high school exit standards informational sessions january 2005

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STATE BOARD OF EDUCATION DEPARTMENT OF PUBLIC INSTRUCTION

High School Exit Standards

Informational SessionsJanuary 2005

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Meeting Objectives• To discuss the recently proposed

framework for the High School Exit Standards

• To gather feedback to share with the NC State Board of Education on the framework and statewide implementation plan for the new Standards

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Meeting Objectives• To share future activities of the SBE

regarding the Standards • To outline procedures for

participants to provide feedback

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WHY We Need to ChangeIncreasing Pace of Change — It took 35 years for telephones to be used in 25% of American homes, 26 years for personal computers, 7 years for the Internet and 3 years for personal digital assistants.

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Top Home Languages (Other than English) ofNC Students, 2004-2005Spanish 87,817Hmong 4,406Chinese 3,142Vietnamese 2,306Arabic 1,810Korean 1,540French 1,284Russian 1,132

Hindi 913Japanese 860Gujarati 820Laotian 766

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WHY We Need to ChangeMore extensive scientific and technological advances will occur in the next few years than have happened in the last two centuries.

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WHY We Need to ChangeBill Gates indicates that we can expect technology to double every nine months. That means what was projected to occur in 2012 will now take place in 2006.

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WHY We Need to ChangeTechnology will eliminate any task that is routine, concrete and sequential. Travel agents, accountants, inventory clerks, buyers and even lawyers may find themselves increasingly supplanted by technology.

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WHY We Need to ChangeToday’s high schools are producing students who are unprepared for future jobs.

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ReferenceData from “WHY We Need to Change” is taken from Technology 2008: Preparing Students for Our Changing World. Willard Daggett, International Center for Leadership in Education. http://www.daggett.com/Daggettpp.htm

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Current High School Graduation Requirements

andExit Standards

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Current Graduation Requirements• Attain a passing score on

competency tests adopted by the SBE per GS 115C-174.11 and administered by the LEA;

• Successfully complete 20 course units in grades 9-12 (22 course units for Occupational Course of Study);

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Current Graduation Requirements• Successfully complete one of four

courses of study: • Career Preparation• College Technical Preparation• College/University Preparation• Occupational Course of Study;

• Demonstrate computer proficiency.

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Post-Secondary Education Remedial Rates for North

Carolina High School Graduates

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The percentage rate of North Carolina high school graduates needingremediation as they entered as freshmen into the North Carolina Community College system.Source: NC Community College System

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0.0%5.0%

10.0%15.0%20.0%25.0%30.0%35.0%40.0%45.0%

1997 1998 1999 2000

% R

emed

ial R

ate

Mathematics English Reading

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The percentage rate of North Carolina high school graduates needing remediation as they entered as freshmen into the North Carolina public colleges and universities.Source: UNC General Administration

0.0%2.0%4.0%6.0%8.0%

10.0%12.0%14.0%16.0%18.0%20.0%

1995 1996 1997 1998 1999

% R

emed

ial R

ate

Mathematics English Taking more than one

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NC High School Dropouts Grade Level

1999-2000

2000-2001

2001-2002

2002-2003

9 8,811 7,850 7,407 6,647

10 6,661 5,997 5,570 5,131

11 5,337 4,740 4,682 4,541

12 2,788 2,781 2,683 2,645

Total 23,597 21,368 20,342 18,964

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Higher standards and student accountability are responding to the need for … … students to learn how to learn and how

to embrace change

… students to have deep understanding of content and the world around them, not just rote memory

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Higher standards and student accountability are responding to the need for … … academic rigor to be applied in

open-ended ways that are relevant to the world of the 21st century

… visionary thinking

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NC General Statutes, StatusNorth Carolina General Statute 115 C-12(9b)

called for exit exam(s), August 1997• However, the General Assembly suspended development

pending report on compliance with NCLB

SB 1115, SL 2002-126: Exit Exam, September 2002

• “The Board shall not adopt any revisions prior to reporting them…to the [Joint Legislative Education Oversight Committee (JLEOC)].”

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SBE Academic Rigor, Relevance and Relationships (R3) Ad Hoc Committee

• Academic Rigor Committee formed by the NC SBE on April 1, 2004.

