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Excerpt of a Report from a Convention of 200 Educators Meeting to Consider High School Reform

Excerpt of a Report from a Convention of 200 Educators Meeting to Consider High School Reform.

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Excerpt of a Report from a Convention of 200 Educators Meeting to Consider High School Reform

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  1. Excerpt of a Report from a Convention of 200 Educators Meeting to Consider High School Reform “In the course of the two-day discussion, many proposals for improvement of the work of our secondary schools were made and generally approved. But almost every suggestion was met with the statement, ‘yes, that should be done in high schools, but it can’t be done without risking students’ chances of being admitted to college. If students don’t follow the pattern of subjects and units prescribed by the colleges, they probably won’t be accepted.’ Under these conditions not many schools were willing to depart very far from the conventional high school curriculum. They could not take chances on having their candidates rejected by the colleges.” The Progressive Education Association Convention, 1930 Cited from Aikin, Wilford (1942). The story of the eight-year study: With conclusions and recommendations. New York: Harper & Brothers, p.1

  2. Post-secondary reform: SB342 • Gen Ed Outcomes • Transfer of 100 and 200 level courses • OTM and AAOT • ATLAS • AP alignment • “Early Options” (SB300) • IDTS-The Integrated Data Transfer System

  3. K-12 Standards-based Reform: What Is PASS? • Proficiency-based Admission Standards System (PASS) • System of standards for preparation and admission to Oregon Public Universities built in response to CIM and CAM legislation • Shift from seat-time requirements (Carnegie Units) to demonstration of specific knowledge and skills • System of Admission for OUS • Eastern Oregon University • Oregon Institute of Technology • Oregon State University • Portland State University • Southern Oregon University • University of Oregon • Western Oregon University

  4. Why PASS and Standards? • Connects college entry with requirements for CIM and CAM • Better prepares students for college level coursework and programs • Focuses on more on demonstrated learning, and less on participation • Provides detailed information for admissions officers to admit and place students for likely success

  5. What Do Students Have to Do? • Demonstrate academic knowledge and skill in 6 content areas • English • Mathematics • Science • Visual and Performing Arts • Second Languages • Social Science • Demonstrate proficiency in as many areas as possible generating a “Standards Profile”

  6. How Does PASS Align with State Requirements? Increasing Personal Meaning CAM Increasing Application of Knowledge Increasing Academic Performance CIM PASS PASS+

  7. How Is PASS Assessed? • State Tests and CIM Requirements • Existing Alignment • Reciprocal Agreements • National Tests (AP, SAT II, IB, etc.) • PASS Teacher Verification

  8. What Does CAM Expect? 1: Education Plan and Profile 2: Extension and Application of Academic Knowledge and Skills 3: Personal Meaning: Career-related Learning Standards 4: Career Related Learning Experiences 5:Academic Performance: CIM/PASS Continuum Student is prepared for “next steps”

  9. What About….? • GPA requirements? • SAT/ ACT? • Will CIM and CAM be required? • The Diploma? • Fairness and equitability? • Transcripts? • Out-of-state students?

  10. Next Steps for the System • Develop electronic data transfer system (IDTS) • Ensure seamless alignment and integration of CIM/CAM/PASS components • Assure training opportunities for teachers • Inservice • Preservice • Develop logical requirements, rewards and recognition for students demonstrating standards • Communicate standards expectations and value to wider audiences • Develop additional support systems and resources for schools • Study the predictive value of assessments and standards for success in college

  11. Reading performance on state assessment and first year GPA in Oregon Public Universities Source: PASS/OUS, The First Year Study, 2003

  12. Reading performance on state assessment and first year GPA in Oregon Community Colleges Source: PASS/OUS, The First Year Study, 2003

  13. What’s the Final Message • Demonstrating standards can be an important indicator of college readiness • Traditional measures of college admission have limitations that are creating increasing problems as more students need access to college • PASS practices grow from what teachers already do • Standards/proficiency provides an opportunity to emphasize academic preparation as the key to college success • A single, aligned standards-based system needs to evolve so schools can clearly focus on meeting the needs of their students

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