How Well is Texas Preparing All Students for College, Careers and Life

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

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HOW WELL IS TEXASPREPARING ALLSTUDENTS FOR COLLEGE,CAREERS AND LIFE


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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?

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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.


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

Jobs in Todays Workforce Require MoreEducation & Training


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The Rise of the Middle-Skill Jobs

5Source: The Future of Middle- Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, 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 (buttypically less than a bachelors degree), including associates degrees,vocational certificates, significant on-the-job training.


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Employment Shares by Occupational SkillLevel, 2006

6Source: The Future of Middle- Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.


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Demand for Middle-Skill Workers OutpacesTexas 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 youngpeople with high school diplomas or less. Today, less than 20% of jobsare considered to be unskilled.

One result: In Texas, the demand for middle- and high-skilled workersis outpacing the states supply of workers educated and experienced atthat level.

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

Yet only 30% of Texas adults have some postsecondary degree(associates or higher).


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The Rise of the Middle-Skill Jobs

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

Texas 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 Bureaus 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.


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Texas Middle -Skill Jobs

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OccupationMedianIncome(2007)

% By Education Level(ages 25-44), 2007

Number of Total Jobs(in thousands)

High School Some College 2006 2016 % Change

Computer Support Specialists $41,600 13% 44% 43.0 52.0 21%

Electrical & Electronic Engineering Technicians

$54,500 27% 54% 15.9 18.1 14%

Radiologic Technicians &Technologists

$51,200 7% 68% 13.4 17.4 30%

First-line Supervisors / Managers of Construction Trades

$51,200 60% 30% 56.2 68.5 22%

Civil Engineering Technicians $33,900 27% 54% 14.6 16.3 12%

Registered Nurses $58,200 1% 43% 158.0 217.0 37%

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


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Americas 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.Texas

% 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 (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%)

Texas (34%) Texas (34%) Texas (30%) Texas (33%)


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


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FAR TOO MANY STUDENTS DROPOUT OR GRADUATE FROM HIGHSCHOOL UNPREPARED FOR REALWORLD CHALLENGES


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010

2030405060

708090

100

9th Graders GraduateHigh School

in 4 Years

Enroll inCollege In

the Fall

Still EnrolledSophomore

Year

Earn aCollegeDegree

100

64

35

2314

Of Every 100 9 th Graders in Texas

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


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Achievement Remains Low: 8 th GradeAchievement Over Time

14Source: National Assessment of Educational Progress. Analysis of data downloaded fromwww.nces.ed.gov/nationsreportcard/nde/

8 th Grade Math 1992 2009

Texas 18% 36%

U.S. 21% 32%8 th Grade Reading 1998 2009

Texas 28% 27%

U.S. 33% 30%

8 th Grade Science 1996 2005

Texas 23% 23%

U.S. 29% 29%

% at or Above Proficient on 8th Grade NAEP


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And Gaps Persist: Texas 8 th GradeAchievement Gap

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

Subgroup 8th Grade Math

(2009)8 th Grade

Reading (2009)8 th Grade Science

(2005)

All Students 36% 27% 23%

White 54% 42% 38%

Black 17% 13% 8%

Hispanic 25% 17% 11%

Asian 67% 53% 41%

Native American n/a n/a n/a

% at or Above Proficient on 8th Grade NAEP


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Graduation Rates Remain Inequitable

16Source: Education Week, Education Counts. Developed through the Custom Table Builder,http://www.edweek.org/rc/2007/06/07/edcounts.html

0%10%20%30%40%50%

60%70%80%90%

AmericanIndianAsianHispanicBlackWhiteAll

50%

79%

55%51%

76%69%

52%

85%

56%53%

76%

65%


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17Source: OECD, Education at a Glance, 2007 (All rates are self -reported)

0 20 40 60 80 100

IcelandU.K.

Ireland

Netherlands

Germany

Denmark

Israel

Canada

Japan

Norway

Korea

U.S.

Texas

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


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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-yearinstitutions requiring remediation


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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 MathReadingWriting

Math

42%

19%23%

34%

24%

6%8%13%

2-Year Colleges 4-Year Colleges


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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


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Enrollment in College Does NOT EqualCollege Readiness in Texas

21Source: Texas Public Policy Foundation (2007), The Cost of Remedial Education.http://www.texaspolicy.com/pdf/2007-09-PP25-remediation-bt.pdf

Percentage of Texas first -year students in two-year and four-yearinstitutions requiring remediation, 2006


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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.

Texas

0%10%20%30%40%50%60%70%80%

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

56%

76%

53% 50%

72%

50%


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Many College Students in TexasFail to Earn a Degree

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

Percent of students earning a bachelorsdegree within six years, 2006


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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


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A MORE RIGOROUS & RELEVANTHIGH SCHOOL EDUCATION WILLOPEN DOORS FOR STUDENTS AND KEEP THEM OPEN


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Personal Benefits of Education in Texas

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 employmentis clear:

More education is associated with higherearnings and higher rates of employment.


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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 Texas

UNEMPLOYMENTRATE

LEVEL OFEDUCATION

MEANINCOME

4% TOTAL $41,517

10% HS Dropout $19,617

5% HS Graduate $31,097

3% Some College $37,873

1% Bachelors & Above $69,780


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28Source: Horn, L. and A.M. Nuez (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 ofearning a postsecondary degree:

59% of low-income students who took advanced math in high school earneda bachelors degree.

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


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

8 th Graders Taking Algebra I


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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)


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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

Texas Students Taking CollegeAdmissions Exams

2009 Texas U.S.

Participation in ACT 30% 45%

Average ACT Score 20.8 21.1

Participation in SAT 51% 46%

Average SAT Score 1467 1509


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THE SOLUTION:STATE-LED EFFORTS TO CLOSETHE EXPECTATIONS GAPAll students deserve a world-class education that prepares them for college, careers and life.


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The College- and Career-Ready Agenda

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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.


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In 2004 Texas adopted college- and career-ready graduationrequirements, and further raised its requirements in 2008.

In 2009, Texas aligned its high school standards with collegereadiness standards

Texas current high school assessment (TAKS) includes a college-and career-ready cut score, used to place students in credit-bearing,college courses. In 2011, the TAKS will be replaced by end-of-coursetests, some of which will include a college-ready cut score.

Texas Commitment to Closingthe Expectations Gap


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Texas Commitment to Closingthe Expectations Gap

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Texas longitudina l data system satisfies nine out of the tenessential Data Quality Campaign elements, including the

matching of data across K-12 and postsecondary systems

Texas reporting and accountability systems include keyindicators of college and career readiness


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HOW WELL IS TEXASPREPARING ALLSTUDENTS FOR COLLEGE,CAREERS AND LIFE

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How Well is Texas Preparing All Students for College, Careers and Life