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HOW WELL IS KENTUCKY
PREPARING ALL
STUDENTS FOR COLLEGE,
CAREERS AND LIFE
May 2011
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A high school diploma is no longer enough; now, nearly every good
job requires some education beyond high school such as an
associates or bachelors degree, certificate, license, or completion
of an apprenticeship or significant on-the-job training.
Far too many students drop out or graduate from high school
without the knowledge and skills required for success, closing doors
and limiting their post-high school options and opportunities.
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-Ready
Expectations for All?
2
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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS
The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.
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4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
Jobs in Todays (and Tomorrows) Workforce
Require More Education and Training
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The Rise of Middle-Skill Jobs
5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.
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 Skill Level
6Source: National Skills Coalition (2010). The Bridge to a NewEconomy: Worker TrainingFills the Gap.http://www.nationalskillscoalition.org/assets/reports-/the-bridge-to-a-new-economy.pdf ; National Skills Coalition (2011).
State MiddleSkillFactSheets. http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/
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Education and Training Beyond High School
Is Increasingly Being Demanded
8Source: Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.http://www.bls.gov/oco/oco2003.htm
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The Jobs of Tomorrow
9Source: Milano, Jessica,B
ruce Reed & Paul Weinstein Jr. (Sept 2009).A
Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.
Kentucky should be preparing students for the jobs of
tomorrow, not the 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 is
common sense to provide all students with a strong foundation that
keeps all doors open and all opportunities available in the future.
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The Public Agrees That Education or
Training Beyond High School
is Necessary for Future Success
10
To really get ahead in life, a
person needs at least some
education beyond high
school, whether that means
university, community
college, technical orvocational school.
To really get ahead in
life, a person needs more
than just a high school
education.
87
8
Source: Achieve, Inc. (2010). Achievingthe Possible: WhatAmericans Think the College andCareer-ReadyAgenda. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf
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Americas International Edge is Slipping in
Postsecondary Degree Attainment
11Source: OECD. Education at a Glance 2010. (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org
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 (2 )
- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)
1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)
2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)
3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)
4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)
Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)
Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)
7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)
8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)
Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)
1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)
11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)
12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)
13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)
14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)
1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)
4 - 4: Kentucky (28%) KY (33%) KY (34%) KY (3 %)
Americas International Edge is Slipping in
Postsecondary Degree Attainment
12Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org
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Of Every 100 9th Graders in Kentucky
14Source: National Center for Higher Education Management Systems (2008). Student Pipeline- Transition andCompletion Ratesfrom 9th Grade to College. http://www.higheredinfo.org
0
10
20
30
40
50
60
70
80
90
100
9th Graders Grad ateigh hoolin 4 ears
Enroll inCollege In the
Fall
till Enrolledophomore
ear ofCollege
Earn aCollegeDegree
1
42
28
1
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Achievement Remains Low: 8th Grade
Achievement Over Time
15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
8th Grade Math 1 2 2
Kentucky 14% 27%
U.S. 21% 34%
8th Grade Reading 1 8 2
Kentucky 29% 33%
U.S. 33% 32%
8th Grade Science 1 2
Kentucky 23% 34%
U.S. 29% 30%
%At or Above Proficient on 8th Grade NAEP
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And Gaps Persist: Kentuckys 8th Grade
Achievement Gap
16Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
Subgroup8th Grade Math
(2 )
8th Grade
Reading (2 )
8th Grade Science
(2 )
All Students 27% 33% 28%
White 29% 35% 36%
Black 8% 15% 16%
Hispanic 22% 30% 24%
Asian n/a n/a n/a
American Indian n/a n/a n/a
%At or Above Proficient on 8th Grade NAEP
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High School Graduation Rates Remain
Inequitable in Kentucky
17Source: Education Week (2007). Graduation in the UnitedStates.http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf
0%10%20%30%40%50%
60%70%
0%90%
American
Indian
Asian
HispanicBlackWhiteAll
51%
81%
56%54%
77%
69%
81%
57%61%
73%72%
n/a
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Americas International Edge is Slipping in
High School Graduation Rates
18Source: OECD. Education at a Glance 2010. (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org
0 20 40 60 80 100
Iceland
U.K.
Netherlands
Norway
Ireland
Denmark
Germany
Israel
Canada
Poland
Korea
U.S.
Kentucky
% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+
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Enrollment in College Does NOT Equal
College Readiness
19Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.
Percentage of U.S. first-year students in two-year and four-yearinstitutions requiring remediation
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Enrollment in College Does NOT Equal
College Readiness in Kentucky
20Source: Kentucky Council on Postsecondary Education Comprehensive Database (Aug 2008).DevelopmentalEducation Needs in the 2006 EnteringCohort. http://cpe.ky.gov/NR/rdonlyres/B42243CB-D19A-4EC4-AD34-ECF2900D51B1/0/Dev_needs_2006_20090605.pdf
Percentage of U.S. first-year students in two-year and four-yearinstitutions requiring remediation
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Enrollment in College Does NOT Equal
College Readiness in Kentucky
21Source: Kentucky Council on Postsecondary Education Comprehensive Database (Aug 2008).DevelopmentalEducation Needs in the 2006 EnteringCohort. http://cpe.ky.gov/NR/rdonlyres/B42243CB-D19A-4EC4-AD34-
ECF2900D51B1/0/Dev needs 2006 20090605. df
Percentage of students at two-year and four-year institutions
requiring remediation
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Freshmen at Two-Year Colleges are More
Likely to Require Remediation
22Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.
