How Well is Oklahoma Preparing All Students for College, Careers and Life

8/9/2019 How Well is Oklahoma Preparing All Students for College, Careers and Life

1/35

HOW WELL IS OKLAHOMAPREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE


2/35

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


3/35

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.


4/35

4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? TheEconomic Roots of K16 Reform, Educational Testing Service, 2003.

Jobs in Todays Workforce Require More

Education & Training


5/35

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.


6/35

Employment Shares by Occupational SkillLevel, 2006

6Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.


7/35

Demand for Middle-Skill Workers OutpacesOklahomas 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 Oklahoma, the demand for middle- and high-skilled

workers is outpacing the states supply of workers educated and

experienced at that level.

80% of Oklahomas jobs are middle- or high-skill (jobs that require somepostsecondary education or training).

Yet only 32% of Oklahoma adults have some postsecondary degree(associates or higher).


8/35

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

Oklahoma 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.


9/35

Oklahomas 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

$30,300 13% 44% 9.2 10.4 13%

Aircraft Mechanicsand ServiceTechnicians

$53,800 29% 57% 6.1 6.4 5%

RadiologicTechnicians &Technologists

$42,400 7% 68% 2.1 2.3 10%

First-line Supervisors/ Managers ofConstruction Trades

$51,000 60% 30% 8.1 9.1 12%

Registered Nurses $49,500 1% 43% 25.7 30.9 20%

Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org


10/35

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


11/35

% 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%)

Oklahoma (32%) OK (31%) OK (30%) OK (32%)


11Source: OECD Education at a Glance, 2007; National Center for Higher Education ManagementSystems analysis of 2007 American Community Survey. http://www.higheredinfo.org


12/35

FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REAL

WORLD CHALLENGES


13/35

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

75

44

26

17

Of Every 100 9th Graders in Oklahoma

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


14/35

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

Oklahoma 18% 36%

U.S. 21% 32%

8th Grade Reading 1998 2009

Oklahoma 29% 26%

U.S. 33% 30%

8th Grade Science 1996 2005

Oklahoma n/a 25%

U.S. 29% 29%

% at or Above Proficient on 8th Grade NAEP


15/35

And Gaps Persist: Oklahomas 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 23% 26% 25%

White 29% 29% 32%

Black 10% 16% 7%

Hispanic 12% 14% 16%

Asian 38% n/a n/a

Native American 19% 25% 17%

% at or Above Proficient on 8th Grade NAEP


16/35

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%

AmericanIndianAsianHispanicBlack

WhiteAll

50%

79%

55%51%

76%

69% 64%

80%

57%55%

73%71%


17/35


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.

Oklahoma

% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+


18/35

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


19/35

Freshmen at Two-Year Colleges are MoreLikely to Require Remediation

19Source: 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


20/35

Most U.S. College Students Who TakeRemedial Courses Fail to Earn Degrees

20Source: 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


21/35

Enrollment in College Does NOT EqualCollege Readiness in Oklahoma

21Source:Oklahoma State System of Higher Education (2009). Annual Student Remediation

Report. http://www.okhighered.org/studies-reports/remediation/remediation-report-2-09.pdf

37% of high school graduates at Oklahomas two- andfour- year postsecondary institutions require

remediation.


22/35

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%10%20%30%40%

50%60%70%80%

Completion (4-Year)Persistence (4-Year)

Persistence (2-Year)

56%

76%

53%

44%

63%

47%


23/35

Many College Students in OklahomaFail 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


24/35

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


25/35

A MORE RIGOROUS & RELEVANTHIGH SCHOOL EDUCATION WILLOPEN DOORS FOR STUDENTS

AND KEEP THEM OPEN


26/35

26

Personal Benefits of Education in Oklahoma

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.


27/35

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 Oklahoma

UNEMPLOYMENT

RATE

LEVEL OF

EDUCATION

MEAN

INCOME

3% TOTAL $40,283

7% HS Dropout $15,916

3% HS Graduate $32,977

2% Some College $34,323

2% Bachelors & Above $70,288


28/35

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.


29/35

29Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP)2003, 2005 Mathematics Assessments.

8th Graders Taking Algebra I


30/35

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)


31/35

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

Oklahomas Students Taking College

Admissions Exams

2009 Oklahoma U.S.

Participation in ACT 71% 45%

Average ACT Score 20.7 21.1

Participation in SAT 5% 46%

Average SAT Score 1703 1509


32/35

THE SOLUTION:STATE-LED EFFORTS TO CLOSETHE EXPECTATIONS GAP

All students deserve a world-class education thatprepares them for college, careers and life.


33/35

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.


34/35

Oklahomas Commitment to Closing the

Expectations Gap

34

In 2005 Oklahoma adopted college- and career-readygraduation requirements

In 2007 Oklahoma aligned high school academicstandards with college- and career-ready expectations

In 2009 Oklahomas longitudinal data system satisfiedeight of the Data Quality Campaigns ten essentialelements


35/35

HOW WELL IS OKLAHOMAPREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE

How Well is Oklahoma Preparing All Students for College, Careers and Life

Documents

Transcript of How Well is Oklahoma Preparing All Students for College, Careers and Life