Graduating Students College & Career Ready:
What’s Next
NYSCEA
May 2013
EngageNY.org
Graduating College and
Career Ready
New York's 4-year high school graduation rate is 74% for All Students.
However, the percent graduating college and career ready is significantly lower.
June 2011 Graduation Rate
Graduation under Current Requirements
Calculated College and Career Ready*
% Graduating
% Graduating
All Students
74.0
All Students
34.7
American Indian
59.6
American Indian
16.8
Asian/Pacific Islander
82.4
Asian/Pacific Islander
55.9
Black
58.4
Black
11.5
Hispanic
58.0
Hispanic
14.5
White
85.1
White
48.1
English Language Learners
38.2
English Language Learners
6.5
Students with Disabilities
44.6
Students with Disabilities
4.4
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with
success in first-year college courses.
Source: NYSED Office of Information and Reporting Services
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College Remediation in NYS
Over 50% of students in NYS two-year institutions of higher education take
at least one remedial course.
Remediation Rates for First-time, Full-time
Undergraduates
60.0%
50.0%
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
40.0%
30.0%
20.0%
10.0%
0.0%
All Institutions
2-Year Institution
4-Year Institution
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
EngageNY.org
3
Children of College-Educated Parents
Percent of 15-Year-Olds Proficient in Math
80%
75%
70%
60%
50%
50%
42%
40%
30%
20%
10%
0%
United States
Canada
Shanghai
Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012.
http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html
EngageNY.org
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Underperformance Costs $1 Trillion
• America’s urban school districts underperform
compared with their suburban counterparts.
• America’s suburban school districts underperform
compared with their international counterparts.

