HOW WELL IS MICHIGAN PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE

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

Currently, far too many students drop out or graduate from high school without the knowledge and skills required for success, closing doors and limiting their post-high school options and opportunities.

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

Why College- and Career-Ready Expectations for All?

2

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.

4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

Jobs in Today’s Workforce Require More Education & Training

The Rise of the Middle-Skill Jobs

5Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.

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 (but typically less than a bachelor’s degree), including associate’s degrees, vocational certificates, significant on-the-job training.

Employment Shares by Occupational Skill Level, 2006

6Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.

Demand for Middle-Skill Workers Outpaces Michigan's Supply

7Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12 Reform,” Education Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete. http://www.skills2compete.org; Measuring Up (2008), “The National Report Card on Higher Education. “ http://measuringup2008.highereducation.org/index.php

In 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled.

One result: The demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level.

80% of Michigan’s jobs are middle- or high-skill (jobs that require some postsecondary education or training).

Yet only 36% of Michigan adults have some postsecondary degree (associate’s or higher).

The Rise of the Middle-Skill Jobs

8Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees: Tomorrow’s Fastest Growing Jobs and Why Community College Graduates Will Get Them. The New Democratic Leadership Council

Michigan 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 the Census Bureau’s occupation codes in 1967.

Given the growth of new job sectors – most notably “green jobs” – it is common sense to provide all students with a strong foundation that keeps all doors open and all opportunities available in the future.

Michigan’s Middle-Skill Jobs

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Occupation

Median Income (2007)

% By Education Level (ages 25-44), 2007

Number of Total Jobs (in thousands)

High School Some College 2006 2016 % Change

Computer Support Specialists

$42,300 13% 44% 15.1 16.6 10%

Electrical & Electronic Engineering Technicians

$50,000 7% 68% 4.2 4.6 10%

Radiologic Technicians & Technologists

$48,800 7% 68% 6.2 6.8 10%

First-line Supervisors / Managers of Construction Trades

$61,500 60% 30% 14.0 14.8 6%

Registered Nurses $59,800 1% 43% 84.4 100.5 19%

Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org

America’s International Edge is Slipping

10Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

U.K.

France

Spain

Denmark

Belgium

Ireland

Norway

Israel

Korea

Japan

Canada

U.S.

Michigan

0 10 20 30 40 50 60% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)

55-64 45-54 35-44 25-34 ALL (25-64)

1 U.S. (38%) Canada (43%) Canada (51%) Canada (55%) Canada (47%)

2 Canada (37%) U.S. (40%) Japan (46%) Japan (54%) Japan (40%)

3 N.Z. (30%) Japan (39%) Finland (41%) Korea (53%) U.S. (39%)

4 Denmark (28%) N.Z. (38%) U.S. (41%) N.Z. (44%) N.Z. (38%)

5 Finland (27%) Finland (34%) N.Z. (39%) Ireland (42%) Finland (35%)

6 Australia (26%) Denmark (33%) Korea (37%) Belgium (42%) Denmark (35%)

7 Sweden (25%) Australia (32%) Denmark (36%) Norway (42%) Australia (33%)

8 Norway (25%) Norway (30%) Belgium (35%) France (41%) Korea (33%)

9 Neth. (25%) Neth. (30%) Norway (35%) Denmark (41%) Norway (33%)

10 U.K. (24%) Switz. (29%) Iceland (34%) U.S. (39%) Belgium (32%)

11 Switz. (24%) Iceland (29%) Australia (33%) Spain (39%) Ireland (31%)

12 Japan (23%) U.K. (29%) Switz. (33%) Sweden (39%) Sweden (31%)

13 Germany (23%) Sweden (29%) Ireland (33%) Australia (39%) U.K. (30%)

14 Belgium (22%) Belgium (27%) Spain (31%) Finland (38%) Neth. (30%)

15 Iceland (21%) Germany (25%) U.K. (31%) U.K. (37%) Switz. (30%)

Michigan (35%) Michigan (38%) Michigan (35%) Michigan (36%)

America’s International Edge is Slipping

11Source: OECD Education at a Glance, 2007; National Center for Higher Education Management Systems analysis of 2007 American Community Survey. http://www.higheredinfo.org

FAR TOO MANY STUDENTS DROP OUT OR GRADUATE FROM HIGH SCHOOL UNPREPARED FOR REAL WORLD CHALLENGES

Of Every 100 9th Graders in Michigan…

13Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition andCompletion Rates from 9th Grade to College. www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0

0

20

40

60

80

100

100

67

4428

18

Achievement Remains Low: 8th Grade Achievement Over Time

14Source: National Assessment of Educational Progress. Analysis of data downloaded from www.nces.ed.gov/nationsreportcard/nde/

8th Grade Math 1992 2009

Michigan 19% 31%

U.S. 21% 32%

8th Grade Reading 1998 2009

Michigan n/a 31%

U.S. 33% 30%

8th Grade Science 1996 2005

Michigan 32% 35%

U.S. 29% 29%

% at or Above Proficient on 8th Grade NAEP

And Gaps Persist: Michigan’s 8th Grade Achievement Gap

15Source: National Assessment of Educational Progress. Analysis of data downloaded from www.nces.ed.gov/nationsreportcard/nde/

Subgroup8th Grade Math

(2009)8th Grade

Reading (2009)8th Grade Science

(2005)

All Students 31% 31% 35%

White 37% 36% 43%

Black 5% 9% 8%

Hispanic 17% 26% 11%

Asian 59% n/a n/a

Native American n/a n/a n/a

% at or Above Proficient on 8th Grade NAEP

Graduation Rates Remain Inequitable

16Source: Education Week, Education Counts. Developed through the Custom Table Builder, http://www.edweek.org/rc/2007/06/07/edcounts.html

American Indian

AsianHispanicBlackWhiteAll

0%

10%

20%

30%

40%

50%

60%

70%

80%

U.S.

