successful.

8. Preparing Student for Success: SCANS SKILLS Foundation Skills Basic Skills: reading, writing, math, listening, speaking Thinking Skills: creative thinking, decision making, problem solving, knowing how to learn Personal Qualities: responsibility, self-esteem, sociability, self-management, integrity, honesty Competencies Resources: time, money, people, facilitiesInformation: finding, organizing, evaluatingInterpersonal: teamwork, teaching others, serving clientsSystems: understanding complex interrelationshipsTechnology: select, apply, maintain, troubleshoot In an important research document entitled SCANS: The Secretary’s Commission on Achieving Necessary Skills, the U.S. Departments of Labor and Education visited numerous worksites around the country in an attempt to identify a common set of skills which would be beneficial for all workers: professional, technical, and entry level. The SCANS Commission identified two sets of skills: foundation skills and competencies. According to the Commission, all workers require a strong foundation including basic skills (the 3 R’s + listening and speaking), thinking skills (critical thinking, decision making, and problem solving), and personal qualities (what employers often call “soft” skills: responsibility, dependability, self-management, honesty). Certainly, these foundation skills are nothing new to educators. What is new is the Commission’s claim that these foundation skills are best learned in a context that has students practicing the competencies which mirror those used in modern workplaces by all employees. These competencies include managing resources (time, money, people, facilities), utilizing information (finding, organizing, evaluating), working with others (teamwork, teaching others, serving clients), understanding the system of production at the worksite (distinguishing trends, predicting impacts, monitoring and correcting performance), and utilizing technology (selecting, applying, maintaining, and troubleshooting). In an important research document entitled SCANS: The Secretary’s Commission on Achieving Necessary Skills, the U.S. Departments of Labor and Education visited numerous worksites around the country in an attempt to identify a common set of skills which would be beneficial for all workers: professional, technical, and entry level. The SCANS Commission identified two sets of skills: foundation skills and competencies. According to the Commission, all workers require a strong foundation including basic skills (the 3 R’s + listening and speaking), thinking skills (critical thinking, decision making, and problem solving), and personal qualities (what employers often call “soft” skills: responsibility, dependability, self-management, honesty). Certainly, these foundation skills are nothing new to educators. What is new is the Commission’s claim that these foundation skills are best learned in a context that has students practicing the competencies which mirror those used in modern workplaces by all employees. These competencies include managing resources (time, money, people, facilities), utilizing information (finding, organizing, evaluating), working with others (teamwork, teaching others, serving clients), understanding the system of production at the worksite (distinguishing trends, predicting impacts, monitoring and correcting performance), and utilizing technology (selecting, applying, maintaining, and troubleshooting).

10. In 1994, a survey conducted for the Lilly Endowment called High Hopes, Long Odds showed that 1 in 3 Indiana employers said recent high school graduates lacked even the basic skills for entry level positions. Employers talk about the lack of basic academic skills – for example, being able to work with fractions. But they also cite a lack of basic self management and social skills – showing up to work on time, working as a team, showing respect for authority, etc.In 1994, a survey conducted for the Lilly Endowment called High Hopes, Long Odds showed that 1 in 3 Indiana employers said recent high school graduates lacked even the basic skills for entry level positions. Employers talk about the lack of basic academic skills – for example, being able to work with fractions. But they also cite a lack of basic self management and social skills – showing up to work on time, working as a team, showing respect for authority, etc.

12. Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?Now let’s look at where the jobs openings are being found. First, let’s consider low-skill jobs. According to the Population Reference Bureau at Columbia University in New York, 90% of the workforce will be in countries where the average wage is below $1.00 an hour. In the United States, our minimum wage is $5.15 an hour. Question: If business and industry are sending their low-skill jobs to countries where the average wage is below $1.00 per hour, what jobs will be available for our students?

