georgia education data profile - may 2011

8/6/2019 Georgia Education Data Profile - May 2011

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HOW WELL IS GEORGIAPREPARING ALLSTUDENTS FOR COLLEGE,CAREERS AND LIFE

May 2011


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A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school such as anassociates or bachelors degree, certificate, license, or completionof an apprenticeship or significant on-the-job training.

Far too many students drop out or graduate from high schoolwithout the knowledge and skills required for success, closing doorsand limiting their post-high school options and opportunities.

The best way to prepare students for life after high school is to alignK-12 and postsecondary expectations. All students deserve a world-class education that prepares them for college, careers and life.

Why College- and Career-ReadyExpectations for All?

2


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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESSThe changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.


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4Source: Carnevale, Anthony P. et al. (June 2010). Help Want ed: Proj ec tions of Jobs an d E duc ationR equ ir eme nts Thro ug h 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Todays (and Tomorrows) WorkforceRequire More Education and Training


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The Rise of Middle-Skill Jobs

5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The F ut ur e of Mi ddle-Sk i ll Jobs.B rookings Institution.

High-skill jobs

Occupations in the professional/technical and managerial categories.

Often require four-year degrees and above

Middle-skill jobs

Occupations that include clerical, sales, construction, installation/repair,production, and transportation/material moving.

Low-skill jobs

Occupations in the service and agricultural categories.

Often require some education and training beyond high school (buttypically less than a bachelors degree), including associatesdegrees, vocational certificates, significant on-the-job training.


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Education and Training B eyond High SchoolIs Increasingly B eing Demanded

8Source:B ureau of Labor Statistics. O ccup ationa l O u t l ook H an d boo k, 2010 -11 E d ition.

http://www.bls.gov/oco/oco2003.htm


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The Jobs of Tomorrow

9Source: Milano, Jessica,B

ruce Reed & Paul Weinstein Jr. (Sept 2009). A

Matt e r of Deg r ee s : Tomorro w s Fast e st Gro w ing Jobs an d Why Co mmu nity Co llege Gra du at e s Wi ll Ge t Them . TheNew Democratic Leadership Council.

Georgia should be preparing students for the jobs of tomorrow, not the jobs of yesterday or even today.

A quarter of American workers are now in jobs not even listed in theCensus B ureaus occupation codes in 1967.

Given the growth of new job sectors most notably green jobs it iscommon sense to provide all students with a strong foundation thatkeeps all doors open and all opportunities available in the future.


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The Public Agrees That Education or Training B eyond High Schoolis Necessary for Future Success

10

To really get ahead in life, aperson needs at least some

education beyond highschool, whether that means

university, communitycollege, technical or vocational school.

To really get ahead inlife, a person needs more

than just a high schooleducation.

87

8

Source: Achieve, Inc. (2010). A c hi ev ing the Possib le: What A me ri c ans Thin k the Co llege an d Car ee r -R e ad y A ge nd a. http://www.achieve.org/files/AchievingThePossible-FinalReport.pdf


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Americas International Edge is Slipping inPostsecondary Degree Attainment

11Source: OECD. E duc ation at a G l an ce 2010 . (All rates are self-reported.) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2009 American Community Survey. http://www.higheredinfo.org

0 10 20 30 4 0 50 60% Young Adults (25-3 4 ) with College Degree % Adults (25-6 4 ) with College Degree


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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )

- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)

1 U.S. ( 4 0%) Canada ( 44 %) Canada (5 4 %) Korea (58%) Canada ( 4 9%)

2 Canada ( 4 0%) Japan ( 4 3%) Japan ( 4 8%) Canada (56%) Japan ( 4 3%)

3 N.Z. (3 4 %) U.S. ( 4 0%) Finland ( 44 %) Japan (55%) U.S. ( 4 1%)

4 Finland (29%) N.Z. (38%) U.S. ( 4 3%) N.Z. ( 4 8%) N.Z. ( 4 0%)

Australia (28%) Finland (37%) Korea ( 4 3%) Norway ( 4 6%) Finland (37%)

Norway (28%) Australia (33%) N.Z. ( 4 0%) Ireland ( 4 5%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark ( 4 3%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) B elgium ( 4 2%) Australia (36%)

Sweden (26%) Switz. (31%) Denmark (37%) Australia ( 4 2%) Denmark (3 4 %)

1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. ( 4 2%) Ireland (3 4 %)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden ( 4 1%) Switz. (3 4 %)12 Japan (26%) U.K. (30%) Iceland (36%) France ( 4 1%) U.K. (33%)

13 Germany (2 4 %) B elgium (29%) B elgium (35%) Neth. ( 4 0%) B elgium (32%)

14 Iceland (2 4 %) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

1 B elgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

4 - 4: Georgia (3 % ) GA(38 % ) GA(3 % ) GA (3 % )

Americas International Edge is Slipping inPostsecondary Degree Attainment

12Source: OECD. E duc ation at a G l an ce 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org


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FAR TOO MANY STUDENTS DROPOUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REALWORLD CHALLENGES


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Of Every 100 9 th Graders in Georgia

14Source: National Center for Higher Education Management Systems (2008). S t ude nt Pi pel ine - Transition an d Co mple tion Rat e sfrom 9th Gra de to Co llege . http://www.higheredinfo.org

01020304 05060708090

100

9th Graders Grad ateigh hoolin 4 ears

Enroll inCollege In the

Fall

till Enrolledophomore

ear of College

Earn aCollegeDegree

1

41

1


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Achievement Remains Low: 8 th Grade Achievement Over Time

15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

8 th Grade Math 1 2 2

Georgia 13% 27%

U.S. 21% 3 4 %

8 th Grade Reading 1 8 2

Georgia 25% 27%

U.S. 33% 32%

8 th Grade Science 1 2

Georgia 21% 27%

U.S. 29% 30%

% At or Above Proficient on 8th Grade NAEP


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And Gaps Persist: Georgias 8 th Grade Achievement Gap

16Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

Subgroup8 th Grade Math

(2 )8 th Grade

Reading (2 )8 th Grade Science

(2 )

All Students 27% 27% 2 4 %

White 39% 35% 4 1%

B lack 11% 15% 10%

Hispanic 18% 20% 15%

Asian 4 9% 61% 58%

American Indian n/a n/a n/a

% At or Above Proficient on 8th Grade NAEP


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High School Graduation Rates RemainInequitable in Georgia

17Source: Education Week (2007). Gra du ation in th e Unit ed S tat e s .http://www.edweek.org/media/ew/dc/2010/3 4 sos_gradrate.pdf

0%10%20%30%4 0%50%

60%70%

0%90%

American

Indian Asian

HispanicB lackWhite All

5 1%

81 %

56%54%

77 %69%

38%

82 %

4 3%49%

66%

5 8%


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Americas International Edge is Slipping inHigh School Graduation Rates

18Source: OECD. E duc ation at a G l an ce 2010 . (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org

0 20 4 0 60 80 100

Iceland

U.K.

Netherlands

Norway

Ireland

Denmark

Germany

Israel

Canada

Poland

Korea

U.S.

Georgia

% Young Adults (25-3 4 ) with HS Diploma+ % Adults (25-6 4 ) with HS Diploma+


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Enrollment in College Does NOT EqualCollege Readiness

19Source: National Center for Education Statistics (2003). R emed ial E duc ation at D eg r ee- Grantin g Posts ec ond ary Instit utions in Fa ll 2000.

Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation


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Freshmen at Two-Year Colleges are MoreLikely to Require Remediation

20Source: National Center for Education Statistics (2003). R emed ial E duc ation at D eg r ee-Grantin g Posts ec on d ary Instit utions in Fa ll 2000.

0%5%

0%5%

20%25%30%

35%4 0%4 5%

Reading, Writingor MathReadingWriting

Math

42 %

20 %23%

35%

20 %

6%9%16%

Public 2-Year Colleges Public 4 -Year Colleges

Percentage of U.S. first-year students requiring remediation,by institution type


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Enrollment in College Does NOT EqualCollege Readiness in Georgia

21Source: The Governors Office of Student Achievement. Ge or g ia s E duc ation Sc or e boar d .http://gaosa.org/Index.aspx

24 % of Georgias 2 9 high school graduatesenrolled in the states public colleges

(including research, state colleges,universities and 8 two-year colleges) require

remediation/learning support.


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Many College Students Fail to Return Their Sophomore Year and Go On To Earn Degrees

22Source: National Center for Higher Education Management Systems (2008).R e t e ntion Rat e s -

First -Ti me Co llege Fr e sh me n R e t urning The ir Sec on d Y e ar ; Gra du ation Rat e s .http://www.higheredinfo.org/

U.S.

Georgia

0%10%20%30%4 0%50%60%70%80%

Completion ( 4 -Year)Persistence ( 4 -

Year)Persistence (2-Year)

56%

75%

5 4%47 %

72 %

5 1%


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Many College Students Fail to Earn aDegree in Georgia

23Source: NCES. IPED S Gra du ation Rat e Su r ve y , analyzed by National Center for Management of Higher Education Systems.

