IMPROVING ACADEMIC PREPARATION IN RHODE ISLAND

1. IMPROVING ACADEMIC PREPARATION IN RHODE ISLAND Easing the Transition to College

2. The Problem in Rhode Island • Industrial-age mindsets still driving educational practice • An “all kids” agenda in a “some kids” state

3. The Evidence Report on 3,519 (About 30%) of Rhode Island high school graduates in 2003 shows a combination of: • Good news • Not so good news • Bad news

4. The Good News Students who met admissions standards at the University of Rhode Island (URI) and Rhode Island College (RIC) performed quite well in their first year of study. • At URI, 91% of 1,136 students persisted into the second year of study, earned over 30 credits in their first year and maintained a 2.9 grade point average. • At RIC, over 88% of 775 students returned for a second year of study, earning 27 credits and 2.7 GPA. • The College Preparatory Curriculum at Rhode Island high schools appears sufficiently rigorous for high achievers to support student success in college.

5. Not So Good News • Sixty four (64.4) percent of 1,608 students returned for the second year of study at CCRI, earning on average 17 credits and a 2.5 GPA.

6. The Bad News • 931 (58%) of the 1,608 CCRI students needed developmental courses in some combination of reading, writing, and mathematics. • Standards at CCRI used to define college readiness are minimal. • 10th grade reading level (Accuplacer) • Construction of a very basic essay • Proficiency in arithmetic and basic algebra (Accuplacer)

7. The Problem • Despite recent emphasis in Rhode Island on the need to enroll more students in a rigorous college preparatory program, (e.g., RI Scholars Project), large numbers of students are leaving Rhode Island high schools who are not college ready.

8. Implications • An information-age economy needs as many highly educated and trained people as it can get. • It is no longer sufficient in this economy to educate some students to high standards while leaving others behind. • Both higher education and K-12 leaders bear joint responsibility for ensuring student success when they arrive at our post secondary institutions. • Educational systems need to link academic skill expectations for high school graduates with entry standards for non-developmental coursework at our colleges and universities.

9. Proposed Remedy The nature of the problem tells us that we need a structural and systemic solution. • The Rhode Island Board of Governors for Higher Education and the Board of Regents for Elementary and Secondary Education formed a joint committee that has now become a state-wide PK-16 Council, chaired by the governor. • The Council oversees the work of English language arts and mathematics advisory committees, comprised of higher education and PreK-12 faculty and educational leaders. They have produced a clear image of what levels of achievement in reading, writing, and mathematics will make each student fully ready to succeed in college. • The work is designed to identify what assessment evidence would be acceptable to define students as college ready and exempt them from further large group assessment in higher education.

10. Charge for the Language Arts Advisory Committee • Develop standards for reading proficiency that represent student readiness to succeed in college-level courses. Develop standards for writing that represent readiness for freshman English composition and writing expectations for college-level courses. • Recommend a system-wide policy and set of procedures for school/college assessment of student proficiency in language arts, aligned with high school exit standards. • Identify and consult, as appropriate, with other groups engaged in establishing standards-based proficiencies. • Report available at www.ribghe.org/elaexpectations.pdf

11. Charge for the Mathematics Advisory Committee • Develop standards for mathematics proficiency that represent student readiness to succeed in college-level courses. The standards should recognize that different mathematics may be needed for different programs of study. However, some mathematical knowledge and skills will be needed in common by all students regardless of discipline. • Recommend a system-wide policy and procedures for school/college assessment of student proficiency in mathematics, aligned with high school exit standards. • Identify and consult, as appropriate, with other groups engaged in establishing standards-based proficiencies. • Report at www.ribghe.org/mathexpectations.pdf

12. New England Common Assessment Program (NECAP) • Three states have developed Grade Span Expectations (GSE’s) for grades 9 – 12 – New Hampshire, Rhode Island, and Vermont • GSE’s were reviewed by the joint advisory committees and linked with college-ready expectations

13. Achieve Inc. authors of the American Diploma project, are reviewing and commenting on the proposed GSE’s and the college ready standards. • Policy recommendations are presented to the PreK-16 Council and then to the two boards for policy action.

14. The Future – Priorities for the PK – 16 Council • Engage employers in review of standards. • Administer assessments to 10th graders. • Expand dual enrollment programs. • Align college admissions standards with 2008 RI high school graduation requirements • Create a unified data system to connect information between our K-12 education system, post secondary institutions, and workforce development programs.