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8/9/2019 How Well is New York Preparing All Students for College, Careers and Life
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HOW WELL IS NEW YORKPREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE
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A high school diploma is no longer enough; now, nearly every goodjob requires some education beyond high school such as anassociates or bachelors degree, certificate, license, or completion ofan apprenticeship or significant on-the-job training.
Currently, far too many students drop out or graduate from highschool without the knowledge and skills required for success,closing doors and limiting their post-high school options andopportunities.
The best way to prepare students for life after high school is to alignK-12 and postsecondary expectations. All students deserve a world-class education that prepares them for college, careers and life.
Why College- and Career-ReadyExpectations for All?
2
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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESSThe changing economy is accelerating the
expectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.
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Jobs in Todays Workforce Require More
Education & Training
4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The EconomicRoots of K16 Reform, Educational Testing Service, 2003.
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The Rise of the Middle-Skill Jobs
5Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.
High-skill jobs
Occupations in the professional/ technical and managerial categories.
Often require four-year degrees and above
Middle-skill jobs
Occupations that include clerical, sales, construction, installation/repair,production, and transportation/material moving.
Low-skill jobs
Occupations in the service and agricultural categories.
Often require some education and training beyond high school (but
typically less than a bachelors degree), including associates degrees,
vocational certificates, significant on-the-job training.
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Employment Shares by Occupational SkillLevel, 2006
6Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.
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Demand for Middle-Skill Workers OutpacesNew Yorks Supply
7Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform,Education TestingServices. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete. http://www.skills2compete.org; Measuring Up(2008), The National Report Card on Higher Education. http://measuringup2008.highereducation.org/index.php
In 1950, 60% of jobs were classified as unskilled, attainable by youngpeople with high school diplomas or less. Today, less than 20% of jobs
are considered to be unskilled.
One result:In New York, the demand for middle- and high-skilled
workers is outpacing the states supply of workers educated and
experienced at that level.
79% of New Yorks jobs are middle- or high-skill (jobs that require somepostsecondary education or training).
Yet only 44% of New York adults have some postsecondary degree(associates or higher).
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The Rise of the Middle-Skill Jobs
8Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees:Tomorrows Fastest Growing Jobs and Why Community College Graduates Will Get Them. TheNew Democratic Leadership Council
New York should be preparing students for the jobs of tomorrow, notthe jobs of yesterday or even today.
A quarter of American workers are now in jobs not even listed in the
Census Bureaus occupation codes in 1967.
Given the growth of new job sectors most notably green jobs it iscommon sense to provide all students with a strong foundation that keepsall doors open and all opportunities available in the future.
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New Yorks Middle-Skill Jobs
9
Occupation
MedianIncome(2007)
% By Education Level(ages 25-44), 2007
Number of Total Jobs(in thousands)
High School Some College 2006 2016 % Change
Computer SupportSpecialists
$47,800 13% 44% 34.2 36.9 8%
RadiologicTechnicians &Technologists
$61,100 7% 68% 11.1 12.1 9%
First-line Supervisors/ Managers ofConstruction Trades
$70,900 60% 30% 33.5 37.8 13%
Civil Engineering
Technicians
$48,500 27% 54% 2.1 2.3 10%
Registered Nurses $67,500 1% 43% 169.4 193.5 14%
Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org
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Americas International Edge is Slipping
10Source: OECD, Education at a Glance, 2007 (All rates are self-reported)
0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree
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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)
55-64 45-54 35-44 25-34 ALL (25-64)
