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S. HRG. 111–1131 

CAREER AND COLLEGE READINESS IN PRACTICE 

FIELD HEARING 

OF THE

COMMITTEE ON HEALTH, EDUCATION, 

LABOR, AND PENSIONS 

UNITED STATES SENATE 

ONE HUNDRED ELEVENTH CONGRESS 

SECOND SESSION 

ON

EXAMINING CAREER AND COLLEGE READINESS IN PRACTICE 

APRIL 1, 2010 (Columbus, Ohio) 

Printed for the use of the Committee on Health, Education, Labor, and Pensions 

( 

Available via the World Wide Web: http://www.gpo.gov/fdsys/ 
COMMITTEE ON HEALTH, EDUCATION, LABOR, AND PENSIONS 

TOM HARKIN, Iowa, Chairman 

CHRISTOPHER J. DODD, Connecticut 

BARBARA A. MIKULSKI, Maryland 

JEFF BINGAMAN, New Mexico 

PATTY MURRAY, Washington 

JACK REED, Rhode Island 

BERNARD SANDERS (I), Vermont 

SHERROD BROWN, Ohio 

ROBERT P. CASEY, JR., Pennsylvania 

KAY R. HAGAN, North Carolina 

JEFF MERKLEY, Oregon 

AL FRANKEN, Minnesota 

MICHAEL F. BENNET, Colorado 

MICHAEL B. ENZI, Wyoming 

JUDD GREGG, New Hampshire 

LAMAR ALEXANDER, Tennessee 

RICHARD BURR, North Carolina 

JOHNNY ISAKSON, Georgia 

JOHN MCCAIN, Arizona 

ORRIN G. HATCH, Utah 

LISA MURKOWSKI, Alaska 

TOM COBURN, M.D., Oklahoma 

PAT ROBERTS, Kansas 

DANIEL SMITH, Staff Director 

PAMELA SMITH, Deputy Staff Director 

FRANK MACCHIAROLA, Republican Staff Director and Chief Counsel 

(II) 
C O N T E N T S 

STATEMENTS 

THURSDAY, APRIL 1, 2010 

Page 

Brown, Hon. Sherrod, a U.S. Senator from the State of Ohio ............................. 1 

Jordan, Crystal, Student, Metro Early College High School, Columbus, OH .... 4 

Caldwell, Bob, Superintendent, Wolf Creek Local School District, Waterford, 

OH ......................................................................................................................... 7 

Prepared statement .......................................................................................... 9 

Silas-Butler, Jacqueline A., Esq., Executive Director, Project Grad, Akron, 

OH ......................................................................................................................... 10 

Prepared statement .......................................................................................... 12 

Phillips-Schwartz, Kristi, Director of Education Initiatives, Cincinnati Business Committee, Cincinnati, OH ........................................................................ 17 

Jackson, Steven, Senior Vice President, Great Oaks Career Campuses, Great 

Oaks District Office, Cincinnati, OH .................................................................. 19 

Prepared statement .......................................................................................... 22 

(III) 

(1) 

CAREER AND COLLEGE READINESS 

IN PRACTICE 

THURSDAY, APRIL 1, 2010 

U.S. SENATE, 

COMMITTEE ON HEALTH, EDUCATION, LABOR, AND PENSIONS, 

Columbus, OH 

The committee met, pursuant to notice, at 2:12 p.m., at Metro 

Early College High School, 1929 Kenny Road, Columbus, OH, Hon. 

Sherrod Brown presiding. 

Present: Senator Brown. 

OPENING STATEMENT OF SENATOR BROWN

Senator BROWN. Welcome. The Health, Education, Labor, and 

Pensions Committee, will come to order. 

This is our first hearing in Ohio on the Elementary and Secondary Education Act, and I appreciate all of you students and 

community members joining us. This high school had a trip to 

Washington a year ago, and I met some of you, I think. How many 

of you were on that trip? OK. Some of you were. How many were 

on that trip and don’t remember that trip? 

[Laughter.] 

OK. But anyway, welcome. 

First, we will conduct this hearing pretty much in the following 

way. I will make a fairly brief opening statement just to sort of outline what the hearing is about and what the issues are about that 

we will be discussing. 

Then I will call on each witness to give a statement. Each of 

them has a prepared statement that they will give. And then I will 

ask each witness questions, and that will be the hour and a half 

or so of the hearing. 

I look forward to this. And again, thank you very much. I thank 

you as students, as faculty, as community members for hosting this 

hearing. 

I want to especially thank our hosts, Metro Early College High 

School. It is fitting we hold a hearing on career and college readiness on this campus. Under the leadership of Principal Marcy Raymond, Metro Early College High School students graduate more 

than ready for college. You graduate as accomplished college students with as many as 2 years’ worth of college credit. 

I remember when I met several of you last year, the quality of 

questions you asked, the curiosity you showed toward government 

and toward other things were all quite impressive. 
2 

The HELP Committee has held two hearings in Washington on 

reauthorization. We heard from a panel of international experts 

who described the economic cost of failing to educate our youth to 

internationally competitive standards, and we are becoming more 

and more aware of that as a Nation. 

In the second hearing, we heard from the Secretary of Education 

Arne Duncan about the Obama administration’s priorities on reauthorization on education. As I said, this is the third hearing and 

the first field hearing that we have conducted, and we will get to 

the heart of the matter. 

Your experience with college and career readiness in the real-life 

setting of schools and communities is exactly the kind of input the 

HELP Committee needs as we take up this legislation, this socalled reauthorization of the past law. 

The Obama administration’s blueprint for Elementary and Secondary Education Act, ESEA, reauthorization calls for reorienting 

title I toward career and college readiness for all students. The 

States are moving in that direction as well. The Chief State School 

Officers and the National Governors Association have partnered to 

develop a common core of college- and career-ready standards in 

English and in mathematics. This is a big step forward. 

The last two renewals, the last two reauthorizations of ESEA 

called on States to set ‘‘challenging standards’’ in the core subject 

areas and to develop State-wide assessment systems aligned to 

those standards in reading and mathematics. Those standards 

were not necessarily connected to the knowledge and skills we need 

for college or the 21st century workplace. This disconnect has been 

clear for many years. 

Yesterday, I had a roundtable discussion in Summit County in 

Akron at the Summit County Job Center. Every person around the 

table echoed the need for us to do a better job of connecting young 

people to college and careers during their time in school. 

Ohio has been a leader in the standards movement. Our State 

is an enthusiastic participant in the common core standards process. Ohio has moved to benchmark its standards against international standards, and the State is part of the Partnership for 

21st Century Skills. Yet we have a long way to go. 

Ohio’s average freshman graduation is 79 percent, exceeding the 

national average by 5 percent. However, the rate for black and Hispanic students is just above 64 percent. For low-income students, 

the rate is 73 percent. Sixty percent of Ohio’s recent high school 

graduates enroll in college, which is below the national average of 

66 percent. 

At the beginning, as freshmen, we have a higher rate of graduation in high school, a higher rate in Ohio of graduation than the 

national average. But in terms of going on to college, seniors going 

on to college, we have a significantly lower rate. Too many students 

never make it through the front door of a college campus. Those 

that do often do not make it through to a college degree or a certificate. 

Consider the following statistics from the Ohio Board of Regents. 

In 2007, 32 percent of Ohio high school graduates enrolled in Ohio 

public college took remedial math. So that is, one-third of Ohio 

high school students took remedial math in college. Twenty per-
3 

cent, one in five, took remedial English. Forty percent took at least 

one remedial course. So either math or English. 

For students starting in Ohio’s public colleges in 2001, less than 

60 percent graduated within 6 years. At community college, only 9 

percent earned degrees, and just over half remained enrolled after 

3 years. 

For our State and our Nation to remain competitive, we must 

dramatically increase these numbers. President Obama has made 

it a top priority, especially focusing on community colleges and 

helping people complete what they have begun when they are 

there. 

It will take more than a new set of standards and better assessments to get there. We actually have to deliver on opportunities for 

career and college readiness for our students. That is why we are 

here today. That is why we chose Metro. 

Today’s witnesses have delivered on the promise of career and 

college readiness for students in some of Ohio’s most disadvantaged 

communities. We know what works. We know how to measure it. 

We just have to mobilize the public will and the resources to do it. 

I would like to thank each of the witnesses again, and thank all 

of you that joined us. I will introduce the witnesses in the order 

seated and ask that they speak in that order. 

Crystal Jordan is a senior here at Metro from the Columbus City 

School District. Her home school is Walnut Ridge on the east side. 

During her entire senior year, Crystal has been enrolled in early 

college course work at Ohio State—excuse me, at The Ohio State 

University. I apologize. 

I am always corrected when I just call it ‘‘Ohio State,’’ like I did 

all my life. When I went there, I called it ‘‘Ohio State.’’ 

After graduation in June, Crystal plans to attend The Ohio State 

University and major in marketing. She was awarded a Morrill 

Scholarship for full in-State tuition at OSU. Her parents are William and Rita Jordan. 

Are your parents here by chance? 

Ms. JORDAN. No. 

Senator BROWN. No? OK, I was going to introduce them and embarrass you if they were. 

[Laughter.] 

Bob Caldwell, career education. Bob Caldwell has been superintendent of Wolf Creek Local School since 1997. 

Wolf Creek Local School District is located in Waterford, OH, situated in southeastern Ohio, in the heart of the Muskingum River 

Valley in northwestern Washington County. It encompasses approximately 124 square miles, has two school buildings—Waterford 

Elementary School for K through 8, and Waterford High School, 9 

through 12—and serves around 700 students. 

He started his career in one of the most rural counties in Ohio, 

Vinton County, and one of the poorest. Prior to joining Wolf Creek 

Local Schools, Mr. Caldwell was superintendent for Warren Local 

Schools. He has also been a school principal and an English teacher. 

Jacqueline Silas-Butler, whom I have known I think longer than 

anybody on the panel, has served as executive director of Project 

GRAD Akron since 2006. 
4 

Project GRAD Akron is 1 of 12 affiliate sites of Project GRAD 

USA, one of the leaders in the Nation. It is an educational reform 

program, which was established 8 years ago to increase high school 

and graduation rates of the more than 2,000 students in the 

Buchtel cluster of the Akron Public Schools. Since its inception, 

Project GRAD Akron has provided research-based services and programs for students in grades kindergarten through college, their 

families, and their teachers. 

Jacqueline is from Middletown, OH, originally. An attorney, received her Bachelor of Arts degree in history and political science 

from OSU and her J.D. from the University of Akron School of 

Law. 

Kristi Phillips-Schwartz has served as director of education initiatives with the Cincinnati Business Committee since March 2008. 

She works with the Cincinnati Regents’ top CEOs on education 

issues, primarily focused on improving educational quality in the 

urban core. 

Ms. Phillips-Schwartz comes to the CBC from the Thomas Fordham Institute, an organization devoted entirely to the reform of elementary and secondary education. She is a graduate of Ohio 

State, earned a B.A. in art education, and an M.A. in educational 

policy and leadership. She is a native of Cincinnati. 

Steve Jackson, senior vice president of Great Oaks Institute of 

Technology and Career Development. He joined Great Oaks—I 

think Great Oaks is the largest vocational school in the State, 

right? 

Mr. JACKSON. Yes. 

Senator BROWN. He joined Great Oaks more than 30 years ago 

as a marketing teacher and later a building administrator, provides 

leadership now in curriculum, instruction, technology, adult education, and represents Great Oaks in a variety of community organizations. He graduated with a Bachelor of Science degree from 

Ohio State and received his Master’s from Xavier University, both 

schools that were knocked out of the NCAA tournament way earlier than I predicted on my brackets that I chose, thank you very 

much. 

[Laughter.] 

So welcome to all five of you. 

Crystal will begin. Each witness will speak for about 5 minutes, 

I think, and then we will do questions. 

So pass the microphone down, and Crystal, we will start with 

you. 

STATEMENT OF CRYSTAL JORDAN, STUDENT, METRO EARLY 

COLLEGE HIGH SCHOOL, COLUMBUS, OH 

Ms. JORDAN. Good afternoon, Senator Brown and members of the 

committee. 

Senator BROWN. I am sorry. I can’t believe I just interrupted you. 

Everything that you say will be recorded in the committee testimony that other members of the Senate Health, Education, Labor, 

and Pensions Committee staff and members of the Senate will have 

access to. So even though you don’t see 10 of my colleagues sitting 

to my left, they will all have access to what you say, and it will 

be printed. 
5 

Thank you. Sorry. 

Ms. JORDAN. That is OK. 

