Curriculum for College and Career Readiness Committee Meeting EMC Corporation May 22, 2006

1. Curriculum for College and Career Readiness Committee MeetingEMC CorporationMay 22, 2006

2. Agenda • Welcome and introductions • Why are we here? • Purpose of the task force • Context for our work • Relevant data • Related initiatives • What are the challenges? • Michael Cohen, President, Achieve, Inc. Washington D.C. • What are your perspectives? • Next steps

3. Purpose/Role of the Committee • Advise the Department of Education, the Board of Higher Education, and the University of Massachusetts Presidents Office on a course of studies all students should complete in high school that will increase the likelihood that they graduate prepared for college and workplaces that require individuals with similar skills and knowledge as college entrants.

4. Related State, National, and Regional Initiatives • Massachusetts Board/Department of Education • Competency Determination Graduation Requirement • MA Board of Higher Education • STEM Pipeline • National Governors Association (NGA) • State Honors Grant Program: Redesigning the American High School • Achieve Inc., Washington D.C. • American Diploma Project • U.S. Department of Education • Academic Competitiveness Grant Program • New England Board of Education • College Ready New England Initiative

5. What’s the good news? Context: Student Achievement • MA 4th and 8th grade NAEP reading and math results are among the highest in nation. • More than half of tenth graders are Proficient or Advanced in both ELA and Math. • For the past two years, over 80% of 10th graders have earned a CD on their first attempt, up from 68% in 2001, 48% in 2000. • 2005 marked the 14th year in a row that SAT results have improved. MA SAT scores exceed the regional and national average.

6. What’s the problem? • Achievement Gap • MCAS scores have improved in almost every grade and every subject, but the achievement gap is wide. • High School Graduation Rate • Graduation rates are unacceptably low for all student groups, especially black and Hispanic students. • College/Career Readiness • Too few high school graduates are prepared for college/careers. • Too many students are not completing college. • Global Competition • While at the top nationally, MA students are not at the top on international measures of performance.

7. High School Achievement Gap

8. Percentage of 9th Grade Students Graduating from High School, 2002 Graduation Rates Source: Manhattan Institute Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005

9. College-Readiness Rates Too few students graduate college-ready Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm.

10. Nearly three in ten, first-year students are placed immediately into a remedial college course. College-Bound Does Not Mean College-Ready Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

11. Remedial Coursework Does Not Lead to Degree Many college students who need remediation, especially in reading and math, do not earn an associate’s or a bachelor’s degree. Percentage of college students not earning degree by type of remedial coursework Source: National Center for Education Statistics, The Condition of Education, 2004.

12. Jobs requiring at least some postsecondary education will make up more than two-thirds of new jobs. New Jobs Will Require More Education Share of new jobs, 2000–2010 Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

13. New Job Growth Along Educational Spectrum According to the Massachusetts Division of Career Services, jobs requiring at least an associate’s degree or higher will account for 62% of all new jobs.

14. Comparing Course Requirements

15. Schools Graduation Requirements Percentage of Local, Regional, and Vocational High Schools Requiring Math and Science to Graduate

16. NGA State Honors Grant • Goal • Increase high school graduation rate • Increase the proportion of high school students who are college and career ready • Strategies • Strengthen the value of the high school diploma. • Close the college completion gap of white and minority students • Use data to hold ourselves accountable

17. Strategy 1: Strengthen Value of the High School Diploma • Develop a Recommended Curriculum for College and Work Readiness. • Align high school standards with what is expected of students in their freshman year of college. • Develop an optional Algebra II test. • Redesign and restore dual enrollment.

18. Strategy 2: Close the College Completion Gap • Develop a Career and Education Planning website and informational materials for students and their parents. • Develop a public awareness and understanding campaign that targets especially needy communities with the message that just getting by in high school is no longer enough.

19. Strategy 3: Use Data to Hold Ourselves Accountable • Develop a K-16 data system to measure and improve student performance over time: • Provides ability to use results for increased alignment at the secondary and college level. • Provides data that high schools can use to better prepare students.

20. Alignment Initiative • Massachusetts is partnering with Achieve in the American Diploma Project (ADP) • One of the goals of ADP is to determine if state standards are aligned with expectations for college and a career. • Over the past four months conducted four regional focus groups with 30 + college math and English faculty (2-yr, 4-yr, public and private). • Determine appropriateness of standards in preparing students to succeed in college 101 English and math classes. • Examine trends in student preparation.

21. Bottom Line Math Findings • Massachusetts standards for grades 9-12 are fine. “If kids knew the math standards they would exceed (college) entry level expectations and be ready for calculus.” • The problem is that many students do not have a deep understanding of some standards and have not mastered basic skills – arithmetic, number sense, algebra and fractions.

22. Math Recommendations • Reduce reliance on calculators in lower grades so that students can understand and master key problem solving skills. • Help students know where they stand prior to their senior year by: - Increased administration of Accuplacer in HS. - Development and administration of a voluntary Algebra II assessment to help determine college readiness. • Consider development of a senior year transition math course designed to address math deficiencies. • Require a 4th year of college prep math in HS.

23. Bottom Line English Language Arts Findings • Standards are excellent and sufficient for college readiness, but don’t appear to be used in grades 11&12. • Reading – high school focuses on elements of narrative genre, while higher education focuses on short essays on a topic from a variety of sources. • Writing – high school focus upon five-paragraph essay, while higher education is focused upon persuasive/argumentative writing from multiple sources for identified audiences and purposes.

24. English Language Arts Recommendations • Increase emphasis in high school on persuasive/argumentative writing. • Increase number of writing assignments across the high school curriculum. • Make available examples of high school and college syllabi, course assignments, and student work course. • Convene regional teams of HS and College English and math teachers for curricula alignment.