13. Next, let’s look at the availability of the high-skill workforce. One criteria to use when searching for high-skill employees is the educational content they’ve mastered. Let’s look at the educational content students are expected to master in the United States, and in other industrialized nations. According to the International Center for Leadership in Education (ICLE), the focus of K-12 education in the United States is to prepare students for college. College is important. It exposes students to new viewpoints and perspectives, transfers American culture from one generation to another, and helps young people make the transition from being dependent to independent. However, according to the ICLE, a mismatch often exists between the qualifications of students coming out of an educational system that prepares them for college and the needs of the economy. A matter of fact, the United States is the only one of 20 industrialized nations that defines excellence as mastery that “prepares kids for college.” The other 19 industrialized nations defines excellence as that which “prepares kids for the workforce.” What content do those countries provide? Technical reading, computers, statistics, probability, logic, measurement and systems, and physics. So if you were the CEO of a business looking for a highly trained employee for a technical position, who would you hire?Next, let’s look at the availability of the high-skill workforce. One criteria to use when searching for high-skill employees is the educational content they’ve mastered. Let’s look at the educational content students are expected to master in the United States, and in other industrialized nations. According to the International Center for Leadership in Education (ICLE), the focus of K-12 education in the United States is to prepare students for college. College is important. It exposes students to new viewpoints and perspectives, transfers American culture from one generation to another, and helps young people make the transition from being dependent to independent. However, according to the ICLE, a mismatch often exists between the qualifications of students coming out of an educational system that prepares them for college and the needs of the economy. A matter of fact, the United States is the only one of 20 industrialized nations that defines excellence as mastery that “prepares kids for college.” The other 19 industrialized nations defines excellence as that which “prepares kids for the workforce.” What content do those countries provide? Technical reading, computers, statistics, probability, logic, measurement and systems, and physics. So if you were the CEO of a business looking for a highly trained employee for a technical position, who would you hire?

14. Another criteria to use when searching for high skilled employees is the type of tasks they are skilled at doing. While schools in the United States tend to assign work to students which require them to memorize facts, other countries, such as Japan and Germany, are asking their students to do research, apply knowledge within and between disciplines, and to use this knowledge to solve real work problems. One employer put it well when he said, “I have never asked an employee to complete a worksheet!” So if you were the DEO of a business looking for a highly trained employee for a technical position, who would you hair? Question: If business and industry are 1) sending high skills jobs to other countries where students are trained to use high-level thinking skills, and/or 2) bringing high-skilled workers from other counties to the United States, what jobs will be left for our students?Another criteria to use when searching for high skilled employees is the type of tasks they are skilled at doing. While schools in the United States tend to assign work to students which require them to memorize facts, other countries, such as Japan and Germany, are asking their students to do research, apply knowledge within and between disciplines, and to use this knowledge to solve real work problems. One employer put it well when he said, “I have never asked an employee to complete a worksheet!” So if you were the DEO of a business looking for a highly trained employee for a technical position, who would you hair? Question: If business and industry are 1) sending high skills jobs to other countries where students are trained to use high-level thinking skills, and/or 2) bringing high-skilled workers from other counties to the United States, what jobs will be left for our students?

16. Academic Preparation:Are we preparing students for? As we consider preparing students for life after high school, it is important to reexamine our goals. Is our goal to get students into college or to prepare them so they are likely to complete college? In other words, is our focus college attendance or graduation? Another important question: is college graduation the goal, or graduating with the skills to secure financially rewarding employment that is commensurate with the years of education acquired?As we consider preparing students for life after high school, it is important to reexamine our goals. Is our goal to get students into college or to prepare them so they are likely to complete college? In other words, is our focus college attendance or graduation? Another important question: is college graduation the goal, or graduating with the skills to secure financially rewarding employment that is commensurate with the years of education acquired?

17. So our challenge is to think about how this information should impact our school. Do we expect our students to be competitive with other kids from our county? State? Country? World? What standards must be met to be competitive at each level? Should our school prepare kids for low and high skill jobs? Just high skill? Just low skill? How can we further explore what knowledge and skills are recommended by business to help our students be competitive in a global economy? So our challenge is to think about how this information should impact our school. Do we expect our students to be competitive with other kids from our county? State? Country? World? What standards must be met to be competitive at each level? Should our school prepare kids for low and high skill jobs? Just high skill? Just low skill? How can we further explore what knowledge and skills are recommended by business to help our students be competitive in a global economy?

18. As we stated in our introduction to InSAI, a review of labor market trends and our global economy provides many educators with a strong rationale for raising their expectations for student achievement. Some schools back up their high expectations with a rigorous curriculum and a myriad of support initiatives to help all students reach high standards. And when schools share this information with parents, parents are quick to encourage their sons and daughters to take a rigorous curriculum (gifted & talented in the elementary, algebra in eight grade in the middle schools, and the “college-prep” curriculum in high school). Thus, a careful analysis of labor trends and global economy may have a significant impact on learning. As we stated in our introduction to InSAI, a review of labor market trends and our global economy provides many educators with a strong rationale for raising their expectations for student achievement. Some schools back up their high expectations with a rigorous curriculum and a myriad of support initiatives to help all students reach high standards. And when schools share this information with parents, parents are quick to encourage their sons and daughters to take a rigorous curriculum (gifted & talented in the elementary, algebra in eight grade in the middle schools, and the “college-prep” curriculum in high school). Thus, a careful analysis of labor trends and global economy may have a significant impact on learning.