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Hb5 interim hearing march 2016 final

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Hb5 interim hearing march 2016 final

  1. 1. HB 5 Implementation Update March 29, 2016 Mike Morath Commissioner of Education
  2. 2. Quick Overview • HB 5 was a very large systemic reform, primarily focused on high school. • It established the Foundation High School Program, which allows high school students to graduate with endorsements in 5 categories, pursue a Distinguished Level of Achievement, and/or receive certain Performance Acknowledgements. • The first group of students who participate in high school solely in the HB 5 FHSP are the Class of 2018. • HB 5 provided for an accelerated implementation to allow immediate transitions for schools and students. 2
  3. 3. HB 5 Implementation To Date: Selected Milestones • HB 5 created dozens of action items for districts, THECB, and TEA, starting with the 2013-2014 school year and continuing through the end of 2017. • A few examples from 2013-2014: 3 • Requires TEA to notify districts of test results no later than the 21st day after the day the test was administered. • Requires TEA to determine a method by which satisfactory performance on an AP, IB, SAT, ACT, or other university recognized norm-referenced tests can be used to satisfy the EOC requirements for an equivalent course. • Modifies the state accountability system so TEA makes publically available district and campus self-evaluations in the area of community and student engagement. • Requires TEA adopt rules to allow a student who is completing the fourth year of high school in 2013–2014 to graduate on the foundation program if the student desires.
  4. 4. HB 5 Implementation To Date: Selected Milestones - Continued • A few examples from 2014-2015: 4 • Requires TEA to adopt rules so a student who entered grade nine before the 2014–2015 school year can graduate under the new foundation program or remain under the prior plan. • TEA can add measure of future financial solvency to the FIRST system. • Requires districts report personal graduation plan data, including the categories of endorsement. • Requires TEA, working with TWC and THECB, to prepare information for school districts to distribute to parents explaining the Distinguished level of achievement and personal graduation plans. • Requires TEA to provide a third party implementation evaluation report by Dec 2015
  5. 5. Overview of the Dec 2015 Report • The initial third party evaluation required in HB5 was performed by American Institutes for Research (AIR) and included the following: • a policy review of changes related to graduation, curriculum, testing, and accountability, • an overview of the implementation of HB 5 based on statewide district-level survey, • a trend analysis of historical outcomes for cohorts graduating under the Minimum High School Program (MHSP), the Recommended High School Program (RHSP), and the Distinguished Achievement Program (DAP) for comparison purposes, and • a baseline analysis of student outcomes for the Foundation High School Program. • Report details can be found at: http://tea.texas.gov/Reports_and_Data/Program_Evaluations/Research_R eports/Program_Evaluation___Research_Reports/ 5
  6. 6. Dec 2015 Report Findings: District-Level Survey Results for 2014–15 School Year 95.5% 86.5% 86.2% 79.1% 61.9% 87.7% 81.2% 75.2% 72.5% 63.6% 0% 20% 40% 60% 80% 100% Multidisciplinary Studies Business & Industry STEM* Arts & Humanities Public Services PercentageofDistricts Endorsement Type Endorsements Offered by Districts (N = 890) Endorsements Pursued by any Child in a District (N=978) Notes. *STEM = science, technology, engineering, and mathematics. Sample counts are based on districts that reported data. 6
  7. 7. Dec 2015 Report Findings – Cont’d • The district-level survey conducted by AIR also found: • Districts were most likely to consider their current course offerings and staff capacity when considering which endorsements to offer. • Parent meetings and information distribution via guidance counselors were the most frequently reported means of communicating with both parents and students about endorsements and course offerings. • Forty-five percent of districts reported plans to offer Statistics and 30% reported plans to offer Algebraic Reasoning as options for the third or fourth credit requirement in mathematics. These two courses are new mathematics courses approved by the SBOE as additional options that districts may choose to offer. • Thirty-seven percent of responding districts reported requiring students to complete Algebra II to graduate. 7
  8. 8. Dec 2015 Report Findings – Cont’d Data from entering Grade 9 cohorts from 1997–98 through 2013–14 were included in the analyses: – Student outcomes under the MHSP, RHSP, and DAP showed improvement in college readiness and high school graduation across cohorts. – Postsecondary outcomes, employment, and earnings stayed flat over time. – Variation was noted across graduation programs. Steady increases found for: – College Readiness as measured by: • Grade 11 TAKS (reading and mathematics) meeting the Higher Education Readiness Component (HERC) • Texas Success Initiative (TSI) performance – High School Graduation (within 4 years of entering Grade 9) Trends remained mostly flat for: – Two-Year and Four-Year College Enrollment – Two-Year and Four-Year College Completion and Persistence – Employment and Earnings 8
