# Archived Information

# 

# Slide Show Title: State Scholars: Increasing Rigorous Course Taking in High School

## Presented by: Phyllis Hudecki

## Executive Director, Oklahoma Business and Education Coalition (OBEC)

## 

\[Slide 1\]

# State Scholars: Increasing Rigorous Course Taking in High School

## Presented by: Phyllis Hudecki

Executive Director, Oklahoma Business and Education Coalition (OBEC)

## U.S. Department of Education

## The Second (2^nd)^ Annual National High School Leadership Summit 

## December 2, 2003

Washington, D.C.

## 

\[Slide 2\]

## 

Slide Title and Figure Title: Adults with Bachelor's Degree or Higher,
2002 (year two thousand and two)

Figure 1: This is a simple vertical bar graph comparing the percentage
(Y axis, from zero percent to thirty percent in increments of five
percent, 0% - 30% in increments of 5%, with percentage figures
accompanying both bars) of adults in (X axis, from left to right, no
legend, both bars are green) Oklahoma and in the United States as a
whole who have earned at least a Bachelor's degree.

Results: Twenty point four percent (20.4%) or slightly over one in five
adults in Oklahoma has at least a Bachelor's degree, whereas even more,
twenty six point seven percent (26.7%), or over one in four, adults in
America as a whole has at least a Bachelor's degree.

Source: Post-Secondary Education OPPORTUNITY, Number 129, March 2003.

End of Figure 1.

\[Slide 3\]

Slide Title: State Goal: Increase the number of college graduates

## Strategy: Increase the number of students attending college by providing tuition grants for eligible students from low income families.

## \[In\] 1992, The Oklahoma Legislature enacted OHLAP (the Oklahoma Higher Learning Access Program).

# \[Slide 4\]

# 

# Slide Title: Why State Scholars Initiative?

## Business needs better educated workers, with education completed beyond high school.

## Rigorous high school courses are single most important factor in college success.

## Business has defined skills for the workplace as knowledge derived from core academic courses

\[Slide 5\]

# Slide Title: What is State Scholars? 

## Goal:

## 

## To get more students to enroll in rigorous core courses in high school. 

## Businesses will help recruit, recognize and provide incentives to students who remain in the core courses.

## High impact and low cost initiative.

\[Slide 6\]

Slide Title: Oklahoma Scholars and Oklahoma Higher Learning Access
Program (OHLAP)

## 

## Purpose: 

### To increase the number of college graduates in Oklahoma.

### To encourage more students from families with limited income to prepare for college and earn college degrees.

### NOTE: Preparation is focused on a more *narrowly defined* and *rigorous* set of core courses in high school.

### 

\[Slide 7\]

# Oklahoma Scholars and Oklahoma Higher Learning Access Program Requirements

## Students must enroll during the 8^th^, 9^th^, or 10^th^ (eighth, ninth, or tenth) grade

## Family income may not exceed \$50,000 at the time of enrollment (income is [not]{.underline} re-considered at a later date)

## Complete 17-unit core curriculum based on college admission requirements (Oklahoma Scholars minimum core courses, range of course titles restricted and defined)

## Graduate from an accredited or non-accredited high school (non-accredited school graduates must also score a 22 on the ACT; home school students are not currently eligible)

## 2.5 (two point five) GPA in the required core curriculum

## 2.5 (two point five) GPA overall 

## Attend school regularly

## Refrain from substance abuse

## Refrain from criminal or delinquent acts 

## 

\[Slide 8\]

# 

# Slide Title: Oklahoma Scholars Core Courses

# 

# "Basic Skills" as defined by business 

## English: 4 (four) credits (English one, two, three, four)

## Math: 3 (three) credits (algebra one, geometry, algebra two)

## Lab science: 3 (three) credits (biology, chemistry, physics)

## Social studies: 3.5 (three and a half) credits (U.S. history, world history, geography, economics, government)

## Foreign language: 2 (two) credits of same language

## Total: 15.5 (fifteen and a half) credits

# 

\[Slide 9\]

# 

# Slide Title: Oklahoma State Board of Education Graduation Requirement (Math)

## Math: 3 (three) credits

## 1 (one) credit: Algebra one, or algebra one taught in a context

## 2 (two) credits: which may include, but are not limited to algebra two, geometry, or geometry taught in a context, trigonometry, math analysis or pre-calculus, calculus, statistics or probability, computer science, mathematics of finance, intermediate algebra, contextual math courses which enhance technology preparation.

