Transcript Closing Expectations Gap 2011 Achieve

Policies and Perceptions of the
College- and Career-Ready Agenda
February 2011
Closing the Expectations Gap
In 2005, at the National Education Summit on High Schools,
states came together to launch the American Diploma Project
Network to collectively address the expectations gap – the gap
between the knowledge and skills required of students to earn a
high school diploma and the knowledge and skills most
demanded by first-year college courses and in the 21st century
workplace.
Each year, on the anniversary of the 2005 Summit, Achieve
releases a 50-state progress report on the alignment of high
school policies with the demands of college and careers.
Over the past six years, states have made significant progress in
the adoption of key college- and career-ready policies.
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The College- and Career-Ready Agenda
Key Policy Priorities
Align high school standards with the demands of college
and careers.
Require students to take a college- and career-ready
curriculum to earn a high school diploma.
Develop statewide high school assessment systems anchored
to college- and career-ready expectations.
Develop reporting and accountability systems that promote
college and career readiness.
Achieve | 2011 Closing the Expectations Gap
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State Progress on Adopting Policies to
Ensure that High School Students
Graduate College and Career Ready: 2011
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Standards
Graduation Requirements
21
14
Assessments
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P-20 Data Systems
Accountability 1
0
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20
30
40
50
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In 2011, 47 States and DC Have Aligned
College- and Career-Ready Standards
Adopted CCSS
Achieve | 2011 Closing the Expectations Gap
Developed
by state
Adopted CCSS
provisionally
Adopted CCSS (ELA),
developed by state (math)
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20 States and DC Require a
College- and Career-Ready Diploma
DC
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In 2011, 14 States Administer Tests Aligned
with College and Career Expectations
Achieve | 2011 Closing the Expectations Gap
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Consortia Working to Create Next-Generation
Assessment Systems
* Governing state
PARCC member
Achieve | 2011 Closing the Expectations Gap
SBAC member
PARCC and SBAC member
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In 2011, 22 States Have a P-20 Data
System that Match Student-level Data Annually
Achieve | 2011 Closing the Expectations Gap
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Key College- and Career-Ready
Accountability Indicators and Uses
INDICATORS:
the percentage of students who...
USES:
Earn a college- and
career-ready diploma
Publicly report
Score college-ready on
high school assessments
Set performance goals
Earn college credit
while in high school
Provide incentives
to improve
Are required to take remedial
courses in college
Factor into accountability
formula
Achieve | 2011 Closing the Expectations Gap
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In 2011, Only Texas Meets
Accountability Criteria
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Emerging Best Practices in Accountability:
Multiple Indicators for one Use
Texas: Incentives
CCR Diploma
CCR Assessment
Exceeding College and Career Readiness
Remediation
Florida: Publicly Reporting
CCR Diploma
CCR Assessment
Exceeding College and Career Readiness
Remediation
Indiana: Publicly Reporting
CCR Diploma
Remediation
Achieve | 2011 Closing the Expectations Gap
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Emerging Best Practices in Accountability:
Multiple Uses for an Indicator
Louisiana: CCR Diploma
Publicly Reporting
Goals
Incentives
Accountability Formula
Kentucky: CCR Assessment
Publicly Reporting
Accountability Formula
Oklahoma: Exceeding College and Career Readiness
Incentives
Accountability Formula
Virginia: CCR Diploma
Publicly Reporting
Incentives
Achieve | 2011 Closing the Expectations Gap
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Who Supports the College- and Career-Ready
Agenda?
The college-and career-ready agenda has now become a national policy
priority as evidenced by the recent dialogue on education reform-including Race to the Top, Common Core State Standards, and common
assessments.
So, while policy leaders at all levels are embracing the goal of college and
career readiness for all, what does the public think?
To find out, Achieve commissioned a survey of registered voters to
determine whether they support both the goal of graduating all students
from high school ready for college and careers and the policies
necessary to meet that goal.
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Methodology
On behalf of Achieve, Public Opinion Strategies and Greenberg
Quinlan Rosner Research jointly conducted a national survey of
N=800 registered voters between May 23-26, 2010. The poll has a
margin of error of +3.5%.
The survey was conducted following the completion of ten focus
groups conducted in February 2010. The groups were conducted
among public high school students, public high school teachers,
public educators and parents of public high school students across
five states.
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There is Strong Agreement that
Education or Training Beyond High School
is Necessary for Future Success
87%
89%
To really get ahead in life
a person needs more
than just a high school
education.
