Reporting college and career readiness results to the public
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Transcript of Reporting college and career readiness results to the public
Reporting college and career readiness results
to the publicDQC Public Reporting Task Force | January 9, 2014
Objectives
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Today’s webinar is designed to address several questions:
What are college- and career-ready indicators (CCR) and to what extent do states report them to the public?
What considerations should states use when reporting CCR indicators?
What are trends across states as well as emerging issues?
Categories of CCR indicators and reporting across states
CCR indicators fall along a continuum of readiness
4Source: Adapted from Measures that Matter: Making College and Career Readiness the Mission of High Schools, Achieve and the Education Trust, 2008
Progressing Toward CCR Meeting CCR Exceeding CCR
AchievementStudents with “On-track to
CCR” performance on assessments in middle and
early in high school
Students in a graduating cohort with “CCR” level of
performance on state anchor or college readiness
assessments
Graduates with college-level performance on AP or IB
exams
Course Completion and
Success
High school students, by grade, with timely credit
accumulation along a CCR course of study
Students in a graduating cohort who complete a CCR
course of study
Graduates who have completed AP, IB, or dual
enrollment courses
Attainment9th grade students with “on-track” to graduation status
based on grades and attendance in core courses in
first grading period
Students in a graduating cohort who receive a college and career ready diploma
Students in a graduating cohort who receive industry
certification
Graduates who enroll into postsecondary education with
no need for remediation
Graduates who successfully complete at least one year of
postsecondary education
States that use multiple CCR indicators in a variety of ways signal a commitment to readiness
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INDICATORSthe percentage of students who...
Earn a college- and career-ready diploma
Score college-ready on high school assessments
Earn college credit while in high school
Are required to take remedial courses in college
USES
Report school-level data to the public
Set statewide performance goals
Provide school-level incentives to improve
Factor into accountability formula
Only one state, Florida, reports all categories of CCR indicators to the public
6Data Source: Achieve, Closing the Expectations Gap 2013, www.achieve.org/ClosingtheExpectationsGap2013
Guidance for states
Achieve has published several resources to provide guidance to states
8Source: www.achieve.org/public-reporting
The way states calculate CCR indicators matters for results
Indicators should be criterion-referenced where possible (e.g. “percent of students meeting the CCR benchmark” rather than average score) to better capture changes in readiness
Denominators should include all students, preferably all students in a graduating cohort (e.g. the 2012-13 graduating cohort rather than just students taking an assessment) to improve the stability of the indicator and its ability to portray the full picture of readiness for students in the school
This may mean that states will need to work with data providers to refine the way they receive data.
Some guidance for calculating CCR indicators
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EXAMPLE: North Carolina reports the percent of all 11th grade students meeting ACT benchmarks
10Source: North Carolina ACT and WorkKeys Data Sets, http://www.dpi.state.nc.us/docs/accountability/reporting/act-results1213.pdf
States can use a number of strong techniques
Reporting the number of students as well as percentages
Building in comparisons - vertical comparisons such as school to district to state, horizontal comparisons such as school rankings or showing where the school’s performance lies upon a spectrum, or trends over timeHighlighting disparities among student groups
Some data and functionality may need to live online (along a spectrum of static to interactive reports) while others can translate to a paper report that might be given to parents
Reporting techniques can build understanding and raise the sense of urgency
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EXAMPLE: Illinois reports the percent of students meeting ACT benchmarks with vertical comparisons to the district and state
12Source: http://illinoisreportcard.com
EXAMPLE: Indiana compares CCR outcomes across student groups
13Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/graduates.aspx?type=state
EXAMPLE: Indiana compares school to state and district performance and trends
14Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/collegereadiness.aspx?type=state
EXAMPLE: Michigan displays remediation data over time – and by student subgroup
15Source: Michigan School Data, https://www.mischooldata.org/DistrictSchoolProfiles/PostsecondaryOutcomes/IheEnrollmentByHighSchool.aspx
EXAMPLE: Maryland includes both percent and number of students graduating with CCR courses of study
16Source: 2013 Maryland Report Card, http://www.mdreportcard.org/HighSchoolCompletionOther.aspx?PV=38:12:30:0338:3:N:0:13:1:2:1:1:1:2:3
EXAMPLE: Massachusetts DART shows the number and percent of students graduating with MassCore requirements over time
17Source: Massachusetts DART system, http://www.doe.mass.edu/apa/dart/
EXAMPLE: Texas uses student numbers to explain graduation rates
18Source: Texas 2012 Campus Graduation Summary, http://ritter.tea.state.tx.us/acctres/completion/script/2012/campus.html
EXAMPLE: Australia’s MySchool shows student performance along a spectrum of similar schools’ results
19Source: Australian Curriculum, Assessment, and Reporting Authority http://www.myschool.edu.au/
Adding “judgments” can enhance understanding of performance patterns
Traffic-lighting – color-coding in categories such as red, yellow, green
Presenting performance data against goals and benchmarks
Ratings or classifications – these may include those used in the state accountability system, or be defined separately for measures used only in the report card
States can also use other techniques to better present the data in context
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EXAMPLE: Kentucky shows actual scores against performance targets
21Source: 2013 Kentucky School Report Cards, http://applications.education.ky.gov/src/DeliveryTargetGraph.aspx
Trends and issues
Far better visibility and functionality
Enhanced engagement with stakeholders, focus groups
Greater influence from accountability on public reporting than in previous years – district/school report cards are becoming the primary way SEAs report data to the public
Less top-level reporting of student subgroup-level results
More states are using “combined” indicators
More transitions “coming in 2015”
There are a few trends across states
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How will states leverage reporting from new assessments aligned to CCR standards to answer critical questions from parents, policymakers and the public?
How will states collaborate across agencies and sectors to get the right data to the right people at the right time?
How might states use public reporting as a strategy to meet goals for students?
Emerging issues
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Reporting college and career readiness
results to the public