Transcript Preparing Pennsylvania’s Youth for Success in a 21st

Preparing Pennsylvania’s Youth
for Success in a 21st Century
Economy
Www.papartnerships.org
Who is PPC?

Pennsylvania Partnerships for
Children
Advocacy organization
– Independent, non-profit
– Prevention-focused, research-based
Pennsylvania Partnerships for Children is a
strong, effective and trusted voice for
improving the health, education and wellbeing of the Commonwealth’s children.
–

Ready By 21™
Ready By 21™ is committed to youth-centered
public policies and programs designed to
ensure that all Pennsylvanians aged 12-21
have equitable access to high quality
education and support services that meet
their needs and builds on their aspirations;
that prepares them to earn a familysustaining wage, be active citizens, lifelong
learners, and enjoy healthy physical,
social and emotional health.
Ready By 21™
1. Secondary academic success
2. Positive use of out-of-school time
3. Career preparation and workforce
development
4. Comprehensive services with
linkages to appropriate health and
human services
Youth Demographics
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One in 7 Pennsylvanians (1,688,643) is
a young person (age 12-21)
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1 in 3 lives in poverty
More than 12,000 are in foster care
More than 40,000 are in juvenile justice
More than 26,000 teens are mothers
1 in 50 has limited English proficiency
14% have a disability
Adolescents to Adulthood
An education that prepares them for
the rigors of college or a competitive
labor market with skills that enable
them to earn a family-sustaining
wage one day
 Avoidance of risky behaviors such as
illegal drug use in order to become
healthy, well-adjusted adults
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Adolescents to Adulthood
 Strong
interpersonal relationships
with friends and family who
support their growth and
achievements
 Strong connections to the
community that forge a sense of
belonging
Risk & Protective Factors
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A survey of about 75,000 PA teens shows
many of them do not feel supported or
protected by their schools, families, neighbors
and communities.
The Pennsylvania Youth Survey (PAYS)
conducted in 2003 obtained data from a
representative sample of 6th, 8th, 10th and 12th
graders in urban, rural and suburban
communities across the state.
Protective Factors
Buffer youth from harm…
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25% of respondents said their parents do
not express pride in their accomplishments
or that they enjoy spending time with their
parents.
45% said they are not praised by teachers
for good work, that their teachers do not
tell parents about good work, and that they
do not feel safe in school.
Risk Factors
Increase likelihood of risky behaviors
Three in 10 teens (31%) reported it
would be easy to obtain alcohol,
tobacco, drugs or handguns, including
twice (65%) as many 12th graders.
 Young people need family guidance, but
10% reported poor family supervision,
lack of clear rules or knowledge of the
student’s whereabouts.
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Why Education Matters
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In order to compete in a 21st century global
economy, Pennsylvania needs a highlyeducated and proficient workforce.
By the year 2010, the U.S. will face a
shortage of 12 million qualified workers for
the fastest-growing job sectors including
health care and computer technology. (U.S.
Bureau of Labor Statistics)
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This will make it imperative that all youth both enrolled and out of school - have the
skills and education to meet this shortage.
Why Education Matters
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Lifetime earnings are linked to education level. Earnings estimates show
the median PA income by educational attainment to be:
$62,919
$62,919 for postgraduate degree
$45,246 for bachelor’s degree
$45,246
$32,182 for associate’s degree
$32,182
$30,000
$30,000 for some college, no degree
$25,021
$25,021 for high school diploma or GED
$7,800 for less than a high school diploma
$7,800
(Source: Pennsylvania Workforce Development, 2004 CPS)
The High School Diploma
out of 5 urban 9th graders fail
to graduate from high school in
the same district four years later
2
in 6 rural 9th graders
– 1 in 8 suburban
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The High School Diploma
High school graduates earn three times
more than those who did not graduate.
 College graduates earn six times more.
 Dropouts have higher rates of teen
pregnancy
 High school dropouts have a higher rate
of substance abuse and crime
 80% of those incarcerated are dropouts
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The High School Diploma
Dropping out of high school is a gradual
process
 Kids who are at highest risk include:
teen parents, youth who have been in
the delinquent and dependency
systems, young people with LEP
 Males are more likely to dropout than
females and Latinos are more likely to
drop out than any other group
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Early Detection System
in Sixth Grade
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As early as sixth grade, the four risk factors
for dropping out of school:
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Attendance
Behavior
Failing math
Failing English
Need to create early detection system to
identify at-risk kids in sixth grade to ensure
student success.
PSSA Scores (2005/06)
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48.1% of 11th graders statewide scored
below proficient in math
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34.8% of 11th graders statewide scored
below proficient in reading
Preparation for college or work
is the same
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Young people who are preparing for
college or work require a similar
foundation.
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Same skills
Solid academic skills – especially math and
language arts skills
Appropriate soft skills
Life After High School
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In 2004-05, 75% of high school
graduates statewide said they planned
to pursue further education
College Remediation Rates
Entering Freshmen, 2000
All
28%
Public 2-year
42%
Public 4-year
20%
Private 4-year
12%
Source: NCES, Remedial Education at Degree-Granting Postsecondary
Institutions in Fall 2000,
College “Drift-out” Rates