  9. 9. Dec 2015 Report Findings – Cont’d The first cohort of students who will graduate solely under the Foundation High School Program entered Grade 9 in 2014–15 and will graduate in the class of 2018. At the time of the 2015 report, none of the outcome data required by HB 5 Section 83a were available for this cohort. An analysis of the cohort’s Grade 8 STAAR performance at the final Level II standard and Algebra I course completion was conducted as a baseline analysis – Meeting Level II at the final standard indicates that a student is on track to reach postsecondary readiness on STAAR Algebra II and English III Grade 8 STAAR, a preliminary assessment of students’ readiness to enter high school, showed: – 47% reached Level II at the final standard on Grade 8 STAAR Reading – 33% reached Level II at the final standard on Grade 8 STAAR Mathematics STAAR Algebra I: Of Grade 8 students who took the STAAR Algebra I exam in Grade 8, 80% reached Level II at the final standard. Algebra I Completion: 21% earned credit in Algebra I 9
  10. 10. Transition Update: Graduation Plans 16% (48,435) 14.9% (46,718) 82.9% (251,154) 80.3% (251,159) 1.2% (3,520) 4.8% (15,150) 0 10 20 30 40 50 60 70 80 90 Spring 2014 Spring 2015 Minimum H.S. Program Recommended H.S. Program/DAP Foundation High School Plan 10
  11. 11. Transition Update: Counts of All Students Grades 9-12 Pursuing an Endorsement in 2014–15 96,338 63,396 55,687 87,561 120,412 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 Business & Industry STEM Arts & Humanities Public Services Multidisciplinary Studies Because HB5 is not fully implemented yet, some students remain under the previous graduation plans, while others are on the Foundation High School Plan and eligible to choose endorsements. Only freshman must be on the FHSP. For comparison: In 2014-2015 there were 419,715 9th graders. 1,444,465 students in all grades 9-12. 11
  12. 12. Career and Technical Education - Progress *A CTE concentrator is a secondary student who has earned three or more credits in two or more courses in a CTE program of study. School Year Number of CTE Concentrators in High School* Percentage of High School Students who are CTE Concentrators 2010-2011 469,086 35.01% 2011-2012 483,122 35.64% 2012-2013 488,253 35.34% 2013-2014 498,132 35.44% 2014-2015 536,551 37.15% 12
  13. 13. CTE Coherent Sequence Graduates 39.7% 50.0% 45.4% 46.9% 37.5% 39.3% 49.9% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 2013-2014 African American Hispanic White American Indian Asian Two or More Races Economically Disadvantaged * Rate is based on individual group All students: 46.4% 13
  14. 14. Career and Technical Education 75.00% 80.00% 85.00% 90.00% 95.00% 100.00% Class of 2010 Class of 2011 Class of 2012 Class of 2013 Class of 2014 Four-Year Graduation Rate, All Students Four-Year Graduation Rate, CTE Concentrators State Graduation Rates, 2010 - 2014 114
  15. 15. Dual Credit 130,150 149,603 157,188 169,856 186,278 21,331 23,603 23,828 25,759 30,889 3,520 2,897 3,677 4,305 5,185 0 50,000 100,000 150,000 200,000 250,000 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Number of Completed Dual Credit Courses Academic Workforce Other 155,001 176,103 199,920 222,352 184,693 15
  16. 16. Dual Credit 74,885 81,445 82,366 87,036 93,137 18,711 19,771 19,260 20,960 24,614 0 10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000 100,000 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Number of Students that Completed a Dual Credit Course Academic Dual Credit CTE Dual Credit Note: Student count may be duplicated. 16
  17. 17. CTE Licenses and Certifications 17 24,106 28,082 32,483 29,108 35,141 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Number of CTE Concentrators Earning a License or Certification
  18. 18. Rank Top Certifications Earned by CTE Concentrators, 2014-2015 Number of Students 1 Microsoft Office Specialist (MOS) - PowerPoint 7,748 2 Microsoft Office Specialist (MOS) - Word 7,383 3 Adobe Certified Associate (ACA) - Premiere Professional 3,383 4 Microsoft Office Specialist (MOS) - Excel 2,777 5 CNA – Certified Nurse Aide (Texas Dept of Aging and Disability Services) 2,317 6 AWS (American Welding Society) - D1.1 Certification 2,050 7 Texas Beef Quality Assurance (Texas Beef Council, Texas and SW Cattle Raisers Assoc AND Texas Agrilife Extension) 1,450 8 Cosmetology, Operator License (Texas Dept of Licensing and Regulation) 1,449 9 Internet and Computing Core Certification (IC3) 1,339 10 Microsoft Technology Associate (MTA) - Windows Operating System Fundamentals 1,074 11 Floral Design Certification (Texas State Florists' Association) 1,032 12 NCCER - Welding, Level One 972 13 AHLEI (American Hotel and Lodging Education Institute) Certified Rooms Division Specialist (CRDS) 943 14 Pharmacy Technician, Certified (CPhT) 804 15 Basic Telecommunications Certificate (Texas Commission on Law Enforcement Officer Standards and Education) 754 16 Microsoft Office Specialist (MOS) - Access 751 17 Autodesk Inventor Certified User 704 18 Texas Private Security Level II (Texas Dept of Public Safety) 652 19 Adobe Certified Associate (ACA) - Photoshop 645 20 ASE (National Institute for Automotive Service Excellence) - Brakes (A5) 568 18 Most Popular CTE Licenses and Certifications