# 

# \[Slide 10\]

# 

# Slide Title: Oklahoma Higher Learning Access Program Scholarship

## Pays the equivalent of public college tuition; can be used at private colleges and for some career-tech programs.

## Pays only for the actual hours enrolled; no minimum enrollment required.

## Good for up to five years or the completion of a baccalaureate degree

# 

# \[Slide 11\]

# 

# Slide Title: Oklahoma Scholars

## Presentations to 8^th^ (eighth) grade classes done by business volunteers

## Recruit students to commit to core courses

## Businesses provide incentives and recognition throughout high school years

## Senior recognition activities and awards

## Hiring preferences

#  

# \[Slide 12\]

# 

# Slide Title: Oklahoma Higher Learning Access Program Enrollment

## To date, nearly 33,000 (thirty three thousand) students have enrolled in the Oklahoma Higher Learning Access Program since its inception in 1992 (the year nineteen ninety two).

## Of these students, over 23,000 (twenty three thousand) are still currently attending high school.

# 

# \[Slide 13\]

# 

# Slide Title: Oklahoma Higher Learning Access Program and State Scholars Alignment Means....

## Less confusion among students, counselors, parents

## More students eligible for tuition scholarships if they meet the family income criteria

## More students taking more rigorous courses, improving future opportunities

## Data from Oklahoma Higher Learning Access Program can be used to support State Scholars Initiative

##  

\[Slide 14\]

# Slide Title and Figure Title: Oklahoma Higher Learning Access Program High School Grade Point Averages

Figure 2: This is a double line graph representing the change in
Oklahoma Higher Learning Access Program high school seniors' (red line,
top) and Oklahoma high school seniors' (blue line, bottom) grade point
averages (Y axis, two point six to four point zero in increments of zero
point two, 2.6 to 4.0 in increments of 0.2, with grade point average
figures accompanying every graph point) over each year between nineteen
ninety six (1996) to two thousand and one (2001), inclusive (X axis,
from left to right, also in same order at legend at bottom of slide),
plus the Oklahoma Higher Learning Access Program high school seniors'
average grade point average for the year two thousand and two (2002).

Results: Grade point averages for Oklahoma Higher Learning Access
Program high school seniors and Oklahoma high school seniors have
remained stable over the years. The Oklahoma Higher Learning Access
Program high school seniors had fluctuations of only .07 (seven one
hundredths of a grade point) between 3.48 (three point four eight) and
3.55 (three point five five). Oklahoma high school seniors as a whole
fluctuated only .11 (eleven one hundredths of a grade point) between
2.89 (two point eight nine) and 3.0 (three point zero). Oklahoma Higher
Learning Access Program high school seniors beat Oklahoma high school
seniors as a whole by between 0.48 and 0.63 grade points (between forty
eight and sixty three hundredths of a grade point), although the gap
between the two groups of high school seniors in Oklahoma narrowed
because of gains by Oklahoma high school seniors as a whole and because
of losses by Oklahoma Higher Learning Access Program high school seniors
as a whole.

In the year nineteen ninety six (1996), program high school seniors had
an average three point four nine (3.49) grade point average whereas
state high school seniors as a whole had an average two point eight nine
(2.89) grade point average, or a gap of exactly 0.6 (six tenths of a
grade point).

In the year nineteen ninety seven (1997), program high school seniors
had an average three point five five (3.55) grade point average whereas
state high school seniors as a whole had an average two point nine two
(2.92) grade point average, or a gap of .63 (sixty three hundredths of a
grade point).

In the year nineteen ninety eight (1998), program high school seniors
had an average three point five one (3.51) grade point average whereas
state high school seniors as a whole had an average three point zero
(3.0) grade point average, or a gap of .51 (fifty one hundredths of a
grade point).

In the year nineteen ninety nine (1999), program high school seniors had
an average three point four eight (3.48) grade point average whereas
state high school seniors as a whole had an average two point nine seven
(2.97) grade point average, or another gap of .51 (hundredths of a grade
point).

In the year two thousand (2000), program high school seniors had an
average three point four seven (3.47) grade point average whereas state
high school seniors as a whole had an average two point nine nine (2.99)
grade point average, or a gap of .48 (forty eight hundredths of a grade
point).

In the year two thousand and one (2001), program high school seniors had
an average three point four nine (3.49) grade point average whereas
state high school seniors as a whole had an average three point zero
(3.0) grade point average, or a gap of .49 (forty nine hundredths of a
grade point).

In the year two thousand and two (2002), program high school seniors had
another average three point four nine (3.49) grade point average. No
data for state high school seniors as a whole is given in the graph.

Source: not specified.

End of Figure 2.

\[Slide 15\]

Slide Title and Figure Title: American College Test Scores, 2002 (year
two thousand and two) Oklahoma Higher Learning Access Program High
School Graduates

Figure 3. This is a triple line graph comparing American College Test
scores (Y axis: from twenty to twenty two in increments of one half, 20
-- 22 in increments of 0.5, with year two thousand and two (2002) data
having percentage figures at each of the Y axis points where X equals
the year two thousand and two (2002)) of (from left to right in the
legend) Oklahoma Higher Learning Access Program high school graduates as
a whole (red line, top), Oklahoma high school graduates as a whole (blue
line, bottom), and high school graduates nationwide as a whole (green
line, middle) for every year (X axis, from left to right) between
nineteen ninety six and two thousand and two (1996 -- 2002), inclusive.

Results: State and national average American College Test scores stayed
stable (within not much more than half a point in total variation) every
year, but after a high near twenty two (near 22.0) in the year nineteen
ninety seven (1997), Oklahoma Higher Learning Access Program high school
graduates' average American College Test scores slid to twenty point
nine (20.9) points in the year two thousand and one (2001) and did not
increase in the year two thousand and two (2002).

In the year nineteen ninety six (1996), Oklahoma Higher Learning Access
Program high school graduates averaged about twenty one point seven
(about 21.7) on the American College Test, Oklahoma high school
graduates averaged twenty point five (20.5) on the American College
Test, and high school seniors nationwide averaged about twenty point
nine (about 20.9) on the American College Test.

In the year nineteen ninety seven (1997), Oklahoma Higher Learning
Access Program high school graduates averaged about twenty one point
nine (about 21.9) on the American College Test, Oklahoma high school
graduates averaged about twenty point six (about 20.6) on the American
College Test, and high school seniors nationwide averaged twenty one
point zero (21.0) on the American College Test.

In the year nineteen ninety eight (1998), Oklahoma Higher Learning
Access Program high school graduates averaged twenty one point five
(21.5) on the American College Test, Oklahoma high school graduates
again averaged twenty point five (20.5) on the American College Test,
and high school seniors nationwide again averaged twenty one point zero
(21.0) on the American College Test.

In the year nineteen ninety nine (1999), Oklahoma Higher Learning Access
Program high school graduates averaged about twenty one point three
(about 21.3) on the American College Test, Oklahoma high school
graduates averaged about twenty point six (about 20.6) on the American
College Test, and high school seniors nationwide again averaged twenty
one point zero (21.0) on the American College Test.

In the year two thousand (2000), Oklahoma Higher Learning Access Program
high school graduates again averaged about twenty one point three (about
21.3) on the American College Test, Oklahoma high school graduates
averaged about twenty point eight (about 20.8) on the American College
Test, and high school seniors nationwide yet again averaged twenty one
point zero (21.0) on the American College Test.

In the year two thousand and one (2001), Oklahoma Higher Learning Access
Program high school graduates averaged about twenty point nine (about
20.9) on the American College Test, Oklahoma high school graduates yet
again averaged twenty point five (20.5) on the American College Test,
and high school seniors nationwide averaged a final twenty one point
zero (21.0) on the American College Test.