Mich

igan

50%

79%

55%51%

76%

69%

49%

76%

44%

38%

77%

70%

America’s International Edge is Slipping

17Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

Iceland

U.K.

Ireland

Netherlands

Germany

Denmark

Israel

Canada

Japan

Norway

Korea

U.S.

Michigan

0 10 20 30 40 50 60 70 80 90 100

% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+

Enrollment in College Does NOT Equal College Readiness

18Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

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

Freshmen at Two-Year Colleges are More Likely to Require Remediation

19Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Reading, Writing or MathReading

WritingMath

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%42%

19%23%

34%

24%

6%8%13%

2-Year Colleges 4-Year Colleges

Most U.S. College Students Who Take Remedial Courses Fail to Earn Degrees

20Source: National Center for Education Statistics, The Condition of Education, 2004: % of 1992 12th graders who entered postsecondary education.

Percentage earning degree by type of remedial coursework

Enrollment in College Does NOT Equal College Readiness

21Source: Green, Jay. P. (Sept 2000). The Makcinac Center, The Cost of Remedial Education: How Much Michigan Pays When Students Fail to Learn Basic Skills. http://www.mackinac.org/archives/2000/s2000-05.pdf

An estimated 33% of Michigan’s first-year students at two- and four-year institutions

require remediation.

How Many College Students Return Their Sophomore Year – and Go On To Earn Degrees?

22Source: Measuring Up (2008). The National Report Card on Higher Education. http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics (2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.

Completion (4-Year)Persistence (4-Year)

Persistence (2-Year)

0%

10%

20%

30%

40%

50%

60%

70%

80%

U.S.

Mich

igan

56%

76%

53% 55%

49%

74%

Many College Students in Michigan Fail to Earn a Degree

23Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems.

Percent of students earning a bachelors’ degree within six years, 2006

The Majority of Graduates Would Have Taken Harder Courses, Particularly in Mathematics

24Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC: Achieve.

Would have taken more challenging courses in at least one area

Math

Science

English

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

A MORE RIGOROUS & RELEVANT HIGH SCHOOL EDUCATION WILL OPEN DOORS FOR STUDENTS – AND KEEP THEM OPEN

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Personal Benefits of Education in Michigan

While there may be jobs available to high school drop outs and graduates, they often pay less and offer less security than jobs held by those with at least some postsecondary experience.

The link between educational attainment and gainful employment is clear:

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

27Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic Supplement.” Figures are based on total person within the civilian labor force

Personal Benefits of Education in Michigan

UNEMPLOYMENT RATE

LEVEL OF EDUCATION

MEAN INCOME

8% TOTAL $42,316

19% HS Dropout $14,910

10% HS Graduate $31,683

7% Some College $37,418

4% Bachelor’s & Above $67,453

28Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies, and Context of Support. U.S. Department of Education. http://nces.ed.gov/pubs2001/2001153.pdf; Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education.

The Importance of Rigorous Course-Taking in Closing Gaps

Students who take challenging courses and meet high standards are much more likely to enter college ready to succeed.

87% of first-generation college-going students – who took a highly rigorous course of study in high school – persisted in college or earned a degree after 18 months.

Only 55% of first-generation students who took just a general curriculum persisted that long.

High school students who take advanced math double their chances of earning a postsecondary degree:

59% of low-income students who took advanced math in high school earned a bachelor’s degree.

36% of low-income students who did not complete the rigorous high school course of study earned a bachelor’s degree.

29Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP) 2003, 2005 Mathematics Assessments.

8th Graders Taking Algebra I

30Source: College Board, “National Summary Reports, 2008.” http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html

Students Participating in Advanced Placement

Percent of all 11th/12th Graders Participating in Advanced Placement (2008)

31Source: ACT (2009), ACT 2009 Results. http://www.act.org/news/data/09/states.html; College Board, Mean SAT Critical Reading, Mathematics and Writing Scores by State. http://professionals.collegeboard.com/profdownload/cbs-2009-Table-3_Mean-SAT-CR-MATH-and-Writing-Scores-by-State.pdf

Michigan’s Students Taking College Admissions Exams

2009 Michigan U.S.

Participation in ACT 100% 45%

Average ACT Score 19.6 21.1

Participation in SAT 5% 46%

Average SAT Score 1762 1509

THE SOLUTION: STATE-LED EFFORTS TO CLOSE THE EXPECTATIONS GAP All students deserve a world-class education that prepares them for college, careers and life.

The College- and Career-Ready Agenda

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Align high school standards with the demands of college and careers.

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

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

Develop reporting and accountability systems that promote college and career readiness.

Michigan’s Commitment to Closing the Expectations Gap

34

In 2006 Michigan adopted college- and career-ready graduation requirements

In 2006 Michigan also aligned its high school academic standards with college- and career-ready expectations

Michigan requires all students to take the ACT, along with sections of WorkKeys and state-developed tests, as part of its high school assessment system, the Michigan Merit Exam

Michigan’s longitudinal data system satisfies seven out of the Data Quality Campaign’s ten essential elements

HOW WELL IS MICHIGAN PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE