graduating students college & career ready · graduating students college & career ready...
TRANSCRIPT
EngageNY.org
Our Challenge: Graduating Students College & Career Ready
Dr. John B. King, Jr. President of the University of the State of New York and
Commissioner of Education
Social Enterprise Leadership Forum at Columbia Business School May 10, 2013
Labor Market Has Become More Demanding
EngageNY.org 2
A post-secondary education is the “Passport to the American Dream”:
Of the projected 47 million job openings between 2009-2018, nearly two-thirds will require workers to have at least some post-secondary education. 14 million job openings will go to people with an associate’s degree or occupational certificate and pay a significant premium over many jobs open to those with just a high school degree. Sources: Pathways to Prosperity Project, Harvard University, February 2011; Georgetown Center on Education and the
Workforce, Help Wanted: Projections of Jobs and Education Requirements Through 2018, June 2010.
EngageNY.org
Our Challenge: Graduating All Students College & Career Ready
June 2011 Graduation Rate
New York's 4-year high school graduation rate is 74% for All Students However, the gaps are disturbing.
Graduation under Current Requirements
% Graduating % Graduating All Students 74.0 All Students 34.7 American Indian 59.6 American Indian 16.8 Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9 Black 58.4 Black 11.5 Hispanic 58.0 Hispanic 14.5 White 85.1 White 48.1 English Language Learners 38.2 English Language Learners 6.5 Students with Disabilities 44.6 Students with Disabilities 4.4
Calculated College and Career Ready*
*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.
Source: SED Office of Information and Reporting Services
5
College Remediation in NYS
EngageNY.org 4
Over 50% of students in NYS two-year institutions of higher education take at least one remedial course.
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
All Institutions 2-Year Institution 4-Year Institution
Remediation Rates for First-time, Full-time Undergraduates
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
EngageNY.org 5
Children of College-Educated Parents
Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012. http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html
Percent of 15-Year-Olds Proficient in Math
42%
50%
75%
0%
10%
20%
30%
40%
50%
60%
70%
80%
United States Canada Shanghai
EngageNY.org 6
Underperformance Costs $1 Trillion
• America’s urban school districts underperform compared with their suburban counterparts.
• America’s suburban school districts underperform compared with their international counterparts. ¦ Very few American suburban students outperform their
counterparts in Finland and Singapore, two of the world’s top school systems.
• If American students performed at the same level in math as Canadian students, we would add $1 trillion annually to the economy.
Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012. http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html
Talent Dividend If New York increased its college attainment rate by just one percent – from 33.8 to 34.8 percent – the region would capture a $17.5 billion Talent Dividend.
EngageNY.org 7
Source: CEOs for Cities: http://ceosforcities.org
Regents Reform Agenda Implementing Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace
Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time
Recruiting, developing, retaining, and rewarding effective teachers and principals
Turning around the lowest-achieving schools
EngageNY.org 8
College and Career Ready Students
Highly Effec7ve School Leaders
Highly Effec7ve Teachers
What is the Work? Implementing the Common Core
Instructional Shifts Demanded by the Core
EngageNY.org 9
6 Shifts in Mathematics
Focus Coherence Fluency Deep Understanding Applications Dual Intensity
6 Shifts in ELA/Literacy
Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary
EngageNY.org
EngageNY.org Resources for Professional Development
New and updated Parent and Family Resources
Most relevant and current information, and newest materials highlighted for easy access.
One-stop location for resources and materials to support implementation of the Regents Reform Agenda
14
EngageNY.org 11
NYS Curriculum – 1st and Only
EngageNY.org 11
• Exemplary, comprehensive, optional, free • High-quality, rigorous, deeply aligned to the Common
Core • Addresses needs of students performing above and
below grade level, students with disabilities, and English language learners
• Includes performance tasks and other assessments which measure student growth – daily, weekly, at the end of each unit/module
• Ensures diversity of voices and perspectives in text selection
• Contains notes for teachers, templates, handouts, homework, problem sets, overviews
• Innovative creative commons license approach
What is the Work? Implementing Data Driven Instruction
EngageNY.org 12
Data Driven Culture
Assessments
Analysis
Action
Analyzing Student Work to Improve Teaching and Learning
EngageNY.org 13
High Value-Added Teachers Result in Positive Life Outcomes l Having a higher value-added teacher for even one year in grades 4-8, has substantial positive long-term impacts on a student’s life outcomes:
Ø Likelihood of attending college (UP) Ø Likelihood of teen pregnancy
(DOWN) Ø Lifelong Income (UP) Ø Retirement savings (UP)
What is the Work? Effective Teachers and Leaders
The Long-Term Impacts of Teachers: Teacher Value-added and Student Outcomes in Adulthood (Chetty, Friedman & Rockoff). http://obs.rc.fas.harvard.edu/chetty/value_added.html
14 14
• Great teachers help
students who are behind academically catch up.
• Consistent exposure to great teachers is perhaps even more critical.
• Higher needs students are less likely, in this study of Los Angeles, to have effective teachers, contributing to the achievement gap. Source: Learning Denied: The Case for Equitable Access to
Effective Teaching in California’s Largest District. (The Education Trust-West)
Teacher Effectiveness Matters
EngageNY.org 14
Teacher & Leader Evaluations: Why Change?
15
• Prior to changes in evaluation laws, most teacher
evaluations rated 97-99% of teachers satisfactory or better
• However, 81% of administrators and 57% of teachers
said there was at least one poor performing tenured teacher in their school
• 73% of teachers said their evaluations did not identify any development areas and of those whose did, 55% did not receive useful feedback on how to improve
• 59% of Teachers and 63% of administrators say their districts are not doing enough to identify and retain the most effective teachers.