Thank you for the opportunity to be here and share my thoughts 

with you today. 

My name is Crystal Jordan. I am a senior here at Metro High 

School, Metro Early College High School. 

As a Metro Early College student, I am a graduating senior at 

my home high school, Walnut Ridge, while concurrently participating in the program here at Metro. Metro Early College High 

School is an educational option for our partner districts and is one 

of the only two options for early college STEM in Franklin County. 

For those of you who may not be aware, briefly, Metro is a small, 

public high school option for students from across Franklin County. 

We are not a charter school. As an early college high school, students are expected to complete all of their high school requirements 

and up to 60 hours of college credit in 4 years. Our early college 

studies are being implemented through a STEM curriculum— 

science, technology, engineering, and mathematics. 

First, I would like to thank you for the support of early college 

high schools through innovative programming. Your support of 

schools that are creative and innovative is spurring high school 

education reform in Ohio and creating global citizens like me. 

Attending Metro Early College High School has prepared me well 

and has been one of the wisest choices I have ever made. I have 

had the opportunity to do things that I never thought I could do 

in an environment that challenged me to maximize my potential. 

For example, I participate in an advisory each year at Metro. 

During advisory, my classmates and I would plan to carry out various service learning projects and explore fields of interest through 

career shadowing days and college visits. 

Most schools don’t think that the development of me as a citizen 

who is active and responsible for making things better in the community is an important part of the responsibility of the school. 

That is not the case for Metro. Metro is all about helping me see 

my future in a way that causes me to notice what needs to change 

and what my role might be. 

Metro takes seriously the opportunity and exposure necessary for 

students to explore career fields in STEM. I learned a lot about 

myself and what I might like to do through my internships. While 

attending Metro, I have completed two internships, one of which 

was required and the other I chose as an elective—the first internship at a local glass art studio called Glass Axis and the other at 

the Franklin Park Conservatory’s Chihuly Resource Center. 

During these internships, I discovered that I have a love for visual, hands-on art and that STEM thinking is an important part of 

the work that they do to create the wonderful exhibitions that I 

love. I learned skills that included providing services and goods to 

clients, helping art organizations to balance their finances, and upholding functional business. 

I have shadowed the director of visual productions at Bath and 

Body Works and a public relations specialist at a major local advertising design company. These experiences have taught me more 

about the diverse fields of business and art and have contributed 

to my fascination with the fields. 
6 

At Metro, once students have completed the credits of a full high 

school curriculum, they have the opportunity to Gateway, which is 

what we call the presentation of our capacity to do college-level 

work. During my Gateway, I presented the habits and skills that 

I practiced throughout Metro classes. These tools prepared me to 

succeed in college-level classes. 

I had to provide examples of high school coursework and my 

grades to a panel of OSU, Battelle, and Metro professionals, my 

parents, and a student advocate. It was a lot of pressure, but it 

prepared me to do things like speak to you all today. 

Metro has carefully exposed me to college courses. The first college course that I completed was a 4-day entomology course taught 

at Ohio State’s Stone Lab on Lake Erie. Every student in this class 

was from Metro, and although the class was short, it provided 

enough challenge to motivate me to step up my performance. 

Because Metro is an early college high school and is a public option, Metro students do not need to be concerned about financial 

issues when taking courses at Ohio State. The tuition, books, and 

fees are included in the operating budget for our school and are not 

a burden on me as a student. It is really a scholarship opportunity 

for students. This allows students and their families to focus on 

their coursework rather than worry about having funding for their 

classes. 

When I attend college next year, I will have a significant amount 

of coursework completed with success. I think that these opportunities are beneficial to all students because it enables us to achieve. 

Attending Metro Early College High School has shown me that 

it is my responsibility to become a peer model to underclassmen 

who are looking forward to succeeding in the same way that I am. 

Because I am a member of Metro’s first graduating class, I have 

gotten the opportunity to experience so much, and often, Metro 

gives me the opportunity to share my experiences with other students and with you. 

Participating in an early college program is especially beneficial 

for me, because I am given the chance to explore different fields of 

interest before I even start college as a freshman. Last quarter, I 

took an economics course for my intended major of marketing. 

From taking this course, I found that I have a great interest in the 

analysis of statistical data. 

I have always struggled with organization, study habits, and 

time management, and as an early college high school, Metro did 

its job to prepare me by providing me with skills and effective habits to overcome my learning weaknesses in a supportive environment. Adults call this 21st century skills, but I think they are survival skills for my future. 

Classes are about 20 to 1 at Metro, and it is easy to talk to your 

instructor about any questions that you have. Also, Metro provides 

support through advisories, counselors, and tutors to help students 

gain confidence and a positive outlook on college. 

Attending Metro has been a very beneficial, challenging, and fun 

experience for my classmates and me. Next year, I plan to attend 

The Ohio State University as a full-time student, and I am a Morrill Scholarship recipient. I look forward to the possibility of seeing 
7 

more students like me who have had the opportunities and instruction that Metro has provided. 

I encourage the committee to consider continuing its investment 

in early college high schools as you review and make decisions on 

the reauthorization of legislation. There are more students like me 

who need this kind of environment, training, and encouragement. 

Thank you for your time. 

Senator BROWN. Thank you. Thank you, Crystal. 

[Applause.] 

Crystal, thank you. 

I want to introduce Moira Lenehan, who grew up in Akron, is on 

my Washington staff, does education issues, and has been on Capitol Hill for a number of years. She joined us about a year ago. This 

is Moira sitting next to me. 

Mr. Caldwell. 

Thank you again, Crystal. 

STATEMENT OF BOB CALDWELL, SUPERINTENDENT, WOLF 

CREEK LOCAL SCHOOL DISTRICT, WATERFORD, OH 

Mr. CALDWELL. Thank you for inviting me, Senator Brown, to be 

before you today. I care deeply about public education. 

As previously stated, my name is Bob Caldwell, and I am superintendent of Wolf Creek Local Schools in Washington County, OH. 

While I have been in education for 34 years, only 14 of those 

have been as superintendent of Wolf Creek. However, all 34 have 

been in rural Appalachian Ohio, called the southeastern. 

Wolf Creek Local School has a total population, K–12, of 640 students. This is about 50 in each grade. Fifty-nine percent of our 

teachers have 10 or more years of experience and make an average 

of a little over $46,000 a year. This, compared to the Ohio average 

with 10 or more years experience of $56,000 and the overall State 

average income of being about $68,000. 

A strong argument can be made, as a result of this, that rural 

and Appalachian school teachers become embedded in their communities and do not relocate for career or financial reasons. 

Wolf Creek, while attaining an ‘‘excellent’’ rating the past 2 years 

on the report card and having a 98 percent graduation rate, concluded that we needed help. Now let me explain what I mean by 

that. 

The OACHE, which is called the Ohio Appalachian Center for 

Higher Education, was established by the General Assembly in 

1993, with the mission of increasing educational attainment in the 

then 29 counties of Appalachian Ohio. The OACHE pursues its 

mission primarily by awarding 2-year access project grants on a 

competitive basis to K–12 schools in the region. 

These access projects implement activities that encourage all students to consider college by helping them overcome barriers to 

post-secondary education. The origin of OACHE was a suggestion 

by former famed restaurateur and then member of the Iowa Board 

of Regents Bob Evans to the college presidents that they address 

the low college going rate in his native Appalachian Ohio. 

Acting on his suggestion, the Ohio Board of Regents funded the 

study—this study was completed in 1992—that has become the definitive work of why Appalachians do not go to college. The study, 
8 

titled ‘‘Appalachian Access and Success,’’ instigated the OACHE’s 

creation. 

Access and Success found that although 80 percent of high school 

students surveyed wanted to attend college, only about 30 percent 

actually attended. This rate fell way below the rates of Ohio, 41 

percent, and the entire United States that you referenced earlier, 

62 percent. 

The study further found low self-esteem, poverty, and lack of information to be the strongest barriers to college participation. To 

address this serious problem, in 1993, the Ohio General Assembly 

established the OACHE and charged the new consortium with increasing the college going rate in Appalachian Ohio. 

Another analogy would be the Morrill Scholarship, which was 

referenced earlier—that Crystal actually received—at The Ohio 

State University is named in honor of Senator Justin Morrill, author of the 1862 Morrill Act that facilitated access to higher education for students previously underrepresented at America’s colleges. 

The Office of Minority Affairs at Ohio State offers the programs 

to promote diversity, multiculturalism, and leadership. Among the 

criteria to be considered include applicant status as a potential 

first-generation college student; applicant’s racial, ethnic, tribal 

background; socioeconomic factors; and Ohio county of residence. 

For the purpose of the scholarship, the Morrill Scholarship, people living in the 31-county Appalachian region are considered Appalachian Americans. Why are Appalachian Americans considered 

to be a minority for the purpose of this scholarship? Perhaps it is 

because many rural Americans are expected to follow their parents’ 

footsteps. For instance, blue collar work is encouraged in lieu of 

seeking higher education. 

Certainly, Appalachians have a history of having a strong sense 

of community, and they frown on boasting, and college graduates 

simply seems to be boasting. Compared with national averages, one 

in five Appalachian children live in poverty. Nearly 30 percent of 

third graders in Appalachia either have not seen a dentist in the 

past year or have never had a dental exam. This, according to 

Goins, Spencer, Krummel in a 2003–4 study. 

In 1999, Waterford High School, which is a high school in Wolf 

Creek Local Schools, applied for and received the OACHE grant. 

The grant provided numerous opportunities for our students. The 

grant paid for individual and college visits to colleges and other activities, including attending of a Cleveland Cavaliers game. 

Currently, at Waterford High School in the halls are posters, 62 

posters representing 62 different colleges made by the 62 students 

enrolled in Career Search for Seniors class, which came from the 

idea generated from the OACHE grant. We have grown from 30 

percent attending college in 1999 to 80 percent of our graduating 

class in 2008 that are attending college. Waterford, as a result of 

this success, no longer receives the OACHE grant. 

The Battelle for Kids Ohio Appalachian Collaborative may just 

be the answer to our problem as I referenced through this. This collaboration joins the average daily membership of 21 rural Ohio 

school districts, which serve approximately 35,000 students. 
9 

* My testimony uses the data from this summary to express its need for the Battelle for Kids 

Collaboration. 

It is our belief that this collaboration will allow us to compete 

against Cleveland, Columbus, Cincinnati for State, Federal, and 

private grants in a way that, individually, none of the 21 schools 

simply could. We, members of the collaborative effort, hope to increase the number of Advanced Placement courses offered and students who score at least a three. 

We hope to attain a 100 percent graduation rate. Yes, Wolf Creek 

is at 98 percent graduation rate, and we are proud of that. However, if you are in the 2 percent—and at Wolf Creek, that is one 

or two students—that did not graduate, then we still have a problem. 

I believe that all the students in the now 31-county Appalachian 

region deserve access to an education that maximizes their potential for opportunity and accomplishment. ‘‘It is a moral, global, and 

economic imperative to enable and empower these historically underserved students, thereby enriching their environments and enhancing their quality of life.’’ That was a quote from Battelle for 

Kids. 

Districts in The Battelle for Kids Ohio Appalachian Collaborative 

may be small and separated by many miles, but they know the 

fastest way to innovate and improve is to learn. Bolstered by good 

faith and shared responsibilities by everyone involved, this group 

of districts in this collaborative have an opportunity to exhibit 

transformational leadership to produce dramatic improvements in 

student outcomes. 

The ultimate goal is to: (1) expand student opportunities; (2) two, 

enhance teacher quality and instruction; (3) transform leadership; 

(4) understand and use assessments and data; and (5) engage in 

communities. 

We hope to recognize and reward effective teaching and leadership by using specific research-based strategies, including teacherlevel value-added analysis in grades 3 through 12, formulate assessment practices, results-focused collaboration within and across 

districts, and community engagement. 

I am proud of the progress that Wolf Creek and other districts 

have made, but as I referenced earlier, you are happy if you are 

in the 98 percent that graduate, but not so joyful if you are the 2 

percent that did not. According to Robert Frost, we have miles to 

go before we sleep. 

Thank you. 

[The prepared statement of Mr. Caldwell follows:] 

PREPARED STATEMENT OF BOB CALDWELL

SUMMARY* 

There are school children in Ohio’s rural Appalachian region receiving a $7,056 

education, while the State average (not the most expensive) per pupil expenditure is $9,216. The $2,250 shortfall translates into $45,000 less annually per classroom 

of 20 students, or over $2,250,000 less annually for a school district with 1,000 students. 