Very few American suburban students outperform their
counterparts in Finland and Singapore, two of the world’s
top school systems.
• If American students performed at the same level in
math as Canadian students, we would add $1 trillion
annually to the economy.
Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012.
http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html
EngageNY.org
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Talent Dividend
If New York increased its college attainment
rate by just one percent – from 33.8 to 34.8
percent – the region would capture a $17.5
billion Talent Dividend.
Source: CEOs for Cities:
http://ceosforcities.org
EngageNY.org
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Labor Market Has Become
More Demanding
A post-secondary education is the
“Passport to the American Dream”:
Of the projected 47 million job openings between
2009-2018, nearly two-thirds will require workers
to have at least some post-secondary education.
14 million job openings will go to people with an
associate’s degree or occupational certificate
and pay a significant premium over many jobs
open to those with just a high school degree.
Sources: Pathways to Prosperity Project, Harvard University, February 2011; Georgetown Center on Education and
the Workforce, Help Wanted: Projections of Jobs and Education Requirements Through 2018, June 2010.
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Pathways to Prosperity
“…tonight I ask every American to
commit to at least one year or more of
higher education or career training.
This can be community college, a
four-year school, vocational training,
or an apprenticeship. But whatever the
training may be, every American will
need to get more than a high school
diploma.”
- President Obama’s address to a
Joint Session of Congress February
24, 2009
Source: Pathways to Prosperity Project, Harvard University, February 2011,
http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf
EngageNY.org
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Regents Reform Agenda
Implementing Common Core
standards and developing
curriculum and assessments
aligned to these standards to
prepare students for success in
college and the workplace
Highly Effective
School Leaders
Highly Effective
Teachers
College and
Career Ready
Students
Building instructional data systems
that measure student success and
inform teachers and principals how
they can improve their practice in
real time
Recruiting, developing, retaining, and
rewarding effective teachers and
principals
Turning around the lowestachieving schools
EngageNY.org
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What is the Work?
Implementing the Common Core
Instructional Shifts Demanded by the Core
6 Shifts in ELA/Literacy
Balancing Informational and Literary
Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
6 Shifts in Mathematics
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity
EngageNY.org
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EngageNY.org
Resources for Professional Development
New and updated
Parent and Family
Resources
Most relevant and
current information,
and newest materials
highlighted for easy
access.
One-stop location for
resources and
materials to support
implementation of the
Regents Reform
Agenda
EngageNY.org
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Facts and Figures
To date, there have
been over 14.8 million
page views since
August 2011…
…and over 1.4 million
unique visitors to
EngageNY.org
EngageNY.org
12
Tri-State Rubrics – Math & ELA Literacy
EngageNY.org
13
NYS Curriculum – 1st and Only
• Exemplary, comprehensive, optional, free
• High-quality, rigorous, deeply aligned to the Common
Core
• Addresses needs of students performing above and
below grade level, students with disabilities, and English
language learners
• Includes performance tasks and other assessments
which measure student growth – daily, weekly, at the
end of each unit/module
• Ensures diversity of voices and perspectives in text
selection
• Contains notes for teachers, templates, handouts,
homework, problem sets, overviews
• Innovative creative commons license approach
EngageNY.org
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Curricular Resources
• Professional Development Videos developed with
authors of Common Core and PBS
• Tri-State Rubric developed with Massachusetts and
Rhode Island to evaluate district curricular materials
against the Common Core
• Content Frameworks developed by PARCC in
collaboration with the authors of the Common Core
• Curricular Exemplars (sample lessons and instructional
materials) developed with feedback from the authors of
Common Core
• Sample Assessment Items developed with feedback
from the authors of Common Core
• Network Team Institutes / Teacher & Principal Common
Core Ambassadors Program
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15
Sample Common Core Curricular Resources
on EngageNY.org
Visual blocks help
educators navigate
through various units
within a module
Common Core
Standards are
also highlighted
There are downloadable resources at every layer
EngageNY.org
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Network Team Institutes
Professional Learning Experiences for:
•
•
•
•
Teacher and Principal “Ambassadors”
District Staff
Coaches
Network Teams
EngageNY.org
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Changes to Common Core
Grades 3-8 ELA and Math Tests
•
Beginning with the current school year (2012-13), we are re-designing our
assessment program to measure what students know and can do relative to the
grade-level Common Core. Specific changes to the Grades 3-8 ELA and math
tests include the following:
•
Increases in Rigor – The CCSS are back-mapped, grade-by-grade, from
college and career readiness. Many of the questions on the Common Core
assessments are more advanced and complex than those found on prior
assessments that measured prior grade-level standards.
•
Focus on Text – To answer ELA questions correctly, students will need to read
and analyze each passage completely and closely, and be prepared to carefully
consider responses to multiple-choice questions. For constructed response
items, students will need to answer questions with evidence gathered from
rigorous literature and informational texts. Some texts will express an author’s
point of view, with which not all readers will agree.
•
Depth of Math – Students will be expected to understand math conceptually,
use prerequisite skills with grade-level math facts, and solve math problems
rooted in the real-world, deciding for themselves which formulas and tools (such
as protractors or rulers) to use.
EngageNY.org
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Assessment Resources on EngageNY.org
• Test Guides

One for each grade and subject
• Sample Questions

Annotated for educator use in classroom
• Assessment design criteria


Passage-selection criteria
Design criteria for Common Core questions
New York State has never been more transparent
about what content and skills are measured on our
assessments… and how they are measured.
EngageNY.org
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Tests are Signals,
Not the Curriculum
Curriculum and Instruction reflect our real aspirations for our
students
• Take stock of our curriculum
ELA resources (text, evidence)
Math resources (depth, applications)
• How do the State’s supplemental modules fit or not fit into
local curriculum strategies?
• How do we use video to reflect on practice?
• How do we organize teacher time (review of student work,
observation of colleagues)?
• How do we organize principal time (time spent in
classrooms)?
EngageNY.org
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Tests are Signals, Not the
Professional Development
• Do our APPR plans reflect the Common Core and College
and Career Readiness?
• Do our SLO’s reflect the Common Core and College and
Career readiness?


Did we pick the right targets?
Did we pick the right measures?
Do we need pre/post measures or is prior achievement
sufficient?
• Do our local achievement measures reflect the Common
Core and College and Career readiness?
• Do our summer and year-long PD plans reflect the
Common Core and College and Career readiness?

