Archived Information

Slide 1:

Title: Promoting a Core Curriculum for All\
The Indiana Core 40 (Core Forty) Curriculum\
\
National High School Leadership Summit\
\
Washington D.C\
December, 2004

End of Slide 1

Slide 2:

Title: STUDENT ACHIEVEMNET\
\
THE RESULTS

End of Slide 2

Slide 3:

Title: More students are going to college

Percent of high school graduates enrolled the next fall in
post-secondary education

Grouped vertical bar graph: Compares percentages (Y axis, from bottom to
top, from zero to one hundred percent (0% to 100%), no gradations, but
percentage figures rounded to nearest whole number of percent accompany
each vertical bar) of Indiana and United States high school graduates (X
axis: within groups, left to right, red and green respectively, same
order as in the legend at bottom of the figure) were enrolled the
following fall in post-secondary education for the years (X axis,
groups, from left to right) 1986, 1988, 1992, 1994, 1996, 1998, and
2000.

Indiana:

1986: 38 percent

1988: 45 percent

1992: 50 percent

1994: 55 percent

1996: 58 percent

1998: 61 percent

2000: 60 percent

Indiana was ranked fortieth (40^th^) in the year 1986, but it was ranked
seventeenth (17^th^) in the year 2000.

Nation:

1986: 43 percent

1988: 48 percent

1992: 54 percent

1994: 57 percent

1996: 59 percent

1998: 57 percent

2000: 57 percent

Source: Postsecondary Education Opportunity, Oskaloosa, Iowa.

End of Slide 3

Slide 4:

Title: Line Chart of Indiana students' Scholastic Achievement Test
scores improving

Scholastic Achievement Test average combined scores

Two-line line graph: Reports approximate Scholastic Achievement Test
scores (Y axis: from bottom to top, from 940 to 1030 in increments of
ten, no average score figures near each line) of Indiana (bottom, red
line marked with squares at each data point) and United States (top,
green line marked with dots at each data point) high school seniors for
the years (X axis, from 1993 to 2004) 1993 to 2004. Indiana scores
appear at top in the legend at the right of the graph (red squares) with
the United States

Scores (green circles) below.

Indiana

1993: 972

1994: 980

1995: 985

1996: 989

1997: 991

1998: 998

1999: 995

2000: 999

2001: 1000

2002: 1001

2003: 1004

2004: 1007

Nation

1993: 1002

1994: 1002

1995: 1010

1996: 1012

1997: 1015

1998: 1016

1999: 1015

2000: 1019

2001: 1020

2002: 1020

2003: 1025

2004:1024

Source: The College Board.

End of Slide 4

Slide 5:

Title: Improvement in the new Indiana Statewide Testing for Educational
Progress Plus assessments

Percent of all Indiana Statewide Testing for Educational Progress Plus
tests passing (across grades and subjects).

Simple vertical bar graph: Percentages (Y axis, from bottom to top, from
67 and a half to 71 and a half in increments of one half, with
percentage figures accompanying each vertical bar) of Indiana Statewide
Testing for Educational Progress Plus passing in the years 2002 and 2003
(X axis, from left to right, green and red respectively). No legend.

2002: 68.7 percent

2003: 71.0 percent

End of Slide 5

Slide 6:

WHAT CAUSED THE RESULTS?\
Raising Expectations\
\
Indiana Core 40 Curriculum, 1994

End of Slide 6

Slide 7:

Title: Brief background on Core 40

-   Since 1994, all students expected to have career/course plan that
    includes Core 40 or a curriculum to prepare for Core 40

English, 4 years

Math, 3 years, Algebra 1, Geometry, Algebra 2

Science 3 years Biology 1, Chemistry or Physics, Additional Science

Social Studies 3 years World History or Geography, U.S. History,
Government,

Economy

Other 4 years Above subjects, foreign languages, arts, computers,

career arts

Physical Education 1 year

Health one-half year

Electives One and one-half years

-   Indiana Academic Standards -- 2000

-   Core 40 End-of-Course Tests - 2004

End of Slide 7

Slide 8:

Title: More Indiana graduates are earning higher-level diplomas

Figure Three pie charts, left to right, for Academic Honors (light
blue), Core 40 (blue), Other (orange), and Regular (yellow) for the
school years 1993 to 1994, 1997 to 1998, and 2002 to 2003. (pie charts
have in order from top clockwise: Other, Academic Honors, Core 40, and
Regular). Legend underneath graphs.