There are school districts in Ohio’s rural Appalachian region with local property valuation per pupil as low as $38,229, while the State average (not the highest) is $134,211. These numbers illustrate the lack of ability for some local communities 

to raise revenue to support education for their children. 
10 

Senator Brown, members of the committee, thank you for inviting me to appear 

before you today. I know that you care deeply about the future of Public Education. 

My name is Bob Caldwell and I am the Superintendent of Wolf Creek Local 

Schools in Washington County, OH. 

While I have been in education for 34 years, only 14 have been as Superintendent 

of Wolf Creek. However, all 34 have been in the Appalachian Region of southern 

Ohio. 

Few issues do I carry the passion that I have toward helping the young people 

of my home region. 

Wolf Creek Local School has a total school population (K–12) of 640 students. This 

is an average of 50 in each grade. Fifty-nine percent of our teachers have 10 or more 

years of experience and make on the average a little less than $46,000. This compared to the Ohio average with 10 or more years experience of $56,000, while the 

State’s overall income was just over $68,000. 

A strong argument can be made that Rural and Appalachian school teachers become embedded in their communities and do not relocate for career or financial reasons. 

This testimony is not just about the teachers commitment to the students. It is 

about the students, the people who will soon be sitting in our respective chairs. 

Wolf Creek while attaining an ‘‘excellent’’ rating the past 2 years on the report 

card and have a 98 percent graduation rate concluded they needed help! 

The Battelle for Kids Ohio Appalachian Collaborative may just be the answer to 

our problem. This collaboration joins the average daily membership of 21 rural Ohio 

school districts, which serve approximately 35,000 students. 

It is our belief that this collaboration will allow us to compete against Cleveland, 

Columbus, and Cincinnati for State, Federal, and private grants in a way that individually we simply could not. 

We, members of the collaborative effort, hope to increase the number of Advanced 

Placement courses offered and students who score at least a three. We hope to attain a 100 percent graduation rate. Yes, Wolf Creek is at 98 percent graduation rate 

and we are proud of that, however, what if you are in the 2 percent (one or two 

students for Wolf Creek) that did not graduate. 

It has been quoted that Ohio has the 4th largest rural school enrollment in the 

country and one of every two Ohio districts is rural. 

The Battelle for Kids Ohio Appalachian Collaborative is bolstered by good faith 

and shared responsibilities by everyone involved. This group of districts is uniquely 

challenged by a shrinking tax base, difficulty in recruiting teachers but welcomes 

the mission of accelerating college and career readiness of every student. 

We believe that six major areas will be our focus: (1) expand student opportunities; (2) enhance teacher quality and instruction; (3) transform leadership; (4) understand and use assessments and data; (5) engage communities; and (6) recognize and 

reward effective teaching and leadership. 

Senator BROWN. Thank you. 

[Applause.] 

Senator BROWN. Thank you, Mr. Caldwell. 

Ms. Silas-Butler. 

STATEMENT OF JACQUELINE A. SILAS-BUTLER, ESQ., 

EXECUTIVE DIRECTOR, PROJECT GRAD, AKRON, OH 

Ms. SILAS-BUTLER. Good afternoon. My name is Jacqueline SilasButler, and I thank you, Senator Brown, for inviting us here today 

for this very important topic. 

On behalf of the national Project GRAD network, let me begin 

by expressing my sincere appreciation and gratitude to Senator 

Sherrod Brown and his colleagues for authorizing Project GRAD as 

a Federal program in the Higher Education Act. 

Additionally, thank you for inviting Project GRAD Akron to represent our organization, as I share about the important work that 

we do throughout the United States to assist students as they successfully prepare for college and career and become lifelong productive members of our country. 
11 

Project GRAD is a national reform program which initially began 

in 1993 in Houston, TX, in one feeder pattern. Today, we have 13 

sites in 10 States, serving 213 schools and more than 134,000 students, their families, and teachers. We work in collaboration with 

local school districts to ensure academic achievement from pre-kindergarten to 12th grade and successful completion of high school 

and college for economically disadvantaged students. 

Project GRAD is a unique model with an ambitious mission of 

increasing the high school and college graduation rates of the students we serve, who typically come from some of the lowestperforming schools. Ninety-two percent of Project GRAD USA’s students are African-American or Hispanic, and 83 percent of the 

students served are low-income. Most of the students we serve are 

the first in their family to consider college as a viable option. 

Project GRAD is the only educational reform effort that has been 

cited as a promising whole school reform leading to college success 

by many national organizations, including Building Engineering 

and Science Talent, the Comprehensive School Reform Quality 

Center, Business-Higher Education Forum, American Youth Policy 

Forum, and the U.S. Government Accountability Office. 

In the longest-served group of schools, Project GRAD students 

are completing college at a rate 92 percent above the national average for students from similar backgrounds. Nationally, Project 

GRAD has offered college scholarships to more than 9,600 students, worth over $40 million, and has nearly 13,000 high school 

students in the scholarship pipeline, making it one of the country’s 

largest college access organizations for low-income students. 

Nationally, Project GRAD’s scholarships have sent high school 

graduates to more than 100 institutions of higher education, including The Ohio State University, The University of Akron, Kent 

State University, The University of Cincinnati, Lorain Community 

College, Cornell, Morehouse, Harvard, Emory, Rice, Spelman, 

Georgetown, Texas, Virginia, Howard, Princeton, and Yale. 

The uniqueness of our model centers around our belief that 

Graduation Really Achieves Dreams—GRAD—and that we work 

with all students in any school we serve. Our model includes the 

following areas: community partnerships/engagement, academic 

support, student support and parental engagement, college access 

and retention, and scholarship. 

As the executive director of Project GRAD Akron, I can personally attest that we are seeing tremendous gains for the students we 

serve. The success we have experienced is due in great part to the 

collaboration we have with the Akron Public Schools, local universities, as well as having the community engaged in our efforts. 

Since 2002, our reading and math scores have increased, our 

schools are making a year or more growth in overall performance 

and have outpaced similar schools in the district, and our high 

school was the only high school in the district that met the Federal 

benchmark in reading and math AYP, adequate yearly progress. 

Since 2006, Project GRAD Akron has awarded nearly $600,000 

in scholarships to Buchtel High School’s graduates, and two students were the recipients of the prestigious Gates Millennium 

Scholarship. In May, we will award $228,000 in additional scholarships to the class of 2010. 
12 

I would like to close my testimony by presenting some of the 

evaluation results that demonstrate that Project GRAD is a success. Dr. Eric Bettinger of Stanford University conducted studies in 

2007 and 2009 at Project GRAD sites in Ohio. His results included 

a number of positive findings. 

Graduation rates have improved across all Project GRAD high 

schools in Ohio since the inception of Project GRAD. Fourth grade 

math scores have increased in Project GRAD schools relative to 

comparison schools. Student disciplinary rates have fallen in 

Project GRAD schools relative to comparison schools. Student truancy rates have fallen in Project GRAD schools relative to comparison schools. Teacher attendance has also improved relative to comparison schools. 

Thank you very much for the opportunity to present my testimony in support of the reauthorization of ESEA. Thank you. 

[The prepared statement of Ms. Silas-Butler follows:] 

PREPARED STATEMENT OF JACQUELINE A. SILAS-BUTLER, ESQ. 

On behalf of the national Project GRAD network, let me begin by expressing my 

sincere appreciation and gratitude to Senator Sherrod Brown and his colleagues for 

authorizing Project GRAD as a Federal program in the Higher Education Act 

(HEA). Additionally, thank you for inviting Project GRAD Akron to represent our 

organization as I share about the important work that we do throughout the United 

States to assist students as they successfully prepare for college and career and become lifelong productive members of our country. 

Project GRAD is a national reform model which initially began in 1993 in Houston, Texas in one feeder pattern. Today, we have 13 sites in 10 States serving 213 

schools and more than 134,000 students, their families, and teachers. We work in 

collaboration with local school districts to ensure academic achievement from PreK–12, and successful completion of high school and college for economically disadvantaged students. 

Project GRAD is a unique model with an ambitious mission of increasing the high 

school and college graduation rates of the students we serve, who typically come 

from some of the lowest performing schools. Ninety-two percent of PG USA’s students are African-American or Hispanic and eighty-three percent of the students 

served are low-income. Most of the students we serve are the first in their family 

to consider college as a viable option. 

Project GRAD is the only education reform effort that has been cited as a promising whole school reform leading to college success by many national organizations 

including Building Engineering and Science Talent, the Comprehensive School Reform Quality Center, Business-Higher Education Forum, American Youth Policy 

Forum, and the U.S. Government Accountability Office (GAO). 

In the longest-served group of schools, Project GRAD students are completing college at a rate 92 percent above the national average for students from similar backgrounds. Nationally, Project GRAD has already offered college scholarships to more 

than 9,600 students, worth over $40 million, and has nearly 13,000 high school students in the scholarship pipeline, making it one of the country’s largest college access organizations for low-income students. Nationally, Project GRAD’s scholarships 

have sent high school graduates to more than 100 institutions of higher education, 

including, The Ohio State University, The University of Akron, Kent State University, The University of Cincinnati, Lorain Community College, Cornell, Morehouse, 

Harvard, Emory, Rice, Spelman, Georgetown, Texas, Virginia, Howard, Princeton, 

and Yale. 

The uniqueness of our model centers around our belief that Graduation Really 

Achieves Dreams (GRAD) and that we work with all students in any school we 

serve. Our model includes the following areas: Community Partnerships/Engagement, Academic Support, Student Support and Parent Engagement, College Access 

and Retention, and Scholarship. 

As the Executive Director of Project GRAD Akron, I can personally attest that we 

are seeing tremendous gains for the students we serve. The success we have experienced is due in great part to the collaboration we have with the Akron Public 

Schools, local universities, as well as engaging the community in our efforts. Since 

2002, our reading and math scores have increased, our schools are making a year 
13 

or more growth in overall performance and have outpaced similar schools in the district, and our high school was the only high school in the district that met the Federal benchmark in reading and math (AYP—Adequate Yearly Progress). Since 2006, 

Project GRAD Akron has awarded nearly $600,000 in scholarships to Buchtel High 

School’s graduates and two students were the recipients of the prestigious Gates 

Millennium Scholarship. In May, we will award $228,000 in additional scholarships 

to the Class of 2010. 

I would like to close my testimony by presenting some of the evaluation results 

that demonstrate Project GRAD’s success. Dr. Eric Bettinger of Stanford University 

conducted studies in 2007 and 2009 at Project GRAD sites in Ohio. His results included a number of positive findings: 

• Graduation rates have improved across all Project GRAD high schools in Ohio 

since the inception of Project GRAD. 

• Fourth grade math scores have increased in Project GRAD schools relative to 

comparison schools. 

• Student disciplinary rates have fallen in Project GRAD schools relative to comparison schools. 

• Student truancy has fallen in Project GRAD schools relative to comparison 

schools. 

• Teacher attendance has also improved relative to comparison schools. 

Thank you very much for the opportunity to present my testimony in support of 

the reauthorization of ESEA. 

ATTACHMENT

PROJECT GRAD USA®—GRADUATION REALLY ACHIEVES DREAMS

THE PRE-K–16 PROJECT GRAD MODEL

Project GRAD (GRAD) believes that, with the proper support, all students in highneed, low-income schools can graduate from high school and successfully complete 

a college degree. 

GRAD’S STRUCTURAL MODEL

GRAD’s school reform model: 

(1) works in feeder patterns to ensure that the maximum number of Pre-K 

through 12th grade students receive academic support and college access knowledge, 

(2) establishes a local 501(c)(3) that mobilizes community resources and works in 

close partnership with, but external to, each school district, 

(3) works with existing assets in each school to maintain a cost-effective, scalable, 

and replicable system, 

(4) integrates the services of all organizations in a school that are working to improve student academic achievement and motivation, 

(5) ensures program quality and provides consulting services through the national 

office, and 

(6) works to ensure that students graduate from college. 
14 

GRAD’S MANAGEMENT STRUCTURE

GRAD USA has a three-tiered management structure that ensures program integrity, accountability, and performance measurement at the national, district, and 

school level. The national GRAD office has responsibility for quality control, technical assistance, professional development, knowledge management, and policy. The 

district superintendent and leaders collaborate with GRAD USA and the local site 

to implement the model and allow State test results on student achievement to be 

submitted to the national GRAD office. Local GRAD sites are responsible for on-theground implementation and oversight in close partnership with GRAD USA. 

