1
Lodi Unified School District Graduation Task
ForceBoard Report March 4, 2008
2
Task Force Membership
25 members on the core teamTeachers K-12Administrators K-12Board MembersParents/CommunityCentral Office staff
3
Our MissionLodi Unified School District
will ensure the best education for students to be successful in life.
4
LUSD Graduation Task Force
Purpose: To review and revise the current Lodi Unified School District graduation requirements to ensure that all Lodi Unified graduates are college/career ready.
5
The Process/Timeline Task force orientation
(January, 2008)
Review LUSD graduation requirements and data (January – April, 2008)
Explore and discuss requirements by core and program (February – June, 2008)
6
The Process/Timeline Identify recommendations for
graduation requirement revisions(July –December, 2008)
Solicit input on task force recommendations through the use of focus groups and content advisory committees (July – December, 2008)
7
The Process/Timeline
Present task force recommendations to the Board of Education (January, 2009)
Community meetings (February – March, 2009)
Board of Education approval (April, 2009)
8
Implementation
The timeline for the rollout of any approved revisions to the graduation requirements will be a part of the task force recommendation.
The goal is to have full implementation of all revisions for the class of 2014, our current 6th graders. These students are part of Passport to College.
9
Creating Educational Equity and Preparing Students to be College/Work Ready
Information provided by Linda Murray: The Education Trust
10
California’s Standing?
12th Grade National Assessment of Educational Progress (NAEP) is not reported at the state level, but the pipeline shows cause for concern.
11
Grade 4 Reading All Students2007 NAEP
236
220
209
190
195
200
205
210
215
220
225
230
235
240
Mas
sach
uset
tsN
ew J
erse
yN
ew H
amps
hire
Ver
mon
tC
onn
ectic
utM
onta
naV
irgin
iaM
aine
Nor
th D
ako
taO
hio
Pen
nsyl
vani
aD
ela
war
eIo
wa
Kan
sas
Mar
vlan
dM
inne
sota
Wyo
min
gC
olo
rado
Flo
rida
New
Yor
kW
ashi
ngto
nId
aho
Neb
rask
aS
outh
Dak
ota
Wis
cons
inIn
dian
aK
entu
cky
Mis
sour
iU
tah
Nat
iona
l Pub
licM
ich
iga
nT
exa
sG
eorg
iaIll
ino
isR
hod
e Is
land
Nor
th C
arol
ina
Ark
ansa
sO
klah
oma
Ala
bam
aT
enn
esse
eO
rego
nW
est V
irgi
nia
Ala
ska
Sou
th C
aro
lina
Haw
aii
New
Mex
ico
Nev
ada
Ariz
ona
Cal
iforn
iaM
issi
ssip
piLo
uisi
ana
av
era
ge
sc
ale
sc
ore
California Ranks Low Compared to Other States on NAEP – 4th Grade Reading
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
12
Grade 8 Reading All students2007 NAEP
273
261
251
235
240
245
250
255
260
265
270
275
Mas
sachus
etts
Verm
ont
Monta
na
Mai
ne
New H
amps
hire
New J
erse
y
South D
akot
a
Min
nesota
North D
akota
Ohi
o
Pennsy
lvani
a
Connec
ticut
Iowa
Kansa
s
Nebra
ska
Virgin
ia
Colora
do
Ore
gon
Wyom
ing
Delaw
areId
aho
Mar
vlan
d
Wash
ingto
n
India
na
New Y
ork
Wis
consi
n
Illin
ois
Mis
souri
Kentu
cky
Utah
Natio
nal P
ublic
Texas
Florid
a
Mic
higan
Okl
ahom
a
Alask
a
Geo
rgia
North C
arolin
a
Tenne
ssee
Arkan
sas
Rhode
Isla
nd
South C
arol
ina
Arizona
West
Virg
inia
Louisi
ana
Alabam
a
Nevad
a
Califo
rnia
Hawai
i
New M
exic
o
Mis
sissi
ppi
av
era
ge
sc
ale
sc
ore
s
– 8th Grade Reading
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
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Grade 8 Reading Latino Students 2007 NAEP
260
246
239
215
220
225
230
235
240
245
250
255
260
265
av
era
ge
sc
ale
sc
ore
California’s Latino Students – compared to Latino students in other states
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
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African American 8th Grade Students – NAEP READING
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Grade 8 Reading African American Students California 2007 NAEP
255
244
237
215
220
