Transcript Slide 1

THE NEW STATE BOARD OF EDUCATION
Accountability | World-Class Math and Science Standards | Meaningful Diploma/CORE 24
CORE 24 and College and
Work Readiness
Presentation to…
WERA
March 26, 2009
What is the Washington State
Board of Education?
The Washington State Board of
Education’s role in the K-12
system is to lead the
development of state policy,
provide system oversight, and
advocate for student success.
The Board is comprised of
sixteen members and is
supported by a staff of six.
What are the Board’s Duties?
1. Ensuring that all children in the State of
Washington receive an equitable and
excellent education
2. Developing a system of graduation credit
requirements that will result in a
meaningful high school diploma
3. Creating an accountability framework that
will identify and assist struggling schools
as well as recognize schools that are
meeting or exceeding standards
4. Implementing a systematic approach so that students
and teachers receive the support they need to learn
and teach under the new math and science standards
The State Board of Education Sets Some
Graduation Requirements
SBE-mandated requirements:
• Minimum credit requirements
• Culminating Project
• High School and Beyond Plan
Legislatively-mandated requirements:
• Washington Assessment of Student Learning (WASL)
• Certificate of Academic Achievement/Individual
Achievement
District-, Private School-, or Tribal
School-mandated requirements
4
Why Change Graduation Requirements
Now?
Four drivers:
1. Legislative direction to revise the
purpose of a diploma (2006)
2. Legislative direction to add a third credit
of math and prescribe the content
(2006)
3. Governor’s Washington Learns report
calling for world-class education
(November 2006)
4. Recognition that credit requirements are
the product of another era:
Unchanging requirements in a
changing world
Shaping CORE 24
What is CORE 24?
CORE 24 is the framework of 24
credits approved by the State
Board of Education in July 2008
as proposed new graduation
requirements, to be phased-in
when funding is provided by the
legislature.
Six Contributing
Factors That
Shaped The
Board’s Thinking
about CORE 24
1. Preparation for
Postsecondary Education
Preparation for Postsecondary Education:
13-1/2 Prescribed Minimum Credit
Requirements Leading to Nowhere
Subject
English
Mathematics
Science
Social Studies
Fine Arts
World Language
Occup. Education
Physical
Education/Health
Electives
Total
Current State
Current HECB (Higher
Minimum Graduation Education Coordinating
Credit Requirements Board) Minimum College
Admission Requirements
3.0
2.0
2.0
(1 lab)
2.5
1.0
0.0
1.0
2.0
4.0
3.0
2.0
(2 lab)
3.0
1.0
2.0
0.0
0.0
5.5
19.0
0.0
15.0
Preparation for Postsecondary Education:
Unacceptable Remediation Rates at
Community and Technical Colleges
● 52% of community and technical college
students who graduated from high school
in 2006 took pre-college (remedial)
classes in 2006-07: English, reading or
math.
● This level of remediation cost students
and the state $17.5 million.
Source: Role of Pre-College (Developmental and
Remedial) Education for Recent High School
Graduates Attending Washington Community and
Technical Colleges.” Washington State Board for
Community and Technical Colleges Research Report
No. 07-2.
2. The Composition of a
21st Century Workforce
Composition of a 21st Century
Workforce: A Different World
Since graduation credit
requirements last changed in
1985, globalization and
technological change have
dramatically changed the
economy and labor market into
which we send our graduates.
In the 21st Century Workforce, Unskilled Jobs
Are Disappearing; Demand for Higher Skills is
Rising
Sources: American Diploma Project; U.S. Bureau of Census and Pennsylvania
Department of Labor and Industry, Center for Workforce Information and Analysis
(Pennsylvania statewide)
How Do We Prepare Students for A 21st
Century Workforce Where People Can
Make a Living Wage?
In 2008 in Washington:
● The median income for someone with
only a high school diploma was $10.00
per hour.
● A living wage for a single adult was
$25,530 a year or $12.27 an hour.
Sources: Julie Chinitz, ChienHao Fu, and Gerald Smith. The 2008 Job
Gap. Tough Times for Northwest Families. 2008 Northwest Job Gap
Study. http://www.nwfco.org/pubs/2008.12.09_NW.JG.Tough.Times.pdf
Living Wage = One that Allows
Individuals/Families to Meet their Basic
Needs Without Public Assistance + Ability
to Plan for Emergencies
Washington Job Vacancies by
Education and Wage, October 2008
Source: Washington State Employment Security Department, Labor Market and Economics
Analysis. Washington State Job Vacancy Survey Report: Fall, 2008, Figure 4., p. 9
Other Developed Nations Are Educating Their Youth
And Adult Workers To Record Levels. . .
While The U.S. And Washington Stand Still.
HECB. “2008 Master
Plan for Higher
Education in
Washington.”
3. Demographics of
Students in the Pipeline
Changing Demographics: Proportionally
More Students of Color in Washington
2014 - 15
2009 - 10
2004 - 05
American Indian/Alaska Native
Asian/Pacific Islander
Black non-Hispanic
Hispanic
White non-Hispanic
Source: Escalating Engagement: Connecting Higher Education and Workforce Needs. National Center for Higher
Education Management Systems. PowerPoint presentation to Higher Education Coordinating Board. September
2008. Data gleaned from March 2008 WICHE Report, Knocking at the College Door: Projections of High School
Graduates by State and Race/Ethnicity,1992-2022.
Hispanic Students Are The
Fastest-Growing Group
Projected Change in WA Population by
Age and Race/Ethnicity 2005-25
120,000
105,225
100,000
80,000
68,997
62,018
60,000
40,000
20,000
9,018
9,012
0
White
African
American
Hispanic
Asian
Other
Source: Escalating Engagement: Connecting Higher Education and Workforce Needs.
National Center for Higher Education Management Systems. PowerPoint presentation to
Higher Education Coordinating Board. September 2008. Data gleaned from US Census
Bureau.
Washington Hispanic, Native American and
African American Students Less Likely to
Take Courses That Meet Minimum Four-year
Public Admissions Requirements
Source: The BERC Group, December 2008. Washington State Board of Education
Transcript Study. Based on a random sample of 14,875 2008 Washington public high
school graduates
More Low-income Students Complete College
When They Take a Rigorous* High School
Curriculum
* Rigorous curriculum is defined as the top 40 percent of high school
curriculum and the highest high school mathematics above Algebra II.
Note: These numbers reflect outcomes for high school graduates
who enter four-year institutions directly from high school.
Source: Adelman, Clifford. The Toolbox Revisited, U.S. Department of Education, 2006. Adapted from The Education Trust.
4. National Trends in Graduation
Requirements
National Trend: 31 States Require More
Credits to Graduate Than Washington
(Based on Washington’s 20 credits in 2013)
30
States' Graduation Requirements
25
20
15
10
5
Connecticut
Alabama
Delaware
Florida
Hawaii
Louisiana
Missouri
New Mexico
North Dakota
Oregon
South Carolina
Utah
West Virginia
Georgia
Idaho
Oklahoma
Nevada
Arizona
Arkansas
Kentucky
New Jersey
New York
South Dakota
Texas
Virginia
Minnesota
Alaska
Kansas
Maryland
Mississippi
North Carolina
Indiana
Montana
Ohio
Rhode Island
Tennessee
Vermont
Washington
New Hampshire
Michigan
Illinois
Maine
California
Iowa
Wisconsin
Wyoming
Colorado
Massachusetts
Nebraska
Pennsylvania
0
Source: Education Commission of the States Standard High School Graduation Requirements Database. 2008. Note:
Includes requirements that have been adopted and will be in effect for a graduating class in 2009 and beyond e.g.,
Washington’s 20 credit graduation requirement will be in effect for the graduating class of 2013. States in yellow are
global challenge states. Massachusetts is also a global challenge state but has no state-mandated requirements.
National Trend: Most States Have
Higher Expectations for Total Credits
Earned
Across the Nation:
31 states will exceed Washington’s new 20-credit
requirement; 6 other states will share it
13 states will require 24+ credits in 2009+
Closer to Home:
23: Number of credits Idaho will require (effective
2013)
24: Number of credits Oregon will require
(effective 2012)
National Trend: Most States Require
More Credits in Core Subjects
Across the Nation, in 2009+:
39: Number of states requiring 3 or more credits
of math
33: Number of states requiring 3 or more credits
of science
44: Number of states requiring 4 credits of
English
34: Number of states requiring 3 or more credits
of social studies
How Important is Quantity?
● Rigor is not defined by quantity.
● But: If credits are a proxy for the amount of
exposure students have to a subject, our
students will be competing against many
students who have more
exposure/preparation.
● Quality of teaching and learning is key.
5. Washington District Graduation
Credit Requirements
Considerable Variability in Graduation
Requirements Within the State—Over Half of
the Districts Currently Require 24+ Credits
70
2007/08 Washington State Distribution of High School Graduation
Requirements by District (Based on 246 districts with high schools)
61
60
Number of Credits
50
Washington’s state-mandated high
school graduation credit requirement
is 19 through the graduating class of
2012.
46
40
30
30
20
21
20
16
14
13
11
8
10
1
2
19
20
3
0
21
22
23
24
25
26
27
28
29
30
31
Credits Required
Credits have been rounded to the nearest whole credit.
Source: Washington State Board
of Education. 2007.
All But 20 Districts Exceed Minimum
Requirements in English; Far Fewer Districts
Exceed Minimums in Math and Science
87% of Districts Require More Than the
State Minimum 2.5 Credit Requirement
in Social Studies
Districts Vary in Meeting Arts, Health and
Fitness and Occupational Education
Requirements
● 100% meet but do not
exceed the state 1-credit
minimum Arts requirement
● 24% exceed the state
2-credit minimum Health and
Fitness requirement
● 54% exceed the state
1-credit minimum
Occupational Education
requirement
89% of Districts Exceed the State’s
Minimum 5.5 Credit Requirement for
Electives
6. Preparation for Citizenship
Growing Support for 21st Century Applied
Knowledge and Skills
7 survival skills students need:
• Critical thinking & problem-solving
• Collaboration & leadership
• Agility & adaptability
• Initiative & entrepreneurialism
• Effective oral & written communication
• Accessing & analyzing information
• Curiosity & imagination
Tony Wagner (2008). Rigor Redefined. Educational Leadership. Volume 66,
#2.
Essential skills, such as: financial, civic,
technology, global, and/or health literacy;
employability skills, etc.
The Conclusion? Students Need Multiple Pathways
To Some Form Of Postsecondary Education –
And They Need Adequate Preparation
The higher skills needed for most family-wage
jobs come from additional education of some
kind:
● Apprenticeships: “The Original
Four-Year Degree”
● Professional/Technical Degree and
Certificate Programs
● Transfer Associate Degree Programs
(AS-T, AA-T, AAS-T)
● Baccalaureate Degree Programs
CORE 24
Graduation
Requirements
Policy Framework
One Diploma – Many Pathways
Educated Citizens with Living-Wage Jobs
The Purpose of a Diploma
In January 2008, the board adopted a
purpose statement for the diploma, the first
sentence reads:
“The purpose of the diploma is to declare
that a student is ready for success in post
secondary education, gainful
employment, and citizenship, and is
equipped with the skills to be a lifelong
learner.”
The Purpose of a Diploma
The diploma represents a balance between the personalized
education needs of each student and society’s needs, and
reflects at its core the state’s basic education goals.
The diploma is a compact among students, parents, local
school districts, the state, and whatever employer or
institution the graduate moves on to—a compact that says
the graduate has acquired a particular set of knowledge and
skills. How the student demonstrates those skills may differ.
Whether a student earns credit by participating in formal
instruction or by demonstrating competency through
established district policies is immaterial; they are equally
acceptable.
Laying the Groundwork for CORE 24
Through Guiding Principles
Equip Everyone: Prepare ALL students for life after high school—in
gainful employment, an apprenticeship, or postsecondary education.
Expect More: Align requirements to meet the increased expectations
of the 21st century workforce.
Provide Flexibility: Allow students to customize their education,
relevance to their interests.
Give Focus: Encourage students to align course work to achieve their
future career goals.
Plan Ahead: Emphasize the High School and Beyond Plan to offer
students personalized guidance to prepare them for work, postsecondary
education, or both.
Start Early: Prepare students to enter high school and create
opportunities to meet high school graduation requirements in middle
school.
WHAT CORE 24 IS
A 24-credit framework that
requires more than the
minimum; a move from
minimum to essential
requirements
A Tool to Help Students Plan Ahead; A
Framework with Flexibility: Key Features
Personalized through choices
Making middle school “count”
Stronger guidance; stronger high school
and beyond plan
Built on policies that create flexibility: e.g.,
course equivalencies, competency-based
credits, etc.
The Next Steps for CORE 24
2009:
• Begin to work through the mechanics and
policy implications of CORE 24 with the
Implementation Task Force.
• Continue the Meaningful High School
Diploma Policy Work to resolve unfinished
issues, including the culminating project, the
high school and beyond plan, essential skills,
and middle school connections.
Implement the Third Credit of Math for the
Graduating Class of 2013
• Students in the graduating
class of 2013 will be
expected to complete:
• 1 additional credit of
math in Algebra I,
Geometry, and Algebra
II (or Integrated Math I,
II, III) unless a different
third credit of math is
elected
• Total of 20 credits
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Questions?
Kathe Taylor, Ph.D.
Policy Director
[email protected]
360-725-6028
For more information:
http://www.sbe.wa.gov