Technology has led to the integration of the world economy through low-cost information and communications has an even more important impliclication than the dramatic expansion of both the volume of trade and what can be traded. Trade and technology are making all the nations of the world more alike.
2/3rds want to go to college but don’t take the right courses One study of 6 states found less than 12% of students knew curricular requirements to enter their postsecondary institutions (Venezia, Kirst, & Antonio).
Besides, when you consider the relationship between learning and earning, Ohioans with the most education are in the greatest demand … they are the highest paid … and they are the least likely to experience unemployment. We simply must educate more Ohioans. CORE SLIDE
Data shows us that as an individual’s education and skill increase, the income gap closes Adults w/hs diploma are twice as likely to be unemplyed as those with a bachelor’s degree (Day & Curry, 1999) BA lifetime earning (age 25-64) 2.5 million; high school 1.2 Education as equalizer yet US has the greatest income disperity of any other economically advaced country in the world (Carnevale & Desrocher, 2002).
Number of jobs in the food industry is already high and demand will increase over the next decade. 2/3 of the 6.5 million servers are between 16 and 19. Due not to growth but replace young workers that leave
Especially in light of an increasing demand for post-secondary skill levels on the job
75% reduction in wages they realize 100% increase in productivity Call Center in Indai; 2000 only 19% of dropouts were in factory-related jobs.
American teenagers rank at the bottom of the industrialized world in math problem solving. Economist Eric Hanushek of Stanford University estimates that if the gap were closed, American economic growth would increase by half a percentage point every year, or about a 20 percent increase in the econ0my’s long-term potential.
In today’s Knowledge Economy … the driving forces are: ● Talent ● Technology ● Knowledge ● and Capital. Success in the Knowledge Economy requires: ● well-educated, highly skilled workers who value learning and are able to make learning a priority throughout their lives ● targeted investments in advanced communication networks, transportation systems and other technological innovations ● a strong research capacity that creates new businesses and new jobs in advanced materials; biosciences; information technology; instruments, controls and electronics; and power and propulsion ● and, new kinds of businesses … agile, entrepreneurial companies with the capacity to adapt rapidly to new opportunities and environments. CORE SLIDE
It is useful to look at the educational system as a pipeline that carries students from the beginning of HS through to college graduation. As you might expect, this is a leaky pipeline. We lose students at every transition. Out of a typical annual cohort of 170,000 9th graders in Ohio, only about 36,000, or 21%, are likely to earn a college degree within 10 years.
The Council of Chief State School Officers (CCSSO) issues a biennial report that estimates the percentage of high school students who have completed advanced math and science courses. To make such estimates for the class of 2002, CCSSO divided the total course enrollment in grades 9–12 in fall 2001 by the estimated number of students who were part of the class of 2002 cohort during four years of high school. O CCSSO estimates that the percentage of high school students in the United States taking math courses beyond Algebra II (i.e., Trigonometry and/or Precalculus) by graduation in 2002 was 41 percent, up 12 percentage points from a decade earlier. NOTE: From Clifford Adelman’s Answers in the Toolbox : “Of all the components of curriculum intensity and quality, none has such an obvious and powerful relationship to ultimate completion of degrees as the highest level of mathematics one studies in high school. This is a very critical equity issue because not all high schools … offer their students the opportunity to learn the higher levels of mathematics that propel people toward degrees — no matter what their eventual major field of study. [T]he precise point at which opportunity to learn makes the greatest difference in long-term degree completion occurs at the first step beyond Algebra 2, whether trigonometry or pre-calculus.”
To determine how many students leave high school “college ready,” Jay Greene of the Manhattan Institute has established three criteria: O Students must graduate from high school (Greene has developed his own method of calculating high school graduation rates that closely match other accepted estimates). O Students must have completed four years of high school English; three years of math; and two years each of natural science, social science and foreign language. O Students must score at the basic level or above on the 12th grade National Assessment of Educational Progress (NAEP) reading assessment. Although high school graduation rates have not improved over the last decade, college readiness rates have been rising. There are, however, large differences among racial and ethnic groups in the percentage of students who leave high school eligible for college admission. About 40 percent of white students, 23 percent of African American students and 20 percent of Latino students who started public high school graduated college ready in 2002.
34% take college prep courseload 32% are college ready
Teachers will take time at their table to estimate the percentage of students at their school who would answer affirmatively to these statements.
Identify students who need additional enriching coursework in mathematics, language arts, and reading instruction in grades 7 and 8. Develop high-level exploratory academic courses in grades 7 and 8 that give students more time to read, write, and do mathematics Examples: adolescent literature, Arthurian legend, mysteries, Physics is Fun (high interest with a lot of student reading and analysis) Orientation program for parents and students which focuses on the need to prepare students for high school studies. Utilize education plan that student has been developing--focus on the high school coursework needed for the career student is interested in--contrast with current performance Teachers use instructional techniques that motivate students to work harder and provide extra help and extra time to assist students in meeting standards and readiness indicators.