225
230
235
240
245
250
255
260
Hawai
i
Mas
sach
usetts
Colora
do
Virgin
ia
Alask
a
Delaw
are
Oregon
Mar
vlan
d
New J
erse
y
Texas
Arizona
Nevad
a
New M
exic
o
Penns
ylva
niaIo
wa
Kentu
cky
Was
hingt
on
Connec
ticut
Georg
ia
Kansa
s
New Y
orkOhi
o
Min
nesota
Florid
a
Illin
ois
Natio
nal Pub
lic
Nebra
ska
Oklah
oma
India
na
Miss
ouri
South C
arolin
a
North C
arol
ina
Wes
t Virg
inia
Louisi
ana
Tennes
see
Rhode
Islan
d
Miss
issi
ppi
Califo
rnia
Alaba
ma
Arkan
sas
Mich
igan
Wis
consi
n
aver
age
scal
e sc
ore
s
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Low-Income 8th Grade Students – NAEP READING
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Grade 8 Reading Low Income Students California compared to the Nation
2007 NAEP
261
247
239
225
230
235
240
245
250
255
260
265
Mai
ne
Mon
tana
Verm
ont
South
Dak
ota
North
Dakot
a
New H
amps
hire
Idah
o
Mas
sach
uset
ts
Wyo
ming
Delaw
are
Min
neso
ta
Nebra
skaIo
wa
Kansa
s
Ore
gon
Penns
ylvan
ia
Kentu
cky
Miss
ouri
Okla
hom
aUta
h
Virgini
a
Color
ado
Indi
ana
Mar
vland
New Je
rsey
Ohio
Was
hingt
on
New Y
ork
Florid
a
Illino
is
Texas
Arkan
sas
Geo
rgia
Nation
al P
ublic
Tenne
ssee
North
Carol
ina
Wes
t Virg
inia
Wisc
onsin
Louis
iana
South
Car
olina
Alaska
Mich
igan
Conne
cticu
t
Hawaii
Miss
issipp
i
New M
exico
Rhode
Islan
d
Alabam
a
Arizon
a
Nevad
a
Califo
rnia
av
era
ge
sc
ale
sc
ore
s
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And Let’s Be Clear. It’s Not Our Demographics.
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California’s White 8th Grade Students Trail Behind Their Peers in Most States
8th Grade NAEP 2007 Reading White Students-Average scale score highest to lowest
274
270
266
245
250
255
260
265
270
275
280
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
18
California’s Non Low-Income 8th Grade Students Also Lag Behind Many States
Source: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/
Non Low Income 8th grade Reading
306
291
283
230
240
250
260
270
280
290
300
310
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And on the CAHSEE?
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CAHSEE First Time Test-Takers (10th graders)
CA and Lodi Unified
ELA Pass Rates 2007
Source: California Department of Education, 2007
77 75
6658
66 67
89 86 86
74
0
10
20
30
40
50
60
70
80
90
100
All AfricanAmerican
Latino White Asian
California
Lodi
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CAHSEE First Time Test-Takers (10th Graders) CA and Lodi Unified
Math Pass Rates 2007
Source: California Department of Education, 2007
7679
58 5466
74
88 8793
83
0
10
20
30
40
50
60
70
80
90
100
All AfricanAmerican
Latino White Asian
California
Lodi
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A Movement To Transform These Patterns:
Preparing All Students For College and Work.
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For Students to Have Real Choices:
They’ll need access to 2- year and 4- year colleges and universities.
They’ll need to be prepared for good jobs with a meaningful career ladder, a wage sufficient to support a family, and insurance benefits.
In California, that means providing the College-Ready/Work-Ready Curriculum to All.
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WHAT DO STUDENTS WANT?
8 out of 10 California high school students want to go to college.But only 4 out of 10 take the
curriculum most likely to help them get there.
Source: The Bridge Project: Strengthening K-16 Transition Policies, Stanford University, Stanford, CA, 2001
25
Few Graduate College Ready. *California: Class of 2005.
35%
14%
25%
52%
21%28% 30%
9%
0%
20%
40%
60%
80%
100%
All Students Asian Latino White
California LodiSource: ETW’s webtool, Raising the Roof using CDE data
*Includes 9th graders who have completed the A-G course sequence with a “C” or better in each class four years later.