In the year two thousand and two (2002), Oklahoma Higher Learning Access
Program high school graduates again averaged twenty point nine (20.9) on
the American College Test, Oklahoma high school graduates yet again
averaged twenty point five (20.5) on the American College Test, and high
school seniors nationwide averaged twenty point eight (20.8) on the
American College Test.

End of Figure 3.

\[Slide 16\]

Slide Title: Oklahoma Higher Learning Access Program College-Going Rates

Figure 4. This is a simple vertical bar graph comparing the percentages
(Y axis, from zero percent to one hundred percent in increments of
twenty percent, 0% - 100% in increments of 20%, with percentage figures
accompanying each bar) of year two thousand and two (2002) Oklahoma
Higher Learning Access Program high school graduates as a whole (green
bar), Oklahoma high school graduates as a whole (orange bar on left),
Heartland High School graduates as a whole (middle orange bar), and high
school graduates from "high income" households as a whole (orange bar on
right) who applied to and were accepted by colleges (colleges not
specified).

Results: In the year two thousand and two, seventy seven percent (77%)
of Oklahoma Higher Learning Access Program high school graduates, fifty
eight percent (58%) of Oklahoma high school graduates, eighty four
percent (84%) of Heartland High School graduates, and eighty nine
percent (89%) of high school graduates from "high income" households
applied to and were accepted by four-year universities and colleges and
probably by colleges for Associate programs as well.

Source: Not specified.

End of Figure 4.

\[Slide 17\]

Slide Title and Figure Title: Oklahoma Higher Learning Access Program
College Remediation Rates

Figure 5. This is a grouped (X axis, groups, by year, from left to
right, years nineteen ninety six through year two thousand and one
(1996 - 2001), inclusive) vertical bar graph comparing college
remediation rates among (X axis, within groups, from left to right, and
same order in legend at bottom) Oklahoma Higher Learning Access Program
high school graduates in college (green bars) as a whole and Oklahoma
high school graduates in college as a whole (orange bars) in the years
between nineteen ninety six (1996) and two thousand and one (2001),
inclusive.

Results: Although the decrease in remediation among Oklahoma Higher
Learning Access Program high school graduates in college compared to all
Oklahoma high school graduates in college fluctuated sharply over the
years and became quite narrow in the year two thousand and one (2001),
Oklahoma Higher Learning Access Program high school graduates as a whole
used fewer remediation courses than Oklahoma high school graduates as a
whole.

In the year nineteen ninety six (1996), twenty five point eight percent
(25.8%) of Oklahoma Higher Learning Access Program high school graduates
in college as a whole took remediation courses whereas thirty seven
point three percent (37.3%) of Oklahoma high school graduates in college
as a whole took remediation courses.

In the year nineteen ninety seven (1997), twenty eight point three
percent (28.3%) of Oklahoma Higher Learning Access Program high school
graduates in college as a whole took remediation courses whereas again
thirty seven point three percent (37.3%) of Oklahoma high school
graduates in college as a whole took remediation courses.

In the year nineteen ninety eight (1998), again twenty eight point three
percent (28.3%) of Oklahoma Higher Learning Access Program high school
graduates in college as a whole took remediation courses whereas forty
point one percent (40.1%) of Oklahoma high school graduates in college
as a whole took remediation courses.

In the year nineteen ninety nine (1999), twenty one point eight percent
(21.8%) of Oklahoma Higher Learning Access Program high school graduates
in college as a whole took remediation courses whereas thirty six point
five percent (36.5%) of Oklahoma high school graduates in college as a
whole took remediation courses.

In the year two thousand (2000), twenty seven point five percent (27.5%)
of Oklahoma Higher Learning Access Program high school graduates in
college as a whole took remediation courses whereas thirty four point
one percent (34.1%) of Oklahoma high school graduates in college as a
whole took remediation courses.

Finally, in the year two thousand and one (2001), thirty three point one
percent (33.1%) of Oklahoma Higher Learning Access Program high school
graduates in college as a whole took remediation courses whereas again
thirty six point five percent (36.5%) of Oklahoma high school graduates
in college as a whole took remediation courses.

