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A Summer in Wonderland: An Engineer’s Adventure Through the World of Student ...Brown Fellows Program
Summer was broken down into two parts. The first half consisted of participating in the University of Louisville's Student Orientation Staff (SOS’er). As an SOS’er it was my responsibility to introduce the incoming Freshmen to the University, specifically I worked with the Speed School of Engineering students and helped to build many of the students' first semester schedules. The second part of the summer started my internship with Joe Dablow in the Enrollment Management office. In this internship I have applied the principles of Industrial Engineering to Enrollment Management to forecast retention rates of student cohorts and analyze the makeup of each class (original freshman, transfer, etc.). This internship will continue through the Fall semester.
UNIVERSITY OF LOUISVILLE MBA
Established in Singapore since 1998, The University of Louisville MBA programs will help you achieve your full potential by learning strategic thinking, communication, and leadership skills that are critical for success in business. Our mission is to produce the next generation of business leaders through programs that meet the specific needs of today's students and provide them with the skills needed to succeed in tomorrow's business world. Our MBA programs are accredited by the Association to Advance Collegiate Schools of Business (AACSB International) and the International Association of Management Education (IAME). Additionally, the programs are accredited through the Southern Association of Colleges and Schools (SACS).
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The business environment of the 21st century requires the integration of sound business and management practices, entrepreneurial thinking, technological innovation, effective strategies and versatile human resources. The Entrepreneurship MBA program is structured around a framework that parallels the contemporary business environment. The integrative model incorporates team teaching, group problem solving, and corporate partnerships that expose students to the practical and applied world of business. Team teaching in this program involves professors from different disciplines, such as accounting, marketing, and operations, teaching a course together so that you can learn how the various functions interact.
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Education is on a fast-paced trajectory towards change, but how do institutions do it amidst an environment steeped in tradition? For-profit institutions, in particular, are bearing the brunt of an establishment fearful of change. One of the outcries frequently heard is that for-profits sacrifice academic quality for enrollment numbers. Maintaining quality, while servicing a growing population of students, is not problematic if appropriate systems are put into place that are focused on student learning, steeped in best practices, and designed for scalability. The vision for this design is inclusive of the whole, integrating a systems approach to quality that is incorporated across all levels of the academic unit ˆ the student level, faculty level, and administrator level ˆ and incorporates learning outcomes assessment within a flexible model of program design.
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High School Dropout Prevention: What Can Schools Do?
1. Regents Reform Agenda
A Call for Transformational Leadership
NYSSBA State Issues Conference
March 12, 2012
www.engageNY.org
www.engageNY.org
2. Our Challenge:
Graduating All Students College & Career Read
New York's 4-year high school graduation rate is 73.4% for All Students
However, the gaps are disturbing.
June 2010 Graduation Rate
Graduation under Current Requirements Calculated College and Career Ready*
% Graduating % Graduating
All Students 73.4 All Students 36.7
American Indian 59.1 American Indian 21.4
Asian/Pacific Islander 82.6 Asian/Pacific Islander 56.4
Black 57.7 Black 12.8
Hispanic 57.3 Hispanic 14.9
White 84.1 White 50.6
English Language Learners 40.3 English Language Learners 6.1
Students with Disabilities 44.1 Students with Disabilities 4.7
*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: NYSED Office of Information and Reporting Services
www.engageNY.org
www.engageNY.org 2
3. College Instructors and Employers Say Graduates
Are Not Prepared for College and Work
Average estimated proportions of recent high
school graduates who are not prepared
100%
75%
50% 45%
42%
25%
0%
College Instructors Employers
Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High
School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.
www.engageNY.org
www.engageNY.org 3
4. Higher Education Has Never Mattered More
Unemployment Rate By Degree: 2010 Median Annual Earnings by Educational Degree: 2010
1.9% Professional Degree $83,720
2.4% Doctorate $80,600
4.0% Masters $66,144
5.4% Bachelors $53,976
7.0% Associate $39,884
9.2% Some College, No Degree $37,024
10.3% HS Diploma $32,552
14.9% No HS Diploma $23,088
Education pays in higher overall earnings and lower unemployment rates.
SOURCE: 2010 Bureau of Labor Statistics, Current Population Survey
www.engageNY.org
www.engageNY.org 4
5. Why Do We Need To Change?
7 of the Top 10 Fastest-Growing Occupations Require a
Post-Secondary Degree
Education or training level for fastest growing occupations,
2008 to 2018
Rank Title Education or training level
1 Biomedical engineers Bachelor's degree
2 Network systems analysts Bachelor's degree
3 Home health aides Short-term on-the-job training
4 Personal and home care aides Short-term on-the-job training
5 Financial examiners Bachelor's degree
6 Medical scientists Doctoral degree
7 Physician assistants Master’s degree
8 Skin care specialists Postsecondary vocational award
9 Biochemists and biophysicists Doctoral degree
10 Athletic trainers Bachelor's degree
Source: Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics 5
6. Regents Reform Agenda
Implementing Common Core standards
Highly Effective and developing curriculum and
School Leaders
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
Highly Effective College and
Teachers Career Ready
Students Recruiting, developing, retaining, and
rewarding effective teachers and
principals
Turning around the lowest-achieving
schools
www.engageNY.org
www.engageNY.org 6
7. What is the Work?
Implementing the Common Core
Instructional Shifts Demanded by the Core
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
www.engageNY.org
www.engageNY.org 7
8. What is the Work?
Implementing Data Driven Instruction
“ Tito ate one-fourth of a cheese pizza, three-eighths
of a pepperoni pizza and one-half of a mushroom
pizza. Luis ate five-eighths of a cheese pizza and the
other half of the mushroom pizza. Tito says he ate
more pizza. Luis says they ate the same amount.
Who is correct? Show your mathematical thinking…”
www.engageNY.org
www.engageNY.org 8
9. What is the Work?
Driving Teacher Effectiveness
www.engageNY.org
www.engageNY.org 9
10. What is the Work?
Providing for strong teaching and learning with limited resource
Impact of Caps on Local and State Revenues for School Districts
$90,000 (in millions)
$79,984
$75,926
$80,000 $72,074
$68,417
$64,946
$70,000
$61,651
$58,523
$60,000
$58,015 $59,398 $60,865 $62,378
$56,548 $55,451 $56,533
$50,000
$40,000
$30,000
$20,000
$10,000
$0
2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
CURRENT COST TRENDS PROJECTED REVENUE
Source: New York State Board of Regents Item. “Development of 2012-13 Regents State Aid Proposal.”
www.engageNY.org
www.engageNY.org 10
11. School District Expenditures
(2005-06 vs 2009-10)
($4,863)
($2,785)
($3,172)
($4,086)
($2,348)
($11,844)
($2,878)
($9,096)
($5,429)
($4,197)
($26,385)
($22,304)
($861) ($1,078)
Source: “Development
of 2012-13 Regents
State Aid Proposal.”
www.engageNY.org
www.engageNY.org 11
12. Utilizing Limited Resources
• Communicate with your Schools and Community
About the shifts in instruction required by the Common
Core
About the policy implications for implementation
About how this year’s budget will begin to reflect the
changes required by the shifts
• Reorganize resources
For college and career ready student opportunities
For professional development for all staff
• Leverage regional approaches and technology
Using existing flexibilities for student learning
opportunities
Utilizing BOCES
www.engageNY.org
www.engageNY.org 12
13. State Aid to Schools
Regents 2012-13 Proposal
• Recommends an increase for education of $805 million, approximately 4%,
aligned with the growth in personal income
• Directs 73% of the increase in General Support for Public Schools to high-need
school districts with limited ability to raise revenues under the tax cap
• Enhances transparency and simplifies school funding by (1) incorporating the GEA
into the school aid base, and (2) eliminating GEA moving forward so there is only
one formula
• Makes tough but fair choices in reining in the growth of expense-based aids:
Controls
out-year growth in BOCES Aid and Transportation Aid by focusing
resources towards high-need districts
Recommends ways to moderate future Building Aid growth without affecting
allocations for existing projects
The cap on future State aid and local revenues requires a multi-year approach with a realistic
Foundation Aid that allows districts to plan 5-years ahead
www.engageNY.org
www.engageNY.org 13
14. Regents 2012-13 State Aid Proposal
Regents
2011-12 Regents Change from
Program School Year 2012-13 Request Base
General Purpose Aid $12,991 $13,482 $491
Adjusted Foundation Aid $12,573 $12,949 $376
Early Childhood Education/UPK $388 $441 $53
New Formula High Tax Aid $0 $58 $58
Charter School Transition Aid $27 $31 $4