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Ready for Work = Ready for College
“In the agricultural age, postsecondary education was a pipe dream for most Americans. In the industrial age it was the birthright of only a few. By the space age, it became common for many. Today, it is just common sense for all”
--National Commission on the High School Senior Year, 2001
27
New Jobs Increasingly Require Higher Level Education
Employment Policy Foundation tabulation of BLS Statistics-1.00
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00Less than HighSchool--(-.4M jobs)
High School -- +.1 jobs
Some College-- +2.4 M jobs
2 Year Academic--+2.2 M jobs
2 year Technical--+2.6 M jobs
4 Year Degree-- +6.4 M jobs
Why?
Slide adapted from presentation given by Steve Gunderson of the Graystone Group, March 2004
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Defining workplace expectations Highly Paid Professional Jobs
Earnings: $40,000+ Projected Job Growth Rate: 20%
Well-Paid, Skilled Jobs Earnings: $25,000–$40,000 Projected Job Growth Rate: 12%
Low-Paid or Low-Skilled Jobs Earnings: Less than $25,000 Projected Job Growth Rate: 15%
25%
37%
38%
Share of Jobs
Source: Ready or Not, Creating a High School Diploma That Counts, The American Diploma Project, 2004
29Source: Employment Policy Foundation Report -- http://www.epf.org/labor01/getpdf01.asp
Despite Fears of Outsourcing
43 percent of the jobs in the next 30 years may be in highly paid managerial, professional and management related occupations – nearly twice the proportion of 30 years ago.
Jobs in technical support specialties, including skilled construction trades and crafts, will also remain strong.
Lower-skill jobs, such as equipment operators, assembly line workers, and manual services workers will fall in proportion to only 23.1 percent of the total.
30
Factory Jobs Are Going to Workers With More Education
1973 - 2000
0
10
20
30
40
50
60
HS drop outs HS grads Some coll or more
1973
2000
Source: Carnevale & Desrochers, “The Missing middle: Aligning Education and the Knoweldge Economy, Educational Testing Service, April 2002.
pe
rce
nta
ge
of
all
fa
cto
ry w
ork
ers
31
Higher Skill Demands Require Earlier and More Rigorous Preparation. . . Even in Jobs We Don’t Expect
Requirements for Airplane Manufacturers
Four or five years of apprenticeship and/or postsecondary training;
Algebra, geometry, trigonometry and statistics, computers and electronics;
Average earnings: $40,000 per year.
Requirements for
Sheet Metal Workers
Four or five years
of apprenticeship; Algebra, geometry,
trigonometry and
technical reading;
Requirements for
Auto Technicians
A solid grounding
in physics is
necessary to
understand force,
hydraulics, friction
and electrical
circuits.
Source: National Manufactures Association
32
Even in Jobs We Don’t Expect
Plumbing-Heating-Air Conditioning
Four or five years of apprenticeship
and/or post-secondary training;
Algebra, plane geometry,
trigonometry and statistics;
Physics, chemistry, biology,
engineering economics.
ALL of these jobs require a strong
foundation of reading, writing and
speaking the English language
in order to comprehend
instructions and technical manuals
Construction and Engineering
Four or five years of apprenticeship
and/or post-secondary training;
Algebra, plane geometry
Critical thinking, problem solving,
reading and writing
33
American Diploma Project Interviews with Employers:
They mostly want the same things that higher education wants! Strong Reading Ability – read/comprehend informational and
technical texts Emphatic about literature – understanding other cultures is
necessary with diverse customers and co-workers Writing ability key Mathematics Imperative – data, probability, statistics and
competent problem solvers. Algebra I, Geometry and Algebra II.
Source: Workplace Study by the National Alliance for Business for the American Diploma Project, unpublished report, 2002.
34
Benchmark Courses for Career Success
Algebra II for highly paid professional jobs or well-paid white collar jobs.
Geometry for well-paid blue-collar jobs and low-paid/low-skilled jobs
4 Years of English that is at least at grade level for the vast majority of jobs.
Source: Carnevale and Desrochers
35
The A-G Sequence Required for both UC and CSU Admissions
A History/Social Science
2 years (1 year of World History, 1 year of U.S. History or half year of U.S. History and half year of civics)
B English 4 years
C Math 3 years required, 4 years recommended (Algebra, Geometry, Algebra II required)
D Science 2 years required, 3 years recommended (2 of the courses must be Biology, Chemistry, and Physics)
E Foreign Language
2 years (same language), 3 years recommended
F Visual/Performing Arts
1 year
G College Prep Elective
1 year
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A college-ready/work- ready curriculum helps
students know more and do better, regardless
of their path after high school.