Transcript Document

Making Career Readiness
Count
Tuesday, May 27th
2:00-3:00 p.m. ET
Background/Context
• Reviewed state report cards and accountability
formulas
• Identified career-focused indicators and how they
were being publicly reported or used within states’
accountability systems
• Identified major trends across states
• Updated existing framework for college and career
readiness indicators to be address full range of
college AND career readiness (academic,
technical, employability skills)
Toward College and
Meeting College and
Exceeding College and
Career Readiness
Career Readiness
Career Readiness
Framework
 Timely credit
 Students in a
 Graduates who have
Course
accumulation along
graduating cohort who
completed AP, IB
completion/
a college- and
complete a college- and
and/or dual enrollment
success
career-ready course
career-ready course of
courses and earned
of study
study
college credit
 Students with “on
 Students in a
 Graduates with a
Achievetrack to college and
graduating cohort with a
college-level
ment
career readiness”
college- and careerperformance on an AP
and/or IB exam
performance on
ready level of
aligned assessments
performance on a highin middle and early
quality assessment
high school
aligned to college- and
career-ready standards
th
 Students in a
 Graduates who enroll
Attainment  9 grade students
with “on track” to
graduating cohort who
in postsecondary
graduation status
earn a college- and
education with no
based on attendance
career-ready diploma
need for remediation
and grades in core
 Graduates who
courses
successfully complete
 High school
at least one year of
graduation
postsecondary
education or a
workforce/military
Source:
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training program
Toward College and Career Readiness

Course
completion/
success
AND

Timely credit accumulation along a
college- and career-ready course of
study
Framework
Achievement

Attainment 

Experiential 
learning
Exceeding College and Career
Readiness

Students in a graduating cohort who

Graduates who have completed
complete a college- and career-ready
AP, IB and/or dual enrollment
course of study
courses and earned college credit
AND
AND

Successful completion of secondary

Completion of program of study
CTE pathway (“concentrating”)
aligned to workforce needs
Meeting College and Career Readiness
Participation in career technical
education (CTE) course(s) aligned to
college- and career-ready or rigorous
standards in other subjects
Students with “on track to college and

career readiness” performance on
aligned assessments in middle and early
high school
9th grade students with “on track” to
graduation status based on attendance
and grades in core courses
High school graduation
Participation in a career technical
student organization (CTSO) that is
aligned to and reinforces the academic
and technical content in a CTE pathway

Participation in work-based learning
(WBL)

Participation in college/career planning
Source:
activities
Students in a graduating cohort with a 
college- and career-ready level of
performance on a high-quality
assessment aligned to college- and
career-ready standards
AND

Meeting standards on technical skills
assessment for students who
complete a CTE pathway

Students in a graduating cohort who
earn a college- and career-ready
diploma
AND

Earn industry-recognized
credential/certificate

Complete a pre-apprenticeship
program

Earn an employability or work
readiness certificate



Participation in CTSO competition
Successful completion of WBL
Completion of portfolio/capstone
project


Graduates with a college-level
performance on an AP and/or IB
exam
Graduates who enroll in
postsecondary education with no
need for remediation
Graduates who successfully
complete at least one year of
postsecondary education or a
workforce/military training
program
AND