To really get ahead in life a
person needs at least some
education beyond high
school, whether that means
university, community
college, technical or
vocational school.
(N=400)
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There is Strong Agreement that Rigorous
Requirements in High School Are Critical
Academic and graduation
requirements in public
high schools will better
prepare students to take
their next step in life.
90%
82%
83%
Academic and graduation
requirements in public high
schools will better prepare
students to compete in our
global economy.
All students should be
pushed to take rigorous and
broad academic requirements
in high school to make sure
they have as many options as
possible upon graduation.
(N=400)
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Voters Are Divided on Whether Students
Graduate Prepared for Their Next Steps
Generally speaking, when it comes to having
sufficient academic knowledge and skills, do you
believe graduates of our nation's public high
schools are – very prepared, somewhat
prepared, somewhat unprepared or very
unprepared – to meet the expectations they face
as they take the next steps after high school?
48%
4%
Very Prepared
50%
16%
Very
Unprepared
Sub-Group
Prepared
Unprepared
Male
46%
52%
Female
50%
48%
18-44
55%
45%
45+
43%
54%
Republican
46%
53%
Independent
43%
54%
Democrat
54%
45%
Less Than College
46%
52%
College +
50%
48%
States with CCR Graduation
Requirements
48%
50%
States without CCR
Graduation Requirements
48%
50%
Parents of High School
Children or Recent Grads
46%
50%
White
47%
50%
African American
57%
42%
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Common Standards
Given the choice, voters would prefer the same education standards
be implemented across the country, rather than each state having its
own standards.
Currently, each state establishes its own education standards in subjects such as mathematics,
reading, and English language skills. I am going to read you two statements, and please tell me which
comes closer to your point of view on this:
It is better for all states to have the
SAME STANDARDS at each grade
level in math and English so
students across the country have to
meet the same expectations.
…or…
It is better for all states to have their
OWN STANDARDS at each grade
level in math and English so each
state can be sure that the standards
reflect their own priorities.
(N=400)
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Common Assessments
Given the choice, voters would prefer the same tests be
implemented across the country, rather than each state having
its own tests.
Currently, each state establishes its own education tests in subjects such as mathematics, reading,
and English language skills. I am going to read you two statements, and please tell me which comes
closer to your point of view on this:
It is better for all states to have the
SAME TESTS at each grade level in
math and English so test scores can
be compared across states.
…or…
It is better for all states to have their
OWN TESTS at each grade level in
math and English so each state
can be sure the tests reflect their
own priorities.
(N=400)
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Graduation Requirements
By almost a two-to-one margin, voters tell us it is better to have rigorous
graduation requirements for all students, than to have different
requirements for different students.
Now, when it comes to setting high school graduation requirements, which statement comes
closer to your point of view?
It is better to implement the SAME RIGOROUS
GRADUATION REQUIREMENTS FOR
EVERYONE so all students are being pushed to
succeed and achieve their potential.
It is better to implement HIGHER GRADUATION
REQUIREMENTS FOR TOP-PERFORMING
STUDENTS and have lower requirements for
students who are struggling.
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College- and Career-Ready (CCR)
Graduation Requirements
Voters heard the following information and were asked if they
favor or oppose having these kinds of high school graduation
requirements for all students:
Many states require that all students in public high
schools complete four years of English, three or four
years of math (including Algebra, Geometry and
Algebra II), three or four years of science (including
biology and chemistry), three or four years of social
studies (including U.S. and World History, and
economics), and various electives chosen from fine
arts, career technical, or foreign language subjects, in
order to graduate.
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There is Virtually Unanimous Support for
CCR Requirements For All Students
Do you favor or oppose having these kinds of
high school graduation requirements for all
students?
86%
65%
Strongly
14%
Favor
Oppose
Sub-Group
Strongly Favor
Total Favor
Male
64%
87%
Female
65%
84%
18-44
63%
88%
45+
66%
84%
White
66%
85%
African American
51%
84%
Less Than College
59%
85%
College +
71%
87%
States with CCR Graduation
Requirements
62%
86%
States without CCR
Graduation Requirements
67%
85%
Parents of High School
Children or Recent Grads
63%
85%
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This Unanimous Support Exists
Across Party Lines
70%
65%
Strongly
Strongly
Favor
65%
Strongly
Oppose
Republicans
(36%)
Favor
61%
Strongly
Oppose
Independents
(23%)
Favor
Oppose
Democrats
(38%)
Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and
Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and
economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.
Do you favor or oppose having these kinds of high school graduation requirements for all students?
