# Presentation: 513003

## Archived InformationPromoting a Core Curriculum for AllThe Indiana Core 40 CurriculumNational High School Leadership Summit Washington D.C   December, 2004

**Archived Information****Promoting a Core Curriculum for All****The Indiana Core 40 Curriculum****National High School Leadership Summit ****Washington D.C   ****December, 2004**

## STUDENT ACHIEVEMNETTHE RESULTS

**STUDENT ACHIEVEMNET****THE RESULTS**

## More students are going to college

**% of high school graduates enrolled the next fall in postsecondary education**

**Ranked 40th**

**Source:** Postsecondary Education Opportunity, Oskaloosa, Iowa.

**Ranked 17th**

## Indiana students’ SAT scores improving

**Source:** The College Board.

**SAT average combined scores**

## Improvement in the new ISTEP+ assessments

**Improvement in the new ISTEP+ assessments**

- % of all ISTEP+ tests passing (across grades and subjects)

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

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

## 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
- Indiana Academic Standards – 2000
- Core 40 End-of-Course Tests - 2004

| English | 4 yrs |  |
| --- | --- | --- |
| Math | 3 yrs | Alg I, Geom, Alg II |
| Science | 3 yrs | Bio I, Chem or Physics, Additional Sci |
| Soc St | 3 yrs | World Hist or Geog, US Hist, Govt, Econ |
| Other | 4 yrs | Above subjects, for. Lang., arts, computers, career area |
| PE | 1 yr |  |
| Health | 1⁄2 yr |  |
| Electives | 1 1⁄2 yr |  |

## More Indiana graduates are earning higher-level diplomas

**Source:** Indiana Department of Education.

**1993–94**

**1997–98**

**2002–03**

**57%**

**19%**

**24%**

**37.5%**

**28.4%**

**34.1%**

**87%**

**12%**

**1%**

## All student groups are benefiting

**Source:** Indiana Department of Education.

**% of Core 40 diplomas by student group**

## More Indiana middle school students are taking Algebra I

**Source:** Indiana Department of Education, Certified Employee/Certified Position (CECP) Reports: 1993–94 to 2001–02.

**% of Indiana students enrolling in Algebra I by the end of grade 8**

## More Indiana high school students taking more AP exams

**Source:** The College Board.

**Trends in student participation and number of AP tests taken in Indiana**

## WHAT CAUSED THE RESULTS?Raising ExpectationsAccountability

**WHAT CAUSED THE RESULTS?****Raising Expectations****Accountability**

## Slide 13

## Data for Each Test – Disaggregated by Student Group

## Data for Each Test – Disaggregated by Standard

**Data for Each Test – Disaggregated by Standard**

## Slide 16

## WHAT CAUSED THE RESULTS?Raising ExpectationsCommon Vision

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

## Setting the Vision

## Indiana Education Roundtable

- Appointed and co-chaired by Governor and Superintendent of Public Instruction.
- By law, equal representation of K–12/higher education organizations and business/community organizations, with additional appointments by the General Assembly.

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

## All Indiana students succeed at every level:

- Pre-Kindergarten
- K–12
- Higher education

## An integrated approach

**An integrated approach**

**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, etc.).
- Involve families as partners.

**Pre-K**

**Elementary**
**School**

**Middle**
**School**

**High**
**School**

**Higher**
**Education**

## Indiana P-16 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

## WHAT CAUSED THE RESULTS?Raising ExpectationsCore Convictions

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

## Higher education pays — and is essential

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

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

## More good jobs ahead — for those with enough education

- Highly paid professional jobs earnings: $40,000+ Projected job growth rate: 20%
- Well-paid, skilled jobs earnings: $25,000–$40,000 Projected job growth rate: 12%
- Low-paid or low-skilled jobs earnings: Less than $25,000 Projected job growth rate: 15%

**Share of Jobs**

**Source:** American Diploma Project, 2002.

**25%**

**37%**

**38%**

## All good jobs require high-level skills

- Algebra II is the threshold math course for most workers in good jobs.
- Most workers at all levels of employment must have completed four years of English at grade level or above in high school.
- Taking below-average English or functional/basic English increases the likelihood of being employed in a low-paid or low-skilled job.

**Source:** American Diploma Project, 2002.

## Sheet metal workers need high-level skills

- Four or five years of apprenticeship
- Algebra, geometry, trigonometry and technical reading
- Average annual earnings: $35,000

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

## Strong high school achievement predicts initial college success

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

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

## A strong high school curriculum* improves college completion for all students

***Completing at least Algebra II plus other courses.**
**Source:** Adapted from Adelman, Clifford, U.S. Department of Education, *Answers in the Toolbox,* 1999.

**% of students who complete college by race**

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

**Source:** American Diploma Project, from NCES, 1998.

**% of students enrolled in remedial courses who earn a bachelor’s degree**

## Consequences of poor alignment are serious for both students and taxpayers

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

**Source:** Mackinac Center for Public Policy, 2000.

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

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

## 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

## Guidance Resources

**Guidance Resources**

**www.learnmoreindiana.org**

## TODAY’S CHALLENGES

**TODAY’S CHALLENGES**

## Too many college freshmen are not prepared

**Source:** NCES, *Condition of Education, 2004*, June 2004 (1992 12th graders who enrolled in college).

**% of American college freshmen needing to take remedial **
**(high school–level) courses**

## Of every 100 Indiana 9th graders, only...

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

**68 students graduate from high school**

**41 of these enter college**

**31 are still enrolled as sophomores**

**21 of these graduate within six years**

## Indiana AP scores still trail many states

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

**Number of 3–5 scores on AP exams per 1,000 high school juniors and seniors**

## MOVING FORWARD . . .The Indiana Education RoundtableRecommendations

**MOVING FORWARD . . .****The Indiana Education Roundtable****Recommendations**

## 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

## Slide 41

## Slide 42

## STEP 2A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 students career and course plan, the consequences to the student’s future, and an appropriate career-academic sequence for the Minimum Diploma**

## STEP 2BCLASS OF 2011Roundtable Recommendation4-YR COLLEGES – REQUIRE CORE 402-RY 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.**

## Ball State University

**CURRENTLY REQUIRES CORE 40**
**FOR ADMISSION:**
**Freshman to Sophomore Retention Rate:**
**	****62% ******** 74%**
**Remedial Courses:**
**	****Discontinued**

## STEP 2B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.**

## Promoting a Core Curriculum for AllThe Indiana Core 40 CurriculumNational High School Leadership Summit Washington D.C   December, 2004

**Promoting a Core Curriculum for All****The Indiana Core 40 Curriculum****National High School Leadership Summit ****Washington D.C   ****December, 2004**