End of Figure 5.

\[Slide 18\]

Slide Title and Figure Title: College Freshmen with a Grade Point
Average of at least two point zero (2.0)

Figure 6. This is a simple vertical bar graph comparing the percentages
(Y axis, from zero percent to one hundred percent in increments of
twenty percent, 0% - 100% in increments of 20%, percentage figures
accompany both bars) of year two thousand and one (2001) (X axis, from
left to right, no legend) Oklahoma Higher Learning Access Program high
school graduates who were college freshmen (green bar, left) and all
year two thousand and one (2001) college freshmen (orange bar, right)
who had a two point zero (2.0) grade-point average.

Results: Eighty seven percent (87%) of year two thousand and one (2001)
Oklahoma Higher Learning Access Program high school graduates who were
freshmen in college had a two point zero (2.0) grade point average. Only
seventy two percent (72%) of all freshmen had a two point zero (2.0)
grade point average.

Source: Not specified.

# 

End of Figure 6.

# \[Slide 19\]

# 

# Slide Title and Figure Title: Freshmen to Sophomore Persistence Rate

# 

Figure 7. This is a simple vertical bar graph comparing the percentages
(Y axis, from fifty percent to one hundred percent in increments of ten
percent, 50% - 100% in increments of 10%, percentage figures accompany
both bars) of (X axis, from left to right, no legend) year two thousand
(2000) Oklahoma Higher Learning Access Program freshmen (green bar,
left) and year two thousand (2000) freshmen as a whole (orange bar,
right).

Results: Eighty three point one percent (83.1%) of the Oklahoma Higher
Learning Access Program freshmen, versus only seventy seven point two
percent (77.2%) of freshmen as a whole, persisted through to their
sophomore year.

Source: not specified.

End of Figure 7.

\[Slide 20\]

Slide Title and Figure Title: Six-Year (6-Year) Degree Completion Rate,
Class of 1996, Within The State

Figure 8. This is a simple vertical bar graph comparing the percentages
(Y axis, from zero percent to sixty percent in increments of ten
percent, 0% - 60% in increments of 10%, percentage figures accompany
both bars) of (X axis, from left to right, no legend) the year nineteen
ninety six (1996) Oklahoma Higher Learning Access Program class (green
bar, left)

and year nineteen ninety five (1995) first-time (1^st^ time) freshmen in
Oklahoma (orange bar, right) who earned their college degrees within six
(6) years.

Note: Fifteen (15) Oklahoma Higher Learning Access Program students from
the 1996 class still have remaining scholarship eligibility.

Results: Fifty four percent (54%) of the year nineteen ninety six (1996)
Oklahoma Higher Learning Access Program class, versus only thirty five
percent (35%) of the year nineteen ninety five (1995) first-time (1^st^
time) freshmen completed their college degrees within six (6) years.

Source: Not specified.

End of Figure 8.

\[Slide 21\]

Slide Title and Figure Title: Five-Year (5-Year) Degree Completion Rate,
Class of 1997, Within The State

Figure 9. This is a simple vertical bar graph comparing the percentages
(Y axis, from zero percent to sixty percent in increments of ten
percent, 0% - 60% in increments of 10%, percentage figures accompany
both bars) of (X axis, from left to right, no legend) the year nineteen
ninety seven (1997) Oklahoma Higher Learning Access Program class (green
bar, left)

and year nineteen ninety six (1996) first-time (1^st^ time) freshmen in
Oklahoma (orange bar, right) who earned their college degrees within
five (5) years.

Note: Twenty eight (28) Oklahoma Higher Learning Access Program students
still have remaining scholarship eligibility; in addition, some students
are scheduled to complete degrees after their five (5) years of
eligibility.

Results: Forty two percent (42%) of the year nineteen ninety seven
(1997) Oklahoma Higher Learning Access Program class, versus thirty two
percent (32%) of year nineteen ninety six (1996) first-time (1^st^ time)
freshmen in Oklahoma, earned their college degrees within five (5)
years.

Source: Not specified.

End of Figure 9.

#