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…And Among Parents and Non-Parents
Parents
Total
Favor
Oppose
Favor
Oppose
(N=294)
Favor
Oppose
(N=133)
Favor
Oppose
(N=505)
Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and
Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and
economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.
Do you favor or oppose having these kinds of high school graduation requirements for all students?
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…And Across Ethnic/Racial Lines
Total
Favor
Oppose
By Ethnicity
Favor
Oppose
(N=608)
Favor
Oppose
(N=96)
Favor
(N=64)
Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and
Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and
economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.
Do you favor or oppose having these kinds of high school graduation requirements for all students?
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...And in Urban-Suburban-Rural Communities
Total
Favor
Oppose
By Geography
Favor
Oppose
(N=240)
Favor
Oppose
(N=419)
Favor
Oppose
(N=142)
Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and
Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and
economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.
Do you favor or oppose having these kinds of high school graduation requirements for all students?
Urban: A Principal City of a Metropolitan Statistical Area (MSA) is considered Urban; Suburban: Any portion of an MSA county that is not in a
Principal City is considered Suburban; Rural: All counties without a MSA are considered Rural.
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…And in All Regions of the Nation
Total
Favor Oppose
Region
Favor
Oppose
(N=173)
Favor
Oppose
(N=177)
Favor Oppose
Favor Oppose
(N=271)
(N=179)
Many states require that all students in public high schools complete four years of English, three or four years of math (including Algebra, Geometry and
Algebra TWO), three or four years of science (including biology and chemistry), three or four years of social studies (including U.S. and World History, and
economics), and various electives chosen from fine arts, career technical, or foreign language subjects, in order to graduate.
Do you favor or oppose having these kinds of high school graduation requirements for all students?
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Voters in States with CCR Requirements
Either Want to Keep the Requirements –
Or Raise Them Further!
Now, actually, (NAME OF
STATE) already has the
high school graduation
requirements I just
described. Knowing
that, and thinking some
more about this…do you
believe high school
graduation requirements
in (NAME OF STATE)
should be...
Raised
Kept the
Same
}
Lowered
(Asked only in states with requirements: AL, AZ, AR, DE, FL, GA, IN, KY, MI, MN, MS, NE, NM, NY, NC, OH, OK, SD,
TN, TX, WA, DC. N=431)*
* Since the survey was conducted, the list of states with college- and career-ready graduation requirements in place has changed to
include Utah, while New York and Washington are both in process of adopting graduation requirements at this level.
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Voters in States Without CCR
Requirements Would Overwhelmingly
Choose to Raise Their Requirements
Now, actually, (NAME OF
STATE) does NOT have
all the high school
graduation requirements
I just described.
Knowing that, and
thinking some more
about this…do you
believe high school
graduation requirements
in (NAME OF STATE)
should be...
Raised
Kept the
Same
}
Lowered
(Asked in states that do not have requirements. N=369)
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Voters are Split Over Whether Raising
Academic and Graduation Requirements
Would Increase the Dropout Rate
% Total Agree
Raising academic and
graduation requirements
means more students will
drop out of high school.
Sub-Group
% Total Disagree
Total Agree
Total Disagree
Less Than College
57%
42%
College +
42%
58%
States with CCR Graduation Requirements
54%
46%
States without CCR Graduation Requirements
43%
Agree
56%
Disagree
(N=400)
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Key Findings from Achieving the Possible:
What Americans Think About the Collegeand Career-Ready Agenda
There is widespread agreement that all students need additional
education and training beyond high school across voters.
Support for policies aimed to prepare high school students for college
and careers is broad, deep and fully bipartisan with equally high
numbers of Democratic, Republican and Independent voters
supporting such reforms.
There is strong support for the specific policies that put common
expectations in place for all students – including common standards,
common assessments and graduation requirements.
More generally, there is near universal agreement across partisan,
ethnic/racial and geographic lines that some education and training
beyond high school is necessary – and that stronger expectations in
high school will go a long way towards preparing students for their
next steps.
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The Bottom Line
Policymakers have more support than expected around college- and
career-ready policies, which bodes well for the success of the Common
Core State Standards and common assessments and other college-and
career-ready policies.
However, college- and career-ready policies, such as rigorous
graduation requirements, are more likely to be supported if states have
a system of supports and incentives in place—which are wellcommunicated and understood by stakeholders.
Examples of supportive policies include:
 Targeted support for struggling students
 Support and outreach to middle school students to help prepare
them for high school.
 Aligning graduation requirements with college admissions
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Policies and Perceptions of the
College- and Career-Ready Agenda