EngageNY.org
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Career-Focused Pathways
Career-focused pathways must
span the last years of high school
and at least one year of postsecondary education or training
and lead to an industryrecognized credential.
Key Challenge:
To build enough differentiation in
grades 11 and 12 that young people
opting for occupations that require less
formal academic training can take the
initial steps toward viable careers.
Source: Pathways to Prosperity Project, Harvard University, February 2011,
http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf
EngageNY.org
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What is College and Career
Readiness?
• There is no common definition or one single
measure of college and career readiness.
• Research suggests:

Sources:
College and career readiness is defined by the
content knowledge, skills, and habits that
students need to be successful after high school
whether in postsecondary education or training
that leads to a career pathway.
ACT. (2006); Conley, D. (2007); Conley, D. (2012).
EngageNY.org
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Career Readiness for All
Students
College
Ready
Career
Ready
High
School
Work
Ready
EngageNY.org
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Domains of College and Career
Readiness
Defines the academic knowledge
and skills students need to be
successful in college and
careers.
Specifies the noncognitive, socio-emotional
knowledge and skills that
help students successfully
transition from high school to
college or careers.
Describes the careerspecific opportunities
for students to gain the
knowledge, skills, and
competencies they need
to pursue and succeed in their
chosen career.
EngageNY.org
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Measuring CCR today in NYS
Aspirational
Measures on New
York State
Regents Exams
NY Graduates
are College
and Career
Ready
NY HS Grads
can enroll and
succeed in entrylevel, credit-bearing
college courses in
their 1st semester
and/or embark on a
career pathway
26
Evolving CCR Measures:
Aspirational Performance Measures
• New York developed alternative measures of
student readiness based on research
predicting likelihood of success in
postsecondary education.

Regents Diploma with Advanced Designation
• Earn 22 units of credit, score at or above 65 on 7-9 Regents
examinations, and take advanced course sequences in languages
other than English, CTE, or the arts.

ELA/Math APM
• Graduate with a Local, Regents, or Regents with Advanced
Designation diploma and earn a 75 or greater on their English
Regents examination and earn a 80 or greater on a math Regents
examination.
EngageNY.org
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Measuring CCR with PARCC
• The Partnership for Assessment of Readiness for
College and Careers (PARCC) Assessments will
assess the Common Core standards in ways that
require a broader range of skills needed to be CCR.


Will include Performance-Based Assessments that measure
reading comprehension, problem solving, and applying skills,
concepts and understandings.
Will use empirical evidence to set performance standards,
building on methods used in New York in 2010
• Robust engagement strategies with higher education
ensure that faculty across New York provide input
into the development of CCR policy decisions and
assessments.
EngageNY.org
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Academic Readiness:
Beyond State Assessments
• Advanced coursework and non-state
assessments

Academic readiness can also be measured by
indicators such as:
•
•
•
•
Performance on other assessments (SAT, ACT, AP exams)
Advanced coursework such as AP and IB
Performance on industry-certified exams
Success in entry-level coursework
• SED will begin to collect and report more data
needed for a broader definition of academic
readiness.
EngageNY.org
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Beyond Academic Readiness:
Key Attitudes and Behaviors
• Research widely recognizes that readiness for
college and career extends beyond academic
skills and achievements to non-cognitive and
transitional skills.

Such as:
- Persistence
- Resiliency
- Goal Setting
- Academic Behaviors like Study Skills
- College Awareness
- Career Awareness
• These attitudes and behaviors are harder to
measure, but SED will encourage early efforts and
consider how to shape consistent, statewide
approaches.
EngageNY.org
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Beyond Academic Readiness:
Career-Specific Knowledge & Skills
• These skills refer to those that are necessary
for students’ success in their careers whether
they enter these careers immediately from high
school or after college.

