Count Tuesday May 27 th 200300 pm ET Reviewed state report cards and accountability formulas Identified careerfocused indicators and how they were being publicly reported or used within states accountability systems ID: 724075
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Slide1
Making
Career Readiness
Count
Tuesday, May 27
th
2:00-3:00 p.m. ETSlide2
Reviewed state report cards and accountability formulas
Identified career-focused indicators and how they were being publicly reported or used within states’ accountability systems
Identified major trends across states
Updated existing framework for college and career readiness indicators to be address full range of college AND career readiness (academic, technical, employability skills)
Background/ContextSlide3
Framework
3
Source:
Toward College and Career ReadinessMeeting College and Career ReadinessExceeding College and Career Readiness
Course completion/ successTimely credit accumulation along a college- and career-ready course of studyStudents in a graduating cohort who complete a college- and career-ready course of
studyGraduates who have completed AP, IB and/or dual enrollment courses and earned college creditAchieve-mentStudents with “on track to college and career readiness” performance on aligned assessments in middle and early high school
Students in a graduating cohort with a college- and career-ready level of performance on a high-quality assessment aligned to college- and career-ready standardsGraduates with a college-level performance on an AP and/or IB examAttainment
9th grade students with “on track” to graduation status based on attendance and grades in core courses
High school graduation Students in a graduating cohort who earn a college- and career-ready diplomaGraduates who enroll in postsecondary education with no need for remediationGraduates who successfully complete at least one year of postsecondary education or a workforce/military training programSlide4
Framework
4
Source:
Toward College and Career ReadinessMeeting College and Career ReadinessExceeding College and Career Readiness
Course completion/ successTimely credit accumulation along a college- and career-ready course of studyAND
Participation in career technical education (CTE) course(s) aligned to college- and career-ready or rigorous standards in other subjectsStudents in a graduating cohort who complete a college- and career-ready course of studyAND
Successful completion of secondary CTE pathway (“concentrating”)Graduates who have completed AP, IB and/or dual enrollment courses and earned college creditANDCompletion of program of study aligned to workforce needs
Achieve-ment
Students with “on track to college and career readiness” performance on aligned assessments in middle and early high school Students in a graduating cohort with a college- and career-ready level of performance on a high-quality assessment aligned to college- and career-ready standardsANDMeeting standards on technical skills assessment for students who complete a CTE pathway
Graduates with a college-level performance on an AP and/or IB exam
Attainment
9
th
grade students with “on track” to graduation status based on attendance and grades in core courses
High school graduation
Students in a graduating cohort who earn a college- and career-ready
diploma
AND
Earn industry-recognized credential/certificate
Complete a pre-apprenticeship program
Earn an employability or work readiness certificate
Graduates who enroll in postsecondary education with no need for remediation
Graduates who successfully complete at least one year of postsecondary education or a workforce/military training
program
AND
Earn academic or technical endorsement on college- and career-ready diploma
Earn stacked industry credential
Experiential learning
Participation
in a career technical student organization (CTSO) that is aligned to and reinforces the academic and technical content in a CTE pathway
Participation
in work-based learning (WBL)
Participation
in college/career planning activities
Participation
in CTSO competition
Successful completion of WBL
Completion of portfolio/capstone project
Earn
a medal in CTSO competition
Earn
postsecondary credit through internships, WBLSlide5
Major Trends
5
Source:
Breadth Over Depth: More than Half of States Use Career-Focused Readiness Indicators
Meta-Indicators: Many States Are Emphasizing College or Career Accountability IndicatorsEarly Models: Some States Begin To Pave the Way for Systems Valuing College and Career ReadinessSlide6
Trend 1: Breadth Over DepthMore than Half of States Use Career-Focused Readiness Indicators
6Slide7
Trend 1: Breadth Over DepthMore than Half of States Use Career-Focused Readiness Indicators
7
Source:
CTE participation
CTE completion (pathway completion/concentrators)CTE diploma/endorsement Graduation rate/attainment of advanced diploma by CTE concentrators
Industry credentialsSkills assessment Academic career ready assessment Employability assessment
Dual enrollment participation
Dual enrollment credits earned
Work-based learningCTSO participation Postsecondary enrollment rates Placement rate for CTE completers
CTE course grades
Reported by five or more statesSlide8
Trend 2: Meta-IndicatorsMany States Are Emphasizing College
or Career Accountability Indicators
8
Majority of states do NOT have stand-alone career-ready indicator in their accountability formulas
More common is to have “meta-indicator”EXAMPLE: Alabama defines a student as college or career ready if the student earns at least one of the following: Benchmark scores on the reading and math sections of ACT;
Qualifying scores on an AP or IB exam; Approved transcripted college or postsecondary credit while in high school; Benchmark level on the ACT WorkKeys; or An approved industry credential. Slide9
Use multiple measures of college and career readiness.
