Ready for the Future

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Ready for the Future

• New Jersey State Board of Education
• December 20, 2006

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Our world is changingWhat will this require of
our kids?
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The world we know is changing

• Our economy is now global.
• New technologies are being developed each day
  reshaping our way of life in the process.
• Technological advances are eliminating
  lower-skill jobs.
• High schools will need to change in order to
  adequately prepare all students.

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There was a time when

• Mail was delivered by horse and it took six
  months to deliver a letter from New Jersey to
  California.
• Trains/cars took six days to deliver a letter
  from New Jersey to California.
• Planes could deliver a letter overnight.
• But now, the Internet takes seconds to send a
  message.

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Circa 1990

• Things that did not yet exist include
• Cell phones
• Digital cameras
• Wireless connections
• DVDs
• Satellite television
• E-mail and instant messaging

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Technological advances tend to eliminate
lower-skill jobs

• Lower-skill jobs are disappearing
• Toll takers replaced by E-Z Pass
• Telephone operators replaced by voice recognition
  systems
• Bank tellers replaced by ATM machines and online
  banking programs

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Competitive pressures on New Jersey graduates

• Now that employers have a global workforce to
  draw from, competition for U.S. jobs comes from
  around the world.
• Todays students will need the skills necessary
  to compete in a global arena.

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Employment outlook

• Jobs that require at least some postsecondary
  education are expected to make up more than
  two-thirds of new jobs.
• With only 25 of todays New Jersey high school
  graduates actually obtaining a college degree,
  who will fill these jobs? Will these jobs stay
  in New Jersey?
• Those who complete college earn, on average,
  almost 1 million more than high school graduates
  over the course of a lifetime.

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Share of new jobs, 200010that require
Source Carnevale, Anthony P. and Donna M.
Desrochers, Standards for What? The Economic
Roots of K16 Reform, Educational Testing
Service, 2003.
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Workforce readiness also requires advanced skills
and knowledge

• A high school diploma is no longer a ticket to
  the middle class.
• Blue-collar jobs now require high-level skills
• Requirements for car mechanic
• The ability to read at a level equivalent to a
  junior in college
• Requirements for tool and die makers
• Four or five years of apprenticeship and/or
  postsecondary training
• Algebra, geometry, trigonometry and statistics
• Requirements for sheet metal workers
• Four or five years of apprenticeship
• Algebra, geometry, trigonometry and technical
  reading

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What does being prepared mean?
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Prepared equals

• Students must graduate from high school ready for
  the workforce or further education.

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The American Diploma Project (ADP)

• ADP benchmarks represent a consensus of business
  and higher education viewpoints on essential
  skills.
• The NJ Chamber of Commerce and The NJ Council of
  College and University Presidents have endorsed
  the ADP Benchmarks.

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Graduates going on to college or work need the
same skills

• CollegeMath
• Required Skills
• Add, subtract, multiply, divide and simplify
  rational expressions
• Understand functional notation
• Solve systems of two linear equations in two
  variables
• Solve quadratic equations in one variable
• Graph a linear equation and quadratic function
• Determine the perimeter and the circumference of
  geometric shapes

• Machine Operator
• Eastman Chemical Company
• Required Skills
• Add, subtract, multiply, divide and simplify
  rational expressions
• Calculate and apply ratios, proportions and
  percentages to solve problems
• Recognize and solve problems using a linear
  equation and one variable
• Apply units correctly in expressions involving
  measurements
• Determine the perimeter and the circumference of
  geometric shapes

SourceAmerican Diploma Project Network
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ADP Benchmarks outline a rigorous sequence of
courses for high school students

• Four math courses
• Content equivalent to
• Algebra I and II
• Geometry
• A fourth course such as statistics or precalculus

• Four English courses
• Content equivalent to
• Four years of grade-level English or higher
  (e.g., honors or Advanced Placement English)

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How do New Jerseys students measure up?
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Too many New Jersey students are dropping out of
the education system
Source National Center for Public Policy
Higher Education, Policy Alert, April 2004. Data
are estimates of pipeline progress rather than
actual cohort.
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How ready for college are New Jersey students?

• While New Jersey leads the nation in college
  preparedness, it still leaves about half of its
  students underprepared for the rigor of higher
  education.

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College instructors confirm high school graduates
lack preparation

• According to a recent Achieve, Inc. survey of
  college instructors, 42 of high school graduates
  are not prepared for college-level classes.

Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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New Jersey public college and university
remediation rates
Institution Needing Remediation
Kean 70
Montclair 54
New Jersey City University 62
NJIT 40
Ramapo 23
Rowan 21
Rutgers 33
Stockton 14
The College of New Jersey 8
William Paterson 72
Total 40
Among first-time students Estimate
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Community college remediation rates
Community College Needing Remediation
Atlantic Cape 77.6
Bergen 81.8
Brookdale 79.8
Burlington 73.8
Camden 81.0
Cumberland 80
Essex 91.4
Gloucester 73.2
Hudson 67.9
Mercer 83
Middlesex 78.5
Morris 76
Ocean 67.7
Passaic 96.3
Raritan Valley 78
Salem 92.5
Sussex 75
Union 67
Warren 75
Total 77.8
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First-time, full-time students who graduated from
high school in Spring 2004 and enrolled at a
community college in Fall 2004.
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Most U.S. college students who take remedial
courses fail to earn degrees
Percentage not earning degree by type of remedial
coursework
Source National Center for Education Statistics,
The Condition of Education, 2004.
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New Jersey college graduation rates

• The six-year graduation rate for New Jerseys
  state colleges and universities is 63.2.
• The three-year graduation rate for New Jerseys
  community colleges is 13.2.

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New Jersey state college and university
retention/graduation rates
Institution 3-Semester Retention (Returning Sophomores) 6-Year Graduation
Kean 76.3 45.1
Montclair 82.2 58.3
New Jersey City University 74.4 38.1
NJIT 81.1 55.2
Ramapo 89.1 57.1
Rowan 87.1 62.2
Rutgers 87.5 69
Stockton 83.7 61.8
The College of New Jersey 99.1 82.7
William Paterson 76.4 48.1
Total 84.9 63.2
Among full-time, first-time degree seeking
students
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Community college retention/graduation rates
Institution 3-Semester Retention (Returning Sophomores) 3-Year Graduation
Atlantic 57.3 17.7
Bergen 64.7 10.6
Brookdale 66.4 18.8
Burlington 64.7 11.7
Camden 62 10.8
Cumberland 62.7 19.6
Essex 53 5.7
Gloucester 61.9 14.4
Hudson 58.3 5.4
Mercer 60.5 16.1
Middlesex 62.7 11
Morris 65.2 21.3
Ocean 47.6 19.6
Passaic 56.6 14.6
Raritan Valley 63.3 12.2
Salem 50.6 14.9
Sussex 64.7 19.7
Union 53 5.6
Warren 56.1 9.8
Total 60.3 13.2
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Among full-time, first-time degree seeking
students
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Employers confirm high school graduates lack
preparation

• According to a recent Achieve, Inc. survey of
  employers, 45 of high school graduates are not
  prepared to advance beyond entry-level jobs.

Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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Are New Jersey students ready for the workforce?

• In a recent survey by the New Jersey Chamber of
  Commerce, 99 of New Jersey companies indicated
  that graduates do not have the skills to meet
  their needs.

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Are New Jersey students ready for the workforce?

• A New Jersey employer had to interview 1,300
  candidates for 130 security jobs.
• Criteria for being considered for this job were
  successful completion of a high school diploma
  and passing an application test.
• 100 of the applicants had high school diplomas,
  but 90 couldnt pass the test which measured
  eighth grade math skills.

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How should we prepare students?
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What other states are doing

• Improving high schools is a national movement.
• The 25 states, including New Jersey, in the ADP
  Network comprise more than 50 of public school
  students in the nation.
• Several states are making great strides in
  improving high school education.

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New Jerseys ADP goals

1. Align New Jerseys high school standards in
   language arts literacy and math to the knowledge
   and skills required for success in postsecondary
   education and work.

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New Jerseys ADP goals

• Representatives from NJ colleges and businesses
  have adopted formal expectations for success in
  postsecondary education and work.
• NJs standards in math and LAL at the high school
  levels are being aligned to these expectations.

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New Jerseys ADP goals

• Require all students to take a college- and
  work-ready curriculum to earn a high school
  diploma.
• Require specific H.S. course content
• Present new H.S. graduation requirements to the
  State Board

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Current graduation requirements for language arts
literacy, math, and science
Content Areas Years
Language Arts Literacy 4
Mathematics 3
Science 3
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Recommended graduation requirementslanguage arts
literacy
Content Area Courses
Language Arts Literacy English I
Language Arts Literacy English II
Language Arts Literacy English III
Language Arts Literacy English IV
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Recommended graduation requirementsmathematics
Content Area Courses
Mathematics Algebra I
Mathematics Geometry
Mathematics Algebra II (or complete integrated math equivalent to these three courses)
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Recommended graduation requirementsscience
Content Area Courses
Science Biology
Science Chemistry
Science Physics
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Recommended graduation requirementsother areas
Content Areas
Social Studies
Health and Physical Education
Visual and Performing Arts
World Languages
Technological Literacy
Career Education and Consumer, Family and Life Skills
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New Jerseys ADP goals

• Administer to high school students a college- and
  work-ready assessment, aligned to state
  standards, that provides clear and timely
  information to address critical skills
  deficiencies while still in high school.
• ADP recommends a more rigorous HSPA and end of
  course exams in Algebra II and English III.
• Eliminate the Special Review Assessment (SRA) and
  establish a rigorous alternate path for students
  who dont pass the HSPA.

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Special Review Assessment Data
Test Year General ELL Sp. Ed. Total
HSPT 1999 6,559 1,219 147 7,925
HSPT 2000 6,818 1,364 226 8,427
HSPT 2001 7,572 1,460 194 9,226
HSPT 2002 7,613 1,675 260 9,548
HSPA 2003 12,566 1,617 463 14,646
HSPA 2004 13,397 1,353 581 15,331
HSPA 2005 13,826 1,208 627 15,661
HSPA 2006 11,581 1,128 579 13,288
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New Jerseys ADP goals

• Assist middle and high schools to
• Restructure programs and schools to deliver a
  rigorous, standards-based curriculum to ALL
  students.
• Provide a personalized, engaging learning
  environment.

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New Jerseys ADP goals

• Design and offer sustained, intensive,
  job-embedded professional development to enable
  educators to meet these goals.

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Are our students up for the challenge?
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Knowing what they know today, high school
graduates would have worked harder
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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If high school had demanded more, graduates would
have worked harder

• Would have
• worked harder

• Strongly feel would
• have worked harder

• Wouldnt have
• worked harder

High school graduates who went to college
High school graduates who did not go to college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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• A majority of recent New Jersey high school
  dropouts regret their decision

Source New Jersey United for Higher School
Standards, 2006.
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Advice from New Jersey high school dropouts

• In a recent survey by New Jersey United, recent
  high school dropouts were asked what they would
  say to students still in high school
• Stay in school and work as hard as you can to
  succeed. Life is too hard without an education.
• You need your education. I know it may be
  difficult at this time, but stick it out and
  finish.
• School is worth it because it will help you get
  to that next step in life.

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Are our schools up for the challenge?
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The challenges

• High schools were designed a century ago to
  address the needs of an industrial economy.

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2005 High School Graduation Survey Information

• Conducted by NJDOE
• Types of schools included
• Charter schools
• Vocational-technical schools
• Adult high schools/Evening schools
• Comprehensive high schools

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Mathematics

• Algebra I
• 66 reported requiring algebra 1 of virtually all
  students
• 10 of the schools reported that fewer than 50
  of their 2005 graduates had taken algebra 1

• Algebra II
• 43 reported requiring algebra II for all
  students
• 25 of the schools reported that fewer than 51
  of their 2005 graduates had taken algebra II

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Geometry

• 59 of the schools reported requiring geometry
  for all students

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Science

• 35 reported they required students to take a
  chemistry course
• 14 reported they required students to take a
  physics course
• 32 reported they required students to take a
  physical science course

• 69 of the schools reported they require students
  to take a biology course
• 26.5 of the schools reported that they require
  students to take an Earth science course
• 1.3 reported they required students to take a
  space science course

Note Several schools identified courses that
could not be easily categorized such as life
skills science, science for poets, special
education science or science 1, 2, etc.
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What is needed

• A sustained, systemic initiative for P-12 is
  needed to make sure all students enter 9th grade
  prepared for rigorous high school courses.
• Schools need to be rigorous without being overly
  rigid to accommodate the full scope of student
  needs.
• Parents and the community need to be involved in
  and supportive of the high school redesign
  process.

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Effective high schools

• Characteristics of effective high schools
• Create active, collaborative learning communities
• Provide challenging, content-rich instruction
• Engage all students
• Foster strong problem-solving skills

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Next steps

• Create a white paper from the discussion at this
  and other convenings along with feedback
  collected from participants.
• Present recommendations for Core Curriculum
  Content Standards, graduation requirements, and
  assessment system to policy and decisionmakers in
  early 2007.

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Question and AnswerSession

• More information on the New Jersey High School
  Redesign Steering Committee is available at
• www.njhighschoolsummit.org