GRAD’S PROGRAMMATIC MODEL: PRE-K–16

GRAD’s model ensures student success by creating a college-going culture. The 

following elements are critical: 

• Academic Support 

• School Climate 

• Parent & Community Engagement 

• School-based Social Services 

• College Readiness Initiative 
15 

ACADEMIC SUPPORT: PRE-K–7

GRAD’s core Pre-K–7 model improves student achievement through a support system that enhances standards-based literacy and mathematics programs. The implementation of GRAD literacy and mathematics in a school or district does not require 

replacement of an existing curriculum, unless that curriculum is not producing acceptable student progress. GRAD provides academic support to better prepare and 

develop GRAD teachers’ abilities to implement the existing curriculum or program 

through curriculum alignment, professional learning, data-driven instruction, onthe-ground coaching, and resources. 

GRAD USA content specialists gather both qualitative and quantitative data 

about the reading and mathematics programs, review State test data, and identify 

perceived gaps or needs. Both the reading and mathematics curricula are analyzed 

to determine how well they align with State standards, State tests, and district 

benchmarks. The content specialists and local GRAD site meet with district administrators and teachers to agree on student achievement gaps and develop an action 

plan. GRAD USA requires in-school coaches who confer with teachers to establish 

goals, conduct classroom observations, take notes, provide feedback, and develop 

strategies for improving instruction. During grade level/departmental meetings, 

coaches provide embedded ‘‘just-in-time’’ professional development. GRAD’s National 

Coach conducts regular visits to observe and provide support while modeling best 

practices and brokers additional professional development from district and/or university experts. 

GRAD Literacy Coaches assist teachers in helping students develop reading fluency, comprehension skills, composition skills and demonstrate how teachers can 

help students develop critical thinking and problem-solving skills. GRAD’s goals for 

literacy include proficiency on State high-stakes tests; a research-based reading program; and a well-implemented, research-based composition program. The GRAD 

philosophy of teaching and learning for mathematics focuses on raising expectations 

about learning to include higher order understanding and application of concepts at 

all grade levels. Based on the National Council of Teachers of Mathematics (NCTM) 
16 

Principles and Standards, Project GRAD Mathematics uses carefully selected instructional activities and developmentally appropriate manipulatives to foster an 

understanding of concepts and processes that stimulate higher order thinking skills. 

Teachers are provided with the tools and support necessary for transforming their 

classrooms into environments characterized by student engagement in mathematical 

reasoning, non-routine problem-solving, and communication. 

SCHOOL CLIMATE: PRE-K–7

GRAD USA’s approach to school climate ensures that the school has a safe and 

personalized environment where students feel secure and valued and instruction is 

student-centered. When the school climate program is determined to be ineffective, 

GRAD USA provides a program such as Safe & Effective Schools that is based on 

distributed leadership and supports a personalized, caring learning environment 

that leads to more effective instruction resulting in increased student academic 

achievement. 

PARENT & COMMUNITY ENGAGEMENT: PRE-K–7

GRAD’s theory of change is rooted in the belief that schools operate in the context 

of communities and key stakeholders—especially parents—must take ownership of 

school reform. Through GRAD USA’s Parent & Community Engagement (PCE) 

model, a locally rooted, focused constituency of parents and community leaders advocate on behalf of low-income students to achieve lasting school reform, bring about 

change in students’ lives, and inspire hope. PCE was developed with the understanding that parents and guardians play a critical role in ensuring academic success for students, and that schools are more than educational institutions; they are 

centers for community life. Key PCE activities include GRAD’s Walk for SuccessSM, 

Walk for Success Rally, Parent University, and Parent Conference. 

SOCIAL SERVICES: PRE-K–12

Local GRAD sites partner with campus-based social service organizations or implement GRAD’s Campus Family Support (CFS) to provide interventions for student 

and family needs. The Pre-K–12 model includes a campus manager who oversees 

case load management and a family support team. The Campus Manager is the initial point of contact for all community agencies, tutors, mentors, and groups offering 

support services for the school. GRAD’s Campus Manager provides intensive, ongoing services (e.g., guidance, tutoring, and access to enrichment activities) to a predetermined number of students at each school. If necessary, the Campus Manager 

makes referrals to outside agencies. If there is no existing relationship with outside 

agencies, the Campus Manager identifies those agencies and ensures that they have 

the capability and resources to meet student needs. CFS staff provide a ‘‘safety net’’ 

for students through counseling, mentoring, and referrals. 

GRAD’S COLLEGE READINESS AND RETENTION INITIATIVE: 8–16

The six elements of GRAD’s College Readiness and Retention Initiative include 

the following: 

(1) Academic Preparation and High Expectations. GRAD requires partner 

districts to provide a high quality, strictly aligned academic curriculum for grades 

Pre-K–12. 

(2) 8th Grade Readiness. To prepare 8th grade students for the rigor of a college 

preparatory curriculum in high school, GRAD leverages current strategies and implements enhanced ones, so that all students leave 8th grade with personalized academic preparation and a college and career plan. 

(3) 9th Grade Transition and Readiness. GRAD ensures a base of success for 

students advancing to and in 9th grade through a solid focus on preparation for academic rigor. Students’ 6-Year Scholar Plans are revisited and adjusted as needed 

to ensure that students and their parents are on target to achieve college readiness. 

(4) The College Preparatory Program in Grades 10 through 12. GRAD’s 

10th through 12th grade academic readiness strategies ensure that high school students successfully complete the college preparatory curriculum and graduate from 

high school ready for college (inclusive of mathematics, literacy, and science). 

GRAD’s non-negotiable requirement with the partner district ensures a default college preparatory curriculum aligned with State and national standards and gradeto-grade. 

(5) Educator Capacity Building. Educator capacity is built through a school 

transformation initiative, professional development, and school-based academic 

coaches. 
17 

(6) Systems Integration. Working as a systems integrator, GRAD utilizes existing partnerships and seeks new opportunities to broker research-based, proven existing programs and initiatives. 

Summer Academic and College Access Programs 

GRAD provides Summer Bridge (8th to 9th transition program) and Summer Institute (9th to 10th and 10th to 11th transition programs) in partnership with local 

colleges or universities to address remediation/acceleration and enrichment needs 

and help build a college-going culture, inspiring students to graduate from high 

school and advance to college. GRAD hosts summer programs on college campuses, 

hosts College Access Forums, and conducts college tours to further connect students 

to post-secondary institutions. 

College Access & Career Expectations 

The College Readiness Team, led by the College Access Coordinator, provides targeted college access support, career planning and mentorship, and peer leadership 

opportunities integrated into every aspect of a student’s high school career. This 

support strengthens the connection between post-secondary education and a student’s desired career that is planned and tracked through a student’s 6-Year Scholar 

Plan. 

Student and Parent Constituency Influence 

To generate and sustain a college-bound culture that systematically targets every 

aspect of a student’s high school career, the team engages students, parents, faculty, 

and the greater community in generating a college-bound culture. GRAD hosts an 

annual Walk for Success, a door-to-door campaign visiting the homes of families of 

8th and 9th grade students to formalize the GRAD Scholarship Contract and serve 

as a constituency development tool to support academic achievement and develop a 

college-going culture. GRAD also leverages its success to develop a student-driven 

peer constituency in support of college access and graduation using campus-based, 

student-led peer leadership groups. 

Affordability 

The promise of the GRAD Scholarship is the cornerstone of GRAD’s college access 

efforts and influences the belief in both students and parents that college is a possibility. The $4,000 ($1,000 yearly) GRAD Scholarship serves as a motivation for students and is a source impacting affordability by leveraging other scholarship funds 

and financial aid. GRAD’s College Access Coordinator individually monitors and 

counsels all students to ensure that they are prepared academically, and on track 

to receive the GRAD Scholarship and enter college as well as aid students in completing other scholarship and financial aid forms. 

College Persistence 

CRI targets the critical transition from high school to college through key support 

and retention strategies for GRAD Scholars in their freshman year of college. After 

the first year of college, GRAD leverages local site-based College Managers who provide emotional, social, and financial aid support throughout the students’ college 

years with a goal of ensuring college graduation. 

[Applause.] 

Senator BROWN. Thank you, Ms. Silas-Butler. 

Ms. Phillips-Schwartz, thank you for joining us. 

STATEMENT OF KRISTI PHILLIPS-SCHWARTZ, DIRECTOR OF 

EDUCATION INITIATIVES, CINCINNATI BUSINESS COMMITTEE, CINCINNATI, OH 

Ms. PHILLIPS-SCHWARTZ. Thank you. 

I am Kristi Phillips-Schwartz, and I am with the Cincinnati 

Business Committee. Thank you for having me today. Thank you 

for hosting this here at Metro. 

Cincinnati and northern Kentucky have, like many communities, 

a diverse array of education initiatives focused on improving the 

lives of and, more specifically, educational outcomes of children and 

youth. These resources are supported by a wide array of public and 

private institutions who share a common interest in the success of 
18 

youth to lead to a more vibrant community and, speaking as a representative of the business community, creating a more educated 

workforce. 

Unfortunately, we have not seen the dramatic improvements we 

would desire in the education system. We know this, in part, because of key components of No Child Left Behind, such as requiring every child to be tested. These have helped to provide a better 

understanding of how every child is or is not being served. 

When we looked at this data in our region, we came to the realization about 4 years ago that we needed to focus the time, energy, 

and talent of the entire community on specific strategies in a very 

coordinated manner to achieve the improvements that students and 

parents deserve. We needed to focus our work starting at birth 

through some form of college, cradle to career as we call it. And as 

a result, the community created something called the Strive Partnership. 

The Strive Partnership looked to bring leaders from the education, business, nonprofit, philanthropic, and civic sectors to create 

a common vision for education in our community and to set some 

concrete goals for improvement. 

We set five ambitions goals. Every child will be prepared for 

school, supported inside and outside of school, succeed academically, enroll in some form of college, and graduate and enter a career. We selected concrete measures related to each goal and put 

them in a report card published annually, capturing trends and 

guiding collective decisionmaking around where our community 

needs to focus strategies critical for improving future student outcomes. 

Many of the strategies being pursued in the Strive Partnership 

are consistent with the direction that President Obama and Education Secretary Duncan are pursuing through policy and Race to 

the Top funding, including the development of data-driven action 

plans and continuous improvement strategies to enhance social 

services and academic instruction; better connecting health and social services to schools through our community learning centers; 

placing significant emphasis on improving teacher quality and effectiveness; and promoting the development of a portfolio of highperforming schools that turnaround our lowest-achieving schools. 

Business leaders in Cincinnati have been engaged in and supportive of the abovementioned strategies being pursued by the 

Strive Partnership on various levels. A recent example of how the 

Strive Partnership has helped to bring community leaders together 

to unite and advocate behind a common agenda has been in the 

area of improving teacher quality. 

Acknowledging that teacher quality matters more than any other 

school factor in student success or failure, Strive partners—including the Cincinnati Business Committee, Haile/U.S. Bank Foundation, Greater Cincinnati Foundation, and JPMorgan Chase—helped 

to commission a comprehensive study by The New Teacher Project 

focused on improving the human capital system in Cincinnati Public Schools. 

This study included a comprehensive survey of teachers and 

principals and focused on teacher hiring, placement, evaluation, 

professional development, compensation, retention, dismissal, and 
19 

leadership and working conditions. With the support of the Cincinnati Public School Board, the superintendent, and the Cincinnati Federation of Teachers, the recommendations from this report are now a focal point of many reforms being considered in the 

district. 

The Strive Partnership has played a critical role in bringing the 

broader community together to unite behind the specific action 

items in the report card to improve teaching and learning within 

CPS. 

Some of these recommendations include strengthening teacher 

and school effectiveness by adopting an evaluation system based on 

results, as well as practice linked to a system that rewards excellent teachers, encourages innovation, and ties teacher compensation, development, and advancement to student achievement; providing greater flexibility to address chronically low-performing 

schools through alternative structures, school redesigns, adaptable 

staffing, and new school options for parents and their children; and 

increasing the supply of the best teachers in the high-need schools. 

This example highlights the important role that organizations 

like Strive can play in connecting leaders from all levels and sectors across the community around a common education reform effort to drive improved educational opportunities in our community. 

As you work toward renewing the Elementary and Secondary 

Education Act, it will be important to talk with leaders in organizations like the Strive Partnership to understand how they are working effectively with groups of community leaders to drive education 

reform efforts on the ground. As with any new organization, there 

are many challenges to overcome, but the goal of providing every 

child with access to high-quality educational opportunities can only 

be achieved through a concerted, community-wide effort. 

Thank you. 

[Applause.] 

Senator BROWN. Thank you, Ms. Phillips-Schwartz, very much. 

Mr. Jackson. 

STATEMENT OF STEVEN JACKSON, SENIOR VICE PRESIDENT, 

GREAT OAKS CAREER CAMPUSES, GREAT OAKS DISTRICT 

OFFICE, CINCINNATI, OH 

Mr. JACKSON. Good afternoon. Again, I am Steve Jackson, of the 

Great Oaks Institute of Technology. 

I would like to thank Senator Brown for the opportunity to discuss the success that our district has had in preparing students for 

careers and college. 

I would also like to thank our hosts at Metro High School, both 

for making this hearing possible and for the work you do on behalf 

of Ohio students. 

Let me tell you a bit about Great Oaks. We are a public school 

district providing career and technical education programs for students in 36 school districts in southwestern Ohio. As one of the 

largest such districts in the United States, we serve urban, rural, 

and suburban students with more than 40 different career and 

technical programs on our four campuses. 

Each year, more than 12,000 high school students enroll in our 

workforce development and career foundation education programs. 
20 

We also coordinate career education services for about 120,000 K 

through 12 students and provide career programs and other services for more than 50,000 adults annually. 

Students come to us for a variety of reasons. Some are focused 

on their future and want to begin studying a field that interests 

them. Others have not been successful in their present high school 

and want a fresh start. Some know that they learn better in a 

hands-on, focused setting. Some of our students are among the best 

in their class academically and see that Great Oaks offers them 

new challenges and opportunities. 

Great Oaks was formed in the early 1970s to provide career and 

technical programs for the region. This was done so that, together, 

school districts could offer their students highly specialized programs that they didn’t have space or funding to provide by themselves. Over the years, our programs have changed as the community’s workforce needs have changed. Typing, keypunch, and data 

entry classes have given way to biotechnology, robotics, and digital 

and interactive media programs. 

While in school, it is important that our students gain real-world 

experience. Coops, internships, and apprenticeships give Great 

Oaks students the chance to work side-by-side with professionals 

in the field. Those opportunities can give them an advantage when 

they graduate also. For example, a joint project with the Independent Electrical Contractors of Greater Cincinnati allows students to complete the first 2 years of a 4-year electrician apprenticeship by the time they finish high school. 

Students earn industry credentials and certifications as they 

complete Great Oaks programs. A high school student can graduate 

with a practical nursing license or EMT certification. A student 

could be certified as a professional firefighter, dental assistant, 

heating and air conditioning technician, welder, or animal care 

technician. These certifications and credentials validate the preparation their education provided for them to begin a high-paying, indemand career immediately. 

If all we did for our students was to give them a solid foundation 

for a career, we would be considered successful. A year after leaving us, about 92 percent of our graduates are working in their career field, continuing their education, or are in the military. 

But the 21st century demands that students be prepared for both 

careers and college. To that end, one improvement in career and 

technical education is the increased emphasis on more rigorous, integrated academics. General math and science classes have evolved 

into advanced algebra, calculus, microbiology, and anatomy. Competencies are aligned with the Ohio Department of Education 

standards, as well as industry certifications and post-secondary requirements. 

Creating this foundation of rigorous academic classes is the first 

step in preparing students for college. The next is to break down 

perceptual and financial barriers that our students may face. For 

example, many of our students arrive at our door not knowing how 

to make college a reality. We provide a setting in which students 

can achieve and one in which they find themselves doing collegelevel work while still in high school. 
21 

In fact, through 172 articulation agreements with community colleges, 4-year universities, and other institutions, our students can 

step directly into post-secondary education having earned as many 

as 50 credit hours for the advanced work done in their career program. 

Students also have opportunities to earn college credit in some 

academic classes through a dual enrollment program. Curriculum 

is developed that meets college standards. Great Oaks teachers are 

certified as adjunct college faculty, and students can earn 

transcripted credit valid at any Ohio college or university. 

So our students learn that they can—and do—achieve at a college level. The perception they have of their future changes. 

But I also mentioned breaking down financial barriers. The college credit earned saves them and their parents thousands of dollars individually. In fact, last year alone, students earned more 

than 2,500 credits through the dual enrollment program. That represents nearly a million dollars in tuition saved, based on Ohio tuition rates. The result is that currently about 50 percent of our 

graduates go directly to post-secondary education. 

We also provide second chances to those who have left high 

school. Our Gateway to Success program is a nationally recognized 

program which helps young people who have dropped out from high 

school earn a high school diploma. 

It is a unique program for two reasons. First, those students can 

actually earn a diploma from the high school district they originally 

left. Second, Gateway to Success is located on several area college 

campuses, which allows students to experience the college environment. 

In less than 3 years, more than 200 young adults have graduated 

through Gateway to Success. Even more noteworthy is that about 

half of these students who thought they wouldn’t even finish high 

school have since gone on to college. 

Preparing students for success in careers and college can only 

happen through partnerships with others within the community. I 

mentioned the partnerships with colleges and universities that provide our students with articulated and transcripted college credit 

and which has helped us to develop a college-level academic curriculum. 

Equally important are the partnerships with business and industry. By working closely with our partners, we understand and anticipate the workforce development needs of our community. The 

programs we offer evolve as the economy evolves. So, based on 

labor market needs, we design and offer new programs. 

Once we begin to develop a program, we create strong links with 

leaders in that field. The career-technical curriculum is designed 

with their support and assistance, and the labs are equipped based 

on their recommendations. Each of our programs has an ongoing 

advisory council to keep our instructors firmly connected to the industry. Those links are valuable as our students look for apprenticeship, internship, and co-op opportunities. 

One area that has received much attention from educators recently is the concept of 21st century skills. Business and post-secondary leaders tell us that successful graduates must be able to 

work collaboratively, solve complex problems, use technology, and 
22 

be flexible in their education. The nature of career and technical 

education is that students are already learning those skills in their 

career programs. 

Again, I appreciate the chance to give an overview of career and 

college readiness from the Great Oaks and career-technical perspective. By anticipating emerging needs and partnering with others in the community to create programs and pathways with value, 

we are able to provide an education that creates options and opportunities for our graduates. 

Thank you for your time. 

[The prepared statement of Mr. Jackson follows:] 

PREPARED STATEMENT OF STEVE JACKSON

EXECUTIVE SUMMARY

About Great Oaks 

• Public school district providing career and technical education programs for students in 36 school districts in southwestern Ohio. • As one of the largest such districts in the United States, Great Oaks serves 

urban, rural, and suburban students with more than 40 different career-technical 

programs on four campuses. • Each year, more than 12,000 high school students enroll in Great Oaks workforce development and career foundation education programs. • Great Oaks also coordinates career education services for about 120,000 K–12 

students, and provides career programs and other services for more than 50,000 

adults annually. 

Career readiness 

• Career programs change as the job market and community needs change. • Students gain real-world experience through co-ops, internships, and apprenticeships that give Great Oaks students the chance to work side-by-side with professionals in the field. • Having career skills gives graduating students an advantage in the workplace. • Students earn industry credentials and certifications as they complete Great 

Oaks programs. These certifications and credentials validate that their education 

has prepared them to begin a high-paying, in-demand career immediately. • 92 percent of Great Oaks graduates are working in their career field, in the 

military, or continuing their education 1 year after graduation. 

College readiness 

• One improvement in career and technical education is the increased emphasis 

on more rigorous, integrated academics. • Through 172 articulation agreements with community colleges, 4-year universities, and other institutions students can step directly into post-secondary education having earned as many as 50 credit hours. • The Gateway to Success program provides a second chance for high school dropouts; half of those who complete the program continue in college. • Students also have opportunities to earn college credit in some core academic 

classes through a dual enrollment program. Last year students earned more than 

2,500 credit hours, and that represents nearly a million dollars in tuition saved. • The result is that about 50 percent of our graduates go directly to post-secondary education. 

Partnerships 

• Great Oaks works with business/industry partners to understand and anticipate 

workforce needs. • The career-technical curriculum is designed with business/industry’s support 

and assistance, and the labs are equipped based on their recommendations. • Each program has an ongoing advisory council to keep our instructors firmly 

connected to the industry. Those links are valuable, too, as our students look for 

apprenticeship, internship, and co-op opportunities. 

I am Steve Jackson, senior vice president of the Great Oaks Institute of Technology and Career Development. I’d like to thank Senator Brown for the opportunity 

to discuss the success that our district has had in preparing students for careers 
23 

and college. I’d also like to thank our hosts at Metro High School—both for making 

this hearing possible and for the work you do on behalf of Ohio students. 

Let me tell you a bit about Great Oaks. We are a public school district providing 

career and technical education programs for students in 36 school districts in southwestern Ohio. As one of the largest such districts in the United States, we serve 

urban, rural, and suburban students with more than 40 different career and technical programs on four campuses. Each year, more than 12,000 high school students 

enroll in our workforce development and career foundation education programs. We 

also coordinate career education services for about 120,000 K–12 students, and provide career programs and other services for more than 50,000 adults annually. 

Students come to us for a variety of reasons. Some are focused on their future 

and want to begin studying a field that interests them. Others have not been successful in their present high school, and want a fresh start. Some know that they 

learn better in a hands-on, focused setting. Some of our students are among the best 

in their class academically and see that Great Oaks offers them new challenges and 

opportunities. 

Great Oaks was formed in the early 1970s to provide career and technical programs for the region. This was done so that together, school districts could offer 

their students highly specialized programs that they didn’t have space or funding 

to provide by themselves. Over the years our programs have changed as the community’s workforce needs have changed. Typing, keypunch, and data entry classes have 

given way to biotechnology, robotics, and digital and interactive media programs. 

While in school, it’s important that our students gain real-world experience. Coops, internships, and apprenticeships give Great Oaks students the chance to work 

side-by-side with professionals in the field. Those opportunities can give them an advantage when they graduate, too. For example, a joint project with the Independent 

Electrical Contractors of Greater Cincinnati allows students to complete the first 2 

years of a 4-year electrician apprenticeship by the time they finish high school. 

Students earn industry credentials and certifications as they complete Great Oaks 

programs. A high school student can graduate with a practical nursing license or 

EMT certification. A student can be certified as a professional firefighter, dental assistant, heating and air conditioning technician, welder, or animal care technician. 

These certifications and credentials validate the preparation their education provided for them to begin a high-paying, in-demand career immediately. 

If all we did for our students was to give them a solid foundation for a career, 

we would be considered successful. A year after leaving us, about 92 percent of our 

graduates are working in their career field, continuing their education, or are in the 

military. 

But the 21st century demands that students be prepared for both careers and college. To that end, one improvement in career and technical education is the increased emphasis on more rigorous, integrated academics. General math and science 

classes have evolved into advanced algebra, calculus, microbiology, and anatomy. 

Competencies are aligned with the Ohio Department of Education standards as well 

as industry certifications and post-secondary requirements. 

Creating this foundation of rigorous academic classes is the first step in preparing 

students for college. The next is to break down perceptual and financial barriers 

that our students may face. For example, many of our students arrive at our door 

not knowing how to make college a reality. We provide a setting in which students 

can achieve and one in which they find themselves doing college-level work while 

still in high school. In fact, through 172 articulation agreements with community 

colleges, 4-year universities, and other institutions our students can step directly 

into post-secondary education having earned as many as 50 credit hours for the advanced work done in their career program. 

Students also have opportunities to earn college credit in some core academic 

classes through a dual enrollment program. Curriculum is developed that meets college standards, Great Oaks teachers are certified as adjunct college faculty, and students can earn transcripted credit valid at any Ohio college or university. 

So our students learn that they can—and do—achieve at a college level. The perception they have of their future changes. 

But I also mentioned breaking down financial barriers. The college credit earned 

saves them and their parents thousands of dollars individually. In fact, last year 

alone students earned more than 2,500 credit hours through the dual enrollment 

program. That represents nearly a million dollars in tuition saved, based on Ohio 

tuition rates. 

The result is that currently about 50 percent of our graduates go directly to postsecondary education. 

We also provide second chances to those who have left high school. Our Gateway 

to Success program is a nationally recognized program which helps young adults, 
24 

who have dropped out from their high school, earn a high school diploma. It’s a 

unique program for two reasons: First, those students can actually earn a diploma 

from the school district they originally left. Second, Gateway to Success is located 

on several area college campuses, which allows students to experience the college 

environment. In less than 3 years, more than 200 young adults have graduated 

through Gateway to Success. Even more noteworthy is that about half of these students who thought they wouldn’t even finish high school have since gone on to college. 