Earn academic or technical
endorsement on college- and
career-ready diploma

Earn stacked industry credential

Earn a medal in CTSO
competition

Earn postsecondary credit
through internships, WBL
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Major Trends
• Breadth Over Depth: More than Half of States Use
Career-Focused Readiness Indicators
• Meta-Indicators: Many States Are Emphasizing
College or Career Accountability Indicators
• Early Models: Some States Begin To Pave the Way for
Systems Valuing College and Career Readiness
Source:
5
Trend 1: Breadth Over Depth
More than Half of States Use Career-Focused
Readiness Indicators
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Trend 1: Breadth Over Depth
More than Half of States Use Career-Focused
Readiness Indicators
 CTE participation
 Dual enrollment participation
 CTE completion (pathway
completion/concentrators)
 Dual enrollment credits earned
 CTE diploma/endorsement
 Work-based learning
 CTSO participation
 Graduation rate/attainment of
 Postsecondary enrollment rates
advanced diploma by CTE
concentrators
 Placement rate for CTE completers
 Industry credentials
 CTE course grades
 Skills assessment
 Academic career ready
assessment
 Employability assessment
Source:
Reported by five or more states
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Trend 2: Meta-Indicators
Many States Are Emphasizing College or
Career Accountability Indicators
• Majority of states do NOT have stand-alone career-ready
indicator in their accountability formulas
• More common is to have “meta-indicator”
• EXAMPLE: Alabama defines a student as college or career
ready if the student earns at least one of the following:
• Benchmark scores on the reading and math sections of ACT;
• Qualifying scores on an AP or IB exam;
• Approved transcripted college or postsecondary credit while in high
school;
• Benchmark level on the ACT WorkKeys; or
• An approved industry credential.
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Recommendations
• Use multiple measures of college and career
readiness.
• Engage state CTE/college and career readiness
leaders as well as workforce and economic
development leaders.
• Find the appropriate balance of uses across public
reporting and accountability.
• Use publicly reported information to inform
decisions.
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Trend 3: Early Models
Some States Begin To Pave the Way for
Systems Valuing College and Career Readiness
• Dennis Cooper, Assistant Commissioner & Dennis
Harden, Career Education Coordinator, Missouri
Department of Elementary and Secondary
Education
• Deborah Jonas, Special Advisor for Research and
Planning, Virginia Department of Education.
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BUILDING A COLLEGE AND CAREERREADY ACCOUNTABILITY SYSTEM:
MSIP 5
Dennis Cooper, Assistant Commissioner
Dennis Harden, Career Education Coordinator
Missouri Department Of Elementary And Secondary
Education
May 2014
Missouri Department of Elementary
and Secondary Education
MSIP Performance Standard 3:
Indicators 1-3
College and Career Readiness (K-12 Districts) — The district provides
adequate post-secondary preparation for all students.
1. The percent of graduates who scored at or above the state standard on any
department-approved measure(s) of college and career readiness, for example,
the ACT®, SAT®, COMPASS® or Armed Services Vocational Aptitude Battery
(ASVAB), meets or exceeds the state standard or demonstrates required
improvement.
2. The district’s average composite score(s) on any department-approved
measure(s) of college and career readiness, for example, the ACT®, SAT®,
COMPASS®, or ASVAB, meet(s) or exceed(s) the state standard or demonstrate(s)
required improvement.
3. The percent of graduates who participated in any department-approved
measure(s) of college and career readiness, for example, the ACT®, SAT®,
COMPASS®, or ASVAB, meets or exceeds the state standard or demonstrates
required improvement.
MSIP Performance Standard 3:
Indicator 4
College and Career Readiness (K-12 Districts) — The district
provides adequate post-secondary preparation for all students.
4. The percent of graduates who earned a qualifying score on an Advanced
Placement (AP), International Baccalaureate (IB), Project Lead the Way
assessments , earned an Industry Recognized Credential (IRC), and/or received
college credit through early college, dual enrollment, or approved dual credit
courses meets or exceeds the state standard or demonstrates required
improvement
MSIP Performance Standard 3:
Indicators 5-6
College and Career Readiness (K-12 Districts) — The district provides
adequate post-secondary preparation for all students.
5. The percent of graduates who attend post-secondary education/training or are
in the military within six (6) months of graduating meets the state standard or
demonstrates required improvement.
6. The percent of graduates who complete career education programs approved
by the department and are placed in occupations directly related to their training,
continue their education, or are in the military within six (6) months of graduating
meets the state standard or demonstrates required improvement.
Updates

Addition of WorkKeys© in 2014-15

Change from TSAs to IRCs in Indicator 4

For additional information related to the MSIP IRC
approved list and process for seeking approval, see
http://dese.mo.gov/college-career-readiness/careereducation/technical-skills-attainment
Challenges



Variation in rigor of IRCs
Assumption in districts that all CTE students
can/should obtain an IRC
Recent legislation

Remove “related” from placement requirement

Change in graduation policy allowing a CTE course to
substitute for an academic course in English language arts,
mathematics, social studies, or science
Career and technical
education credentials in
Virginia
DEBORAH JONAS, PH.D.
MAY 27, 2014
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Brief history of Virginia’s career
credential initiative
• In 2003/04 the Virginia Board of Education issued guidance for using Boardapproved industry credentialing exams to substitute for certain tests that are
required for students to earn Virginia’s Standard diploma* only
◦ Board-approved credentialing tests may substitute for the student-selected test, and, either a
science or history test when the credential confers more than one credit.
• In 2006/07, Virginia funded a pilot to encourage the use of industry
credentialing tests as a substitute for state-required graduation tests
• In 2011, the Virginia General Assembly required that students who earn the
Standard diploma pass a Board-approved credentialing test, beginning with
first-time freshman in 2013/14.
*Virginia also has an Advanced Studies diploma that includes coursework consistent with minimum college-entry requirements.
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Board criteria for using credentialing exams to
substitute for other state-required exams for
graduation
• The test must be standardized and graded independently of the
school or school division in which the test is given.
• The test must be knowledge-based.
• The test must be administered on a multi-state or international
basis, or administered as part of another state’s accountability
assessment program.
• To be counted in a specific academic area, the test must measure
content that incorporates or exceeds the Virginia Standards of
Learning content in the course for which verified credit is awarded.
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Multiple approaches to accountability
• School report cards
• Federal Annual Performance Reports (Perkins), including
annual reports to the Virginia Board of Education
• Legislation
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Public reporting—school report cards
• Virginia’s report cards include information about credentials
students earn each year.
• Number of credentials students earn each year.
◦ State licensures
◦ Industry certification
◦ Workplace Readiness
◦ NOCTI (skills) assessments
• Number of students who earned credentials each year.
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CTE Annual Performance Reports
(Perkins)-- Beyond the core indicators
• Virginia encourages local leaders to strengthen all programs and prepare CTE
students for careers and college or other types of postsecondary training.
• Research shows that Virginia’s Advanced Studies diploma is a good predictor of
college readiness.
• Established an informational indicator of career and college readiness that is
included in state and local Annual Performance Reports.
◦ Students who earn a career credential and complete a college preparatory course of study
(Virginia’s Advanced Studies diploma)
• Annual reports to the Board enhance visibility and ensure alignment with
broader state goals.
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Recent Legislation
• 2012 legislation strengthened Virginia’s Standard diploma and established it as
a career-ready diploma.
◦ Required all Standard-diploma earners who begin ninth grade in 2013/14 or later to earn a
board-approved career and technical education industry certification.
• Significant enablers included:
◦ Availability and accessibility of the Virginia Workforce Readiness Skills Assessment.
◦ Partnership with private sector partners offering low-cost assessments for some credentials.
◦ State-provided funding for industry credentialing programs and assessments.
• High schools are encouraged to transition to the new requirement earlier than
required.
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*Prior to 2010/11, workplace readiness skills assessments were included in the Industry Certification category, but now are
reported separately
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Resources
• Virginia Department of Education, Office of Career and Technical Education,
http://www.doe.virginia.gov/instruction/career_technical/index.shtml
• Virginia’s CTE Annual Performance Reports, scroll to the bottom of page,
http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/index.shtml
• 2012 legislation requiring students to earn board-approved career and technical education credentials as part
of Virginia’s Standard diploma, http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0454
• Code of Virginia language permitting students who complete career and technical education programs, and
who pass industry certification or state licensure exams, to use satisfactory exam scores as substitute for
certain state assessments required for graduation, http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1253.13C4.
• Research and data from the Virginia College and Career Readiness Initiative
◦ http://www.doe.virginia.gov/instruction/college_career_readiness/index.shtml#resources
◦ http://vlds.virginia.gov/pdfs/VLDS_CCRI%201_pager_FINAL.pdf
• Virginia’s public school report cards, https://p1pe.doe.virginia.gov/reportcard/
• Virginia's list of approved substitute tests for industry credentialing,
http://www.doe.virginia.gov/instruction/career_technical/path_industry_certification/index.shtml.
• Virginia Governor's Stem
Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_academies/index.shtml, and
Governor's Health Science
Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_health_sciences_academies/index
.shtml
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Contact Information
Lolita Hall, Director
Office of Career and Technical Education
Virginia Department of Education
[email protected]
804-225-2051
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Questions?
http://www.achieve.org/meetings-webinars
Kate Blosveren Kreamer, Associate Executive Director, NASDCTEc
[email protected] or 301-588-9630
Cory Curl
Senior Fellow, Assessment and Accountability, Achieve
[email protected] or 202-308-6640
Marie O’Hara
Associate Director, Achieve
[email protected] or 202-419-1562
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