May include technical skills for a trade or
manufacturing career or academic skills for careers
in research, medicine, or law.
• New York’s CTE course sequences
increasingly lead to postsecondary enrollment
or to direct entry into meaningful careers.
EngageNY.org
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Progress Reports on College
and Career Readiness
• SED will begin to report multiple indicators of
college and career readiness on low-stakes
reports for districts and high schools.
• They will be designed for use by districts and
schools to identify areas for improvement in
the school's educational program to address
students' readiness for college and careers.
EngageNY.org
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Sample High School
High School Report
1. Select Graduation Cohort:
3. View Outcomes by Comparison Group
This report provides information about your former high
school students’ outcomes at CUNY. You can use the
fields to the right to select a 4-year graduation cohort as
well as subpopulations to compare. To see additional
subpopulations, click on the "Data" tab.
I (2007)
I (2007)
(outcomes presented are for graduates
with these characteristics):
2. Select Comparison Group:
All Students Ethnicity
All Students
Your School
Note: Results representing few er than 5 students are suppressed.
City
CUNY Profile of 4-Year Graduates by Comparison Group (May not add to 100% due to missing data or rounding)
2007 4-Year Graduates
#
Grad Rate
603
71.1%
THEN
603
4-year graduates in
2006-2007
72%
43%
% Enrolled at
CUNY in Fall 2007
% Enrolled in BA % Enrolled in AA at
at CUNY
CUNY
53%
47%
39%
29%
% Enrolled at
CUNY in Fall 2007
% Enrolled in BA % Enrolled in AA at
at CUNY
CUNY
Percent of 2007 4-Year Graduates Enrolled at CUNY Who Required Remediation*
NOW
CUNY Outcomes
8%
Reading
15%
8%
Writing
Math
22%
Any
17%
Reading
27%
Writing
30%
Math
45%
Any
Average Performance of 2007 4-Year Graduates in the Fall 2007 Semester at CUNY
260
4-year graduates in
2006-2007 who
enrolled at CUNY in
Fall 2007
All Students
GPA
Credits Earned
Credits Attempted
% Credits Passed
2.93
11.5
12.7
90%
All Students
GPA
Credits Earned
Credits Attempted
% Credits Passed
2.62
9.3
10.7
87%
*Note on Remediation: Students who require remediation are not fully prepared for college and must take (and pay for) remedial courses for which they receive no credit.
Citywide, these students on average accumulate fewer credits, have lower persistence, and lower GPAs.
For the years represented in this report, CUNY's proficiency standards required: a 75+ on the relevant Regents exam (Math A or B, English) OR 480+ on the relevant SAT
exam (Math, Critical Reading) OR 20+ on the relevant ACT exam (Math, English) OR passing the relevant CUNY basic skills exam (Pre-Algebra, Reading, Writing). For
details on CUNY's current proficiency standards, visit www.cuny.edu/academics/testing/cuny-assessment-tests/faqs.html.
EngageNY.org
33
Early Assessment Programs
• Creates a more coherent P-20 system with clear,
aligned expectations for readiness and opportunities to
identify and address gaps in readiness for
postsecondary education.
Early
Assessment
• A 10th or 11th grade
assessment that
measures
academic
readiness for
college and
careers.
CCR
Determination
• The early
assessment
provides students,
teachers, and
parents an
indicator of student
readiness early
enough to provide
academic
intervention.
EngageNY.org
12th Grade
Coursework
• Students who are
not ready receive
instruction to build
the skills and
knowledge needed
to be academically
prepared.
• Students who are
ready receive
opportunities for
college-level work.
34
Fiscal Assumptions
•
Fiscal realities make balancing the competing priorities of
restoring the Gap Elimination Adjustment, the Foundation
Aid formula phase-in, and equity difficult.
•
State Law limits State Aid for P-12 education increases to
the annual growth in personal income
•
The annual changes in personal income can be volatile
•
Tax levy cap makes it more difficult to raise local revenues
•
Uncertainty remains about the potential impact of
sequestration.
EngageNY.org
35
Districts Are Under Fiscal Stress
• A $2.2 billion Gap Elimination adjustment for 2012-13
• More than 90% of school revenues are now subject to a
cap. Health care, pension costs, insurance and energy
costs are typically exceeding the caps requiring
reductions in personnel
• Fund balances are declining
• Not all districts are experiencing the same degree of
stress
• The problem requires a multi-year discussion
EngageNY.org
36
The Work: Providing for strong teaching
and learning with limited resources
EngageNY.org
37
Per Pupil Tax Levy by Property Wealth
Under the Tax Cap
2% Levy Increase Per Pupil (Based on 2009-10)
$500
$451
$450
$400
$337
$350
$300
$264
$250
$197
$200
$159
$150
$128
$117
$100
$50
$80
$95
$52
$0
LOWEST
II
III
IV
V
VI
VII
VIII
IX
HIGHEST
Property Wealth Deciles
Source: New York State Board of Regents Item. “2013-2014 Regents State Aid Conceptual Proposal”
EngageNY.org
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38
Regents 2013-14 State Aid
Proposal
•
Regents Proposal increase based on projected 3.5 percent growth in
the personal income contained in the state’s financial plan.
•
General Support for public schools increase of $709 million:


$425 million provided for general purpose aid. The vast majority of this
was for Foundation Aid.
$284 million for growth in other aid categories based on school district
claims
•
An additional $75 million provided for Full Day Universal
PreKindergarten. This funding is outside the 3.5 percent cap using
existing grant funding.
•
No changes to expense-based aid recommended for the 2013-14
school year
EngageNY.org
39
Proposals to
Better Manage Costs
• Regionalization:

Bill to Create Regional Secondary Schools

BOCES As Regional Leaders Bill

Mergers/consolidations and shared services
• Mandate Relief and Flexibility Bill (including special
education changes that would protect and advance
student interests while reducing unnecessary costs)
• Potential modifications to expense-based aids
• Need for long-term plan to tackle structural challenges
EngageNY.org
40
Utilizing Limited Resources
•
•
•
Communicate with your Schools and Community
 About the shifts in instruction required by the Common Core
 About the policy implications for implementation
 About how this year’s budget will reflect the changes required by
the shifts
Reorganize resources
 For college and career ready student opportunities
 For professional development for all staff
Leverage regional approaches and technology
 Using existing flexibilities for student learning opportunities
 Utilizing BOCES
EngageNY.org
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NCLB Waiver
An Opportunity for NY to:
•
•
•
•
•
Define proficiency in terms of College- and Career- Readiness Standards.
Measure school and district success based on proficiency and growth.
Set ambitious and realistic goals for improvement.
Create more flexible system of supports and interventions.
Give districts more flexibility in use of federal funding.
Districts will have the flexibility to:
•
•
•
•
Transfer funds among programs (e.g. from Title IIA to Title I).
Designate “low-performing, low-poverty” schools as schoolwide programs.
Identify schools upon which to focus improvement efforts and direct funds.
Use 21st Century Community Learning Centers Program funds to redesign the
school day.
• Decide on best use of setaside funds.
EngageNY.org
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42
Roles Under the New Paradigm….
What Boards Do
What Superintendents Do
What Principals Do
• Educate the community on
readiness and the changes
needed
• Adopt policies that support the
focus on college and career
readiness
• Budget based on values and
expectations of the community
• Protect human capital investments
through professional development
• Evaluate the Superintendent
based on multiple measures,
including student achievement,
teacher & leader effectiveness
• Focus discussion at Board
meetings on student achievement,
teaching and learning
• Get smart on the three schoolbased initiatives in the Regents
Reform Agenda
• Build Principals’ capacity and hold
them accountable for
implementing:
• Build teacher awareness and
establish a common language around
the Shifts in Instruction demanded by
adoption of the Common Core
• Protect teacher time to plan units
which adhere to the Shifts demanded
by the Common Core
• Have a laser-like focus on teaching
and learning and build a culture of
reflection and continuous
improvement
• Spend as much time as possible in
classrooms to collect evidence and
artifacts to drive improvements in
teacher planning and practice
• Engage in evidence-based, actionoriented conversations with teachers;
build teacher capacity & hold them
accountable
• Foster systems for test-in-hand
analysis of interim assessment data to
drive changes in teacher practice
• The Common Core
• Data-Driven Instruction
• Evidence based
observation
• Foster the use of district-wide,
common interim assessments
aligned to the Common Core
• Demand that principals foster
systems for test-in-hand analysis
of interim assessment data to
drive changes in teacher practice
• Implement effective & aligned
professional development at all
levels of the district
• Demand and protect principal time
in classrooms
EngageNY.org
43
43
What are next steps for Board members?
•
•
•
•
•
Get to know the Common Core Standards --professional development
video series on www.EngageNY.org.
Engage in monthly conversations with the superintendent about how the
Common Core Standards, Data Driven Instruction, and the new Teacher
and Principal Evaluation System will be implemented.
Set policies that ensure that all teachers and principals will be evaluated
and supported with professional development based on what works.
Develop a plan for the Board and the governance team that ensures a
deep understanding of the Common Core Standards, Annual Professional
Performance Review, student achievement data, and fiscal planning.
Build the budget by aligning resources with the strategy to reach your
goals for improving student achievement through implementation of the
Common Core, Data Driven Instruction, and Teacher & Leader
Effectiveness.
EngageNY.org
44
Toolkit for Parent
Engagement
www.engageNY.org
Toolkit for Parent Engagement
Planning Tools
• Event Checklist for Planning a Parent Night
46
Toolkit for Parent Engagement
Planning Tools
• Annotated Agendas for Parent Nights:
Two-Night
Parent
Sessions
OR
Consolidated
One-Night
Parent Session
47
Toolkit for Parent Engagement
Planning Tools

