adp network webinar what gets measured gets done:
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ADP Network Webinar What Gets Measured Gets Done: Adding College-Course Completion to K-12 Accountability Systems January 27, 2012. Webinar Presenters. Alissa Peltzman , Director State Leadership & Policy Development, Achieve - PowerPoint PPT PresentationTRANSCRIPT
ADP Network Webinar
What Gets Measured Gets Done:Adding College-Course Completion to K-12 Accountability Systems
January 27, 2012
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Alissa Peltzman, Director State Leadership & Policy Development, Achieve
Dr. Joel Vargas, Vice President High School Through College, JFF
Diane Ward, State Education Policy Director, JFF
Dr. Margaret Reichrath, Deputy Superintendent, Georgia DOE
Webinar Presenters
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Today’s Objectives
1. Share a Vision for College- and Career-Ready Accountability
2. Provide Research Basis for Earning College Credits While In High School As College Readiness Strategy
3. Illustrate Variety of Emerging State Approaches
4. Outline Key Design and Policy Considerations
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Evolving Accountability Systems
Current Systems
College and career readiness is peripheral
Dominated by assessments
Raise floor
Same label to all low performing schools
Driven by consequences for failure
Next Generation
College and career readiness is central
Assessments part of broader array of indicators
Raise floor & ceiling
Low- performing schools differentiated & diagnosed
Combines consequences with positive incentives &
support
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Accountability systems need to reflect the goal of college- and career readiness for all students. Readiness must become the central driver.
Readiness should not be viewed as a fixed state. Indicators should measure whether students are on a path toward, are meeting, and are exceeding college & career readiness.
Accountability should provide actionable information to that can help improve teaching and learning. Indicators should help schools now how they are progressing and suggest where they need to focus attention.
A New Vision of Accountability
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Indicators that Value College & Career Readiness
Along the way toward college and career readiness
Meeting college and career readiness
Exceeding college- and career readiness
Course completion and success
Timely credit accumulation
Credit recovery
Completion of college & career ready course of study
Participation in AP, IB and dual enrollment
Achievement Performance on aligned assessments early in high school
Meeting standards on anchor assessment
Postsecondary remediation rates
College-level performance on AP and/or IB exams
Attainment Graduation Earning a college- and career-ready diploma
Earning dual enrollment credits
Application to and enrollment in postsecondary
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Uses for College & Career Ready Indicators
Core school and district accountability determinations
Statewide performance goals
Public reporting
Positive incentives and rewards
Percentage of High School Graduates WhoEarn College Credit While Still in High School
8Source: Achieve Survey/Research, 2011
StateAnnual School-
level Public Reporting
Statewide Performance
Goals
School-level Incentives
Accountability Formula
Colorado üConnecticut ü üFlorida ü ü üHawaii üIndiana ü üKentucky üMinnesota üOhio üOklahoma ü üTexas ü ü üUtah ü
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The percentage of students who earn college credit through AP, IB and/or dual enrollment while still enrolled in high school.
The denominator includes all students in a high school graduation cohort.
The numerator includes the number of students earning credit for their college- and career-ready performance in AP, IB or dual enrollment.
These examples would not be recognized:
Data reported at the state or district level, but not school level
School report cards that list the % of 12th grade students tested and the % of exams with a score of 3 or more, but not the % of students scoring 3 or more
# of students taking AP exams, # of AP exams taken, # of AP test scores 3 or higher, and % of test scores 3 or higher, but not the % of students earning a 3 or higher
% of students enrolled in AP/IB programs and the % of students successful on AP/IB exams, but not the # of 12th graders earning college credit while in high school
Defining the Indicator
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ESEA Flexibility
Capitalizing opportunity for state leadership and momentum
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Students become familiar with college expectations, academic behaviors, and habits of mind
Students get a head start on postsecondary education and gain academic momentum toward a degree or credential
Students develop college identity
Promise of college credit for low-income students is motivational
Early assessment and preparation for college courses focuses instruction and creates college-going culture
College-Level Course Completion Is An Effective College-Readiness Strategy
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Research suggests that completion of college courses in high school is related to:
Higher rates of high school completion
Direct enrollment in college after high school
Higher college GPA’s
Persistence through the first two years of college
Improving the likelihood of completing a postsecondary degree program
On Ramp to College
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Greater Benefits for Low Income & Underrepresented Students
College in the High School
Education Pathways/Supports
College Success
Encourages schools to prepare more students for success in college
State Approaches
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• New College & Career Ready Performance Index - Post High School Readiness
• % of graduates earning high school/college credit via Early College, Gateway to College, Articulated Credit, AP or IB courses
• % of AP exams receiving scores 3 or higher and/or % of IB exams receiving scores of 4 or higher
Georgia
Source: Georgia ESEA Flexibility Waiver Application, November 2011http://www2.ed.gov/policy/eseaflex/ga.pdf
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• Missouri School Improvement Program Accreditation Standards
• % of graduates who earn a qualifying score AP, IB, TSA and/or who received college credit through dual enrollment, completed career readiness programs, placed in occupation directly related to training, continuing education or military within 6 mos. of graduating
Missouri
Source: Missouri Revised MSIP 5 proposed at January 2012 SBE Meeting: http://dese.mo.gov/stateboard/meetings/January/documents/scoringguide.pdf
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• Indiana A-F Accountability
• College & Career Readiness worth 10%
• # of students who received at least 3 hours of college credit, industry certification, passed an AP or IB exam
Indiana
Source: Indiana ESEA Flexibility Waiver Application, November 2011 http://www.doe.in.gov/sites/default/files/grants-management/indiana-esea-flexibility-request-nov-14.pdf
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• Louisiana Graduation Index• Graduation index = 30% school
accountability score.• Schools get additional points for students
taking a technical or dual enrollment college course or earned industry certificate
Louisiana
• Gold Performance Acknowledgment Standards
• Districts and campuses recognized for performance on various indicators including: completion of dual enrollment college courses, AP/IB exams
Texas
Source: Louisiana: Louisiana Students College and Career Ready Reporthttp://www.ednexthorizon.org/2011_pdf/2011_Key_Issues_Long_Report-College_&_Career_Ready.pdfTexas: 2011 Accountability Manual, Chapter 5 - Gold Performance Acknowledgments: http://ritter.tea.state.tx.us/perfreport/account/2011/manual/index.html
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Recommended Elements for Accountability Framework
Set goals for raising college-level course completion by high school students
•Count all college-level courses completed satisfactorily in high school, but distinguish among dual enrollment, AP, IB options in report
•Disaggregate data by income & race/ethnicity
Include disaggregated data on school level report cards
Factor into determinations
Recognize schools/districts for meeting goals or showing improvement – especially those that serve more low-income and other underrepresented student populations.
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Contacts:
Alissa PeltzmanDirector, State Leadership & Policy DevelopmentAchieveState Leadership & Policy [email protected]
Joel VargasVice President, High School through CollegeJobs for the [email protected]
Diane WardDirector of State Education PolicyJobs for the [email protected]