Reorg. Incentive Operating Aid $3 $3 $0
Support for Students with Disabilities $792 $861 $69
BOCES/Career and Technical Ed $917 $940 $23
Instructional Materials Aids $281 $289 $8
Expense-Based Aids $4,236 $4,397 $161
Computerized Aids Subtotal $19,217 $19,969 $752
All Other Aids $284 $287 $3
Total GSPS* $19,501 $20,256 $755
Competitive Grants $0 $50 $50
Grand Total $19,501 $20,306 $805
*General Support for Public Schools All amounts in millions
www.engageNY.org
www.engageNY.org 14
15. Mandate Relief
Recent Regents Mandate Relief Efforts
Repealed school facility report card
Repealed school bus idling reports
Provided flexibility with bus driver safety training
Repealed requirements for vision screenings for hyperopia
Provided additional certification flexibility with regard to assignment of teachers in school
districts and BOCES to provide for more cost-effective operations
Regents Proposals Adopted in 2011 Mandate Relief Legislation
• Biennial (instead of annual) preschool census
• School bus planning based on actual ridership
• Regional transportation pilot projects
• Claims auditing flexibility
• Shared superintendents for small districts
www.engageNY.org
www.engageNY.org 15
16. Regents Seek to Provide Even More Mandate Relief
2012 Regents Mandate Relief Proposals
The Regents 2012-2013 State Aid Proposal includes mandate relief recommendations
In February, the Department transmitted to the legislature an enhanced mandate relief
bill that would reduce even more unnecessary requirements and burdens on school
districts, including:
Eliminates requiring duplicate fingerprints for school bus drivers by allowing DMV
to forward a copy of criminal history and fingerprints to SED.
Eliminates a requirement for back-lit school bus signs
Allows BOCES to coordinate contracts for telecommunication and technology
services
Expand district and BOCES authority to purchase goods and services under a
GSA contract and authorize the piggybacking of transportation contracts.
Exempts districts from “Smart Growth Impact Statements”
Eliminates the 5-year BOCES special education space requirement plans
Authorizes the Commissioner to establish regional rates for billing for costs of
special education services
Streamlines requirements, consistent with federal law, for transition planning of
students who have reached the age of 18
www.engageNY.org
www.engageNY.org 16
17. BOCES As Regional Leaders
BOCES as Regional Educational Leaders and Regionalization
The Regents are developing a legislative proposal that would:
Help BOCES increase the effective and efficient delivery of
educational services
Authorize BOCES to provide broader range of services and to
provide services to entities other than component school districts
Create new pathways to regional high schools
www.engageNY.org
www.engageNY.org 17
18. Tenured Teacher Hearings
Fully functioning system is essential for reform
The 3020-a system is broken – it takes too long and costs too much
– and needs to be fixed
• SED’s 2011 legislative proposal (A.6225 – Nolan/S.4629 – Flanagan)
would make programmatic and fiscal reforms to:
Realize cost-savings by aligning incentives
Control costs by authorizing the Commissioner to:
Disqualify hearing officers who do not meet timelines
Establish maximum rates for arbitrators and limit study hours
that can be claimed
Reduce the length of time to resolve cases
Result in a net savings to school districts
www.engageNY.org
www.engageNY.org 18
19. NCLB Waiver
An Opportunity for NY to:
• Incorporate student growth measures
• Utilize new diagnostic tools to measure schools’ performance and coordinate use of funds
• Assist the lowest performing five percent of the schools in the state to implement whole
school reform models
• Identify districts with the lowest subgroup performance (e.g. students with disabilities,
English language learners, low income) and focus 5% to 15% of their Title I and II funds
on improving subgroup performance
• Identify Reward schools and provide them with new flexibility
To Receive Flexibility, NY must
• Set College- and Career-Ready Standards for All Students
• Develop Systems of Differentiated Recognition and Accountability (including the use of
student growth to help identify schools for support and intervention)
• Support Effective Teaching and Leadership (including the use of multiple, valid
measures that significantly factor student growth into teacher and principal evaluations)
• Reduce Duplication and Unnecessary Burden
www.engageNY.org
www.engageNY.org 19
20. Thank You.
Follow me on Twitter
@JohnKingNYSED
www.engageNY.org
www.engageNY.org