january 2010 1 virginia strategies for reducing the need for remediation after graduation education...

January 2010 1

Virginia Strategies for Virginia Strategies for Reducing the Need for Reducing the Need for

Remediation After GraduationRemediation After Graduation

Education Commission of the StatesEducation Commission of the StatesJanuary 7, 2010January 7, 2010

Virginia Strategies for Virginia Strategies for Reducing the Need for Reducing the Need for

Remediation After GraduationRemediation After Graduation

Education Commission of the StatesEducation Commission of the StatesJanuary 7, 2010January 7, 2010

Dr. Patricia I. WrightDr. Patricia I. WrightSuperintendent of Public InstructionSuperintendent of Public Instruction

Virginia Department of EducationVirginia Department of Education

Dr. Patricia I. WrightDr. Patricia I. WrightSuperintendent of Public InstructionSuperintendent of Public Instruction

Virginia Department of EducationVirginia Department of Education

January 2010 2

Virginia Standards-Based Educational Accountability System: 1995-2010

Virginia Standards-Based Educational Accountability System: 1995-2010

Challenging Standards of Learning (SOL) content standards that are college- and career-ready and require integration of technology in teaching and learning

Assessment of students’ achievement on the standards, allowing the tools used in instruction

Accountability for student achievement and additional instructional support for students in need

Support for schools and divisions in need of improvement

Recognition of schools and divisions meeting excellence goals

High quality standards for instructional personnel aligned with content standards

Annual School Report Card to inform and engage parents and public

Challenging Standards of Learning (SOL) content standards that are college- and career-ready and require integration of technology in teaching and learning

Assessment of students’ achievement on the standards, allowing the tools used in instruction

Accountability for student achievement and additional instructional support for students in need

Support for schools and divisions in need of improvement

Recognition of schools and divisions meeting excellence goals

High quality standards for instructional personnel aligned with content standards

Annual School Report Card to inform and engage parents and public

January 2010 3

Discussion of Virginia StrategiesDiscussion of Virginia Strategies

Problem statement Increasing the number of students who graduate from high

school prepared for successful entry into postsecondary or work and reducing the need for remediation

Brief description of the strategy Virginia has been successful in sustaining and enhancing its

high-stakes K-12 accountability system for over a decade as student achievement has increased. A major contributing factor to Virginia’s success is a statewide system of support that is student focused, data-driven, and results oriented. The strategies include instructional support and interventions, secondary-postsecondary transitions, and accelerating college preparation. These strategies working together provide a tiered approach to meeting students needs.

Problem statement Increasing the number of students who graduate from high

school prepared for successful entry into postsecondary or work and reducing the need for remediation

Brief description of the strategy Virginia has been successful in sustaining and enhancing its

high-stakes K-12 accountability system for over a decade as student achievement has increased. A major contributing factor to Virginia’s success is a statewide system of support that is student focused, data-driven, and results oriented. The strategies include instructional support and interventions, secondary-postsecondary transitions, and accelerating college preparation. These strategies working together provide a tiered approach to meeting students needs.

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January 2010 4

Instructional Support and Interventions(Project Graduation Academies & Tutorials,

Algebra Readiness Intervention, Remediation and At-Risk Funding, Math Teacher Corps)

Secondary and Postsecondary Transitions(Path to Industry Certification, Career Counseling,

Dual Enrollment, Tech Prep Consortia)

Accelerating College Preparation (Early College Scholars, Virtual AP School, College Course Collaborative, Governor’s Schools, Governor’s STEM Academies)

Virginia Strategies for Secondary-Postsecondary Success

Virginia Strategies for Secondary-Postsecondary Success

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January 2010 5

Algebra Readiness InitiativeAlgebra Readiness Initiative

Purpose: To provide diagnostic and Purpose: To provide diagnostic and intervention services to students in intervention services to students in grades 6, 7, 8, and 9 who are at risk of grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of-course test.failing the Algebra I end-of-course test.

First Fiscal Year Funded: 2002First Fiscal Year Funded: 2002

2008-2009 Funding: $8.8 Million2008-2009 Funding: $8.8 Million2009-2010 Funding: $8.8 million2009-2010 Funding: $8.8 million

Purpose: To provide diagnostic and Purpose: To provide diagnostic and intervention services to students in intervention services to students in grades 6, 7, 8, and 9 who are at risk of grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of-course test.failing the Algebra I end-of-course test.


2008-2009 Funding: $8.8 Million2008-2009 Funding: $8.8 Million2009-2010 Funding: $8.8 million2009-2010 Funding: $8.8 million

January 2010 6

Algebra Readiness InitiativeAlgebra Readiness Initiative Funding for mathematics Funding for mathematics

intervention services to students intervention services to students in grades 6, 7, 8, and 9 who are at in grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of-risk of failing the Algebra I end-of-course test.course test.

Algebra I scores have improved Algebra I scores have improved for all students.for all students.

Achievement gap among Achievement gap among subgroups is closing in Algebra I subgroups is closing in Algebra I as shown by the improvement in as shown by the improvement in percentage passing from 2001-percentage passing from 2001-2002 to 2008-2009:2002 to 2008-2009: Students with Disabilities: +34Students with Disabilities: +34

Black Students: +29Black Students: +29

Economically Disadvantaged Economically Disadvantaged Students: +25Students: +25

Hispanic Students: +20Hispanic Students: +20

LEP students: +16LEP students: +16

White Students: +14White Students: +14

All Students: +19All Students: +19

Funding for mathematics Funding for mathematics intervention services to students intervention services to students in grades 6, 7, 8, and 9 who are at in grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of-risk of failing the Algebra I end-of-course test.course test.

Algebra I scores have improved Algebra I scores have improved for all students.for all students.

Achievement gap among Achievement gap among subgroups is closing in Algebra I subgroups is closing in Algebra I as shown by the improvement in as shown by the improvement in percentage passing from 2001-percentage passing from 2001-2002 to 2008-2009:2002 to 2008-2009: Students with Disabilities: +34Students with Disabilities: +34

Black Students: +29Black Students: +29

Economically Disadvantaged Economically Disadvantaged Students: +25Students: +25

Hispanic Students: +20Hispanic Students: +20

LEP students: +16LEP students: +16

White Students: +14White Students: +14

All Students: +19All Students: +19

January 2010 7

Virginia Middle School Mathematics Teacher Corps


Purpose: Provides structure and incentives for school divisions to hire high-quality mathematics teachers for middle schools that have been designated at risk in mathematics.

First Fiscal Year Funded: 2005

2008-2009 Funding: $415,0002009-2010 Funding: $415,000

Purpose: Provides structure and incentives for school divisions to hire high-quality mathematics teachers for middle schools that have been designated at risk in mathematics.

First Fiscal Year Funded: 2005

2008-2009 Funding: $415,0002009-2010 Funding: $415,000

January 2010 8



Math Teacher Corps Members 2005-2006: 23 in 19 schools

2009-2010: 75 in 46 schools (36 teachers are new to the program)

Participating schools have made significant gains on the state mathematics assessments since the program began in 2005 Grade 6: from 48% to 67% passing

Grade 7: from 34% to 66% passing


Math Teacher Corps Members 2005-2006: 23 in 19 schools

2009-2010: 75 in 46 schools (36 teachers are new to the program)

Participating schools have made significant gains on the state mathematics assessments since the program began in 2005 Grade 6: from 48% to 67% passing



January 2010 9

Project GraduationProject Graduation

Purpose: To help students earn the Purpose: To help students earn the verified credits required to graduate.verified credits required to graduate.


2008-2009 Funding: $2.8 million2008-2009 Funding: $2.8 million2009-2010 Funding: $2.8 million2009-2010 Funding: $2.8 million

Purpose: To help students earn the Purpose: To help students earn the verified credits required to graduate.verified credits required to graduate.


2008-2009 Funding: $2.8 million2008-2009 Funding: $2.8 million2009-2010 Funding: $2.8 million2009-2010 Funding: $2.8 million

January 2010 10

Need and participation have increased Need and participation have increased as specific verified credits are as specific verified credits are prescribed for graduation.prescribed for graduation.

Core programs are in English: Reading, Core programs are in English: Reading, English: Writing, and Algebra I.English: Writing, and Algebra I.

Project Graduation has resulted in Project Graduation has resulted in more students graduating despite more students graduating despite increasingly rigorous graduation increasingly rigorous graduation requirements. requirements.

In the graduating class of 2009, In the graduating class of 2009, students participated* in 14,156 Project students participated* in 14,156 Project Graduation-related activity slots and Graduation-related activity slots and received 11,639 Verified Credits across received 11,639 Verified Credits across the tested Standards of Learning (SOL) the tested Standards of Learning (SOL) assessments. assessments.

Need and participation have increased Need and participation have increased as specific verified credits are as specific verified credits are prescribed for graduation.prescribed for graduation.

Core programs are in English: Reading, Core programs are in English: Reading, English: Writing, and Algebra I.English: Writing, and Algebra I.

Project Graduation has resulted in Project Graduation has resulted in more students graduating despite more students graduating despite increasingly rigorous graduation increasingly rigorous graduation requirements. requirements.

In the graduating class of 2009, In the graduating class of 2009, students participated* in 14,156 Project students participated* in 14,156 Project Graduation-related activity slots and Graduation-related activity slots and received 11,639 Verified Credits across received 11,639 Verified Credits across the tested Standards of Learning (SOL) the tested Standards of Learning (SOL) assessments. assessments.


*Project Graduation participants are not all graduating seniors. For example, students who

did not pass the Algebra I test in the 9th grade would likely try to earn that verified credit before

reaching the senior year.

January 2010 11

Graduation RatesGraduation Rates

Virginia’s On-Time Graduation Rate (NGA Formula)

Announced for the first time in October 2008—VA now has two years of cohort data reported

Follows the same cohort of students

Disaggregated by subgroup

Includes English language learners and students with disabilities

Virginia’s On-Time Graduation Rate (NGA Formula)

Announced for the first time in October 2008—VA now has two years of cohort data reported

Follows the same cohort of students

Disaggregated by subgroup

Includes English language learners and students with disabilities

January 2010 12


January 2010 13

Class of 2009 Cohort ReportClass of 2009 Cohort Report

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January 2010 14

Path to Industry CertificationsPath to Industry Certifications Purpose: Prepare students for successful entry into high-Purpose: Prepare students for successful entry into high-

wage high-demand career and technical occupations by wage high-demand career and technical occupations by earning an industry certification, achieving a state earning an industry certification, achieving a state licensure, or passing an occupational competency licensure, or passing an occupational competency assessment while pursuing a high school diploma. assessment while pursuing a high school diploma. Students who earn a credential and complete a career and Students who earn a credential and complete a career and technical program may earn up to two student-selected technical program may earn up to two student-selected verified credits to meet graduation requirements.verified credits to meet graduation requirements. A component of this initiative involves industry certification training for teachers.


2008-2009 Funding: 2008-2009 Funding: $1,065,133 $1,065,133 for certificationsfor certifications2009-2010 Funding: 2009-2010 Funding: $1,065,133 $1,065,133 for certificationsfor certifications

Purpose: Prepare students for successful entry into high-Purpose: Prepare students for successful entry into high-wage high-demand career and technical occupations by wage high-demand career and technical occupations by earning an industry certification, achieving a state earning an industry certification, achieving a state licensure, or passing an occupational competency licensure, or passing an occupational competency assessment while pursuing a high school diploma. assessment while pursuing a high school diploma. Students who earn a credential and complete a career and Students who earn a credential and complete a career and technical program may earn up to two student-selected technical program may earn up to two student-selected verified credits to meet graduation requirements.verified credits to meet graduation requirements. A component of this initiative involves industry certification training for teachers.


2008-2009 Funding: 2008-2009 Funding: $1,065,133 $1,065,133 for certificationsfor certifications2009-2010 Funding: 2009-2010 Funding: $1,065,133 $1,065,133 for certificationsfor certifications

January 2010 15

Career & Technical EducationCareer & Technical Education

Industry certifications earned through CTE programs have nearly doubled since 2007. During 2008-2009, 40 percent of CTE completers graduated with an Advanced Studies Diploma.

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January 2010 16

Path to Industry CertificationsPath to Industry Certifications In order for students to use approved credentials for

student-selected verified credit, their career and technical education teachers must achieve at least one credential that is “targeted for instruction” in the courses they teach.

The Virginia Department of Education provides training for career and technical education instructors interested in earning certification or licensure in selected areas.

From 2004 through 2009, 2,500 credentials have been achieved by Virginia career and technical education teachers through state sponsored industry certification training/testing sessions.

In order for students to use approved credentials for student-selected verified credit, their career and technical education teachers must achieve at least one credential that is “targeted for instruction” in the courses they teach.

The Virginia Department of Education provides training for career and technical education instructors interested in earning certification or licensure in selected areas.

From 2004 through 2009, 2,500 credentials have been achieved by Virginia career and technical education teachers through state sponsored industry certification training/testing sessions.

January 2010 17

Governor’s Career & TechnicalSTEM Academies

Governor’s Career & TechnicalSTEM Academies

Nine innovative Governor’s Career & Technical Academies align instruction in science, technology, engineering & mathematics with postsecondary expectations & 21st-century local & state workforce needs.

Nine innovative Governor’s Career & Technical Academies align instruction in science, technology, engineering & mathematics with postsecondary expectations & 21st-century local & state workforce needs.

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January 2010 18

Discussion of Virginia Strategies: Cont.Discussion of Virginia Strategies: Cont.

Policies necessary to facilitate implementation Successful strategies have been launched as Governor’s

initiatives, piloted by school divisions, and funded by the General Assembly after results were achieved.

Barriers to implementation Maintaining fidelity of implementation once desired

results are achieved

Convincing General Assembly that continued funding of strategies is important to sustaining achievement gains

Policies necessary to facilitate implementation Successful strategies have been launched as Governor’s

initiatives, piloted by school divisions, and funded by the General Assembly after results were achieved.

Barriers to implementation Maintaining fidelity of implementation once desired

results are achieved

Convincing General Assembly that continued funding of strategies is important to sustaining achievement gains

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Organizations/leaders. Who were the organizations or leaders who were essential to development and implementation?

Governors from different political parties; Virginia Department of Education; State Board of Education; school divisions; higher education executives; education organizations; business and industry representatives

Results overall 83.2% cohort graduation rate (NGA formula)

3rd in nation in AP participation and achievement

Increased number of students earning college-ready diplomas and advanced proficient scores on end-of-course exams

Increased number of students earning industry certifications

Organizations/leaders. Who were the organizations or leaders who were essential to development and implementation?

Governors from different political parties; Virginia Department of Education; State Board of Education; school divisions; higher education executives; education organizations; business and industry representatives

Results overall 83.2% cohort graduation rate (NGA formula)

3rd in nation in AP participation and achievement

Increased number of students earning college-ready diplomas and advanced proficient scores on end-of-course exams

Increased number of students earning industry certifications

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Essential elements Educational accountability system grounded in college- and

career-ready standards and assessments coupled with a student-focused support system

Successful pilots in progressive school divisions

Legislative support

Revisions. What elements of the strategy need to be reviewed and revised? Phase-out plan for initiatives and sustainability of state

funding

Deciding how much flexibility can be given in implementation to ensure fidelity of results

Essential elements Educational accountability system grounded in college- and

career-ready standards and assessments coupled with a student-focused support system

Successful pilots in progressive school divisions

Legislative support

Revisions. What elements of the strategy need to be reviewed and revised? Phase-out plan for initiatives and sustainability of state

funding

Deciding how much flexibility can be given in implementation to ensure fidelity of results

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January 2010 21


Timeline. How long did it take to move from development to implementation?

Sample timelines:Algebra Readiness Initiative—1 year

Project Graduation—3 months

Path to Industry Certification—6 months

Governor’s STEM Academies—1 year

Middle School Mathematics Teacher Corps—1 year

Timeline. How long did it take to move from development to implementation?

Sample timelines:Algebra Readiness Initiative—1 year

Project Graduation—3 months

Path to Industry Certification—6 months

Governor’s STEM Academies—1 year

Middle School Mathematics Teacher Corps—1 year

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January 2010 22

Policy Actions Addressing Student Achievement and

Graduation

Policy Actions Addressing Student Achievement and

Graduation

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Virginia Board of EducationVirginia Board of EducationVirginia Board of EducationVirginia Board of Education

January 2010 23

Policy Actions: Revised Virginia Standards of Accreditation (SOA)Policy Actions: Revised Virginia

Standards of Accreditation (SOA) In February 2009, the Board of Education

strengthened Virginia’s accountability program by:Requiring high schools — beginning with the

2011-2012 school year — to meet an annual benchmark for graduation

Requiring schools to develop an Academic & Career Plan for every middle & high school student, beginning with students entering the seventh grade during the 2010-2011 school year

and …and …

In February 2009, the Board of Education strengthened Virginia’s accountability program by:Requiring high schools — beginning with the

2011-2012 school year — to meet an annual benchmark for graduation

Requiring schools to develop an Academic & Career Plan for every middle & high school student, beginning with students entering the seventh grade during the 2010-2011 school year

and …and …23

January 2010 24

Policy Actions: Revised VA Standards of Accreditation—Cont.

Policy Actions: Revised VA Standards of Accreditation—Cont.

Prescribing rigorous requirements for the new Standard Technical Diploma & the new Advanced Technical Diploma

Requiring students, beginning with students entering the ninth grade in 2010, to successfully complete a one-credit course in economics & personal finance to earn the Standard, Advanced Studies, Standard Technical or Advanced Technical Diploma

Prescribing rigorous requirements for the new Standard Technical Diploma & the new Advanced Technical Diploma

Requiring students, beginning with students entering the ninth grade in 2010, to successfully complete a one-credit course in economics & personal finance to earn the Standard, Advanced Studies, Standard Technical or Advanced Technical Diploma

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January 2010 25

OVERALL STUDENT ACHIEVEMENT RESULTS

OVERALL STUDENT ACHIEVEMENT RESULTS

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January 2010 26

School AccreditationSchool AccreditationThe percentage of schools meeting Virginia’s high standards for learning & achievement is at an all-time high despite increases in the rigor of the commonwealth’s accountability program.

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January 2010 27

Arkansas, Maryland, Oklahoma, Virginia and West Virginia were the only SREB states that had graduation rates that met or exceeded the national rate every year from 1996 to 2006.

High School Exams and Graduation Rates

High School Exams and Graduation Rates

January 2010 28

Virginia Index of PerformanceVirginia Index of Performance The VIP program

recognizes advanced achievement & progress toward educational goals that are part of the Board of Education’s comprehensive plan for strengthening public education in the commonwealth.

The VIP program recognizes advanced achievement & progress toward educational goals that are part of the Board of Education’s comprehensive plan for strengthening public education in the commonwealth.

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January 2010 29

Advanced PlacementAdvanced Placement

Virginia ranks third in the nation in the percentage of high school seniors earning a grade of three or better on AP exams.

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january 2010 1 virginia strategies for reducing the need for remediation after graduation education...

Documents

meeting students

number of students

black students

lep students

disadvantaged students

hispanic students

white students

virginia standards