• As the committee studied high school issues, it expanded the committee's name to Academic Rigor, Relevance, and Relationships. This change reflects the committee’s views on the components needed in the best high school programs for students.

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Since September, the original ad hoc committee expanded its membership to include high school educators and administrators (superintendents, principals, counselors, and teachers), and parents to offer assistance and input.

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The Committee plans to present a rigor definition and implementation plans for new high school exit standards to the State Board in February.

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New Schools Project - R3

• High schools have not changed since the rise of the comprehensive high school nearly a century ago.

• Smaller, more personal high schools that are connected to workplace expectations and that prepare students for higher education are possible and being implemented in North Carolina.

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Philosophy

• Higher student/teacher/parent expectations and standards result in higher student achievement.

• Every student in North Carolina should be provided “an opportunity to receive a sound, basic education” and also provided the academic and social support to be successful.

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Philosophy

• Setting high standards that are aligned with the curriculum will provide a systematic process for intervention and graduation decisions.

• Intervention is needed for students who do not meet standards.

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Philosophy

• Workplace skills are critical for students.

• Students must have content knowledge and understanding in coursework and the capacity to apply knowledge and skills in relevant real-life situations.

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Goals for Graduates

Ensure that “All students will graduate from a rigorous, relevant academic program that equips them with the knowledge, skills and dispositions necessary to succeed in both post-secondary education and 21st century careers and to be participating, engaged citizens.”1

1Proposed State Board of Education policy entitled “Policy defining academic rigor, relevance and relationships.”

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Goals for Graduates

Improved student achievement.

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Goals for GraduatesIncrease the percentages of students who graduate “…with an informed point of view, knowledge of the world, an ability to grapple with complex problems and a willingness to engage with people different from themselves.”2

2 Closing the Graduation Gap: Toward High Schools that Prepare All Students for College, Work and Citizenship. Bill and Melinda Gates Foundation, Gates Education Policy Paper, April 8, 2003, page 2.

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Goals for Graduates• Better prepared and higher

numbers of graduates.• Increased number of students

demonstrating proficiency and above on end-of-course tests in courses required for UNC System admission.

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The ProcessGuide the development of classroom instructional delivery that focuses on mastery of critical, real-world skills (problem-solving, evaluation, communication, analysis, prediction, etc.) in addition to active learning of content.

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The ProcessInitiate a Senior Project requirement that allows students to learn and to demonstrate additional skills.

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The Process• Develop a school improvement

process that focuses on students, parents and educators as collaborative partners in students’ education.

• Provide focused assistance and multiple test-taking opportunities.

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Proposals for Implementing the New

High School Exit Standards Framework

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Proposal 1 Students should be required to pass

all five EOC assessments (Algebra I, Biology I, English I, Civics & Economics, and U.S. History) and to complete successfully the senior project.

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Proposal 2 Students should be required to pass

at least four out of five EOC assessments (Algebra I, Biology I, English I, Civics & Economics, and U.S. History) and to complete successfully the senior project.

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Retesting Proposals Proposal 1: Consistent with the

current retesting opportunities for end-of-grade assessments at grades 3, 5 and 8, students should be given a maximum of two retest opportunities. The second retest opportunity must be preceded by focused intervention/remediation.

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Retesting Proposals Proposal 2: Consistent with the

current retesting opportunities for the competency and computer skills assessments, students should be given at least one retest opportunity per year. Each retest opportunity must be preceded by focused intervention/remediation.

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Senior Project• Performance-based senior project

that could include service learning or a work-based learning experience.

• One component of the new high school exit standard.

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Senior Project• Developed, monitored and scored

at the local level using rubrics developed or endorsed by the NC DPI.

• Standards will be effective with the current 7th graders who begin 9th grade in 2006-07. This is the graduating class of 2010.

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Next Steps• Zoomerang survey• Timeline for activities• Ground rules for input• Q/A session (with notecards)• Q/A document

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Ground Rules• All comments and questions are

welcome.

• Please refrain from talking or making comments when someone else is speaking.

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Ground Rules• Three-minute limit for comments

and questions. Please provide your name and affiliation at the beginning of your comments.

• At the end of three-minute limit, a sign will be given to signal the end of the time limit. Please promptly conclude remarks.

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high school exit standards informational sessions january 2005

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