Preparing students for success in careers and college can only happen through 

partnerships with others within the community. I mentioned the partnerships with 

colleges and universities that provide our students with articulated and transcripted 

college credit, and which has helped us to develop a college-level academic curriculum. 

Equally important are partnerships with business and industry. By working closely with our partners we understand and anticipate the workforce development needs 

of our community. The programs we offer evolve as the economy evolves. 

So, based on labor market needs, we design and offer new programs. Once we 

begin to develop a program, we create strong links with leaders in that field. The 

career-technical curriculum is designed with their support and assistance, and the 

labs are equipped based on their recommendations. Each of our programs has an 

ongoing advisory council to keep our instructors firmly connected to the industry. 

Those links are valuable, too, as our students look for apprenticeship, internship, 

and co-op opportunities. 

One area that has received much attention from educators recently is the concept 

of 21st century skills. Business and post-secondary leaders tell us that successful 

graduates must be able to work collaboratively, solve complex problems, use technology, and be flexible in their education. The nature of career and technical education is that students are already learning those skills in their career labs. 

Again, I appreciate the chance to give an overview of career and college readiness 

from the Great Oaks and career-technical perspective. By anticipating emerging 

needs and partnering with others in the community to create programs and pathways with value, we are able to provide an education that creates options and opportunities for our graduates. 

Thank you for your time. 

ATTACHMENTS

ESEA REAUTHORIZATION: CAREER AND COLLEGE READINESS IN PRACTICE

• CTE programs are on the leading edge of preparing students to be both 

college ready and career ready. True career readiness requires more than 

just academic skills. 

• All too often, the terms ‘‘career ready’’ and ‘‘college ready’’ are used interchangeably, and discussions around career readiness are limited to traditional 

academic skills that allow students to successfully enroll in post-secondary 

education without remediation—what we think of as college readiness. 

• While there is no debate that a rigorous level of academic proficiency is essential for any post-high school endeavor, the reality is that it takes much more 

to be truly considered ready for a career. 

• Career readiness involves three major skill areas: core academic skills and 

the ability to apply those skills to concrete situations in order to function in 

the workplace and in routine daily activities; employability skills (such as critical thinking and responsibility) that are essential in any career area; and 

technical, job-specific skills related to a specific career pathway. 

• Great Oaks provides rigorous academic skills, as well as the employability 

and technical skills that are necessary for career success. 

• Students must be engaged in learning and remain in school in order to 

achieve college and career ready standards—CTE provides the relevance 

necessary to engage and involve students in their high school education. 

• Research has shown that students have a decreased risk of dropping out of 

high school as they add CTE courses to their curriculum, up to a point at 

which they are taking one CTE course for every two academic courses. (Plank, 

et al., ‘‘Dropping Out of High School and the Place of Career and Technical 

Education,’’ National Research Center for Career and Technical Education, 

2005.) 
25 

• The National Dropout Prevention Center/Network has identified the 15 strategies that have the most positive impact on the dropout rate. These strategies 

include ‘‘career and technology education.’’ According to the Center, ‘‘A quality 

CTE program and a related guidance program are essential for all students.’’ 

(National Dropout Prevention Center/Network, ‘‘Effective Strategies for Dropout Prevention.’’ 

• One significant reason students drop out of school is that they lose interest 

and motivation in education because the curriculum does not seem to have 

a real-world application (Bridgeland, DiIulio & Morison, ‘‘The Silent Epidemic: Perspectives of High School Dropouts,’’ 2006). Academics are often presented in isolation, instead of in a way that shines a spotlight on how the 

subject is applicable in the context of the real world. 

• 2006 poll by Peter D. Hart Research Associates, Inc. of at-risk California 9thand 10th-graders found that 6 in 10 respondents were not motivated to succeed in school. Of those students, more than 90 percent said they would be 

more engaged in their education if classes helped them acquire skills and 

knowledge relevant to future careers. 

• Through the integration of core academic concepts, CTE programs support not only students’ technical achievement, but academic achievement 

as well. 

• CTE students are scoring above the State average on ESEA required math 

and reading assessments in many States. 

• Students who complete a rigorous academic core coupled with a career concentration have test scores that equal or exceed ‘‘college prep’’ students. These 

dual-concentrators are more likely to pursue post-secondary education, have 

a higher grade point average in college and are less likely to drop out in the 

first year. (Southern Regional Education Board, ‘‘Facts About High School Career/Technical Studies.’’) 

• Students in project-based, highly integrated CTE and academic science classes had higher test scores and showed a much deeper understanding of the 

principles taught than students taught in traditional lecture-based classes. 

(Riskowski, J.L., et al. Exploring the Effectiveness of an Interdisciplinary 

Water Resources Engineering Module in an Eighth Grade Science Course, 

International Journal of Engineering Education, 2009) 

• Students using the National Research Center for CTE’s Math-in-CTE model, 

which uses highly integrated CTE and academic teaching methods and 

courses, scored significantly higher on two national math assessments than 

students using traditional teaching methods. (Stone, J., et al., Building Academic Skills in Context, National Research Center for CTE, 2006) 

• Participation in a ‘‘career major’’ significantly raises the likelihood of college 

attendance. (DeLuca et al., ‘‘Vocational Education Today: Participation Rates, 

Student Composition, and Early Outcomes of the NLSY97,’’ American Sociological Association, 2004.) 

• CTE students are significantly more likely than their non-CTE counterparts 

to report that they developed problem-solving, project completion, research, 

math, college application, work-related, communication, time management, 

and critical thinking skills during high school. (Lekes et al., ‘‘Career and 

Technical Education Pathway Programs, Academic Performance, and the 

Transition to College and Career,’’ National Research Center for CTE, 2007.) 

• We believe that every student needs some post-secondary education 

and training in order to truly be career ready, but in order to most efficiently use time and resources, have made offering these opportunities to 

students while they are still in high school a top priority. 

• In order to actually be considered ready to enter a career, an individual must 

also possess at least some level of job-specific knowledge and skills. By offering students the opportunity to earn industry certifications and credentials in 

high school, students get a jump start on solid career pathways. 

• While more data is still needed in this area, preliminary research has found 

that CTE students in a dual enrollment program were more likely than their 

peers to: 

• earn a high school diploma; 

• enroll in college; 

• have high post-secondary GPAs; and 

• earn more credits after 3 years in post-secondary education. 
26 

1 Achieve, Inc., ‘‘What is College- and Career-Ready?,’’ www.achieve.org/files/Collegeand 

CareerReady.pdf. 2Olsen, Lynn, ‘‘What Does ‘Ready’ Mean?,’’ Education Week, www.educationalliance.org/ 

StateScholars/Downloads/WhatDoesReadyMean.pdf. 3Olsen, Lynn, ‘‘What Does ‘Ready’ Mean?’’ 

4Society for Human Resource Management, ‘‘Critical Skills Needs and Resources for the 

Changing Workforce: Keeping Skills Competitive,’’ www.shrm.org/Research/SurveyFindings/ 

Articles/Pages/CriticalSkillsNeeds.aspx. 

WHAT IS ‘‘CAREER READY?’’ 

National dialogue has escalated around the concepts of college and career readiness. Influential national and State policymakers have called for high schools to prepare students to be ready for both college and a career. But what do these terms 

really mean? 

All too often, the terms ‘‘career ready’’ and ‘‘college ready’’ are used interchangeably, and discussions around career readiness are limited to traditional academic 

skills that allow students to successfully enroll in post-secondary education. While 

there is no debate that a rigorous level of academic proficiency, especially in math 

and literacy, is essential for any post-high school endeavor, the reality is that it 

takes much more to be truly considered ready for a career. 

Career readiness involves three major skill areas: core academic skills and the 

ability to apply those skills to concrete situations in order to function in the workplace and in routine daily activities; employability skills (such as critical thinking 

and responsibility) that are essential in any career area; and technical, job-specific 

skills related to a specific career pathway. These skills have been emphasized across 

numerous pieces of research and allow students to enter true career pathways that 

offer family-sustaining wages and opportunities for advancement. 

ACADEMIC SKILLS

As has been documented by such organizations as ACT and Achieve, career-ready 

core academics and college-ready core academies are essentially the same, thus creating overlap in the preparation students need to be ready for post-secondary education and careers.1 All students need foundational academic knowledge, especially 

in math and English language arts, and, in today’s economic environment, all high 

school students need the academic skills necessary to pursue post-secondary education without remediation—the measure many consider ‘‘college readiness.’’ 

However, to truly be career-ready, students also need to be able to apply academics in context, and some academic skills need more attention and development. 

For example, employers often cite deficiencies in English and written communications, such as memos, letters and complex technical reports. This supports the idea 

that most of the written material students will encounter in their careers is informational in nature, such as technical manuals and research articles, and they must 

be equipped academically to analyze and use these materials. Too often, these skills 

are not emphasized in traditional academic classrooms. Workplace deficiencies in 

math are also commonly noted, with more attention needed on areas such as data 

analysis and statistics, reasoning and solving mathematical problems.2

Students must also be able to apply academic knowledge to authentic situations 

they may face in their careers, a skill that takes practice and intentional instruction 

that may need to be tailored to a student’s specific career goals. For example, students preparing to be nurses need to be able to calculate and apply ratios, proportions, rates and percentages to determine drug dosages,3 while construction students need to be able to apply geometrical principles to design and implement building plans. 

EMPLOYABILITY SKILLS

Employability skills have often been cited by employers as the skills most critical 

to workplace success in the 21st-century economy. These skills include (but are not 

limited to) critical thinking, adaptability, problem solving, oral and written communications, collaboration and teamwork, creativity, responsibility, professionalism, 

ethics, and technology use. Numerous groups have worked with business and industry leaders to identify employability skills critical to employee success, including the 

1990 U.S. Department of Labor Secretary’s Commission on Achieving Necessary 

Skills that produced the report ‘‘What Work Requires of Schools: A SCANS Report 

for America 2000,’’ and, more recently, such groups as the Partnership for 21st Century Skills and the Society for Human Resource Management (SHRM). 

The report ‘‘Critical Skills Needs and Resources for the Changing Workforce,’’ 4 by 

SHRM, stated that, ‘‘Overall, employers placed the greatest weight on employee 
27 

5The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century 

Skills, and the Society for Human Resource Management, ‘‘Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st 

Century U.S. Workforce,’’ www.21stcenturyskills.org/documents/FINALlREPORTlPDF09-29- 

06.pdf. 6 National Association of Manufacturers, ‘‘2005 Skills Gap Report—A Survey of the American 

Manufacturing Workforce,’’ www.nam.org//media/Files/slnam/docs/235800/235731.pdf.ashx. 7States Career Clusters Initiative, www.careerclusters.org. 

adaptability and critical thinking skills. HR (human resource) professionals and employees both reported that adaptability/flexibility and critical thinking/problem-solving skills were of greatest importance now compared with 2 years ago.’’ 

In the 2006 report, ‘‘Are They Really Ready to Work?’’ 5 employability skills ‘‘dominate rankings of knowledge and skills expected to increase in importance over the 

next 5 years.’’ Employers identified critical thinking/problem solving, informationtechnology application, teamwork/collaboration, creativity/innovation and diversity 

as the top five such skills. 

Students must be provided opportunities to gain these skills and to learn to apply 

them to real-world life and work situations. Many of these employability skills are 

also necessary for ‘‘college readiness,’’ creating some additional overlap between the 

two areas. 

TECHNICAL SKILLS

In order to actually be considered ready to enter a career, an individual must also 

possess at least some level of job-specific knowledge and skills. In the National Association of Manufacturers 2005 Skills Gap Report, ‘‘technical skills’’ was the top response to the question, ‘‘What types of skills will employees need more of over the 

next 3 years?’’ 6 While many career opportunities include a strong element of on-thejob training, some of these technical or industry-based skills must be acquired in 

advance. For example, technical skills are required for licensure in many professions, such as in most health care fields, or for broader industry certifications, such 

as the American Welding Society’s Certified Welder credential. 

Through the States Career Clusters Initiative,7 business and industry leaders 

have identified key knowledge and skill statements across 16 career clusters and 79 

more specific pathways. These statements represent what students need to know 

and be able to do to be successful in the specified career area. While some of the 

statements cover the academic and employability-related areas discussed above, 

there are also key technical skills highlighted. The cluster-level skill statements are 

very broad, providing students with a foundation of knowledge that could be applied 

in numerous related careers. More specific pathway-level skills begin to hone students’ abilities in a more defined career area. 