Sample slides from parent night presentations
• Full presentations are available for download on
EngageNY.org
48
Toolkit for Parent Engagement
Parent Handouts
• Parent’s Backpack Guide to the Common
Core
49
Toolkit for Parent Engagement
Parent Handouts
• Frequently Asked Questions
50
Toolkit for Parent Engagement
Parent Handouts
• What Parents Can Do to Help their Children
Learn
51
Toolkit for Parent Engagement
Parent Handouts
• Common Core Resources for Parents to Learn
More
52
Regents Priorities for the
Statewide Plan for Higher Education
Strengthen Connections Between Higher Education
and the State’s Social and Economic Structure
•
•
•
Strengthen Connections Between
Higher Education and P-12
Encourage institutions of Higher Education to:
•
•
Provide more access to college-level
opportunities for high school students; and
Collaborate with school districts to further the
education of students prepared in CTE fields.
•
Identify realistic job opportunities for
graduates
Enhance communication and relationships
with business and industry, and
government to identify core skills and
provide workplace opportunities and
internships
Strengthen partnerships with business,
labor and other community organizations
to publicize higher education opportunities
and the connection to careers
Increase affordability by reducing costs
without sacrificing the quality of education
EngageNY.org
10
More Rigorous Certification
Exams for Teachers and Leaders
New and Revised Assessments for
Teacher Certification
Teacher Performance Assessment
(edTPA) *NEW
Educating All Students *NEW
Academic Literacy Skills Test *NEW
New and Revised Assessments
for School Building Leaders
School Building Leader
(2 part) performance-based
certification examination *NEW
Educating All Students) *NEW
Revised Content Specialty Test
EngageNY.org
17
Educator Preparation Program Reforms
SUNY, CUNY and cIcu
$10 million Race to the Top investment to support SUNY, CUNY and the
Commission on Independent Colleges and Universities
• New Performance
Assessments
• New Certification
Examinations
• Integration of Common
Core Standards
• College and Career
Readiness
• Clinically-Rich Teacher and
Leader Preparation
• Data Driven Instruction
EngageNY.org
21
Why do we need to change?
• Jobs that once required a high
school degree and paid a
family-sustaining wage are
disappearing and new jobs
require more knowledge and
skills than ever before.
• Today, roughly two-thirds of all
new jobs require some form of
postsecondary education – and
experts say this percentage
will only increase in the future.
EngageNY.org
56
More education = Higher Earnings
EngageNY.org
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More Education = More Opportunity
• Having a college
degree means that
children born into
the middle three
income quintiles
are more than 75%
more likely to
advance to a
higher income
quintile as adults
than those who do
not get a college
degree.
Source: Brookings analysis of the Panel Study of Income Dynamics. Retrieved from The Economic Case for Higher Education, Ed.gov Blog
EngageNY.org
58
Thank You.
EngageNY.org
• http://www.nysecta.org
EngageNY.org
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