Third bullet: Ninth-grade team has same group of students and common planning time to: Integrate curriculum Align assessments and exams Share teaching strategies
Some of the schools in our network--particularly in Ohio--enroll everybody in Algebra 1 Most students go to algebra I for 90 minutes a day (for some kids every other day) but they use the alternate days for students who need extra help in understanding the concepts. They are using a mainstream approach by placing everyone in algebra I rather than sorting and dividing based on ability
Teachers in the most-improved sites were willing to give extra help because they believed what they were asking students to do was important to their future and that students were able to do it. Through their willingness to help students, teachers conveyed that they believed students were worth the effort. This type of relationship between adults and students increases students’ desire to work harder, to perform at higher levels, and to understand the importance of high school.
This map reflects the current counties in the 4 regions of the state. The number of sites listed reflects all HSTW and MMGW sites that are currently implementing and sites that are interested and exploring.
No body works harder at learning than a curious kid. When recruiting teachers, chose those that love kids. Inspired kids will go out and learn it themselves. They have to believe the teacher really cares.
Clyde Prestowitz, founder and president of the Economic Strategy Institute and author of “Three Billion New Capitalists” notes in his recent book that up and coming generations “… will need far more knowledge of technology and of other people than can be gained from a high school education. To be able to seize the opportunities and meet the challenges, the next generations must truly be able to compete with anyone. Because the playing field is going to be really level.” It is time that we consider what investments Ohio can make to secure a better future for us now and for generations to come. CORE SLIDE
Won’t be easy for some For some unattainable Telling stories, demonstrating empathy and designing innovations always a part of what it means to be human.
Mention Agriculture from 6 th grade to secondary ed, to tertiary
Source: CCTI Brochure (The College Board-Policy Analysis)
In states where everyone takes the ACT, this junior assessment can help determine which seniors are likely to be placed in remedial courses in college allowing the school to put these students in senior courses that will prepare them for college level work. If the school is on a semester block schedule, seniors should be required to enroll in 4 academic courses. The reality check may have to occur as early as the end of 10th grade for some students.
Using the core as the default curriculum means all students are automatically enrolled in the recommended curriculum.
Unless the adults in the building take responsibility to initiate a set of actions to enroll more kids in high level courses it simply will not happen. Students/teenagers will take the path of least resistance.
The World Is Flat
America is facing a HUGE challenge to retain its competitive edge…
The next great era will not be built around a group of white western individuals as in the past
If we educate our students appropriately to meet the new challenge, the future will not be bleak
Technology is accelerating, and its effects are becoming more pervasive. Its affects not just what we produce but also what is asked of us and how we are organized to produce it.
Globalization is accelerating as well, with the links among nations becoming not just more numerous, but deeper, as the developing world moves to higher-valued services once thought the exclusive province of advanced nations.
Demographics in the United States are about to change dramatically, as baby boomers enter retirement and the prime-age adult populations shrink in comparison to the numbers of old and young.
SOURCE: 2005 National Education Summit on High Schools
that their diploma will prepare them to--- succeed.
In a Flat World WILL IT?
SOURCE: A Common Core Curriculum For the New Century
Higher learning = higher earning In today’s world, those with a higher education will benefit most. UNEMPLOYMENT IN 2004 MEDIAN EARNINGS IN 2003 PROFESSIONAL DEGREE DOCTORATE MASTER’S DEGREE BACHELOR’S DEGREE ASSOCIATE DEGREE SOME COLLEGE NO DEGREE HIGH SCHOOL GRADUATE LESS THAN HIGH SCHOOL Note: Earnings for year-round full-time workers 25 years and over; unemployment rate for those 25 and over Source: Bureau of the Census: Bureau of Labor Statistics Published by Postsecondary Education ● P.O. Box 415 ● Oskaloosa, Iowa 52577-0415 ● www.postsecondary.org 8.5 5.0 4.5 3.7 3.0 2.5 1.8 1.7% 0 1 2 3 4 5 6 7 8 9
Ohio ’ s Education Capital SOURCE: Ohio Legislative Service Commission, 2004
Indicators to Gauge Your High School’s Readiness
Freshman only fail one semester of an “academic core” course
Must earn sufficient credits to graduate with their cohort
Rank at or above the 54 th percentile in their class;
Have a GPA of 2.7 or higher in academic courses; and
Have an ACT composite score of 19 or higher
ACT benchmark for college algebra is 22
ACT benchmark for college biology is 24
SOURCE: National Educational Longitudinal Study, 2000
Reflection Activity Should K-12 rural schools encourage more students to complete postsecondary education? Why or why not? In your group of 4, use the strengths and concerns work mat 1 to record your thoughts
Order Fast food in California via Order Excel Automated System
Your tax return is completed in India
Your Jet Blue reservation is taken by Betty in her house coat and slippers in Salt Lake City
Dad’s X-rays read overseas at 2:00 a.m.
