ADP Network Webinar
What Gets Measured Gets Done:Adding College-Course Completion to K-12 Accountability Systems
January 27, 2012
2Alissa Peltzman, Director State Leadership & Policy Development, AchieveDr. Joel Vargas, Vice President High School Through College, JFFDiane Ward, State Education Policy Director, JFFDr. Margaret Reichrath, Deputy Superintendent, Georgia DOE
Webinar Presenters2Todays Objectives3Share a Vision for College- and Career-Ready AccountabilityProvide Research Basis for Earning College Credits While In High School As College Readiness StrategyIllustrate Variety of Emerging State Approaches Outline Key Design and Policy Considerations
4Evolving Accountability Systems 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 Accountability5Indicators that Value College & Career Readiness6Along the way toward college and career readinessMeeting college and career readinessExceeding college- and career readiness Course completion and success Timely credit accumulationCredit recoveryCompletion of college & career ready course of study Participation in AP, IB and dual enrollment AchievementPerformance on aligned assessments early in high school
Meeting standards on anchor assessmentPostsecondary remediation ratesCollege-level performance on AP and/or IB examsAttainmentGraduationEarning a college- and career-ready diploma Earning dual enrollment creditsApplication to and enrollment in postsecondaryUses for College & Career Ready Indicators7Percentage of High School Graduates WhoEarn College Credit While Still in High School8Source: Achieve Survey/Research, 2011
StateAnnual School-level Public ReportingStatewide Performance GoalsSchool-level IncentivesAccountability FormulaColoradoConnecticutFloridaHawaiiIndianaKentuckyMinnesotaOhioOklahoma TexasUtahThe 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 levelSchool 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 Indicator9ESEA Flexibility 10Capitalizing opportunity for state leadership and momentumStudents become familiar with college expectations, academic behaviors, and habits of mindStudents get a head start on postsecondary education and gain academic momentum toward a degree or credentialStudents develop college identityPromise of college credit for low-income students is motivationalEarly assessment and preparation for college courses focuses instruction and creates college-going culture
College-Level Course Completion Is An Effective College-Readiness Strategy11Research suggests that completion of college courses in high school is related to:Higher rates of high school completionDirect enrollment in college after high schoolHigher college GPAsPersistence through the first two years of collegeImproving the likelihood of completing a postsecondary degree program
On Ramp to College12Greater Benefits for Low Income & Underrepresented Students13Encourages schools to prepare more students for success in college
15Source: Georgia ESEA Flexibility Waiver Application, November 2011http://www2.ed.gov/policy/eseaflex/ga.pdf1516Source: Missouri Revised MSIP 5 proposed at January 2012 SBE Meeting: http://dese.mo.gov/stateboard/meetings/January/documents/scoringguide.pdf
17Source: Indiana ESEA Flexibility Waiver Application, November 2011 http://www.doe.in.gov/sites/default/files/grants-management/indiana-esea-flexibility-request-nov-14.pdfNote: The original Indiana draft ESEA waiver submitted in November 2011 and included a note that the College and Career Readiness weight would be increased each year by at least 5 percent each year, which will be off-set by its equivalent decrease in the ECA weights. According to the draft Indiana Administrative Code (515 IAC 6.2-6-0.5) changes, the College and Career Readiness weight will be 30 percent by 2014-2015. 1718Source: 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.htmlRecommended Elements for Accountability Framework19Set goals for raising college-level course completion by high school studentsCount all college-level courses completed satisfactorily in high school, but distinguish among dual enrollment, AP, IB options in reportDisaggregate data by income & race/ethnicity Include disaggregated data on school level report cardsFactor into determinations Recognize schools/districts for meeting goals or showing improvement especially those that serve more low-income and other underrepresented student populations.
Contacts:20Alissa PeltzmanDirector, State Leadership & Policy DevelopmentAchieveState Leadership & Policy Developmentapeltzman@achieve.org
Joel VargasVice President, High School through CollegeJobs for the Futurejvargas@jff.org
Diane WardDirector of State Education PolicyJobs for the Futuredward@jff.org