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Increasing Rigor and Student Achievement in Minnesota’s Schools Presentation by Minnesota Education Commissioner Alice Seagren ECS National Forum on Policy Education July 2006 Building on the Past -Looking Toward the Future Minnesota has a proud history of leading the nation when it comes to student achievement. While it might be easy to rest on our past success, tomorrow holds new challenges. If Minnesota and its job providers are going to stay competitive and continue to use technology to solve some of the biggest challenges facing our world, we need to start preparing our students to compete globally. Reforms Key to Minnesota’s Economy Economic forecasts project 20-33% increase in scientific and technical occupations in Minnesota in ten years. New job growth in professional and hightech industries will demand an extra 10,500 college graduates per year. The number of college graduates retiring from the Minnesota workforce will grow from 9,000 to 25,000 per year. Substantially fewer students of color are prepared to take college algebra and college biology. Jobs that require as least some postsecondary education will make up more than two-thirds of new jobs. Reforms Key to the Future Success of Minnesota Students Students who complete Algebra II in high school more than double their chances of earning a four-year college degree. Source: Achieve Inc. It is not only the college-bound who need more math. Increasingly, well-paying jobs that pay a living wage and allow for career advancement require strong mathematics, problem-solving and reasoning skills as well. Source: Achieve Inc. What Minnesota is doing Goals In order to prepare Minnesota Students to compete in the global economy, the Governor, with the help of a $2 million grant from the National Governors Association, has initiated an aggressive efforts designed to: Improve high school rigor for students Improve high school student transitions to postsecondary education Implement a P-16 system of accountability for student success | Improve teaching and learning in science, technology, engineering and math (STEM) Coordinate P-16 governance for education Governor’s reforms signed into law Under legislation passed during the 2005 legislative session, schools were able to expand their AP/IB programs, students were informed of CLEP options and saw expanded access to rigorous assessments for earning college credit. A proposal offered by Governor Pawlenty, and recently approved by the legislature, requires that students take Algebra I by 8th grade and Algebra II and Chemistry or Physics in order to graduate from high school. The new requirement goes into effect with this year's third-graders. Achieve Academic Competitiveness Highlighting Individual Excellence and Valuing Education (ACHIEVE) is a landmark program proposed by Governor Tim Pawlenty. Under the proposed program, all Minnesota high school students who graduate in the top 25 percent of their class or post a comparable ACT score would attend their first two years of public college for free. Students’ third and fourth years of college would also be free if they major in a math or science field. ACHIEVE students would be required to attend college full-time and maintain at least a B average each year they are in college. Governor’s Education Council The Governor’s Education Council, which meets on a regular basis, promotes a minimum level of K-14 education for all students. The council is made up of leaders from the workforce and business community, higher education organizations and government agencies. The Governor’s Education Council will establish 2-year and 10-year goals and benchmarks for P16 student achievement, including progress in STEM disciplines. Additionally the council will focus on narrowing the achievement gap. 2- and 10-year improvement goals Annual student learning gains Graduation rates and college readiness Rigorous course-taking Remediation in postsecondary Increase math/science grads Governor’s STEM Roundtable The Governor’s STEM Roundtable was a statewide meeting, which took place last March. It was designed to bring stakeholders (business, government, nonprofit and education leaders) together to begin work on a plan for new solutions to the state’s needs for skilled, highly educated workers in STEM fields. The roundtable is scheduled to release its report shortly. Aggressive Communications This fall, the Minnesota Department of Education will launch a comprehensive statewide communications campaign aimed at students and parents to stress the importance of achievement and the value of rigorous courses including math and science. Communications Campaign’s Key Audiences High school students Parents of high schools students School faculty and counseling staff: Focus on Science Technology, Engineering, Math (STEM) faculty Legislators Opinion Makers/Media Talking Heads (For example, editorial writers and talk radio show hosts) General Public Fall 2006 Summit on STEM The 2006 STEM Summit will bring together high school students from across the state and inform them of the need for more rigorous coursework in the STEM subject areas. Minnesota businesses will also have representation to connect with students and educate them on how STEM directly relates to the business world. P-16 Education Partnership Study and implementation plan for one P-16 system to track achievement, graduation Identify needed knowledge and skills Align assessments with needs Reduce required remediation Identify college access programs Coordinate postsecondary, career planning Web sites P-16 Partnership working groups are working on seven separate areas: P-16 Student Identification System College Access System Remediation Study and Action Plan Alignment/Requirements for Readiness and Work Skill/Standards Align Math Assessment Coordination of Web-based Career Information sites Additional Reform Initiatives Get Ready, Get Credit College readiness and interest assessments in 8th and 10th grade College credit for AP/IB programs, CLEP tests American Diploma Project 22-state network Voluntary college, work readiness standards in math, science, writing All take required courses, encouraged to take a college- and work-ready curriculum and college readiness tests P-16 held accountable for academic success Assistance to schools 5 incentive grants for new technologyengineering-design (TED) programs 5 incentive grants for new Lighthouse High Schools as models for STEM 5 incentive grants for high school programs using digital content 5 incentive grants for model programs in math, science remediation at transitions points (gr.8-9; 12th gr. to postsecondary) Instructional assistance to schools 80 teachers receive Lesson Study training, report changes in instruction, achievement 2000 teachers participate in Surveys of Enacted Curriculum to align curriculum with state academic standards and best practices 75-100 mentor relationships are established among math, science and career/technology teachers Lighthouse Schools Expand program for action research and reform Four new schools added for math, science report current learning levels implement changes in instruction report improvement in student achievement, engagement and motivation Math, science remediation models All high schools invited to train for and implement new programs and to share achievement data Five model programs funded and showcased Career and Technical Education Strengthen academic rigor, increase student pathways to industry certification Collect baseline data on math content, skills Five new industry pathway programs, five model CTE programs funded U of M center assessment of regional career, partnership needs Minnesota Board of Teaching Minnesota teacher preparation programs will prepare teachers for Minnesota Academic Standards requirements Increase number of teacher candidates in math, science Building on the Past Looking Toward the Future “Education made Minnesota what it is today, and education will make us what we will be tomorrow.” Governor Tim Pawlenty, 2006 State of State Address