Flatteners Impact on You With your neighbor, share one example of a new experience for you in the Flat World
Of the 2.8 million degrees in science and engineering granted in 2003…
1.2 million were earned by Asian
students at Asian universities
830,000 were earned in Europe
400,000 were earned in the United States
By 2010, if the current trends continue, more than 90 percent of all scientists and engineers in the world will be living in Asia
Where are we now? Our best research indicates that China and India between them are producing not more than 135,000 engineers a year who could compete with the engineers that our universities are turning out (more than twice the 60,000 we produce and many of those are returning home in the EAST)
Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy
For a long time , economists believed that economic
growth was mainly a function of how much of what
we made was saved and invested in the machinery
and plant required to expand production.
NOW , they have come to believe that, more than
ever before , growth depends on advances in
technology that capture advances in new knowledge
Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy The U.S . will have to be number one or two in technology leadership in every industry in which it expects to be a major competitor if we expect to maintain our current wage levels and grow our economy enough to maintain the standard of living of the society as a whole
An Indian Engineer only earns 1/5 the wages of an American Engineer . Source: Tough Choices or Tough Times, 2006, National Center on Education and the Economy “ We need to be telling our kids to hurry up and eat and get to their homework - there are kids in China and India who are starving for our jobs”
Workforce Readiness Only four in 10 high school students complete a college-ready and work-ready math curriculum *Trigonometry or Precalculus SOURCE: Council of Chief State School Officers, State Indicators of Science and Mathematics Education 2003, p. 27 Taking a math course beyond Algebra II* by graduation (2002)
College Readiness Very few high school graduates are “College Ready” Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm. Ohio Ranks 27th – Why?
Four recommendations to transform the high school experience: #1: More personalized learning environment #2: Provide all students with the opportunity to take a challenging curriculum that prepares them for success in postsecondary education and the workforce #3: Increase the percentage of students graduating from high school #4: Bridge the gap between high school and postsecondary education
Rigorous Courses are the Key SOURCE: Adelman, C. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999.
“ Too many Ohio high-school graduates have lacked the preparation to succeed in college. Last school year, only 26 percent of Ohio students were on the track the governor prescribes.” (The Ohio Core)
“ The legislature has allocated $13.2 million for training new teachers…part of a five-year $114 million plan…If Ohio is to break out of the economic malaise that leaves the state 47 th in job growth for 2005 and lagging in many economic and social indicators, change must begin with a better-educated , better-prepared work force. The Ohio Core is a good place to start .”
SOURCE: Columbus Dispatch Editorial, Wednesday, October 4 th , 2006
OGT Mathematics measures concepts that students in other countries study in 8 th grade (use of International Grade Placement index developed by Michigan State University for TIMMS analysis)
OGT Reading skills are found on ACT’s 8 th and 9 th grade test. Ohio did place emphasis on informational reading
SOURCE: Do Graduation Tests Measure UP? Achieve, Inc., 2004
Why Algebra II? It is only used in a handful of the most technical occupations.
The rigor and discipline have other important benefits:
Positive relationship between Algebra II in high school and later earnings.
Students who take more advanced math classes learn skills that may be directly applicable to certain jobs.
Students learn logic and reasoning skills that indirectly make them more productive.
Skills learned in advanced math may also teach students how to learn, so that once they are on the job, they are promoted to more demanding and more highly paid positions than those who have acquired fewer “learning skills”
SOURCE: A Common Core Curriculum For The New Century
12 States Require Algebra II SOURCE: Achieve Survey/Research, 2006. New ADP-Like Graduation Math Requirements Required Years Algebra I Geometry Algebra II American Diploma Project 4 Texas Recommended H.S. Program 3 Arkansas Smart Core 4 Indiana Core 40 Diploma 3 South Dakota Advanced H.S. Program 3 Oklahoma College-Prep Curriculum 3 New York Regents Diploma 3 Kentucky H.S. Diploma 3 Michigan Merit Core 4 Ohio Core 4 Mississippi 4 Delaware 4 Minnesota 4
The U.S. Department of Education found that even students who enter high school with test scores in the lowest quartile grow more in college-prep courses
High Schools That Work schools that enroll
large numbers of students in high-level courses
are raising student achievement and
simultaneously increasing the overall percentage
of program completers
SOURCE: Adelman, C. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington, D.C.: U.S. Department of Education, Office of Educational Research and Improvement, 1999. SOURCE: From, P. (2001, April). High schools that work: Findings from the 1996 and 1998 assessments. U.S. Department of Education
A Rigorous Core Works: Findings from the Indiana Core 40 SOURCE: American Diploma Project
Mathematics and science concentration – four credits in each field, with at least one at the Advanced Placement level
Humanities concentration – four credits each in college-prep level language arts and social studies, with at least one at the college level and four additional credits from foreign language, fine arts, journalism, debate, music, etc.
