ADP Network Webinar What Gets Measured Gets Done:

1. ADP Network Webinar What Gets Measured Gets Done: Adding College-Course Completion to K-12 Accountability Systems January 27, 2012

2. Webinar Presenters Alissa Peltzman, Director State Leadership & Policy Development, Achieve Dr. Joel Vargas, Vice President High School Through College, JFF Diane Ward, State Education Policy Director, JFF Dr. Margaret Reichrath, Deputy Superintendent, Georgia DOE

3. Today’s Objectives Share a Vision for College- and Career-Ready Accountability Provide Research Basis for Earning College Credits While In High School As College Readiness Strategy Illustrate Variety of Emerging State Approaches Outline Key Design and Policy Considerations

4. Evolving Accountability Systems

5. A New Vision of Accountability • Accountability systems need to reflect the goal of college- and career readiness for all students. Readiness must become the central driver. • Readiness should not be viewed as a fixed state. Indicators should measure whether students are on a path toward, are meeting, and are exceeding college & career readiness. • Accountability should provide actionable information to that can help improve teaching and learning. Indicators should help schools now how they are progressing and suggest where they need to focus attention.

6. Indicators that Value College & Career Readiness

7. Uses for College & Career Ready Indicators

8. Percentage of High School Graduates WhoEarn College Credit While Still in High School Source: Achieve Survey/Research, 2011

9. Defining the Indicator • The percentage of students who earn college credit through AP, IB and/or dual enrollment while still enrolled in high school. • The denominator includes all students in a high school graduation cohort. • The numerator includes the number of students earning credit for their college- and career-ready performance in AP, IB or dual enrollment. • These examples would not be recognized: • Data reported at the state or district level, but not school level • School report cards that list the % of 12th grade students tested and the % of exams with a score of 3 or more, but not the % of students scoring 3 or more • # of students taking AP exams, # of AP exams taken,#of AP test scores 3 or higher,and %of test scores 3 or higher, but not the % of students earning a 3 or higher • % of students enrolled in AP/IB programs and the % of students successful on AP/IB exams, but not the # of 12th graders earning college credit while in high school

10. ESEA Flexibility Capitalizing opportunity for state leadership and momentum

11. College-Level Course Completion Is An Effective College-Readiness Strategy • Students become familiar with college expectations, academic behaviors, and habits of mind • Students get a head start on postsecondary education and gain academic momentum toward a degree or credential • Students develop college identity • Promise of college credit for low-income students is motivational • Early assessment and preparation for college courses focuses instruction and creates college-going culture

12. On Ramp to College Research suggests that completion of college courses in high school is related to: • Higher rates of high school completion • Direct enrollment in college after high school • Higher college GPA’s • Persistence through the first two years of college • Improving the likelihood of completing a postsecondary degree program

13. Greater Benefits for Low Income & Underrepresented Students • Encourages schools to prepare more students for success in college

14. State Approaches

15. Source: Georgia ESEA Flexibility Waiver Application, November 2011 http://www2.ed.gov/policy/eseaflex/ga.pdf

16. Source: Missouri Revised MSIP 5 proposed at January 2012 SBE Meeting: http://dese.mo.gov/stateboard/meetings/January/documents/scoringguide.pdf

17. Source: Indiana ESEA Flexibility Waiver Application, November 2011 http://www.doe.in.gov/sites/default/files/grants-management/indiana-esea-flexibility-request-nov-14.pdf

18. Source: Louisiana: Louisiana Students College and Career Ready Report http://www.ednexthorizon.org/2011_pdf/2011_Key_Issues_Long_Report-College_&_Career_Ready.pdf Texas: 2011 Accountability Manual, Chapter 5 - Gold Performance Acknowledgments: http://ritter.tea.state.tx.us/perfreport/account/2011/manual/index.html

19. Recommended Elements for Accountability Framework • Set goals for raising college-level course completion by high school students • Count all college-level courses completed satisfactorily in high school, but distinguish among dual enrollment, AP, IB options in report • Disaggregate data by income & race/ethnicity • Include disaggregated data on school level report cards • Factor into determinations • Recognize schools/districts for meeting goals or showing improvement – especially those that serve more low-income and other underrepresented student populations.

20. Contacts: Alissa Peltzman Director, State Leadership & Policy Development Achieve State Leadership & Policy Development apeltzman@achieve.org Joel Vargas Vice President, High School through College Jobs for the Future jvargas@jff.org Diane Ward Director of State Education Policy Jobs for the Future dward@jff.org