Transcript No Slide Title

Preparing
Students for
Success in High
School
Southern
Regional
Education
Board
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Setting Performance Standards:
What Percentage of Eighth-graders Are
Below Basic in Mathematics?
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10
20
30
40
50
60
70
AR
DE
FL
GA
KY
MS
OK
SC
TN
Southern
Regional
Education
Board
TX
VA
State
NAEP
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Strategy One:
Get the Mission Right
All groups of students leaving
grade eight are prepared for
college-preparatory courses in
grade nine.
Southern
Regional
Education
Board
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Getting the Mission Right:
Where Do We Stand?
Prepare students who:
% of teachers
have minimum basic
42
skills;
have academic
38
knowledge and skills
needed for collegepreparatory work; and
Southern
Regional
Education
Board
get along with and
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understand others.
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Strategy Two:
Defining What Students
Need to Know and Do
to Be Ready for High
School
Southern
Regional
Education
Board
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Readiness for High School:
Where Do We Stand?
Middle Grades Students:
Southern
Regional
Education
Board
81% plan further study
after high school.
37% had intensive literacy
experiences.
23% had intensive
numeracy experiences.
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Strategy Three:
Getting Students
Ready for High School
with Quality Extra Help
and Time
Southern
Regional
Education
Board
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Strategy Four:
Getting Good Principals
for the Middle Grades
Southern
Regional
Education
Board
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Strategy Five:
Getting Qualified
Teachers in the Middle
Grades
Southern
Regional
Education
Board
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Comparing Teacher Quality
in Mathematics Classes
Teachers
Teachers
with Less
with Less
than a Minor than a Major
Southern
Regional
Education
Board
All Schools
61%
72%
Low-poverty
Schools
High-poverty
Schools
56
68
70
77
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Actions to Improve the
Supply of New Teachers with
a Content Focus
Southern
Regional
Education
Board
Require at least a content minor
for middle grades teaching by a
set date.
Develop university programs
that focus on the middle grades.
Assign teachers based on
content focus.
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Conditions for
Best Results for
Career/Technical
Studies
Southern
Regional
Education
Board
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Condition One:
Combining In-depth
Career Studies with a
Solid Academic Core
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Percentages of Students Meeting Performance Goals by
Whether or Not They Completed the HSTW-Recommended
Academic Core and a Career Concentration
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
77%
67%
70%
27% 29%
21%
Completed
Reading
Did not complete
Mathematics
Science
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Condition Two: Effective
Guidance and Advisement
Encourage students to take challenging
mathematics and science courses
Assist students in planning a program
of study by the end of grade nine
Involve parents
Provide information on postsecondary
education
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Percentages of Students Completing the
HSTW-recommended Curriculum in 2000
100%
80%
91%
75%
70%
61%
60%
40%
40%
25%
20%
0%
English
Received strong guidance
Mathematics
Science
Did not receive strong guidance
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Percentages of Students Meeting the
HSTW Performance Goals in 2000
80%
70%
60%
50%
40%
30%
20%
10%
0%
72%
65%
67%
53%
48%
35%
Reading
Received strong guidance
Mathematics
Science
Did not receive strong guidance
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Condition Three:
Integrating Academic
Content into Business
and Technical Classes
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Percentages of Students Who Met the HSTW Performance
Goals in 2000 by Whether or Not Their Career/Technical
Courses Integrated Academic Content and Skills
80%
69%
70%
60%
63%
57%
45%
50%
38%
40%
31%
30%
20%
10%
0%
Academics were integrated
Reading
Academics were not integrated
Mathematics
Science
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Condition Four: Structured
Work-site Learning
Observing veteran workers
Having an assigned mentor
Being evaluated against clear standards
Learning customer relations
Using communication skills
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Percentages of Students Meeting the HSTW
Performance Goals by Whether or Not They Had
Quality Work-based Learning Experiences
80%
70%
60%
50%
40%
30%
20%
10%
0%
70%
65%
59%
45%
40%
29%
Reading
Yes
No
Mathematics
Science
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Condition Five:
Leadership That Creates a
Climate of High Expectations
Teachers indicate the amount and
quality of work expected
Students receive extra help
Students complete one or more
hours of homework daily
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Percentages of Students Who Met the HSTW
Performance Goals by Whether or Not They
Experienced a Climate of High Expectations
70%
60%
62%
55%
53%
50%
40%
56%
47%
36%
30%
20%
10%
0%
Met Reading
Goal
Met Mathematics Met Science Goal
Goal
Yes
No
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Reasons to Rethink the
Purpose of High School
Career/Technical Studies
Over half of these students pursue
postsecondary studies.
The new economy requires new
skills.
The field needs a clear focus.
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The Purpose Should Be to
Produce Graduates Who Can:
Read, understand and communicate in
the language of a career field
Use mathematics skills, reasoning and
understanding
Understand technical concepts,
principles and procedures
Use basic technology
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Improving Career/Technical
Studies:
Increase access to challenging
vocational and technical
studies, with a major emphasis
on using high-level
mathematics, science,
language arts and problemsolving skills.
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Vocational Practices and
Higher Achievement
At least weekly, students:
 use mathematics to complete assignments;
 read and interpret technical books and
materials to complete assignments;
 spend one hour reading non-school-related
materials; and
 do math-related homework assigned by C/T
teacher.
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Vocational Practices and
Higher Achievement
At least monthly, students:
read a career-related article and
demonstrate understanding;
use computer skills to do assignments;
and
have challenging assignments.
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Vocational Practices and
Higher Achievement
Students:
 complete four or more credits in a planned
sequence;
 do projects that require research and written
plans;
 do a senior project;
 meet standards on a written exam to pass a
course; and
 spoke to, interviewed and visited a person in a
career-field to which they aspired.
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%
%
%
Quality Vocational Studies and
Higher Achievement
60%
60%
53%
55%
48%
51%
42%
%
45%
36%
%
%
%
%
Reading
Intensive (25%)
Mathematics
Moderate (42%)
Science
Low (23%)
30
%
%
Quality Career/Technical Studies at
Top 50 Schools and at All Schools
46%
42%
36%
25%
%
%
23%
10%
%
%
Top 50 Schools
Intensive
All Schools
Moderate
Low
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Actions for Increasing Opportunities
for Quality Career Studies
Making the Senior Year Count
Strengthen area vocational centers
Create “choice” technical high schools
Develop career academies
Use dual-enrollment courses
Locate high school programs on
postsecondary campuses
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Actions for Increasing Opportunities
for Quality Career Studies
Making the Senior Year Count
 Create a charter technical high school
 Create a virtual technical high school
 Strengthen work-based learning
 Fund new types of career/technical courses
 End the general track
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Comparison of Georgia High School with a
Delaware Technical High School with
Comparative Demographics
Georgia
Average
Score
Delaware
Average
Score
4 years of
college-prep
English
41%
271 (R)
98%
298 (R)
4 years of Math
19%
304 (M)
61%
316 (M)
3 years of
college prep
science
49%
295 (S)
100%
311 (S)
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What are shortcomings
of the present system for preparing and
certifying career/technical teachers?
Many career/technical teachers lack an
adequate academic foundation.
Some teachers do not have breadth and
depth of technical knowledge.
Most teachers are not prepared to
integrate career/technical and academic
content to advance achievement.
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Improving High Schools:
Require Students to Complete the
HSTW-Recommended Curriculum
 4 credits in college-preparatory/honors English
 At least 3 mathematics credits -- Algebra I and
higher – including mathematics the senior year
 3 credits in science, including 2 at the
college-prep level
 4 credits in a planned sequence of career and
technical studies or an academic concentration
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Percentages of Students Meeting Performance
Goals at 45 Schools
00
91 83
78
80
72
59
63
60
57
66
57
40
20
0
Math/Science
Concentration
(11)
Reading
Basic CollegePrep (16)
Mathematics
HSTW Acad
Core/Career
Concentration
(21)
Science
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Percentages of Students Meeting Performance Goal
by Program of Study at 45 Schools
0
0
42
34
38
37
27
31
0
0
Career Concentration
(32)
Reading
No Concentration/No
Core (15)
Mathematics
Science
38
Improving High Schools:
Require Schools to Increase
Annually the Percent of
Students Completing High
School
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Improving High Schools:
Develop End-of-Program
Exams That Count in
Assessing Student
Learning in Career and
Technical Courses
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Improving High Schools:
Make the Senior Year Count
Give college placement tests at
least by middle of Junior year of
high school.
Have students spend one-half
time in core academic studies.
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Improving High Schools:
Increase Technical
Assistance to LowPerforming HSTW Schools
to Become High-Performing
High Schools
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What Actions Can States Take?
 Raise graduation requirements.
 Provide access to quality career/technical instruction.
 Assess performance in selected core academic courses
and make it count.
 Use end-of-program exams that count for assessing
student achievement in vocational courses.
 Develop state policies on guidance and advisement.
 Provide financial support for extra help.
 Develop a middle grades/high school transition policy.
 Provide technical assistance to low-performing schools.
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