1993-1994

Other: 1 percent

Academic Honors: 12 percent

No Core 40 diplomas in 1993 to 1994.

Regular: 87 percent

1997-1998

No "Other" diplomas in 1997-1998.

Academic Honors: 19 percent

Core 40: 24 percent

Regular: 57 percent

2002-2003.

No "Other" diplomas in 2002-2003

Academic Honors: 28.4 percent

Core 40: 34.1 percent

Regular: 37.5 percent

Source: Indiana Department of Education.

End of Slide 8

Slide 9:

Title: All student groups are benefiting

Percent of Core 40 diplomas by student group

Grouped vertical bar graph: Percentages (from bottom to top, from zero
to seventy percent, 0% - 70%, in increments of ten percent 10%, with
percentage figures accompanying each bar) of African-American, Hispanic,
White, and Multi-Racial (X axis, groups, from left to right) students
who earned Core 40 diplomas in the years (X axis, within groups, from
left to right) 1998 (green bars), 2000 (red bars), and 2003 (blue bars).
Legend has the same colors, but from top to bottom, to the right of the
graph.

African American:

1998: 22.5 percent

2000: 35.3 percent

2003: 46.0 percent

Hispanic:

1998: 28.8 percent

2000: 38.4 percent

2003: 51.0 percent

White:

1998: 44.9 percent

2000: 56.9 percent

2003: 65.0 percent

Multi-Racial:

1998: 36.3 percent

2000: 50.5 percent

2003: 64.0 percent

Source: Indiana Department of Education.

End of Slide 9

Slide 10:

Title: More Indiana middle school students are taking Algebra 1

Percent of Indiana students enrolling in Algebra 1 by the end of grade 8

Simple line graph: Percentages (Y axis, from bottom to top, from zero to
fourteen percent, 0% - 14%, in increments of two percent 2%, with
percentage figures at each data point (red squares on a red line)) of
Indiana middle school students taking Algebra 1 by the end of the eighth
grade from the school years (X axis, from left to right, 1993 to 1994 to
2002 to 2003).

1993-1994: 6 percent

1994-1995: 6 percent

1995-1996: 8 percent

1996-1997: 8 percent

1997-1998: 8 percent

1998-1999: 10 percent

1999-2000: 12 percent

2000-2001: 12 percent

2001-2002: 13 percent

2002-2003: 12.4 percent

Source: Indiana Department of Education, Certified Employee/Certified
Position (CECP) Reports: 1993--1994 to 2001--2002.

End of Slide 10

Slide 11:

Title: Line Graph of: More Indiana high school students taking more
Advanced Placement exams

Trends in student participation and number of Advanced Placement tests
taken in Indiana

Two-line line graph: Numbers of students (Y axis, from bottom to top,
zero to twenty-five thousand in increments of five thousand, from 0 to
25,000 in increments of 5,000, no figures accompanying either of the
lines) taking Advanced Placement test (red line with red boxes, bottom)
and the numbers of Advanced Placement tests taken (green line with green
dots, above) (a student may take one or more tests) between the years
1993 to 2004 (X axis, from left to right).

Legend on right of graph: test takers (red boxes on red line) above,
exams taken (green dots on green line) bottom.

Test takers:

1993: 6,000

1994: 8,000

1995: 9,000

1996: 10,000

1997: 9,000

1998: 9,500

1999: 10,000

2000: 11,000

2001: 12,000

2002: 12,500

2003: 13,500

2004: 15,000

Exams taken:

1993: 10,000

1994: 12,000

1995: 13,000

1996: 14,500

1997: 13,000

1998: 13,500

1999: 15,000

2000: 15,500

2001: 16,000

2002: 17,000

2003: 20,100

2004: 24,000

Source: The College Board.

End of Slide 11

Slide 12:

WHAT CAUSED THE RESULTS?\
Raising Expectations\
\
Accountability

End of Slide 12

Slide 13:

Title: Pike High School: Detailed School-Level Information (from public
Web page, http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=5353)

Address and Phone: 5401 West Seventy-First (71^st^) Street,
Indianapolis, Indiana 46268-2462

Voice Telephone: (317) 291-5250 Fax: (317) 328-7239

Accreditation Status: Five-Year Accreditation

2004-2005 Enrollment: 2003

2003-2004 Graduates: 417

Schedule: Block 8

Locale: Large City

Corporation: M S D Pike Township

Principal: Mrs. Debra A. Jacobs

Average Teacher Salary: \$48,103 (dollars a year)

Average Teacher Age: 40 years

Links: Teacher Roster, Certified Non-teaching Roster, Homepage, School
Improvement Focus in either Language Arts or Mathematics

School districts map of Indiana: Pike's district is in Indianapolis,
which appears to be just south of the precise center of the state of
Indiana.

Pie Chart: 2004-2005 Ethnic Distribution

Indicates the percentage distribution of Pike High School students in
six ethnic groups (clockwise from top: White (pale green), Black (dark
blue), Hispanic (light blue), Asian (orange), Native American (no slice
due to no students), Multi-Racial (gray)), with whole numbers of
percentages accompanying each slice.

White: 30 percent.

Black: 55 percent.

Hispanic: 6 percent.

Asian: 4 percent.

Native American: 0 percent.

Multi-Racial: 4 percent.

Pie Chart: 2004-2005 Free Lunch Participation

Indicates the percentage distribution of Pike High School students in
six ethnic groups (clockwise from top: Paid (red), Reduced (gray), Free
(yellow)), with whole numbers of percentages accompanying each slice.

Paid: 59 percent.

Reduced: 11 percent.

Free: 31 percent.

Grouped Vertical Bar Graph: Indiana Statewide Testing for Educational
Progress Average Percent Passing: All Tested Grades

Grouped vertical bar graph: Compares average percentages (Y axis, from
bottom to top, from zero to one hundred percent in increments of
twenty-five percent, from 0% - 100% in increments of 25%, no percentage
figures accompanying any of the bars) of students passing the Indiana
Statewide Testing for Educational Progress exams for the school years
1997 to 1998 to 2003 to 2004 (X axis, from left to right). Gold and blue
bars within each academic year are not labeled and may refer to language
arts and mathematics, respectively. No legend.

1997 to 1998: Gold: between 65 percent and 70 percent

Blue: between 65 percent and 70 percent

1998 to 1999: Gold: between 65 percent and 75 percent

Blue: between 70 percent and 75 percent

1999 to 2000: Gold: between 65 percent and 75 percent

Blue: between 65 percent and 75 percent

2000 to 2001: Gold: between 65 percent and 75 percent

Blue: between 65 percent and 75 percent

2001 to 2002: Gold: between 65 percent and 75 percent

Blue: between 65 percent and 75 percent

2002 to 2003: Gold: between 65 percent and 75 percent

Blue: between 65 percent and 70 percent

2003 to 2004: Gold: between 70 percent and 75 percent

Blue: between 50 percent and 60 percent

End of Slide 13

Slide 14:

Title: Data for Each Test at Pike High School -- Disaggregated by
Student Group (from public Web page,
http://mustang.doe.state.in.us/IS/istschl2.cfm)

Indiana Statewide Testing for Educational Progress Language Arts and
Mathematics Cross Tabulation: Indiana Department of Education.

Two tables for 2003-2004 Indiana Statewide Testing for Educational
Progress scores, the first (top) for language arts and the second
(bottom) for mathematics, both comparing average scores and percent
passing for tenth graders in six ethnic groups: from top to bottom,
Native Americans, Black, Asian, Hispanic, White, and Multi-Racial.

Language Arts, Tenth Grade:

Native Americans: 3 students tested, no information on average scores or
number passing.

Black: Average score of 468, 369 students tested, scores of 16 tests
undetermined, 197 students or 53 percent passed.

Asian: Average score of 507, 28 students tested, no test scores
undetermined, 24 students or 86 percent passed.

Hispanic: Average score of 442, 50 students tested, scores of two tests
undetermined, 22 students or 44 percent passed.

White: Average score of 529, 225 students tested, scores of eight tests
undetermined, 190 students or 84 percent passed.

Multi-Racial: Average score of 481, 29 students tested, one test score
undetermined, 16 students or 55 percent passed.

Mathematics, Tenth Grade:

Native Americans: 3 students tested, no information on average scores or
number passing.

Black: Average score of 476, 369 students tested, scores of 15 tests
undetermined, 157 students or 43 percent passed (emphasized to show
disparity with Whites)

Asian: Average score of 544, 28 students tested, no test scores
undetermined, 24 students or 86 percent passed.

Hispanic: Average score of 477, 50 students tested, scores of three
tests undetermined, 21 students or 42 percent passed.

White: Average score of 530, 225 students tested, scores of six tests
undetermined, 178 students or 79 percent passed (emphasized to show
disparity with African Americans)

Multi-racial: Average score of 499, 29 students tested, one test score
undetermined, 16 students or 55 percent passed.

End of Slide 14

Slide 15:

Title: Data for Each Test -- Disaggregated by Standard (public Web page
http://mustang.doe.state.in.us/IS/esbar.cfm?schl=5353)

Indiana Statewide Testing for Educational Progress Academic Standard
Drilldown, Pike High School, Mathematics 2003-2004 data, Indiana
Department of Education

Simple horizontal bar graph: Seven mathematics measures (Y axis, below,
in top to down order) shown on a scale from -40 to 40 in increments of
10 (X axis, green horizontal bars), with numbers accompanying each
metric. No legend. Based on 679 tenth grade students at Pike High
School, average score relative to minimum passing score.

Problem solving, communication, reasoning: 7.4

Functions: -0.3 (emphasized to show low functioning)

Geometry: 7.2

Statistics: 0.1 (emphasized to show low functioning)

Probability: 6.5

Computation M.C.: 3.5

To the far right of the Web page is a set of radio buttons (from top to
bottom: All Students (marked) and the unchecked options Female, Male,
Black, Asian, Hispanic, White, Multi-Racial, Free Lunch, Limited
English, and Special Education, allowing filtering of the mathematics
data).

End of Slide 15

Slide 16:

  -----------------------------------------------------------------------
  Title: Indiana Public Law 221 -- 1999 School Accountability: shows
  Exemplary Progress and progressively lower levels of Commendable
  Progress, Academic Progress, Academic Watch (Priority), and Academic
  Probation (High Priority) figures for certain deciles of school
  performance.

  -----------------------------------------------------------------------

90 percent to 100 percent: This is an Exemplary school, period.
Classification does not apply to Commendable progress or any lower level
of progress.

80 to 89 percent decile: The top 1 percent are Exemplary schools and the
remainder are Commendable schools, period.

70 to 79 percent decile: The top 3 percent are Exemplary Progress, the
next 2 percent are Commendable Progress, the next 1 percent is Academic
Progress, and the next "under 1 percent" are Academic Watch.

60 to 69 percent decile: The top 4 percent are Exemplary Progress, the
next 3 percent are Commendable Progress, the next 2 percent are Academic
Process, and the next "under 2 percent" are Academic Watch.

50 to 59 percent decile: The top 5 percent are Exemplary Progress, the
next 4 percent are Commendable Progress, the next 3 percent are Academic
Progress, the next fraction of one percent are Academic Watch, and the
next fraction of one percent are Academic Probation.

40 to 49 percent decile: The top 6 percent are Exemplary Progress, the
next 5 percent are Commendable Progress, the next 4 percent are Academic
Progress, the next 1 percent are Academic Watch, and the next fraction
of one percent is Academic Probation.

Schools under 40 percent: None are Exemplary Progress. The top 6 percent
are Commendable Progress, the next 5 percent are Academic Progress, the
next 3 percent are Academic Watch, and the next "less than 3 percent"
are Academic Probation.

Improvement from Fall to Fall.

End of Slide 16

Slide 17:

WHAT CAUSED THE RESULTS?\
Raising Expectations\
\
Common Vision

End of Slide 17

Slide 18:

Setting the Vision: Indiana's Education Roundtable

\[ Snapshot of children and parents. \]

End of Slide 18

Slide 19:

Indiana Education Roundtable

Mission: Set and maintain a vision for educational change and student
success.

-   Appointed and co-chaired by Governor and Superintendent of Public
    Instruction.

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-   By law, equal representation of Kindergarten to Grade Twelve (K to
    twelve) and higher education organizations and business and
    community organizations, with additional appointments by the General
    Assembly.

End of Slide 19

Slide 20:

All Indiana students succeed at every level:

-   Pre-Kindergarten

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-   Kindergarten to Grade Twelve (K to twelve)

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-   Higher education

End of Slide 20

Slide 21:

An integrated approach

Sectioned bar: Pre-Kindergarten; Elementary School; Middle School; High
School; Higher Education

At All Levels:

-   Align standards, assessments, accountability and data systems from
    early childhood through college.

-   Recruit, train and retain high-quality teachers and leaders.

-   Close achievement gaps among student groups (ethnicity, income,
    disability, et cetera.).

-   Involve families as partners.

End of Slide 21

Slide 22:

Indiana Pre-Kindergarten to College Graduation (P to sixteen) Plan\
70 recommendations in 10 categories

-   Academic standards, assessment and accountability

-   Teaching and learning

-   Leadership and governance

-   Early learning and school readiness

-   Achievement gaps

-   College and workforce success

-   Dropout prevention

-   Higher education and continued learning

-   Communication

-   Technology and resources

End of Slide 22

Slide 23:

WHAT CAUSED THE RESULTS?\
Raising Expectations\
\
Core Convictions

End of Slide 23

Slide 24:

Title: Higher education pays --- and is essential

Annual earnings of 25 to 34 year-olds by educational attainment, 2001

Simple vertical bar graph: Average 2001 annual earnings of adults aged
twenty five to thirty four (Y axis, from bottom to top, ten thousand to
seventy thousand dollars in increments of ten thousand dollars,
\$10,000 - \$70,000 in increments of \$10,000, with average earnings
figures at each vertical bar) who have at most a (X axis, from left to
right, all bars are red) high school but no diploma, a high school
diploma, an Associate's degree, and a Bachelor's degree, according to
March 2002 Current Population Survey data. No legend.

High School, no diploma: \$26,000 dollars a year

High School diploma: \$30,000 dollars a year

Associate's degree; \$36,000 dollars a year

Bachelor's degree: \$49,000 dollars a year

Source: U.S. Bureau of Labor Statistics and Bureau of the Census*,
Current Population Survey,* March 2002.

End of Slide 24

Slide 25:

Title: More good jobs ahead --- for those with enough education

Pyramid (Shares of Jobs) divided into three sections:

Top Light Orange (highly-paid professional jobs, \$40,000 dollars a year
and up, projected job growth rate, 20 percent): 25 percent of all jobs

Middle Orange (well-paid, skilled jobs earnings, \$25,000 to \$40,000
dollars a year, projected job growth rate, 12 percent): 37 percent of
all jobs

Blue (Low-paid or low-skilled jobs earnings: Less than \$25,000 dollars
a year, projected job growth rate, 15 percent): 38 percent of all jobs

Source: American Diploma Project, 2002.

End of Slide 25

Slide 26:

Title: All good jobs require high-level skills

-   Algebra 2 is the threshold math course for most workers in good
    jobs.

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-   Most workers at all levels of employment must have completed four
    years of English at grade level or above in high school.

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-   Taking below-average English or functional or basic English
    increases the likelihood of being employed in a low-paid or
    low-skilled job.

Source: American Diploma Project, 2002.

End of Slide 26

Slide 27:

Title: Sheet metal workers need high-level skills

-   Four or five years of apprenticeship

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-   Algebra, geometry, trigonometry and technical reading

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-   Average annual earnings: \$35,000 dollars a year

Source: American Diploma Project and Indiana Department of Workforce
Development, 2002.

End of Slide 27

Slide 28:

Title: Strong high school achievement predicts initial college success

1999 Indiana high school graduates persisting to the second year in
college

Simple vertical bar graph: Compares percentages (Y axis: from bottom to
top, from zero to one hundred percent in increments of ten percent, 0% -
100% in increments of 10%, with percentage figures above each bar
rounded to the nearest tenth of one percent) of 1999 Indiana high school
graduates with varying academic credentials (X axis, from left to right,
academic honors, Core 40 diploma, Regular diploma, and General
Equivalency Diploma, all bars are red) who start college and persist to
the second year of college. No legend.

Academic Honors: 91.5 percent

Core 40: 80.0 percent

Regular 72.9 percent

General Equivalency Diploma: 43.1 percent

Source: Indiana Commission for Higher Education, Student Information
System.

End of Slide 28

Slide 29:

Title: A strong high school curriculum, completing at least Algebra 2
plus other courses, improves college completion for all students

Percentage of students who complete college by race

Grouped vertical bar graph: Compares percentages (Y axis, bottom to top,
zero to one hundred percent, 0 to 100%, no gradations, percentage figure
rounded to nearest whole number accompanying the vertical bars) of
African Americans, Latinos, and Whites (X axis, groups, from left to
right) who were average college entrants or entrants with a strong high
school curriculum (X axis, within groups, from left to right, red and
green bars respectively) who completed college.

Legend, to right of vertical graph.

Red: All college entrants

Green: Entrants who had strong high school curriculum

African American:

All College Entrants: 45 percent completed college

Entrants with a Strong High School Curriculum: 75 percent completed
college

Latino:

All College Entrants: 61 percent completed college

Entrants with a Strong High School Curriculum: 79 percent completed
college

White:

All College Entrants: 73 percent completed college

Entrants with a Strong High School Curriculum: 86 percent completed
college

Source: Adapted from Adelman, Clifford, U.S. Department of Education,
Answers in the Toolbox, 1999.

End of Slide 29

Slide 30:

Title: Students who take remedial courses are much less likely to finish
college

Percent of students enrolled in remedial courses who earn a bachelor's
degree

Simple vertical bar graph: Compares percentages (Y axis: from bottom to
top, from zero to one hundred percent, 0% - 100%, no gradations, but
percentage figures rounded to the nearest whole number accompany each
vertical bar) of college students who have one or two remedial courses
or three or more remedial courses (X axis, from left to right, both bars
are red) who complete college.

One remedial course: 45 percent

Thee or more remedial courses, including reading: 18 percent

Source: American Diploma Project, from National Center for Education
Statistics, 1998.

End of Slide 30

Slide 31:

Title: Consequences of poor alignment are serious for both students and
taxpayers

Simple vertical bar graph: Compares how much (Y axis, from bottom to
top, from zero to one hundred and sixty million dollars in increments of
twenty million dollars, from \$0 to \$160,000,000 in increments of
\$20,000,000, with dollar figures accompanying each vertical bar)
community colleges, four-year institutions, employers, and all of them
(X axis, from left to right) spend on remedial education. No legend.

In a single state, employers and postsecondary education institutions
spend an estimated \$ 134.3 million dollars a year on remedial
education.

Community colleges: 66 million dollars a year

Four-year institutions: 29 million dollars a year

Employers: 40 million dollars a year

TOTAL: 134 million dollars a year

Source: Mackinac Center for Public Policy, 2000.

End of Slide 31

Slide 32:

WHAT CAUSED THE RESULTS?\
Raising Expectations\
\
Transforming School Counseling

End of Slide 32

Slide 33:

Indiana Gold Star School Counseling Initiative

-   Aligns with school improvement plan

-   Guidance, counseling, student advocacy

-   Data-driven

-   Universal student indicators

-   Team approach

-   Accountable for

\- Student growth\
- Student choices\
- Student achievement

Box (with logo in it): Indiana Gold Star School Counseling: Promoting
Student Success

End of Slide 33

Slide 34:

Title: Guidance Resources

Four items (clockwise from upper left corner):

1.  Indiana Guidance Portfolio form: Has a name line at the top and two
    parts that can be seen on this slide: A Part 1 Student
    Identification section and a Part 2 Career Plan section. The Student
    Identification section has three rows of four columns: on the left,
    top to bottom, the Student Test Number, Street address, and Phone
    number. On the right, top to bottom, the student's year of
    graduation; city, state, and zip code, and the name of the student's
    parent or guardian. Part 2 is a table of rows obscured by item 4,
    but other columns distinctly indicate plans for grades eight, nine,
    ten, eleven, and twelve.

2.  The 2004-2005 edition of Indiana Next: a Guide to Life After High
    School. The Web address for Indiana Next is ww.indnext.com. The
    edition shows faces of at least two high school students.

3.  The 2004-2005 edition of Prep magazine (Prep stands for plan, reach,
    explore, and prepare) written by the Indiana Department of
    Education, Indiana Commission for Higher Education and IBJ
    Corporation Contract Publishing. The front cover has the faces of
    three high school students on its cover. A deck of cards graphic on
    the front says: "Prepare for your future" "Get your game face on!"
    "Sponsored by the Sallie Mae Fund".

4.  A screen shot of
    [www.learnmoreindiana.org](http://www.learnmoreindiana.org/).
    Content reads, clockwise from the upper left:

    a.  Logo: LearnMore Resource Center, Indiana's Pre-K to College
        Connection.

    b.  "Today's students will need more than a high school diploma to
        get ahead. The Learn More Resource Center, Indiana's Pre-K to
        College Connection, helps Hooisers of all ages realize a better
        future. Follow these links to find information, tools,
        opportunities and support."

    c.  Did You Know? If just 10,000 more students per year earned
        college degrees, Indiana's economy would grow by an extra \$250
        million dollars. Plan to get education that will help you get
        your share."

    d.  Adults: What's the best fit for your current interests, skills
        and experience? Here's how we can help you figure out what's
        next for you." (Below, from top to bottom, are links to Career
        Changers, Adult Students, and Job Seekers)

    e.  Counselors: Need assistance helping your student with academic,
        career, and citizenship development? All the essential tools on
        colleges, financial aid and more are a click away. (Below, from
        top to bottom, are links to Elementary school, Middle school,
        High School, and College)

    f.  Students: What do you want to be and how do you get there? Surf
        this site to find answers about school, careers, college,
        financial aid and more. (Below, from top to bottom, are links to
        Elementary school, Middle school, High School, and College)

    g.  Parents: How do you plan for your child's future? It's hard
        enough planning and keeping up with your child's day-to-day
        activities and needs. From birth to college, here's how you can
        help your son or daughter get the foundation needed to succeed
        in life. (Below, from top to bottom, are links to Birth to
        Pre-K, K to Grade 2, Grades 3 to 5, Grades 6 to 8, and Grades 9
        to 12)

End of Slide 34

Slide 35:

TODAY'S CHALLENGES

End of slide 35

Slide 36:

Title: Too many college freshmen are not prepared

Percent of American college freshmen needing to take remedial (high
school--level) courses

Simple one-bar vertical bar graph. Indicates the percentage (Y axis,
from bottom to top, zero to one hundred percent, 0-100%, with no
gradations, but a percentage figure rounded to the next whole number is
above the vertical bar) of American college freshmen taking at least one
remedial course (X axis, red bar). No legend.

At least one remedial course: 41 percent

Source: National Center for Education Statistics, Condition of
Education, 2004, June 2004 (1992 twelfth graders who enrolled in
college).

End of slide 36

Slide 37:

Title: Of every 100 Indiana 9th graders, only...

Simple vertical bar graph. Indicates the percentages (Y axis, no scale,
but percentages are listed inside each vertical bar) of Indiana ninth
graders who (X axis, from left to right) graduate from high school
(orange bar), graduate from high school and enter college (light yellow
bar), enter college and are still enrolled as sophomores (blue bar), and
enter college and graduate within six years (light blue bar). No legend.

Orange column: 68 percent of students graduate from high school

Light Yellow: 41 percent of these enter college

Blue: 31 percent are still enrolled as sophomores

Light Blue: 21 percent of these graduate within six years

Source: National Center for Public Policy and Higher Education, April
2004.

End of Slide 37

Slide 38:

Title: Indiana Advanced Placement scores still trail many states

Number of 3 to 5 scores on Advanced Placement exams per 1,000 high
school juniors and seniors

Simple vertical bar graph. Indicates the percentages (Y axis, from
bottom to top, from zero to thirty percent, 0-30%, in increments of five
percent (5%)) of high school juniors and seniors in seven states (X
axis, from left to right, Indiana, the nation as a whole, Massachusetts,
Connecticut, Maryland, New York, and Virginia: Indiana is red and white
checkered and all other states and the nation as a whole are solid red)
who score between 3 and 5 on Advanced Placement exams. No legend.

Indiana: 7.5 percent

Nation: 13.8 percent

Massachusetts: 20.3 percent

Connecticut: 21.1 percent

Maryland: 24.7 percent

New York: 21.9 percent

Virginia: 22.3 percent

Source: Measuring Up 2004: The State-by-State Report Card for Higher
Education, National Center for Public Policy and Higher Education.

End of Slide 38

Slide 39:

MOVING FORWARD . .\
\
Title: The Indiana Education Roundtable\
Recommendations

End of Slide 39

Slide 40:

Title: STEP 1: CLASS OF 2009\
Roundtable Recommendation\
NEW DIPLOMA REQUIREMENTS\
\
MINIMUM DIPLOMA\
CORE 40 DIPLOMA\
CORE 40 WITH ACADEMIC HONORS DIPLOMA\
CORE 40 WITH TECHNICAL HONORS DIPLOMA

End of Slide 40

Slide 41:

Title: Indiana's Course and Credit Requirements for a High School
Diploma

Effective Beginning with Class of 2009. Final version August 17, 2004.

Minimum High School Diploma (40 total state credits required):

English and Language Arts: 8 credits. Credits must include literature,
composition, and speech.

Mathematics: 4 credits. 2 credits in Algebra 1 and 2 credits in any math
course.

Science: 4 credits. 2 credits Biology 1 and 2 credits in any science
course.

Social Studies: 4 credits. 2 credits in U.S. History, 1 credit in U.S.
Government, and 1 credit in any social studies course.

Physical Education: 2 credits.

Health: 1 credit.

Career Academic Sequence: 6 credits.

Flex Credit: 5 credits

To earn the 5 Flex Credits a student must complete one of the following:

-   A recognized workforce certification

-   A locally-recognized internship

-   Dual high school and college courses resulting in 4 college credits

-   5 additional credits in math and/or science

Electives: 6 credits. Note: This specifies the number of electives
required by the state. High school schedules provide time for many more
electives during the high school years. Local schools may have
additional requirements.

40 Total State Credits Required

Final Version August 17, 2004. Page 1 of 2.

End of Slide 41

Slide 42

Title: Indiana's Course and Credit Requirements for a High School
Diploma continued.

Final Version August 17, 2004. Page 2 of 2

Indiana Core 40 Diploma: (40 total state credits required):

English and Language Arts: 8 credits. Credits must include literature,
composition, and speech.

Mathematics: 6 credits. 2 credits in Algebra 1, 2 credits in Geometry,
and 2 credits in Algebra 2, or complete Integrated Math series 1, 2, and
3 for 6 credits.

Science: 6 credits. 2 credits in Biology 1, 2 credits in Chemistry 1 or
Physics 1 or Integrated Chemistry and Physics, and 2 credits in any Core
40 science course.

Social Studies: 6 credits. 2 credits of U.S. History, 1 credit of U.S.
Government, 1 credit of Economics, and 2 credits of World History and
Civilization or Geography and History of the World.

Flex Credits: 5 credits. World languages, fine arts, and
career-technical.

Physical Education: 2 credits.

Health: 1 credit.

Electives: 6 credits (Career academic sequence recommended). Note: This
specifies the number of electives required by the state. High school
schedules provide time for many more electives during the high school
years. All students are strongly encouraged to complete a Career
Academic Sequence (selecting electives in a deliberate manner) to take
full advantage of career exploration and preparation opportunities.
Local schools may have additional requirements.

40 Total State Credits Required.

Academic Honors: minimum 47 credits.

For the Core 40 with Academic Honors diploma, students must also

-   Earn 2 additional Core 40 math credits, and

-   Earn 6 to 8 Core 40 world language credits, and

-   Earn 2 Core 40 fine arts credits, and

-   Earn a grade of C or above in courses that will count toward the
    diploma, and

-   Have a grade point average of "B" or above, and

-   Complete [one]{.underline} of the following:

    -   Two Advanced Placement courses and corresponding Advanced
        Placement exams

    -   Academic, transferable dual high school/college courses
        resulting in 6 college credits

    -   One Advanced Placement course and corresponding Advanced
        Placement exam and academic transferable dual high
        school/college course or courses resulting in 3 college credits

    -   Score 1200 or higher combined Scholastic Achievement Test math
        and verbal

    -   Score a 26 composite American College Test score

    -   An International Baccalaureate Diploma.

Technical Honors: minimum 47 credits.

For the Core 40 with Technical Honors diploma, students must also:

-   Earn a grade of "C" or above in courses that will count toward the
    diploma, and

-   Have a grade point average of "B" or above, and

-   Complete a technical or career program, and

-   Earn a state recognized certification or an Indiana Certificate of
    Technical Achievement in the technical or career program.

Final version August 17, 2004. Page 2 of 2.

Slide 43:

Title: STEP 2-A\
CLASS OF 2011\
Roundtable Recommendation\
CORE 40 -- REQUIRED HS CURRICULUM

SAFETY NET\
Students may graduate with lesson that Core 40 provided that the student
and his/her parent(s)/guardian(s) meet with the school counselor and
principal to discuss the student's career and course plan, the
consequences to the student's future, and an appropriate career-academic
sequence for the Minimum Diploma.

End of Slide 43

Slide 44:

Title: STEP 2-B\
CLASS OF 2011\
Roundtable Recommendation\
4-YEAR COLLEGES -- REQUIRE CORE 40\
2-YEAR COLLEGES -- ENCOURAGE CORE 40

SAFETY NET\
Students not completing Core 40 may transfer to a 4-year college if they
have successfully completed 12 transferable credits.

End of Slide 44

Slide 45:

Title: An example: Ball State University

CURRENTLY REQUIRES CORE 40 FOR ADMISSION:

Freshman to Sophomore Retention Rate: increased from 62 percent to 74
percent

Remedial Courses: Discontinued

End of Slide 45

Slide 46:

Title: STEP 2-B\
CLASS OF 2011\
Roundtable Recommendation\
CORE 40 -- REQUIRED FOR STATE FINANCIAL AID AT FOUR-YEAR COLLEGES

SAFETY NET

Students not meeting the Core 40 requirement may receive state financial
aid at a 2-year college or proprietary school. Students not meeting the
Core 40 requirement may become eligible upon earning 12 transferable
credits.

End of Slide 46

Slide 47:

Title: Promoting a Core Curriculum for All

The Indiana Core 40 Curriculum

National High School Leadership Summit

Washington D.C\
December, 2004

End of Slide 47