1 U.S. (38%) Canada (43%) Canada (51%) Canada (55%) Canada (47%)
2 Canada (37%) U.S. (40%) Japan (46%) Japan (54%) Japan (40%)
3 N.Z. (30%) Japan (39%) Finland (41%) Korea (53%) U.S. (39%)
4 Denmark (28%) N.Z. (38%) U.S. (41%) N.Z. (44%) N.Z. (38%)
5 Finland (27%) Finland (34%) N.Z. (39%) Ireland (42%) Finland (35%)6 Australia (26%) Denmark (33%) Korea (37%) Belgium (42%) Denmark (35%)
7 Sweden (25%) Australia (32%) Denmark (36%) Norway (42%) Australia (33%)
8 Norway (25%) Norway (30%) Belgium (35%) France (41%) Korea (33%)
9 Neth. (25%) Neth. (30%) Norway (35%) Denmark (41%) Norway (33%)
10 U.K. (24%) Switz. (29%) Iceland (34%) U.S. (39%) Belgium (32%)
11 Switz. (24%) Iceland (29%) Australia (33%) Spain (39%) Ireland (31%)12 Japan (23%) U.K. (29%) Switz. (33%) Sweden (39%) Sweden (31%)
13 Germany (23%) Sweden (29%) Ireland (33%) Australia (39%) U.K. (30%)
14 Belgium (22%) Belgium (27%) Spain (31%) Finland (38%) Neth. (30%)
15 Iceland (21%) Germany (25%) U.K. (31%) U.K. (37%) Switz. (30%)
New York (41%) New York (45%) New York (47%) New York (44%)
Americas International Edge is Slipping
11Source: OECD Education at a Glance, 2007; National Center for Higher Education ManagementSystems analysis of 2007 American Community Survey. http://www.higheredinfo.org
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FAR TOO MANY STUDENTS DROPOUT OR GRADUATE FROM HIGHSCHOOL UNPREPARED FOR REAL
WORLD CHALLENGES
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Of Every 100 9th Graders in New York
13Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition andCompletion Rates from 9th Grade to College.www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0
010
20
30
40
5060
70
80
90
100
9th Graders GraduateHigh Schoolin 4 Years
Enroll inCollege In
the Fall
Still EnrolledSophomore
Year
Earn aCollegeDegree
100
64
48
35
22
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Achievement Remains Low: 8th GradeAchievement Over Time
14Source: National Assessment of Educational Progress. Analysis of data downloaded fromwww.nces.ed.gov/nationsreportcard/nde/
8th Grade Math 1992 2009
New York 20% 34%
U.S. 21% 32%
8th Grade Reading 1998 2009
New York 34% 33%
U.S. 33% 30%
8th Grade Science 1996 2005
New York 27% n/a
U.S. 29% 29%
% at or Above Proficient on 8th Grade NAEP
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And Gaps Persist: New Yorks 8th GradeAchievement Gap
15Source: National Assessment of Educational Progress. Analysis of data downloaded fromwww.nces.ed.gov/nationsreportcard/nde/
Subgroup8th Grade Math
(2009)8th Grade
Reading (2009)8th Grade Science
(2005)
All Students 34% 33% n/a
White 44% 44% n/a
Black 13% 13% n/a
Hispanic 15% 16% n/a
Asian 63% 49% n/a
Native American n/a n/a n/a
% at or Above Proficient on 8th Grade NAEP
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Graduation Rates Remain Inequitable
16Source: Education Week, Education Counts. Developed through the Custom Table Builder,http://www.edweek.org/rc/2007/06/07/edcounts.html
0%10%20%30%40%
50%60%70%80%
American
Indian
AsianHispanic
BlackWhiteAll
50%
79%
55%51%
76%
69%
40%
76%
46%47%
78%
68%
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Americas International Edge is Slipping
17Source: OECD, Education at a Glance, 2007 (All rates are self-reported)
0 20 40 60 80 100
Iceland
U.K.
Ireland
Netherlands
Germany
Denmark
Israel
Canada
Japan
Norway
Korea
U.S.
New York
% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+
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Enrollment in College Does NOT EqualCollege Readiness
18Source: National Center for Education Statistics, Remedial Education at Degree-GrantingPostsecondary Institutions in Fall 2000, 2003.
Percentage of U.S. first-year students in two-year and four-year
institutions requiring remediation
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Enrollment in College Does NOT EqualCollege Readiness in New York
19Source: New York State Education Department (2009), An Overview of Higher Education in New York State.http://www.regents.nysed.gov/meetings/2009Meetings/February2009/0209hed2b
Percentage of New Yorks first-year students in two-year and four-yearinstitutions requiring remediation
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Freshmen at Two-Year Colleges are MoreLikely to Require Remediation
20Source: National Center for Education Statistics, Remedial Education at Degree-GrantingPostsecondary Institutions in Fall 2000, 2003.
0%5%10%15%20%25%
30%35%40%45%
Reading, Writingor Math
ReadingWriting
Math
42%
19%23%
34%
24%
6%8%13%
2-Year Colleges 4-Year Colleges
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Most U.S. College Students Who TakeRemedial Courses Fail to Earn Degrees
21Source: National Center for Education Statistics, The Condition of Education, 2004:% of 1992 12th graders who entered postsecondary education.