Career/technical concentration – four credits in a planned sequence of courses within a broad career field – pre-engineering, health/medical science, etc.
Jobs in the new middle require good collaborators , leveragers , adapters , synthesizers , model builders , localizers , and personalizes; and these approaches require you to be able to learn how to learn , to bring curiosity and passion to your work, to play well with others, and to nurture your right brain skills.
You must be good at managing and interacting with other people . Middle jobs in a flat world necessitate personalized, high touch interactions with other people.
Perhaps contrary to what we have believed people skills will be more valuable than computer skills . The “geeks” might not
inherit the earth after all …
The Right Brain Stuff: Moving from the information age to the conceptual age
The left hemisphere handles sequence , literalness, and analysis
The right hemisphere takes care of context , emotional expression, and synthesis
Technology and other countries can and will do left brain work cheaper
In the U.S. We must do right brain work better
Left to Right Brain Workforce Occupation Left Brain Right Brain Computer Programming Does basic coding Can design entire systems Banking Transaction based Masters of the art of the deal Accountants Basic book keeping/taxes Serve as life planners
Reflection Activity Are Teachers using instructional strategies in their classrooms that encourage student success in the “ New Middle Class ?” In your group of 5, use the strengths and concerns work mat 4 to record your thoughts
Work Mat 4 “New Middle” Instructional Strategies
“ Student success in college cannot be documented…in terms of enrollment, persistence, and degree attainment…These widely used metrics, while important , miss entirely the question of whether students who have placed their hopes for the future in higher education are actually achieving the kind of learning they need for a complex and volatile world.”
SOURCE: The National Leadership Council for Liberal Education and America’s Promise
“ High schools must be designed, organized, and managed with a relentless focus on the results that matter in the 21 st century —in addition to the traditional metrics of attendance, graduation and college matriculation rates—or they risk missing the mark. Traditional metrics are important , but they are no longer sufficient indicators of student preparedness.” SOURCE: Partnership for 21 st Century Skills
“… they will need far more knowledge of technology and of other people than can be gained from a high school education. To be able to seize the opportunities and meet the challenges, the next generations must truly be able to compete with anyone. Because the playing field is going to be really level.” The shift of power
High Concept – ability to create artistic and emotional beauty, to detect patterns and opportunities, to craft a satisfying narrative, and to come up with inventions the world did not know it was missing.
High Touch – capacity to empathize, to understand the subtleties of human interaction , to find joy in one’s self and to elicit in others, and to stretch beyond the quotidian in the pursuit of purpose and meaning
Growing congruence between people doing things because they love to do them and the sorts of things that confer economic advantage This is a survival strategy .
The Right Country: United States is poised to lead in the Flat World
Flexible, deregulated, free market economy with venture capital
Network of institutional strengths (university-business-government research partnerships)
American intellectual property protection
Most flexible labor laws
Largest domestic consumer market with first adopters
A mixture of institutions, laws, and cultural norms that produce a level of trust, innovation, and collaboration that has enabled us to thrive for more the two centuries and constantly renew our economy and raise our standard of living
America must to continue to roll up its sleeves, educate its young people the right way for these times and tend to and enrich the secrets of our sauce
Context Standards - Every school should be well rooted in a locale, and that locale should provide the context within which students learn. They take advantage of native ways of knowing and learning, provide for the opportunity to learn from know-ledgeable and wise people in the community.
Learning Condition Standards – Define the school as a place of learning for all people in the community, a place where everyone is a “student,” and everyone is welcome to learn, including adults.
SOURCE: Rural Challenge, 1999
Strickland on Education “ I am convinced the road to renewal—the road to a new, vibrant, growing Ohio, begins with building a system of education which is relevant to the needs of all Ohioans from pre-school through college and beyond . Gone are the days when nations and states competed economically based on regional natural resources or technological superiority . Today , the tools we compare with are the creativity and productivity of our own minds and talents . This reality should shock us from our complacency and compel us to action .” SOURCE: Governor Strickland’s Inaugural Address, January 13, 2007
Reflection Activity Given our rural circumstances, what opportunities and concerns do we have in communicating what we discussed today with our board members, community stakeholders, and students ? In your group of 7, use the strengths and concerns work mat 6 to record your thoughts