Reporting college and career readiness results

to the public

DQC Public Reporting Task Force | January 9, 2014

Objectives

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Today’s webinar is designed to address several questions:

What are college- and career-ready indicators (CCR) and to what extent do states report them to the public?

What considerations should states use when reporting CCR indicators?

What are trends across states as well as emerging issues?

Categories of CCR indicators and reporting across states

CCR indicators fall along a continuum of readiness

4Source: Adapted from Measures that Matter: Making College and Career Readiness the Mission of High Schools, Achieve and the Education Trust, 2008

Progressing Toward CCR Meeting CCR Exceeding CCR

AchievementStudents with “On-track to

CCR” performance on assessments in middle and

early in high school

Students in a graduating cohort with “CCR” level of

performance on state anchor or college readiness

assessments

Graduates with college-level performance on AP or IB

exams

Course Completion and

Success

High school students, by grade, with timely credit

accumulation along a CCR course of study

Students in a graduating cohort who complete a CCR

course of study

Graduates who have completed AP, IB, or dual

enrollment courses

Attainment

9th grade students with “on-track” to graduation status

based on grades and attendance in core courses in

first grading period

Students in a graduating cohort who receive a college and career ready diploma

Students in a graduating cohort who receive industry

certification

Graduates who enroll into postsecondary education with

no need for remediation

Graduates who successfully complete at least one year of

postsecondary education

States that use multiple CCR indicators in a variety of ways signal a commitment to readiness

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INDICATORSthe percentage of students who...

Earn a college- and career-ready diploma

Score college-ready on high school assessments

Earn college credit while in high school

Are required to take remedial courses in college

USES

Report school-level data to the public

Set statewide

performance goals

Provide school-level incentives to improve

Factor into accountability formula

Only one state, Florida, reports all categories of CCR indicators to the public

6Data Source: Achieve, Closing the Expectations Gap 2013, www.achieve.org/ClosingtheExpectationsGap2013

Guidance for states

Achieve has published several resources to provide guidance to states

8Source: www.achieve.org/public-reporting

The way states calculate CCR indicators matters for results

Indicators should be criterion-referenced where possible (e.g. “percent of students meeting the CCR benchmark” rather than average score) to better capture changes in readiness

Denominators should include all students, preferably all students in a graduating cohort (e.g. the 2012-13 graduating cohort rather than just students taking an assessment) to improve the stability of the indicator and its ability to portray the full picture of readiness for students in the school

This may mean that states will need to work with data providers to refine the way they receive data.

Some guidance for calculating CCR indicators

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EXAMPLE: North Carolina reports the percent of all 11th grade students meeting ACT benchmarks

10Source: North Carolina ACT and WorkKeys Data Sets, http://www.dpi.state.nc.us/docs/accountability/reporting/act-results1213.pdf

States can use a number of strong techniques

Reporting the number of students as well as percentages

Building in comparisons - vertical comparisons such as school to district to state, horizontal comparisons such as school rankings or showing where the school’s performance lies upon a spectrum, or trends over time

Highlighting disparities among student groups

Some data and functionality may need to live online (along a spectrum of static to interactive reports) while others can translate to a paper report that might be given to parents

Reporting techniques can build understanding and raise the sense of urgency

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EXAMPLE: Illinois reports the percent of students meeting ACT benchmarks with vertical comparisons to the district and state

12Source: http://illinoisreportcard.com

EXAMPLE: Indiana compares CCR outcomes across student groups

13Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/graduates.aspx?type=state

EXAMPLE: Indiana compares school to state and district performance and trends

14Source: Indiana COMPASS reports, http://compass.doe.in.gov/dashboard/collegereadiness.aspx?type=state

EXAMPLE: Michigan displays remediation data over time – and by student subgroup

15Source: Michigan School Data, https://www.mischooldata.org/DistrictSchoolProfiles/PostsecondaryOutcomes/IheEnrollmentByHighSchool.aspx

EXAMPLE: Maryland includes both percent and number of students graduating with CCR courses of study

16Source: 2013 Maryland Report Card, http://www.mdreportcard.org/HighSchoolCompletionOther.aspx?PV=38:12:30:0338:3:N:0:13:1:2:1:1:1:2:3

EXAMPLE: Massachusetts DART shows the number and percent of students graduating with MassCore requirements over time

17Source: Massachusetts DART system, http://www.doe.mass.edu/apa/dart/

EXAMPLE: Texas uses student numbers to explain graduation rates

18Source: Texas 2012 Campus Graduation Summary, http://ritter.tea.state.tx.us/acctres/completion/script/2012/campus.html

EXAMPLE: Australia’s MySchool shows student performance along a spectrum of similar schools’ results

19Source: Australian Curriculum, Assessment, and Reporting Authority http://www.myschool.edu.au/

Adding “judgments” can enhance understanding of performance patterns

Traffic-lighting – color-coding in categories such as red, yellow, green

Presenting performance data against goals and benchmarks

Ratings or classifications – these may include those used in the state accountability system, or be defined separately for measures used only in the report card

States can also use other techniques to better present the data in context

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EXAMPLE: Kentucky shows actual scores against performance targets

21Source: 2013 Kentucky School Report Cards, http://applications.education.ky.gov/src/DeliveryTargetGraph.aspx

Trends and issues

Far better visibility and functionality

Enhanced engagement with stakeholders, focus groups

Greater influence from accountability on public reporting than in previous years – district/school report cards are becoming the primary way SEAs report data to the public

Less top-level reporting of student subgroup-level results

More states are using “combined” indicators

More transitions “coming in 2015”

There are a few trends across states

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How will states leverage reporting from new assessments aligned to CCR standards to answer critical questions from parents, policymakers and the public?

How will states collaborate across agencies and sectors to get the right data to the right people at the right time?

How might states use public reporting as a strategy to meet goals for students?

Emerging issues

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Reporting college and career readiness

results to the public