CONCLUSION

Since most of the career opportunities for today’s students will require some form 

of post-secondary education, there are certainly times when students will not be 

able to acquire the necessary academic, technical or employability skills in high 

school that will allow them to be career-ready without further education and training. Additional knowledge and specialization in one or more of these areas is often 

required either immediately after high school or in the future, depending on a student’s career choices. 

However, regardless of a student’s path, it takes all three of these broad skill sets 

for students to be ready for a career. Twenty-first century high schools should focus 

on providing all students a strong foundation across all three areas so they are prepared for whatever their lives may bring. 

[Applause.] 

Senator BROWN. Thank you, Mr. Jackson. 

Crystal, you said in your testimony that your coming to Metro 

and what you have done here were some of the wisest choices you 

have made in your life. Most people don’t—most students in Columbus and in Franklin County and around the State don’t have 

something quite like Metro to give them those opportunities. 

How do we structure, how do we encourage students in other 

schools to take advantage of early college opportunities? How do we 

get students and what clicks in a student’s mind to make her want 

to do that, to make him want to do that? 
28 

Ms. JORDAN. I think it is important to remind students often of 

the importance of a college education, maybe remind them that life 

would be much, much easier with a college education, even with a 

Bachelor’s degree or a Master’s degree. So, as long as they are reminded often, I think that would help. 

Senator BROWN. Did your parents go to college? 

Ms. JORDAN. Yes. My mom graduated from college. My father attended college. 

Senator BROWN. My wife, who is the first in her family to go to 

college, grew up in Ashtabula in the northeast corner of the State 

and went to Kent State. And she tells the story often of her first 

year in college, she would call home to talk to her parents, who 

didn’t go to college, and ask advice, and they really never knew 

what to tell her. 

So students that—I am sure it is a mixed bag among students 

here whose parents did not have the opportunity or did not choose 

to go to college. How do you encourage them to understand the importance of college? It was easier for me. My parents went to college. It sounds perhaps a bit easier for you. 

It was expected of me. But in some families and, certainly what 

Mr. Caldwell said, in some places, it is almost expected that they 

don’t. How do we get students more interested that way? What do 

you say to them? What do their teachers do? How do we structure 

a program in the high school to get them to want to do that? 

Ms. JORDAN. I think it is important that teachers stay close to 

their students and talk to them often about college. Like I said, 

just talk about the importance of the education. 

Senator BROWN. What about students working with other students? Were there any ideas you have? These aren’t easy questions. 

So I don’t expect definitive answers. But are there ways of getting 

students, is there a way without being, well, bullying or excluding 

people or anything to get students, sort of peers, talking to one another more about the opportunities? 

Ms. JORDAN. Yes. I think it is important for students who have 

already decided to go to college to talk to their peers and make 

sure that they stay interested in school and move on to college. 

Senator BROWN. Most of your friends—certainly most of your 

friends here—are going to college. Most of your friends back at— 

you went to Walnut? Is that where you went? 

Ms. JORDAN. That is my home school. 

Senator BROWN. That was your home school. That is OK. So 

most of your friends there have parents who went to college and 

talk about it? 

Ms. JORDAN. A lot of my friends, actually, are the first to go to 

college, but they are sure that they are going. And we talk about 

it a lot. 

Senator BROWN. Mr. Caldwell, your graduation rates are pretty 

incredible from high school. What do you do there at Wolf Creek 

that other schools in Appalachia don’t do to have those kind of 

graduation rates? 

Mr. CALDWELL. That is an excellent question. Wolf Creek is a 

very unique community. It is a community that the parents support. We have a levy passage rate that is phenomenal. If you ever 

see us play an extracurricular activity or parliamentary procedure 
29 

competition, anything, the gym is full. The community is behind 

the school. 

Senator BROWN. Excuse me. Are you demographically different in 

terms of the educational level and the income level of families, others in Washington or Meigs or Vinton or—— 

Mr. CALDWELL. I am really glad you asked that. We are unique 

for the now 31-county Appalachian area. Our average income of our 

residents, according to the latest data, 2007 Ohio income tax, is 

$26,000. So, no. 

But by comparison, our unemployment rate is less than 4 percent 

for our school district community. We have two power plants in our 

community. So, believe it or not, Bexley is ranked right below us 

on the Ohio School Facilities Commission. We are, actually, by the 

State of Ohio classified as high wealth, embedded—— 

Senator BROWN. Because of the property tax? Because of the 

value of property? 

Mr. CALDWELL. Per pupil valuation. 

Senator BROWN. Per pupil valuation. 

Mr. CALDWELL. But thank you, yes. 

We are not even closely related to when you referenced Vinton 

County or my home county of Meigs County. Very impoverished in 

those two particular counties. In my school district, we do have a 

26 percent free and reduced lunch rate, but we have to beg our 

families to take advantage of it, believe it or not. They don’t want 

to take advantage of it. Too proud. 

So, for us, it is expected to graduate. My home school district, 

Eastern Meigs County, 85 percent graduation rate. They have to 

work on it. Work to get students to attend school regularly. So it 

is a culture. 

Senator BROWN. So why were you able to have such an increase? 

A better question, the increase that you mentioned in your testimony in graduation—in those that you had close to 100 percent. I 

appreciate your empathy for those that didn’t, and that is the mark 

of a good superintendent or a good human being that is always trying to help those that aren’t doing quite as well. 

You start with close to 100 percent graduation from high school, 

and then you didn’t do so well a few years ago with those going 

to college. But now you are doing much better. What can you suggest other counties—in Appalachia Ohio, other school districts—do 

on that second issue, to get those that graduate to go to college, 

like they do in Wolf Creek? 

Mr. CALDWELL. It is exposure. I will give you an example. I am 

a product of Appalachia. This is difficult testimony for me. I am 55 

years old, and I am intimidated by this entire environment because 

this is unique. I have attended—— 

Senator BROWN. Because all these kids are smarter than you and 

I? Is that the reason? 

[Laughter.] 

Mr. CALDWELL. Actually, I would say I probably have the lowest 

IQ in the room. 

Senator BROWN. I think you have done very well, Mr. Caldwell. 

Mr. CALDWELL. Trust me, it is about exposure. When I said that 

our kids took the OACHE grant, and we went to Cleveland, many 
30 

of our kids had never been to Cleveland and probably will never 

go back. 

I remember teaching, if I may, teaching driver’s education when 

I was in Vinton County. And if you have ever been to Vinton County, it has one traffic light still to this day. 

Senator BROWN. In McArthur. 

Mr. CALDWELL. In McArthur. Still to this day in the entire county. 

Senator BROWN. Can’t relate to this, can you? 

[Laughter.] 

Mr. CALDWELL. So I told the young man driving, ‘‘Make a right 

on 50 and head toward Chillicothe.’’ And he said, ‘‘Where?’’ 

I will never forget that. That is about exposure and opportunity. 

Now, if I may, they say when you use athletic analogies, it is 

time to retire. So I apologize for this. Maybe it is time. Four years 

ago, our girls basketball team played at Pickerington in the 

regionals, and we were destroyed by a team from Columbus. The 

team was better than us, but part of it was because we had never 

been to the regionals. 

Now, for the fourth year in a row, we have made it to the 

regionals. We still got beat this year in overtime by 3 points by another Columbus team. We are not intimidated anymore. It is about 

exposure and opportunity. 

If you invited me up here again next week—that is not soliciting, 

by the way. 

[Laughter.] 

I would be less intimidated just because I have been exposed to 

this. 

Twenty years ago, when I became a superintendent—actually 

18—when I became a superintendent, believe it or not, a trip to Columbus was still intimidating to me. So Appalachia is pretty 

unique in a lot of ways. I hope that answered your question or gave 

you thought. 

Senator BROWN. That was a terrific answer. Thank you. And 

thanks for your honesty about that. 

I think we have all been there, when we went to college, when 

we went to—I mean, I think all of you understand. That was a 

great lesson from a very wise person. Whether your IQ is the highest in the room or not, there is a lot of wisdom there. But thank 

you for that. 

I think all of us, when we admit in weaker moments, your teachers, your principal, all of us have been in those situations where 

we don’t know if we measure up—and now you do. So thanks. 

Ms. Silas-Butler, talk to me more about Project GRAD, about 

your feeder schools. What are the schools like Buchtel schools that 

are going to be part of Project GRAD, what do they have to agree 

to? It is not just something you give them. They earn it. Talk that 

through, if you will? 

Ms. SILAS-BUTLER. Basically, the way Project GRAD is set up, in 

each school district, before Project GRAD can come into the district, 

the teachers have to vote. The teachers and administrative staff 

have to vote whether or not they will accept Project GRAD. Because it is not just, oh, we come in and we provide services. They 

have to agree to receive the services. 
31 

So before we go into any district, they are exposed to the information, and sometimes they even visit some of our sites to make 

that determination. Then they actually have a vote to determine 

whether or not they want Project GRAD to come in. 

And once we go into a particular school, 100 percent of the students are considered Project GRAD students, 100 percent of the 

teachers are Project GRAD teachers. So it is not that you pick and 

choose your students or you pick and choose whether or not you 

want to do the programs. It is 100 percent. You made that agreement to do so. 

For example, in Akron, we have our elementary schools. We start 

with our elementary schools. Then we have a feeder program to our 

middle school, and then we have our high school. So those students—typically, they receive the services such as our math, social 

services, literacy, college readiness-type information in our lower 

grades. They receive that at all levels. 

We provide professional development for teachers. We have 

coaching where we send persons into the building to model for the 

teachers. We give a lot of support to the administrative staff, as 

well as the teaching staff. We also work with the families. 

Those are several of the areas that we work with, and then once 

we get to the middle school and high school, we also do additional 

programs and services for the teachers, as well as the students. We 

also—with our younger students as well, we do things. 

For example, with our program, every fall we have what is called 

‘‘Walk for Success.’’ We target certain grade levels that we will go. 

For example, in Akron, we visit like the kindergarten homes, the— 

it depends on which year and what we are looking for. But we will 

visit the homes of all the kindergarten students, the fifth grade 

students because they are transitioning to middle school, our sixth 

graders because they are just the new kids on the block at the middle school, our eighth graders because they are transitioning from 

eighth to ninth, our ninth graders. 

And we go to their homes. We go out as a community. We go 

with the teachers, the school staff. We have a lot of community 

support, and we go out and we share all the services that we provide at Project GRAD, as well as what services are available in the 

Akron Public Schools and in the community. 

I am not trying to talk too long because I could talk on and on 

and on. But one of the cornerstones of our project is we have a 

learning contract for our kids and our students in high school. 

Those students in high school, they sign what is called a learning 

contract, which gives them certain requirements that they must 

meet in order to receive our scholarship. 

Our whole mission is to increase the high school and college 

graduation rates. But in addition to that, we provide a scholarship 

to those students, and they receive a scholarship of up to $4,000 

each for them to go to college or a trade school or a technical 

school. Those students who receive the scholarship are required to 

take certain courses in high school. 

For example, under the requirements for graduation, you may 

currently only need to have 3 years in math, but we may require 

4 years. We require a foreign language. We require that the stu-
32 

dents must go to what is called our summer institutes on a university campus. 

As everyone has mentioned today, if you haven’t been exposed to 

a college, you won’t have a clue that you may need to go to college. 

So we have our summer institutes on college campuses. We typically have them on the University of Akron campus. We have college professors teaching the courses, and they are exposed to college at an early age. 

For example, our sixth and seventh grade students, we do a program called Kids to College because the earlier you expose students 

to college, it becomes a viable option. You know, just as was stated 

earlier by Mr. Caldwell, if you have never been to Columbus before, 

it is intimidating. If no one in your family has ever gone to college, 

little things such as, oh, you have to pay for textbooks. Gee, I have 

to pay for textbooks. You don’t take those things into consideration. 

Just a host of different things we offer, and I don’t want to take 

up all the time because I can—— 

Senator BROWN. Thank you then. That is good. 

Tell us about what do you see and what are you beginning to see 

in college outcomes? This program has been around. I believe you 

are in three Ohio cities, right, Lorain, Akron, Cincinnati? 

Ms. SILAS-BUTLER. Yes. 

Senator BROWN. Tell me what you are seeing in college outcomes. 

Ms. SILAS-BUTLER. What we are seeing is, first of all, that our 

students are going to school more prepared for college. What we 

are finding that some of the reasons why we have students who are 

taking remedial courses in college is because many of our students 

haven’t taken the ACT but only one time. And there is a lot of research on how many times you take the ACT. If you are prepared 

for—some schools, they start working with kids as early as eighth 

grade with the ACT. They explore the plan and things like that. 