All statistics here from The Widget Effect, TNTP 2009
EngageNY.org 15
16
National research tells us what a good evaluation system looks like
16
l Use research-based observation rubrics l Use multiple observations per teacher ( ideally
using multiple observers) l Train and calibrate all observers. l Value-added measures are more predictive of
future student learning than other researched measures
l Combining observation measures, student feedback surveys and value-added growth results on state tests is more reliable and a better predictor of student learning than:
Ø Any Measure alone
Ø Graduate degrees
Ø Years of teaching experience l Combining “measures” is also a strong predictor of
student performance on other kinds of student tests.
Measures of Effective Teaching Project; Bill and Melinda Gates Foundation
EngageNY.org 16
New research shows evaluations can improve a teacher’s impact on student learning results
• In years where mid-career teachers receive
classroom observations and full evaluations, teacher value-added improves over previous years in math.
• Gains in value-added persist after the evaluation year.
Source: 2011: Taylor (Harvard) and Tyler (Brown)
EngageNY.org 17
Studies: Principal Leadership matters
• Principals are by far the most important school context factor influencing teachers’ decisions to stay or leave a school.
• Successful school turnarounds are highly unlikely without an effective school leader.
EngageNY.org
Bryk, A.S., SebringBoyd, D., Grossman, P., Ing M., Lankford H., (2011) The Influence of school administrators on teacher retention decisions. American Educational Research Journal. , P., Allensworth, E., Luppescu, S. & Easton, J.Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press
18
Changing Roles for Principals Leadership of Instructional change: l Common Core l Data-driven instruction l Evidence-based observation and
feedback to teachers
New performance-based assessment for principal certification
Shift time away from other administrative duties l Delegation l Time management l Leverage district and shared service
resources EngageNY.org 19
Teacher and Principal Evaluation: Building a System for Improving Student Achievement
EngageNY.org 20
Key Points about New York State Growth Measures based on State tests:
• We measure student growth and not absolute levels of achievement o Change in student performance between two points in time.
• We measure growth compared to similar students o Similar students: Up to three years of the same prior achievement, three
student-level characteristics in 2011-12 (poverty, disability and ELL status)
Every educator has a fair chance to demonstrate effectiveness on these measures regardless of the
composition of his/her class or school.
EngageNY.org 21
22
EL
A S
cale
Sco
re
2011 2012
If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth relative to other students. We describe her growth as a “student growth percentile (SGP”). Student A’s SGP is 40, meaning she performed better in the current year than 40 percent of similar students.
Student A’s Current Year Performance Compared to “Similar” Students
EngageNY.org 22
Growth Score Rating 2011-12
Percent of Teacher MGPs
(Grades 4-8, ELA/Math)
Percent of Principal
MGPs (Grades 4-8)
Highly Effective 7% 6%
Effective 77% 79%
Developing 10% 8%
Ineffective 6% 7%
We expect 2012-13 growth score rating distribution to be similar to 2011-12
23 EngageNY.org 23
Measuring Growth in the Non-Tested Subjects: Student Learning Objectives
EngageNY.org 24
Represents the most important learning for the year (or, semester,
where applicable). Based on available prior student
learning data.
Specific and measurable. Aligned to Common Core, State, or national standards, as well as any
other district and school priorities.
A Student Learning Objective (SLO) is an academic goal for a
teacher’s students set at the start of a course.
Locally-Selected Measures • Growth and local measures must be different
from one another • Locally selected-measures create an opportunity
to complement state growth by providing a different lens for assessing student learning (e.g., more performance-based assessment)
• Districts and bargaining units should evaluate their locally-selected measures against the Common Core Standards and the instructional shifts they require (e.g., do the assessments provide more opportunities for students to write from sources?)
EngageNY.org 25
Examples of Locally-Selected Measures for Teachers
• The district has prioritized expository writing and STEM, and has identified a critical need to focus academic interventions in these areas.
4th Grade Common Branch Teachers
7th Grade Science Teachers
School Librarians
% of 4th grade students earning scores at the proficient level (three) or better performance level on the 4th grade State Science assessment
% of 7th grade science students who demonstrate growth of at least one level higher than their baseline analytical writing sample, as measured by the district-developed 7th grade science writing assessment rubric.
School-wide growth based on State-provided school-wide growth scores for all students in the school taking the State ELA assessment in grades 4-8.
EngageNY.org 26
27
APPR teacher practice rubrics reinforce Common Core
27
Common Core
Content Common Core
Pedagogy
EngageNY.org 27
Evidence Collection Tools
EngageNY.org 28
Ideal for evidence based feedback on practice • peer observations
• informal supervisory observations
• learning walks
Capturing evidence of the shifts in practice in each of our classrooms to better ensure that each of our teachers and principals has a deep
understanding of the shifts demanded by the Common Core
New York is changing teacher preparation by overhauling teacher certification:
• Through new certification exams, every teacher will demonstrate: ¦ Common Core literacy skills ¦ More advanced content knowledge in their chosen subject ¦ Understanding of the needs of English Language Learners,
Students with Disabilities and other students with special needs
• And every teacher will show they can plan and deliver effective classroom instruction through a new “portfolio” assessment of teaching skills in action.
EngageNY.org 29
Raising the Bar for Teacher and Leader Preparation, Certification and Licensure
EngageNY.org
New and Revised Assessments for Teacher Certification
Teacher Performance Assessment (edTPA) *NEW
Educating All Students *NEW
Academic Literacy Skills Test *NEW
Revised Content Specialty Test
New and Revised Assessments for School Building Leaders
School Building Leader (2 part) performance-based certification examination *NEW
Educating All Students) *NEW
30