0%
5%
0%
5%
20%
25%30%
35%
40%
45%
Reading, Writingor Math
ReadingWriting
Math
42%
20%23%
35%
20%
6%9%16%
Public 2-Year Colleges Public 4-Year Colleges
Percentage of U.S. first-year students requiring remediation,by institution type
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Many College Students Fail to Return Their
Sophomore Year and Go On To Earn Degrees
23Source: National Center for Higher Education Management Systems (2008). Retention Rates -First-Time College Freshmen ReturningTheirSecondYear; Graduation Rates.http://www.higheredinfo.org/
0%10%20%30%
40%
50%
60%
70%
80%
Completion (4-Year)
Persistence (4-Year)Persistence (2-
Year)
56%
75%
54%
45%
7 %
55%
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Many College Students Fail to Earn a
Degree in Kentucky
24Source: NCES. IPEDS Graduation RateSurvey,analyzed by National Center for Management ofHigher Education Systems.
Percent of students earning a bachelorsdegree within six years in Kentucky, 2 7
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The Majority of Graduates Would Have Taken
Harder Courses, Particularly in Mathematics
25Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Washington, DC: Achieve.
Would have taken
more challenging
courses in at least
one area
Math
Science
English
Knowing what you know today about the expectations of college/work
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A MORE RIGOROUS & RELEVANT
HIGH SCHOOL EDUCATION WILL
OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN
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27
Personal Benefits of Education in Kentucky
While there may be jobs available to high school dropouts and
graduates, they often pay l and off r l c rit ythan jobs
held by those with at least some postsecondary experience.
The link between educational attainment and gainful employmentis clear:
More education is associated with higher
earnings and higher rates of employment.
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28Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html
Personal Benefits of Education in Kentucky
KentuckyStatistics: TotalUnemployment: 11%, Mean Income: $39,186
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29Source:Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducation Requirements Through
2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.
Benefits to Education
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30Source:ACT (2010). ACT 2009 Results. http://www.act.org/news/data/09/states.html ; College Board. Mean 2010SATScores byState. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf
Kentuckys Students Taking College
Admissions Exams
2 1 Kentucky U.S.
Participation in ACT 100% 47%
Average ACT Score 19.4 21
Participation in SAT 6% 47%
Average SAT Score 1713 1509
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31Source:ACT (2010). College Readiness BenchmarkAttainment byState.http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_leftnav&utm_medium=web#benchmark
Students Meeting College Readiness
Benchmark
0%
10%
20%30%
40%
50%
60%
70%
English, 2010Reading, 2010
Math, 2010
Science, 2010All 4 tests, 2010
66%
52%
43%
29%24%
55%
4 %
28%
21%16%
Percentage of ACT-tested graduates who met or
exceeded the College Readiness Benchmark score
Note:A benchmarkscore indicates a 50% chance of obtaininga Bor higher or about a 75% chance of obtaininga C or higher in thecorrespondingcredit-bearingcollegecourses.
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32Source: College Board (2011). AP Report to the Nation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf
Students Participating in Advanced
Placement and Exceeding College and Career
Readiness
Percent of all 12th Graders Participating inAdvanced Placement (2 8)
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THE SOLUTION:
STATE-LED EFFORTS TO CLOSE THE
EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.
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The College- and Career-Ready Agenda
34
Align high school standards with the demands of collegeand careers.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.
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.Build college- and career-ready measures into statewidehigh school assessment systems.
Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.
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Kentuckys Commitment to Closing the
Expectations Gap to Date
35
In 2 6 Kentucky adopted K-12 academic standards in math and Englishaligned with college- and career-ready expectations.
In 2 6 Kentucky raised their high school graduation requirements to the
college- and career-ready level.
In 2 7, Kentucky put a policy in place requiring all 11th graders to take
the ACT.
While Kentucky does not have an accountability system that fully
incorporates the full range of college- and career-ready indicators, the
state does utilize a number of critical indicators in their reporting and
accountability systems.
Kentucky adopted the Common Core State Standards in May 2 1 .
Kentucky is a participating state in the Partnership for Assessment of
Readiness for College and Careers (PARCC) and the SMARTER
BALANCED Assessment Consortium, the two main multistate consortia
that won Race to the Top Common Assessment funds.
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How Kentucky Can Continue to Build on its
Momentum
Realize the promise of the Common Core State Standards by
implementing them fully and successfully, taking into consideration the
related curricular and policy changes.
Remain committed to the goals of the common assessment consortia
and developing computer-based assessment system that will measure the
full range of the Common Core State Standards.
Continue to make progress on the states data collection efforts,
particularly around making student data available to relevant stakeholders
and linking K-12 and postsecondary student-level data.
Continue to improve upon the states K-12 accountability system to
determine how it can fully reward measures of college and careerreadiness, in alignment with the states standards and course
requirements.
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HOW WELL IS KENTUCKY
PREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE
May 2011