Well, we are finding that a lot of our students are taking remedial courses in college because they have only taken the ACT one 

time, and their scores may not be as high as they need to be. So 

we are providing tutoring and services much earlier on for our students so we can have a higher success rate as it relates to college. 

Our graduation rates from high school are at least 80 percent of 

our students are graduating from high school. This will be our first 

year in Akron to have students who will be on track to graduate 

from college. Because although we started in 2002, our first group 

of scholarship recipients started in 2006. So this will be our first 

year of students. 

Those are on the 4-year plan. They are doing very nicely. We 

know that many of our students are not financially prepared to go 

to college. So they are working. They are taking some time off. 

They are going part-time and things like that. But we are finding 

more and more students are going to college. We are finding that 

they are more successful. 

We also have a mentoring component where the students in college work with our high school students, as well as our younger 

students, to be—first, if someone my age, and I am younger than 

you, but my age trying to tell the students it is important to go to 

college. When they hear from their peers and they see from their 

people like the young lady here, Crystal, telling them how impor-
33 

tant it is to go to college, they understand it a lot better than hearing it from someone else. 

Senator BROWN. Thank you. 

Ms. Phillips-Schwartz, you said every student, one of the criteria 

for Strive is every student should be supported outside of school. 

What do you do about that? What does that mean? 

Ms. PHILLIPS-SCHWARTZ. Well, one of the things that we really 

noticed when we started looking at the data was that everything 

can’t happen within the school. And there are a lot of social service 

agencies providing services out there that we hadn’t really coordinated well, that we hadn’t been kind of measuring the success of, 

and hadn’t necessarily been linking appropriately with the schools. 

So, basically, on the birth to career kind of path, we have been 

starting with the early childhood programs and services, connecting 

them up, starting to measure, collect data, measure how effective 

they are. And then once they are reaching school age, especially 

with what we are calling community learning centers, really focusing the entire community services—health, mental, a variety of 

services to the schools. 

For example, you go to school and you have dental services provided at your school. There are psychiatrists. Everything is kind of 

housed within the school so that everyone is working as partners. 

Senator BROWN. Are you getting the Cincinnati Business Committee to connect with students so they can—some things as specific as internships and others as maybe less specific, more amorphous like some kind of mentoring? Or are businesses sort of 

adopting schools, doing things? I mean, I know there is some of 

that. Tell me about that. 

Ms. PHILLIPS-SCHWARTZ. Yes, there are, actually, and it varies 

according to business. But Strive has definitely helped us to link 

up with specific needs of schools. 

Taft Information Technology High School in Cincinnati is 

partnered with Cincinnati Bell, and they have actually had a partnership where the CEO, Jack Cassidy, and the principal of the 

school talk regularly, meet regularly, establish goals together. They 

have mentors—— 

Senator BROWN. Is any business doing it as well as Cincinnati 

Bell? 

Ms. PHILLIPS-SCHWARTZ. What is that? 

Senator BROWN. Is any other company doing it as thoroughly and 

as—— 

Ms. PHILLIPS-SCHWARTZ. There are others that are looking to 

that as a model. GE is one with Aiken, and there are others that 

have similar programs. But I wouldn’t say any to that sort of extent, yes. 

Senator BROWN. You said the teacher is the most important factor in all of this. I think most of us would agree with that. Make 

a pitch to these students about why they should be teachers. 

[Laughter.] 

Let me get her off the hook for a second while she is thinking. 

How many of you right now as students think you want to be 

teachers? High school, college, grade school, what? 

MALE SPEAKER. I want to be a high school—— 

MALE SPEAKER. I am thinking grade school to high school. 
34 

MALE SPEAKER. I would like to be a history professor. 

Senator BROWN. OK. So only three of you? Somebody back there, 

what do you want to teach? 

FEMALE SPEAKER. Speaker. Elementary—— 

Senator BROWN. Elementary. OK. 

So convince the rest of them. Is there somebody else? 

Ms. PHILLIPS-SCHWARTZ. There is one more. 

FEMALE SPEAKER. I want to be a high school literature teacher. 

Senator BROWN. High school literature. Anybody else want to be 

a teacher? I mean, I don’t expect you to know what you are going 

to do yet, and I expect those that think they know what they are 

going to do to change their minds, and that is all OK. 

Tell them why they should be teachers. 

Ms. PHILLIPS-SCHWARTZ. Well, I have some experience in this because I have a degree in education, and I am actually going to 

teach in the future. That is my plan. 

But I think it is simply that you have the tremendous opportunity to impact the future and make a difference in the world. I 

mean, I think there are very few careers in which you can really 

say you put in a hard day’s work and really have impacted the future positively. 

Senator BROWN. So now all of you want to be teachers, right? 

[Laughter.] 

Mr. Jackson, you mentioned the electrical contractors example. I 

have done about 150 roundtables around Ohio where I will meet, 

I will sit down with 15 or 20 people like we did yesterday with the 

workforce investment group in Akron and just listen, ask them 

questions. Ask each of the 15 or 20 or 22, whatever, questions. We 

will do it for an hour and a half or so. 

The first one I did was in Cincinnati back in my first year in the 

Senate, in early 2007. And I remember it was a group to talk about 

jobs and economic development and how we do it. One guy there 

was a building trades person. I think he was a pipefitter. I am not 

sure if he was a laborer or a pipefitter or electrician or a carpenter, 

but it doesn’t matter. 

But he was talking about the long-term shortage in this country 

of trades people, people that want to be carpenters and pipe fitters 

and electricians and laborers and boilermakers and millwrights. 

And we talked about how those jobs are. No. 1, they are absolutely 

tickets to the middle class. No. 2, that they manage their own pensions. So there aren’t the problems of companies running away 

with pensions as we have seen too often. And No. 3, they have good 

healthcare. 

If you are talking to students, now how do you—he was talking 

about the acute shortage there is going to be in the next 10 or 20 

years in building trades. How do we answer that? How do you convince young men and women about the trades, especially in an 

economy right now where there are a lot of carpenters and electricians and pipe fitters that aren’t working, but will be 2 years, 

3 years, 5, 10, 20 years from now? 

What do you do to get more young men and women wanting to 

be electricians and pipe fitters and carpenters and millwrights? 

Mr. JACKSON. I am old enough to go through the 1980s and the 

1970s when we have seen the building trades and the letdown. We 
35 

went through the same enrollment problems and the same shortages. I think one of the things is that, as a Nation, we have lost 

respect for the skilled tradesman, and I think that everybody’s goal 

is to go to college and that is what has made our country, that is 

what made these facilities. 

I think it is for college and career ready. I think that the trade 

has changed, that you just don’t stop with that trade. There is continuing education that goes along with that. And we believe that 

any career technical education program does prepare you. 

We know that in your life, you change careers seven or eight 

times or even more. It is tough right now in the trades, especially 

when they look at the national news and the local news, and they 

look at the construction and new construction. But it will come 

back and that we have to be prepared as a Nation, as a State, that 

we have to have the skilled trades represented. We have to have 

that. If we lose that sight, we will fail. 

It is very difficult, but we have a lot of young people that still 

have that desire. They still like working with their hands. They 

still love to have that ability to work outside. Not everyone wants 

to work behind a desk. 

There is a lot of education that goes back to career orientation 

and exploration that really students understand. When they think 

of construction trades, they only know what they have been exposed to or what they have seen on TV. Well, there are so many 

career pathways. There are so many different jobs in the construction trades that they are not even aware of, which some are working out in the field and some is working behind the scenes and so 

on. 

I think we have to do a better job, not only in the construction 

trades or manufacturing or the transportation industry, but all of 

the career fields and do a better job of explaining what are career 

opportunities for young people. 

Senator BROWN. One of my missions in the U.S. Senate in the 

next 10 years is to make Ohio a leader in clean energy production. 

Ohio is—we have more jobs in solar energy in Toledo manufacturing, solar manufacturing in Toledo, OH, than any city in America. 

The Governor and I were in Cleveland yesterday or 2 days ago. 

We are on this path to likely being the first city, the first place in 

the world to have wind turbine fields in fresh water, in Lake Erie 

off the coast of Cleveland, and Ohio can be a real leader in this. 

We build things very well in this country, better than anywhere in 

the world. 

Young people, manufacturing, my guess is if I ask you to put 

your hands up if you wanted to go into manufacturing, there would 

be no more than one or two or three of you, fewer than teachers, 

as important as all of that is. One of the things I have thought 

about is—how many students are there at Great Oaks, roughly? 

Mr. JACKSON. Oh, we serve probably around 12,000 between 9th 

and 12th graders, yes. 

Senator BROWN. Do you try to get students to go into an auto 

plant or to go in—I mean, you don’t have a lot of auto plants right 

in Cincinnati. But go into the GE plant or to go into a place where 

they make things? 
36 

Fifteen years ago, I took my daughters, who are now grown, 

through an auto plant that was in our neighborhood, a Ford plant. 

And they got to see Thunderbirds made and how they paint the car 

and how they put the windshield on and how they attach the doors. 

And I mean, they didn’t end up going into manufacturing, but 

they were pretty intrigued by that. Maybe I was more intrigued 

than they were. But they were pretty intrigued by seeing that. 

Do we, at our JVS and our vocational schools and our career centers, have programs to let students see these things when they are 

in 8th grade or 10th grade or whatever the best time to see people 

actually making things and what it might lead to? 

Mr. JACKSON. When they come to career technical centers, very 

much. We don’t exist without our business and industry involvement. We don’t exist, and we shouldn’t exist. So we are very close 

to them and work with them and our students with mentoring programs, job shadowing, and all those different components. 

I think it goes back to career education. When you talk about K 

through 8, what is the exposure of careers. Then again, I used to 

be a high school principal, a career technical director, used to talk 

to my colleagues. This is 20-some years ago. And, ‘‘Oh, you are the 

one who teaches them to go to work.’’ 

And I kept thinking, ‘‘Well, what are you supposed to be doing?’’ 

You know, I mean, you are going to high school. Isn’t that what 

you are supposed to be doing, too? 

So I think the bridge has to happen that the reason that these 

students are in school is for a career, and I know that is what their 

parents are wanting, the careers, job, move out. And sometimes I 

think that that bridge has got to be gapped a little bit more is that 

this is about career pathways. 

This is about making decisions along the way. What am I good 

at? What do I like? And again, what is the exposure that students 

must have to be able to make some good decisions? 

And sometimes I think that we are just in a lockstep that you 

go through and we are backward 200 years ago in some of how we 

deliver education. I don’t know if that answers your question. 

Senator BROWN. That was good. Thank you. 

Thank you all. Thanks for your testimony. 

I have just a couple of closing comments. 

I am still thinking about your comment on being intimidated 

when you came here, and the intimidation. My wife, who is a writer, is a very good writer. She is actually a Pulitzer Prize winner 

for the Cleveland paper. And she and I have noticed—we have 

talked about this a lot—that when we go to meetings and we go 

to groups of this size or we go to a roundtable of 15 people, that 

women, especially young women, are a lot less likely to speak up 

than young men. 

One of the reasons we have a majority of women on this panel 

is that it is important to me. I am the father of daughters, two 

daughters. And it is so often in a group there will 50 people in the 

group, and I will speak, and then I will take questions. And there 

is roughly half women and men of any age, and it is almost always 

the men that speak up. 

And part of the reason we came to a high school and part of the 

reason we have a panel that is a majority women is to encourage 
37 

you to speak up. There is a quote that someone said some years 

ago, ‘‘Speak up even if your voice shakes.’’ 

Even if you are intimidated, even if you think you are nervous, 

you probably won’t sound nervous when you speak up. And it is an 

opportunity to speak out and get stronger and make a difference 

in this world. So I would just close with that. 

And then I would read this. My daughter sent me this quote 

right before this, about an hour ago. It is Abraham Lincoln. He 

said, ‘‘The philosophy of the schoolroom in one generation will be 

the philosophy of Government in the next.’’ Which I have never 

heard before, but it is a wonderful quote. 

I thank you all for being here. I thank you, the panel especially. 

Anyone on the panel that would like to add anything else, the 

roll is open, the record is open for 7 days. So if you would like to 

get in touch with our office and add anything, if you want to write 

a whole speech, Kristi, on why people should go into education, you 

could even do that. But if any of you have anything you want to 

add, the roll is open for another week. 

I appreciate you. I appreciate especially Metro. I appreciate the 

students sitting here quietly, most of you staying awake. I really 

appreciate that. 

[Laughter.] 

The meeting is adjourned. Thanks. 

[Whereupon, at 3:30 p.m., the hearing was adjourned.] 

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