a high school diploma is not the last educational stop required
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High School Graduation Tests:
A National Perspective
A high school diploma is not the last educational stop required
Jobs that require at least some postsecondary education already make up 61 percent of the labor force, and will make up more than two-thirds of new jobs.
Share of new jobs, 2000-2010
31%
36%
22%
10%
0% 10% 20% 30% 40% 50%
BA ($48,000)
Somepostsecondary
($33,400)
Below avg HSgraduate($26,900)
HS dropout($21,500)
Postsecondary education:Destination for most graduates
Enrollment within two years of high school graduation
Public two-year colleges 26%
Four-year colleges 45%
Other postsecondary 4%
Total 75%
Too many graduates leave high school unprepared
Nearly three in 10 first-year students are placed immediately into a remedial college course.
Percentage of first-year students in two-year and four-year institutions requiring remediation
28%
22%
14%
11%
0% 10% 20% 30% 40% 50%
Reading, writingor math
Math
Writing
Reading
Too many graduates leave high school unprepared
College transcripts have shown that more than half of college students take at least one remedial course at some point.
No remedial courses
At least one remedial course
53%
47%
Most students who take remedial courses fail to earn degrees
Many college students who need remediation, especially remedial reading, do not earn a degree.
Percentage earning degree by type and amount of remedial coursework
13% 10% 10%
21%35%
45%
66%55%
45%
0%
20%
40%
60%
80%
100%
Remedial reading Remedial math(one or two
courses)
One remedialcourse (not
reading or math)
Associate's Degree Bachelor's Degree No Degree
How many high school graduatesare “college ready”?
0%
10%
20%
30%
40%
50%
60%
NVUSWV
A recent study estimated the percentage of “college ready” students based on high school transcripts and reading test scores. Nevada and West Virginia had the lowest and highest college readiness.
Professors, employers have similar concerns about graduates’ preparation
Most employers and professors question whether high school graduates have the knowledge and skills required on the job or in the college classroom.
73% 73%
63%
75% 74%
65%
0%
20%
40%
60%
80%
100%
Clear writing Grammarand spelling
Basic math
Employers Professors
Percentage of employers and professors rating high school graduates’ skills as “fair” or “poor”
The American Diploma Project
Partnered with Indiana, Kentucky, Massachusetts, Nevada and Texas
Involved wide variety of K-12, higher education and business representatives.
Created end-of-high school benchmarks to convey the knowledge and skills graduates will need to be successful in college and the workplace.
Key finding: Unprecedented convergence of skills required for success in college and work
College- and workplacereadiness benchmarks In English, the benchmarks cover:
Language Communication Writing Research Logic Informational text Media Literature
In math, the benchmarks cover: Number sense and numerical operations Algebra Geometry Data interpretations, statistics and probability
Diploma Project’s expectations
In math, graduates need skills traditionally taught in Algebra I & II, geometry, data and statistics courses.
In English, graduates need strong reading, writing and oral communication skills equal to four years of grade-level coursework, as well as research and logical reasoning skills often associated with honors courses.
Using graduation tests to set“floor” of performance
24 states have put high school graduation tests in place
Achieve’s graduation test study
Six states agreed to participate Florida, Maryland, Massachusetts, New Jersey,
Ohio, and Texas
Three fundamental questions What do the graduation tests actually measure? What does it take for students to pass the tests? How well do the tests measure what
postsecondary educators, employers say matters?
Released on June 10th
The tests we analyzed
Grade Given
Reading Writing
Math First Graduating Class Facing Requirement
Florida 10th 2003
Maryland End of course
2009
Massachusetts
10th 2003
New Jersey 11th 2003
Ohio 10th 2007
Texas 11th 2004
What Do the Tests Measure?Math Content Across States
0%
10%
20%
30%
40%
50%
60%
Number Algebra Geometry &Measurement
Data
%ag
e o
f to
tal p
oin
ts
What Do the Tests Measure?Algebra Content Across States
0%
10%
20%
30%
40%
50%
60%
Prealgebra Basic Algebra AdvancedAlgebra
%ag
e o
f to
tal p
oin
ts
What Do the Tests Measure?Reading Content Across States
0%
10%
20%
30%
40%
50%
60%
BasicComprehension
Literary Topics InformationalTopics
Critical Reading
%ag
e o
f to
tal p
oin
ts
What Do the Tests Measure?Reading Cognitive Demand
0%
10%
20%
30%
40%
50%
60%
Recall Infer Explain Analyze
%ag
e o
f to
tal p
oin
ts
What does it take to pass Englishon adapted ACT scale?
ACT uses items up to level 4 on its 8th/9th-grade EXPLORE test, up to level 5 on its 10th-grade PLAN test, and up to level 6 on its college admissions test for 11th and 12th graders. More than half of the college admissions test’s items can be at levels 5 or 6.
0
1
2
3
4
5
6
AC
T L
evel
FL MD MA NJ OH TX
What does it take to pass mathon TIMSS international grade scale?
5
6
7
8
9
10
11
12
Inte
rnati
on
al G
rad
e
Pla
cem
et
FL MD MA NJ OH TX
Measuring college and workplace readiness
In English Measure fundamental
skills such as recognizing the theme or main idea
Only FL and OH emphasize informational reading
Very few questions target “critical reading” such as judging the credibility of sources or recognizing faulty reasoning
Some states don’t test writing, use multiple-choice writing items
In math Only 5 percent of points
awarded for Algebra II 2-D geometry measured
well, but little of 3-D concepts such as volume and surface area
Basic number concepts measured well, but almost no ratios and proportionality
About a fifth of the tests’ points awarded for vital skills of data analysis
The MCAS story:More students passing exit exam
40%
50%
60%
70%
80%
90%
100%1
0th
Gra
de
1st
Rete
st
2n
dR
ete
st
3rd
Rete
st
4-5
thR
ete
sts
6th
Rete
st
%ag
e P
ass
ing
1998(Math)Class of2003Class of2004Class of2005
The MCAS story:Passing rate gaps closing on exit exam
20%
30%
40%
50%
60%
70%
80%
90%
100%1
0th
Gra
de
1st
Rete
st
2n
dR
ete
st
3rd
Rete
st
4-5
thR
ete
sts
6th
Rete
st
%ag
e P
ass
ing White
Black
Hispanic
Asian
The MCAS story:Moving more toward ADP-like standard
20%
30%
40%
50%
60%
70%
80%
90%
100%
19
98
19
99
20
00
20
01
20
02
20
03
%ag
e 1
0th
gra
ders
Pro
ficie
nt
an
d A
bo
ve
English
Math
The MCAS story:Progress toward ADP-like standard varies
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
19
98
19
99
20
00
20
01
20
02
20
03
%ag
e 1
0th
gra
ders
Pro
ficie
nt
an
d A
bo
ve
in E
ng
lish
White
Black
Hispanic
Asian
The MCAS story:Progress toward ADP-like standard varies
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
19
98
19
99
20
00
20
01
20
02
20
03
%ag
e 1
0th
gra
ders
Pro
ficie
nt
an
d A
bo
ve
in M
ath
White
Black
Hispanic
Asian
Recommendations to states
Don’t lower standards Content, cut scores reflects learning expected no
later than 9th grade
Don’t delay stakes Tests measure only a fraction of what colleges,
employers consider vital
Improve the tests over time Build more comprehensive assessment
systems
High School Graduation Tests:
A National Perspective
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