Percentage earning degree by type of remedial coursework
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How Many College Students Return TheirSophomore Year and Go On To EarnDegrees?
22Source: Measuring Up (2008). The National Report Card on Higher Education.http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics2003 , Remedial Education at De ree-Grantin Postsecondar Institutions in Fall 2000.
0%
20%
40%
60%
80%
100%
Completion (4-Year)Persistence (4-Year)
Persistence (2-Year)
56%
76%
53% 58%
81%
59%
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Many College Students in New YorkFail to Earn a Degree
23Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management ofHigher Education Systems.
Percent of students earning a bachelors
degree within six years, 2006
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The Majority of Graduates Would Have TakenHarder Courses, Particularly in Mathematics
24Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to theChallenge: Are High School Graduates Prepared for College and Work?Washington, DC:Achieve.
Would have takenmore challengingcourses in at leastone area
Math
Science
English
Knowing what you know today about the expectations of college/work
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A MORE RIGOROUS & RELEVANTHIGH SCHOOL EDUCATION WILLOPEN DOORS FOR STUDENTS
AND KEEP THEM OPEN
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26
Personal Benefits of Education in New York
While there may be jobs available to high school drop outs andgraduates, they often pay lessand offer less securitythan jobsheld by those with at least some postsecondary experience.
The link between educational attainment and gainful employment
is clear:
More education is associated with higherearnings and higher rates of employment.
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27Source: U.S. Census Bureau (2008). Current Population Survey, Annual Social and EconomicSupplement. Figures are based on total person within the civilian labor force
Personal Benefits of Education in New York
UNEMPLOYMENT
RATE
LEVEL OF
EDUCATION
MEAN
INCOME
5% TOTAL $47,821
12% HS Dropout $19,971
8% HS Graduate $33,926
4% Some College $39,003
2% Bachelors & Above $73,356
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28Source: Horn, L. and A.M. Nuez (2000).Mapping the Road to College: First-generation Students' Math Track, Planning
Strategies, and Context of Support. U.S. Department of Education. http://nces.ed.gov/pubs2001/2001153.pdf; Adelman, C.(2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education.
The Importance of Rigorous Course-Takingin Closing Gaps
Students who take challenging courses and meet high standards aremuch more likely to enter college ready to succeed.
87% of first-generation college-going students who took a highly rigorouscourse of study in high school persisted in college or earned a degree after18 months.
Only 55% of first-generation students who took just a general curriculumpersisted that long.
High school students who take advanced math double their chances of
earning a postsecondary degree:
59% of low-income students who took advanced math in high school earneda bachelors degree.
36% of low-income students who did not complete the rigorous high schoolcourse of study earned a bachelors degree.
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29Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP)2003, 2005 Mathematics Assessments.
8th Graders Taking Algebra I
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30Source: College Board, National Summary Reports, 2008.http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html
Students Participating in AdvancedPlacement
Percent of all 11th/12th Graders Participating inAdvanced Placement (2008)
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31Source: ACT (2009), ACT 2009 Results. http://www.act.org/news/data/09/states.html; College Board, Mean SATCritical Reading, Mathematics and Writing Scores by State. http://professionals.collegeboard.com/profdownload/cbs-2009-Table-3_Mean-SAT-CR-MATH-and-Writing-Scores-by-State.pdf
New Yorks Students Taking College
Admissions Exams
2009 New York U.S.
Participation in ACT 25% 45%
Average ACT Score 23.1 21.1
Participation in SAT 85% 46%
Average SAT Score 1465 1509
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THE SOLUTION:STATE-LED EFFORTS TO CLOSE THEEXPECTATIONS GAP
All students deserve a world-class education thatprepares them for college, careers and life.
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The College- and Career-Ready Agenda
33
Align high school standards with the demands of collegeand careers.
Require students to take a college- and career-ready
curriculum to earn a high school diploma.
Build college-and career-ready measures into statewidehigh school assessment systems.
Develop reporting and accountability systems thatpromote college and career readiness.
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New Yorks Commitment to Closing the
Expectations Gap
34
New York has academic standards aligned with college-and career-ready expectations
In 2005 New York adopted college- and career-ready
graduation requirements
New York administers end-of-course exams that are usedby the SUNY system to make admissions decisions andby the CUNY system to make placement decisions
In 2009 New Yorks longitudinal data system satisfied sixout of the Data Quality Campaigns ten essential elements
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HOW WELL IS NEW YORKPREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE