pennsylvania state education dataprofile-may2011

8/6/2019 Pennsylvania State Education DataProfile-May2011

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HOW WELL IS

PENNSYLVANIA

PREPARING ALL

STUDENTS FOR COLLEGE,

CAREERS AND LIFE

May 2011


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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS

The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.


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4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Todays (and Tomorrows) Workforce

Require More Education and Training


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The Rise of Middle-Skill Jobs

5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.

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.


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Employment Shares by Occupational Skill Level

6Source: National Skills Coalition (2010). The Bridge to a NewEconomy: Worker TrainingFills the Gap.http://www.nationalskillscoalition.org/assets/reports-/the-bridge-to-a-new-economy.pdf ; National Skills Coalition (2011).

State MiddleSkillFactSheets. http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/


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Education and Training Beyond High School

Is Increasingly Being Demanded

8Source: Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.http://www.bls.gov/oco/oco2003.htm


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The Jobs of Tomorrow

9Source: Milano, Jessica,B

ruce Reed & Paul Weinstein Jr. (Sept 2009).A

Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.

Pennsylvania should be preparing students for the jobs of

tomorrow, not the 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 is

common sense to provide all students with a strong foundation that

keeps all doors open and all opportunities available in the future.


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The Public Agrees That Education or

Training Beyond High School

is Necessary for Future Success

10

To really get ahead in life, a

person needs at least some

education beyond high

school, whether that means

university, community

college, technical orvocational school.

To really get ahead in

life, a person needs more

than just a high school

education.

87

8

Source: Achieve, Inc. (2010). Achievingthe Possible: WhatAmericans Think the College andCareer-ReadyAgenda. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf


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Americas International Edge is Slipping in

Postsecondary Degree Attainment

11Source: OECD. Education at a Glance 2010. (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree


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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )

- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)

1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)

2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)

3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)

4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)

Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)

Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)

Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)

1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)

13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)

14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

4 - 4: Pennsylvania (34%) PA (4 %) PA (43%) PA (38%)

Americas International Edge is Slipping in

Postsecondary Degree Attainment

12Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org


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FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REALWORLD CHALLENGES


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Achievement Remains Low: 8th Grade

Achievement Over Time

15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

8th Grade Math 1 2 2

Pennsylvania 21% 40%

U.S. 21% 34%

8th Grade Reading 1 8 2

Pennsylvania n/a 40%

U.S. 33% 32%

8th Grade Science 1 2

Pennsylvania n/a 35%

U.S. 29% 30%

%At or Above Proficient on 8th Grade NAEP


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And Gaps Persist: Pennsylvanias 8th Grade

Achievement Gap

16Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

Subgroup8th Grade Math

(2 )

8th Grade

Reading (2 )

8th Grade Science

(2 )

All Students 40% 40% 38%

White 45% 46% 42%

Black 13% 16% 7%

Hispanic 18% 12% 7%

Asian 60% 60% 41%

American Indian n/a n/a n/a

%At or Above Proficient on 8th Grade NAEP


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Enrollment in College Does NOT Equal

College Readiness in Pennsylvania

20Source: Pennsylvania Department of Education. Remediation Report.http://www.portal.state.pa.us/portal/server.pt/gateway/PTARGS_0_380306_0_0_18/Remediation%20Report.pdf

33% of Pennsylvanias high school graduates in 2 8

enrolled in the states public colleges (including

research, state colleges, universities and two-year

colleges) required remediation in at least one subject.


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Freshmen at Two-Year Colleges are More

Likely to Require Remediation

21Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.

0%

5%

0%

5%

20%

25%30%

35%

40%

45%

Reading, Writingor Math

ReadingWriting

Math

42%

20%23%

3 %

20%

6%9%16%

Public 2-Year Colleges Public 4-Year Colleges

Percentage of U.S. first-year students requiring remediation,by institution type


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Many College Students Fail to Earn a

Degree in Pennsylvania

23Source: NCES. IPEDS Graduation RateSurvey,analyzed by National Center for Management ofHigher Education Systems.

Percent of students earning a bachelors degreewithin six years in Pennsylvania, 2 7


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The Majority of Graduates Would Have Taken

Harder Courses, Particularly in Mathematics

24Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Washington, DC: Achieve.

Would have taken

more challenging

courses in at least

one area

Math

Science

English

Knowing what you know today about the expectations of college/work


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A MORE RIGOROUS & RELEVANT

HIGH SCHOOL EDUCATION WILL

OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN


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Personal Benefits of Education in Pennsylvania

While there may be jobs available to high school dropouts and

graduates, they often pay l and off r l c rit ythan jobs

held by those with at least some postsecondary experience.

The link between educational attainment and gainful employmentis clear:

More education is associated with higher

earnings and higher rates of employment.


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27Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html

Personal Benefits of Education in Pennsylvania

Pennsylvania Statistics: TotalUnemployment: 9%, Mean Income: $45,478


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28Source:Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducation Requirements Through

2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.

Benefits to Education


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THE SOLUTION:

STATE-LED EFFORTS TO CLOSE THE

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


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Pennsylvanias Commitment to

Closing the Expectations Gap to Date

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Pennsylvania adopted the Common Core State Standards in July 2 1 .

Pennsylvania has a P-2 longitudinal data system that regularly matches

student-level data across K-12 and postsecondary data systems.

Pennsylvania is a participating state in the Partnership for Assessment of

Readiness for College and Careers (PARCC) and the SMARTERBALANCED Assessment Consortium (SBAC), the two main multistate

consortia that won Race to the Top Common Assessment funds.

Since 2 5, Pennsylvania has administered Project 72 , a grant program

that has provided funding to over 2 schools committed to ensuring all

students graduate college and career ready (by raising graduation

requirements, among other things), strengthening their academicinfrastructure to increase student achievement, leveraging data-informed

student services, and providing multiple pathways to postsecondary

success (through programs such as dual enrollment and CTE).


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How Pennsylvania Can Continue to

Build on its Momentum

Realize the promise of the Common Core State Standards byimplementing them fully and successfully, taking into consideration the

related curricular and policy changes.

Adopt college- and career-ready graduation requirements, aligned to the

Common Core State Standards, to ensure all students are prepared, and

eligible, for entry into college and skilled careers.Remain committed to the goals of the common assessment consortia

and developing a next-generation, computer-based assessment system

that will measure the full range of the Common Core State Standards.

Continue to make progress on the states data collection efforts,

particularly around making student data available to relevantstakeholders, such as teachers, parents and counselors.

Re-examine the states K-12 accountability system to determine how it

can reward measures of college and career readiness.


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HOW WELL IS

PENNSYLVANIA

PREPARING ALL

STUDENTS FOR COLLEGE,CAREERS AND LIFE

May 2011

pennsylvania state education dataprofile-may2011

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