Engage state CTE/college and career readiness leaders as well as workforce and economic development leaders.
Find the appropriate balance of uses across public reporting and accountability.
Use publicly reported information to inform decisions.
Recommendations
9Slide10
Trend 3: Early ModelsSome
States Begin To Pave the Way for Systems Valuing College and Career Readiness
10
Dennis Cooper, Assistant Commissioner & Dennis Harden, Career Education Coordinator,
Missouri Department of Elementary and Secondary EducationDeborah Jonas, Special Advisor for Research and Planning, Virginia Department of Education.Slide11
Building a college and Career-Ready Accountability system: MSIP 5
Dennis Cooper, Assistant Commissioner
Dennis Harden, Career Education Coordinator
Missouri Department Of Elementary And Secondary EducationMissouri Department of Elementaryand Secondary Education
May
2014Slide12
MSIP Performance Standard 3:
Indicators 1-3
College and Career Readiness (K-12 Districts) — The district provides adequate post-secondary preparation for all students.1. The percent of graduates who scored at or above the state standard on any department-approved measure(s) of college and career readiness, for example, the ACT®, SAT®, COMPASS® or Armed Services Vocational Aptitude Battery (ASVAB), meets or exceeds the state standard or demonstrates required improvement.2. The district’s average composite score(s) on any department-approved measure(s) of college and career readiness, for example, the ACT®, SAT®, COMPASS®, or ASVAB, meet(s) or exceed(s) the state standard or demonstrate(s) required improvement.
3. The percent of graduates who participated in any department-approved measure(s) of college and career readiness, for example, the ACT®, SAT®, COMPASS®, or ASVAB, meets or exceeds the state standard or demonstrates required improvement.Slide13
MSIP Performance Standard 3:
Indicator 4
College and Career Readiness (K-12 Districts) — The district provides adequate post-secondary preparation for all students.4. The percent of graduates who earned a qualifying score on an Advanced Placement (AP), International Baccalaureate (IB), Project Lead the Way assessments , earned an Industry Recognized Credential (IRC), and/or received college credit through early college, dual enrollment, or approved dual credit courses meets or exceeds the state standard or demonstrates required improvementSlide14
MSIP Performance Standard 3:
Indicators 5-6
College and Career Readiness (K-12 Districts) — The district provides adequate post-secondary preparation for all students.5. The percent of graduates who attend post-secondary education/training or are in the military within six (6) months of graduating meets the state standard or demonstrates required improvement.6. The percent of graduates who complete career education programs approved by the department and are placed in occupations directly related to their training, continue their education, or are in the military within six (6) months of graduating meets the state standard or demonstrates required improvement.Slide15
Updates
Addition of WorkKeys
© in 2014-15Change from TSAs to IRCs in Indicator 4For additional information related to the MSIP IRC approved list and process for seeking approval, see http://dese.mo.gov/college-career-readiness/career-education/technical-skills-attainment Slide16
Challenges
Variation in rigor of IRCs
Assumption in districts that all CTE students can/should obtain an IRCRecent legislationRemove “related” from placement requirementChange in graduation policy allowing a CTE course to substitute for an academic course in English language arts, mathematics, social studies, or scienceSlide17
Career and technical education credentials in Virginia
Deborah Jonas, Ph.D.May 27, 2014
17Slide18
Brief history of Virginia’s career credential initiative
In 2003/04 the Virginia Board of Education issued guidance for using Board-approved industry credentialing exams to substitute for certain tests that are required for students to earn Virginia’s Standard diploma
* onlyBoard-approved credentialing tests may substitute for the student-selected test, and, either a science or history test when the credential confers more than one credit.In 2006/07, Virginia funded a pilot to encourage the use of industry credentialing tests as a substitute for state-required graduation testsIn 2011, the Virginia General Assembly required that students who earn the Standard diploma pass a Board-approved credentialing test, beginning with first-time freshman in 2013/14.18*Virginia also has an Advanced Studies diploma that includes coursework consistent with minimum college-entry requirements.Slide19
Board criteria for using credentialing exams to substitute for other state-required exams for graduation
The test must be standardized and graded independently of the school or school division in which the test is given.The test must be knowledge-based.
The test must be administered on a multi-state or international basis, or administered as part of another state’s accountability assessment program.To be counted in a specific academic area, the test must measure content that incorporates or exceeds the Virginia Standards of Learning content in the course for which verified credit is awarded.19Slide20
Multiple approaches to accountability
School report cardsFederal Annual Performance Reports (Perkins), including annual reports to the Virginia Board of Education
Legislation 20Slide21
Public reporting—school report cards
Virginia’s report cards include information about credentials students earn each year.Number of credentials
students earn each year.State licensuresIndustry certificationWorkplace ReadinessNOCTI (skills) assessmentsNumber of students who earned credentials each year.21Slide22
CTE Annual Performance Reports (Perkins)-- Beyond the core indicators
Virginia encourages local leaders to strengthen all programs and prepare CTE students for careers and college or other types of postsecondary training.Research shows that Virginia’s Advanced Studies diploma is a good predictor of college readiness.
Established an informational indicator of career and college readiness that is included in state and local Annual Performance Reports. Students who earn a career credential and complete a college preparatory course of study (Virginia’s Advanced Studies diploma)Annual reports to the Board enhance visibility and ensure alignment with broader state goals.22Slide23
Recent Legislation
2012 legislation strengthened Virginia’s Standard diploma and established it as a career-ready diploma.Required all Standard-diploma earners who begin ninth grade in 2013/14 or later to earn a board-approved career and technical education industry certification.
Significant enablers included:Availability and accessibility of the Virginia Workforce Readiness Skills Assessment.Partnership with private sector partners offering low-cost assessments for some credentials.State-provided funding for industry credentialing programs and assessments.High schools are encouraged to transition to the new requirement earlier than required.23Slide24
24
*Prior to 2010/11, workplace readiness skills assessments were included in the Industry Certification category, but now are
reported separatelySlide25
Resources
Virginia Department of Education, Office of Career and Technical Education,
http://www.doe.virginia.gov/instruction/career_technical/index.shtml Virginia’s CTE Annual Performance Reports, scroll to the bottom of page, http://www.doe.virginia.gov/instruction/career_technical/statistics_reports/index.shtml2012 legislation requiring students to earn board-approved career and technical education credentials as part of Virginia’s Standard diploma, http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0454Code of Virginia language permitting students who complete career and technical education programs, and who pass industry certification or state licensure exams, to use satisfactory exam scores as substitute for certain state assessments required for graduation, http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+22.1-253.13C4.
Research and data from the Virginia College and Career Readiness Initiativehttp://www.doe.virginia.gov/instruction/college_career_readiness/index.shtml#resourceshttp://vlds.virginia.gov/pdfs/VLDS_CCRI%201_pager_FINAL.pdfVirginia’s public school report cards, https://p1pe.doe.virginia.gov/reportcard/ Virginia's list of approved substitute tests for industry credentialing, http
://www.doe.virginia.gov/instruction/career_technical/path_industry_certification/index.shtml.Virginia Governor's Stem Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_academies/index.shtml, and Governor's Health Science Academies, http://www.doe.virginia.gov/instruction/career_technical/gov_health_sciences_academies/index.shtml25Slide26
Contact Information
Lolita Hall, Director
Office of Career and Technical EducationVirginia Department of Educationcte@doe.Virginia.gov804-225-205126Slide27
http://
www.achieve.org/meetings-webinars
Kate Blosveren Kreamer, Associate Executive Director, NASDCTEckblosveren@careertech.org or 301-588-9630Cory Curl
Senior Fellow, Assessment and Accountability, Achieveccurl@achieve.org or 202-308-6640 Marie O’HaraAssociate Director, Achievemohara@achieve.org
or 202-419-1562
Questions?
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