Students not returning for year 2
 4-year colleges:
26%
 2-year colleges:
45%
(Source: Mortensen, T.; November 1999. Postsecondary Opportunity as
presented by The Education Trust.)
Of high school graduates nationwide
entering four-year institutions, just over
six in 10 earn a bachelor’s degree within
six years.
(Source: National Center for Public Policy and Higher Education, 2006)
How do youth in America
stack up?
 USA falls
near middle of the pack in
academic literacy scores of 15year-olds.
 Finland, France, Canada, Poland,
Australia and Japan all scored
better. (PISA, 29 participating
countries, 1999)
Ja pan
rl ands
Korea
M exic
o
Ita ly
Greec
e
Turk e
y
Swed
en
Austr
ia
Germ
an y
Irel an
d
O EC D
Av era
ge
Slov a
ck Re
pub lic
Norw
ay
Lux em
b ourg
Pola n
d
Hung
a ry
Spa in
Unite
d Stat
es
Portu
ga l
da
Belg i
um
Switz
e rland
New Z
e alan
d
Austr
al ia
Cze ch
Rep u
blic
Ic elan
d
Denm
ark
Fran c
e
Cana
Nethe
Fin lan
d
Average Scale Score
U.S. Ranked 24th out of 29
OECD Countries in Mathematics
550
500
450
400
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results,
data available at http://www.oecd.org/
Losing Our Edge?
NAEP 2002 Math Assessment
12th Graders Scoring “Below Basic”
• 35 percent of all students
• 56 percent of Hispanic students
• 69 percent of African-American students
• 60 percent of low-income students
Losing Our Edge?
NAEP 2002 Reading Assessment
12th Graders Scoring “Below Basic”
• 26 percent of all students
• 39 percent of Hispanic students
• 46 percent of African-American students
• 40 percent of low-income students
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2002
International Competition
New Participants in the World Economy
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China, India and Russia = 3 billion people
10% highly educated = 300 million people
USA = 300 million people
25% highly educated = 75 million
Competition for jobs = 375 million people
USA students/adults will face greater
competition in the future than anytime in
history
Craig Barrett, INTEL CEO 2004
Changing Economic Times
“High school graduates must be prepared for a 21st
century global economy. Traditional metrics are no
longer sufficient indicators of student preparedness. A
more meaningful, ambitious high school reform
agenda can only be reached when high schools
succeed in preparing every student for today’s global
challenges by aligning their improvement efforts with
results that matter – mastery of core subjects and
21st century skills.”
(Source: Ken Kay, president of the Partnership for 21st Century Skills
and G. Thomas Houlihan, exec. director of the Council of Chief State
School Officers, in Education Week, May 17, 2006.)
Elements of 21st Century Learning
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The capacity of young people to be successful in
the 21st century goes well beyond reading,
writing and computing skills.
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They need to know how to apply knowledge in the
context of modern life.
To accomplish this, the Partnership for 21st
Century Skills (a public-private partnership of key
federal education officials and leading national
corporations) has identified six fundamental
elements for 21st century learning.
Elements of 21st Century Learning
1.
2.
3.
Emphasize core subjects (English, reading or
language arts, math, science, foreign
languages, civics, economics, arts, history &
geography);
Emphasize learning and soft skills (information
and communication skills, thinking and
problem-solving skills, interpersonal and selfdirectional skills);
Use 21st century tools to develop learning skills
(digital information and communication
technologies);
Elements of 21st Century Learning
4.
5.
6.
Teach and learn in a 21st century contextstudents need to learn academic content
through real-world examples, applications and
experiences both inside and outside of school;
Teach and learn 21st century content (global
awareness, financial, economic and business
literacy, civic literacy);
Use 21st century assessments that measure
21st century skills – sophisticated balance of
assessments. (Source: Learning for the 21st Century)
Employment Change by Education; 1992-2002
Less than HS -0.4
High School Only
0.1
Some College
2.4
2-Year Technical
2.5
2-Year Academic
2.1
4-Year Degree
-1.0
6.3
0.0
1.0
2.0
3.0
4.0
5.0
6.0
Millions of Jobs
Source: Employment Policy Foundation tabulations of Bureau of Labor
Statistics/Census Current Population Survey data; MTC Institute.
Source: Employment Policy Foundation tabulations of Bureau of Labor
Statistics / Census Current Population Survey data; MTC Institute.
7.0
Skill Level Changes
Skilled
Unskilled
20%
15%
Unskilled
60%
Professional
20%
Professional
20%
1950
National Summit on 21st Century Skills for 21st Century Jobs
Skilled
65%
1997
“Gold Collar” Workers
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Many of the fastest growing high-skill/high
wage occupations are being filled with what
are called “gold collar” workers.
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Resourceful problem solvers
Job appropriate training
Need additional education after high school, but
not necessarily a 4-year bachelor’s degree
Each PhD scientist requires 8 technicians
Public Policy Strategies
 Adequacy
and equity and
education finance
 Investments in pre-K, FDK and
reduced class size
 6th grade early detection and action
for struggling students
 Improve guidance and career
exploration
Public Policy Strategies
 Enhance
professional development
for teachers
 Assign the best teachers to the
struggling students
 Expand afterschool and youth
development programs
Public Policy Strategies
 Increased
high school rigor and
relevance
 Standardized, statewide graduation
requirement
 Model statewide curriculum aligned
with academic standards
 Expand Project 720
Public Policy Strategies
 Improve
the quality and value of
career and technical education
 More opportunities for work-based
learning
 Alternative education options
expanded
 Pathways to re-engage out of
school youth
Public Policy Strategies
 Expand
dual enrollment
 Conduct a marketing campaign to
inform parents, students, education
professionals and the community at
large about 21st century careers
and required education
 Engage the community to drive
local solutions
PPC Vision
By 2014, PPC has helped
Pennsylvania move into position as
one of the top 10 states
in the nation to be a child
and to raise a child.
Pennsylvania Partnerships for
Children
www.papartnerships.org
800-257-2030
Bill Bartle
Youth Policy Director