  19. 19. HB 5 Implementation: Future Requirements • HB 5 requires A-F ratings. As subsequently amended, effective the 2017-2018 school year, district and campus ratings must be reported on an A-F scale. The agency must provide certain rating components in December 2016. • TEA must provide an additional third-party implementation evaluation report on HB 5 by December 2017. 19
  20. 20. Advancing the Goals of HB 5
  21. 21. 60X30TX Higher Education Plan • “60 percent of Generation Texas will have a postsecondary credential or degree by 2030” • A coherent sequence of CTE courses increases the likelihood of graduation and post secondary persistence. – A study by E3 Alliance of Texas students showed low income CTE students enrolled in higher education at a 56% rate vs 43% rate for non-CTE low income students. College persistence was also higher: 68% of college freshman continued as sophomores vs 59% of non-CTE low income students. • Endorsements that are designed with proper CTE pathways (5+ semester aligned sequences) will likely help meet the 60x30 goal. 21
  22. 22. Priorities Moving Forward • Endorsement Pathway Endpoints • Endorsement Pathways • Pathway Planning & Guidance • Research to Inform Continuous Improvement 22
  23. 23. Defining Endorsement Endpoints • We must clarify current industry certification list to ensure we have identified licenses, certifications, and degrees that lead into high- demand, high-wage employment areas. • Some endpoints will be specific to K-12, some to higher education, and some will apply to both. • Requires tri-agency coordination to complete. Advisory Committees have already been created by THECB in eight career clusters. 23
  24. 24. Tri-Agency Workforce Initiative • Spearheaded by the Commissioner of Education (TEA), the Commissioner of Higher Education (THECB) and Chair of the Texas Workforce Commission (TWC) • Charged by Governor Greg Abbott, the three commissioners and their respective agencies will work collaboratively to (among other goals) identify and establish meaningful postsecondary college and career pathways for all Texas students, to streamline post- secondary completion time & costs, with the ultimate goal of ensuring the most educated and skilled workforce in Texas history • Multiple initiatives are under way. One initiative: Regional workforce planning groups are being formed to help identify the most appropriate industry certifications (regionally and statewide). • Goal with regard to certifications: To have an approved list of certifications by the end of 2016-2017 academic year, and a rules framework for managing the list moving forward. 24
  25. 25. Clarifying Pathways • Once there is a well defined list of industry certifications, the agency will coordinate the development of graduation pathway templates aligned to each certification area. • The templates will serve as optional models to help districts more quickly adjust course offerings so students are being prepared for high demand, high paying workforce jobs. • The templates will also include community college and other post secondary coursework, to help students who have finished K-12 follow the shortest, most inexpensive path possible to workforce entry with skills for a high wage career. • Goal: Produce template repository by start of 2017-2018 academic year. 25
  26. 26. Pathway Guidance & Support • School systems need tools to help counselors and students select ultimate career areas and formalize Personal Graduation Plans. • Some tools exist, but are not widely available and not necessarily robust. Tools will also need to be aligned with the ultimate list of Industry Certifications identified by the Tri-Agency Taskforce and the Pathways Templates. • Additionally, any deployed tools would need to reflect the pathways that exist in a given district, requiring a high level of customization. • Tools would incorporate workforce information (helping students understand certain professions, including the nature of the work, wage information, career advancement opportunities, and projected job growth) and higher education information (helping them understand what is involved in being completely prepared and minimize student costs). • Goal: Support market innovations to ensure tools are widely available for the 2017-2018 school year. 26
  27. 27. Ongoing R&D to Inform Continuous Improvement Efforts • To maximize improvements in student outcomes, program monitoring must be conducted by the agency on an ongoing basis to help inform adjustments to rulemaking and district support activities. • Examples: – Identifying students whose course history demonstrates high likelihood of success in certain advanced academic or industry pathways, but who haven’t been counseled into those options, to help support district counseling. – Identifying actual average wage by industry certification, to phase out certifications that aren’t adding real value to students and add those that do. – Identifying students whose academic history demonstrates high likelihood of success in credit-bearing post secondary classes but who are placed in remedial classes, to help community & other colleges improve student transitions to higher education. • Goal: Launch agency R&D team by end of calendar 2016. Ensure Dec 2017 report includes relevant findings. 27

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