how well is ohio preparing all students for college, careers and life

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

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HOW WELL IS OHIOPREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE



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



A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESSThe changing economy is accelerating the

expectations gap, as careers increasingly require some education/training beyond high school,and more developed knowledge and skills.



4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K –16 Reform, Educational Testing Service, 2003.

Jobs in Today’s Workforce Require More

Education & Training



The Rise of the Middle-Skill Jobs

5Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings

Institution, 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 bachelor’s degree), including associate’s degrees,

vocational certificates, significant on-the-job training.



Employment Shares by Occupational SkillLevel, 2006

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

Institution, February 2009.



Demand for Middle-Skill Workers OutpacesOhio’s 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 young

people with high school diplomas or less. Today, less than 20% of jobs

are considered to be unskilled.

One result: In Ohio, the demand for middle- and high-skilled workers is

outpacing the state’s supply of workers educated and experienced at

that level.

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

Yet only 35% of Ohio adults have some postsecondary degree(associate’s or higher).



The Rise of the Middle-Skill Jobs

8Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees: Tomorrow’s Fastest Growing Jobs and Why Community College Graduates Will Get Them. TheNew Democratic Leadership Council

Ohio should be preparing students for the jobs of tomorrow, not thejobs of yesterday – or even today.

A quarter of American workers are now in jobs not even listed in the

Census Bureau’s 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.



Ohio’s 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 Support Specialists

$29,400 13% 44% 17.0 18.0 6%

Radiologic

Technicians &Technologists

$48,900 7% 68% 9.7 11.0 13%

First-line Supervisors / Managers of Construction Trades

$57,800 60% 30% 21.1 22.7 5%

Electrical or Electronic

Engineering Technician

$51,200 27% 54% 4.7 4.7 --

Registered Nurses $54,000 1% 43% 113.1 138.6 23%

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



America’s International Edge is Slipping

10Source: OECD, “Education at a Glance,” 2007 (All rates are self -reported)

0 10 20 30 40 50 60

U.K.

France

Spain

Denm

Belgium

Ireland

Norway

Israel

Korea

Japan

Canada

U.S.Ohio

% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree



% 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%)

Ohio (33%) Ohio (37%) Ohio (36%) Ohio (35%)


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



FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REAL

WORLD CHALLENGES



Of Every 100 9th Graders in Ohio…

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

74

4531

22



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

Ohio 18% 36%

U.S. 21% 32%

8th Grade Reading 1998 2009

Ohio n/a 37%

U.S. 33% 30%

8th Grade Science 1996 2005

Ohio n/a 35%

U.S. 29% 29%

% at or Above Proficient on 8th Grade NAEP



And Gaps Persist: Ohio’s 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 36% 37% 35%

White 41% 42% 41%

Black 11% 13% 8%

Hispanic 16% 16% 7%

Asian n/a n/a n/a

Native American n/a n/a n/a

% at or Above Proficient on 8th Grade NAEP




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.

Ohio

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



Enrollment in College Does NOT EqualCollege Readiness

18Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Percentage of U.S. first-year students in two-year and four-year

institutions requiring remediation



Freshmen at Two-Year Colleges are MoreLikely to Require Remediation

19Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary 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



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



Enrollment in College Does NOT EqualCollege Readiness in Ohio

21Source: The Ohio Board of Regents ( 2007). The Performance Report for Ohio’s Colleges andUniversities, 2006. http://regents.ohio.gov/perfrpt/2006/Performance_Report_Detail_2006.pdf

37% of Ohio’s high school graduates at both two and

four-year postsecondary institutions requireremediation.



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 .

U.S.

Ohio

0%10%20%30%40%

50%60%

70%

80%

Completion (4-Year)Persistence (4-Year)Persistence (2-Year)

56%

76%

53% 55%

75%

51%



Many College Students in OhioFail 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



The Majority of Graduates Would Have TakenHarder Courses, Particularly in Mathematics

24Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to the Challenge: 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 …



A MORE RIGOROUS & RELEVANTHIGH SCHOOL EDUCATION WILLOPEN DOORS FOR STUDENTS –

AND KEEP THEM OPEN



26

Personal Benefits of Education in Ohio

While there may be jobs available to high school drop outs andgraduates, they often pay less and offer less security than 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.



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 Ohio

UNEMPLOYMENT

RATE

LEVEL OF

EDUCATION

MEAN

INCOME

6% TOTAL $41,832

16% HS Dropout $19,513

8% HS Graduate $34,228

6% Some College $34,959

2% Bachelor’s & Above $67,504



28Source: Horn, L. and A.M. Nuñez (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 bachelor’s degree.

36% of low-income students who did not complete the rigorous high schoolcourse of study earned a bachelor’s degree.



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

8th Graders Taking Algebra I



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)



31Source: ACT (2009), ACT 2009 Results . http://www.act.org/news/data/09/states.html; College Board, Mean SAT Critical 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

Ohio’s Students Taking College

Admissions Exams

2009 Ohio U.S.

Participation in ACT 64% 45%

Average ACT Score 21.7 21.1

Participation in SAT 22% 46%

Average SAT Score 1606 1509



THE SOLUTION:STATE-LED EFFORTS TO CLOSETHE EXPECTATIONS GAP

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



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.



Ohio’s Commitment to Closing the

Expectations Gap

34

In 2007, Ohio adopted academic standards aligned withcollege- and career-ready expectations

In 2007 Ohio adopted college- and career-ready

graduation requirements

Ohio joined the ADP Assessment Consortium in thecreation of a rigorous Algebra II exam, administered forthe first time in 2008

In 2009 Ohio’s longitudinal data system satisfied nine of the Data Quality Campaign’s ten essential elements



HOW WELL IS OHIOPREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE

how well is ohio preparing all students for college, careers and life

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