Percent of students earning a bachelorsdegree within six years in Georgia, 2 7


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The Majority of Graduates Would Have TakenHarder Courses, Particularly in Mathematics

24Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Risin g to th e Cha llenge: A r e H i g h Sc hoo l Gra du at e s Pr ep ar ed for Co llege an d Wor k ? Washington, DC: Achieve.

Would have takenmore challengingcourses in at leastone area

Math

Science

English

Knowing what you know today about the expectations of college/work


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Personal B enefits of Education in Georgia

While there may be jobs available to high school dropouts andgraduates, they often pay l and off r l c rit y than jobsheld by those with at least some postsecondary experience.

The link between educational attainment and gainful employmentis clear:

More education is associated with higher earnings and higher rates of employment.


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27Source: U.S. Census B ureau (2010). C urr e nt Po pul ation Su r ve y . Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html

Personal B enefits of Education in Georgia

Ge or g ia S tatisti c s : Tota l Unempl oy me nt : 11% , M e an In c ome: $43 ,5 37


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28Source:Carnevale, Anthony P. et al. (June 2010). Help Want ed: Proj ec tions of Jobs an d E duc ation R equ ir eme nts Thro ug h

2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf Analysis based on authors analysis of March 2008 CPS data.

B enefits to Education


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29Source: ACT (2010). A CT 2009 R e s ul ts . http://www.act.org/news/data/09/states.html ; College B oard. M e an 2010 S A T Sc or e s by S tat e . http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf

Georgias Students Taking College Admissions Exams

2 1 Georgia U.S.

Participation in ACT 44 % 4 7%

Average ACT Score 20.7 21

Participation in SAT 74 % 4 7%

Average SAT Score 14 53 1509


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31Source: College B oard (2011). A P R ep ort to th e Nation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf

Students Participating in AdvancedPlacement and Exceeding College and Career Readiness

Percent of all 12th Graders Participating inAdvanced Placement (2 8)


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THE SOLUTION:STATE-LED EFFORTS TO CLOSE THE

EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.


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The College- and Career-Ready Agenda

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Align high school standards with the demands of collegeand careers.Align high school standards with the demands of collegeand careers.

Require students to take a college- and career-readycurriculum to earn a high school diploma.Require students to take a college- and career-readycurriculum to earn a high school diploma.

Build college- and career-ready measures into statewidehigh school assessment systems.Build college- and career-ready measures into statewidehigh school assessment systems.

Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.


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Georgias Commitment to Closing theExpectations Gap to Date

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In 2 7 Georgia adopted PK-12 academic standards aligned with college- and career-readyexpectations.

In 2 7 Georgia passed the Graduation Rule, raising their high school graduationrequirements to the college- and career-ready level. The University System of Georgia and theTechnical College System of Georgia revised their admission requirements to align with thenew Graduation Rule to ensure a seamless transition into higher education.

In 29

, Georgia first administered the revised Georgia High School Graduation Test inEnglish Language Arts with a college-ready cut score used to place students in first-year, credit-bearing college courses. The state first administered the new math test in 2 11.

Georgia was a Round 2 winner of the Race to the Top state competition.

Georgia was one of a few select states asked to review the Common Core State Standardsthroughout their development and adopted the Common Core State Standards in July 2 1 .

Georgia is a governing state in the Partnership for Assessment of College and Career Readiness (PARCC), a consortium of states working to develop a common assessmentsystem using Race to the Top Common Assessment funds.

Georgias longitudinal data system satisfies all ten essential Data Quality Campaignelements, including the regular matching of K-12 and postsecondary student-leveldata, providing a foundation for strong and sound student-level data collection.


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How Georgia Can Continue to B uildon its Momentum

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Leverage Race to the Top funds to advance the states college- and career-ready agenda, and build support structures for students to ensure they arefully prepared to meet the raised expectations.

Realize the promise of the Common Core State Standards by implementingthem fully and successfully, taking into consideration the related curricular

and policy changes.Sustain funding for professional development and instructional resourcesto support teachers and classroom learning.

Continue to make progress on the states data collection efforts, particularlyaround making student data available to relevant stakeholders, such as

teachers, parents and counselors.

Re-examine the states K-12 accountability system to determine how it canreward measures of college and career readiness, in alignment with thestates standards, course requirements and assessments.


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HOW WELL IS GEORGIAPREPARING ALLSTUDENTS FOR COLLEGE,CAREERS AND LIFE

May 2011

georgia education data profile - may 2011

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