EngageNY.org

Our Challenge: Graduating Students College & Career Ready

Dr. John B. King, Jr. President of the University of the State of New York and

Commissioner of Education

Social Enterprise Leadership Forum at Columbia Business School May 10, 2013

Labor Market Has Become More Demanding

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A post-secondary education is the “Passport to the American Dream”:

Of the projected 47 million job openings between 2009-2018, nearly two-thirds will require workers to have at least some post-secondary education. 14 million job openings will go to people with an associate’s degree or occupational certificate and pay a significant premium over many jobs open to those with just a high school degree. Sources: Pathways to Prosperity Project, Harvard University, February 2011; Georgetown Center on Education and the

Workforce, Help Wanted: Projections of Jobs and Education Requirements Through 2018, June 2010.

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Our Challenge: Graduating All Students College & Career Ready

June 2011 Graduation Rate

New York's 4-year high school graduation rate is 74% for All Students However, the gaps are disturbing.

Graduation under Current Requirements

% Graduating % Graduating All Students 74.0 All Students 34.7 American Indian 59.6 American Indian 16.8 Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9 Black 58.4 Black 11.5 Hispanic 58.0 Hispanic 14.5 White 85.1 White 48.1 English Language Learners 38.2 English Language Learners 6.5 Students with Disabilities 44.6 Students with Disabilities 4.4

Calculated College and Career Ready*

*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: SED Office of Information and Reporting Services

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College Remediation in NYS

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Over 50% of students in NYS two-year institutions of higher education take at least one remedial course.

Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

All Institutions 2-Year Institution 4-Year Institution

Remediation Rates for First-time, Full-time Undergraduates

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10

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Children of College-Educated Parents

Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012. http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html

Percent of 15-Year-Olds Proficient in Math

42%

50%

75%

0%

10%

20%

30%

40%

50%

60%

70%

80%

United States Canada Shanghai

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Underperformance Costs $1 Trillion

•  America’s urban school districts underperform compared with their suburban counterparts.

•  America’s suburban school districts underperform compared with their international counterparts. ¦  Very few American suburban students outperform their

counterparts in Finland and Singapore, two of the world’s top school systems.

•  If American students performed at the same level in math as Canadian students, we would add $1 trillion annually to the economy.

Source: Levine, Arthur. “The Suburban Education Gap.” The Wall Street Journal. 2012. http://online.wsj.com/article/SB10000872396390444223104578041181255713360.html

Talent Dividend If New York increased its college attainment rate by just one percent – from 33.8 to 34.8 percent – the region would capture a $17.5 billion Talent Dividend.

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Source: CEOs for Cities: http://ceosforcities.org

Regents Reform Agenda Implementing Common Core standards and developing curriculum and 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

Recruiting, developing, retaining, and rewarding effective teachers and principals

Turning around the lowest-achieving schools

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College  and  Career  Ready  Students  

 

Highly  Effec7ve  School  Leaders  

Highly  Effec7ve    Teachers  

What is the Work? Implementing the Common Core

Instructional Shifts Demanded by the Core

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6 Shifts in Mathematics

Focus Coherence Fluency Deep Understanding Applications Dual Intensity

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

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EngageNY.org Resources for Professional Development

New and updated Parent and Family Resources

Most relevant and current information, and newest materials highlighted for easy access.

One-stop location for resources and materials to support implementation of the Regents Reform Agenda

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NYS Curriculum – 1st and Only

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•  Exemplary, comprehensive, optional, free •  High-quality, rigorous, deeply aligned to the Common

Core •  Addresses needs of students performing above and

below grade level, students with disabilities, and English language learners

•  Includes performance tasks and other assessments which measure student growth – daily, weekly, at the end of each unit/module

•  Ensures diversity of voices and perspectives in text selection

•  Contains notes for teachers, templates, handouts, homework, problem sets, overviews

•  Innovative creative commons license approach

What is the Work? Implementing Data Driven Instruction

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Data Driven Culture

Assessments

Analysis

Action

Analyzing Student Work to Improve Teaching and Learning

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High Value-Added Teachers Result in Positive Life Outcomes l Having a higher value-added teacher for even one year in grades 4-8, has substantial positive long-term impacts on a student’s life outcomes:

Ø  Likelihood of attending college (UP) Ø  Likelihood of teen pregnancy

(DOWN) Ø  Lifelong Income (UP) Ø  Retirement savings (UP)

What is the Work? Effective Teachers and Leaders

The Long-Term Impacts of Teachers: Teacher Value-added and Student Outcomes in Adulthood (Chetty, Friedman & Rockoff). http://obs.rc.fas.harvard.edu/chetty/value_added.html

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•  Great teachers help

students who are behind academically catch up.

•  Consistent exposure to great teachers is perhaps even more critical.

•  Higher needs students are less likely, in this study of Los Angeles, to have effective teachers, contributing to the achievement gap. Source: Learning Denied: The Case for Equitable Access to

Effective Teaching in California’s Largest District. (The Education Trust-West)

Teacher Effectiveness Matters

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Teacher & Leader Evaluations: Why Change?

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• Prior to changes in evaluation laws, most teacher

evaluations rated 97-99% of teachers satisfactory or better

• However, 81% of administrators and 57% of teachers

said there was at least one poor performing tenured teacher in their school

• 73% of teachers said their evaluations did not identify any development areas and of those whose did, 55% did not receive useful feedback on how to improve

• 59% of Teachers and 63% of administrators say their districts are not doing enough to identify and retain the most effective teachers.

All statistics here from The Widget Effect, TNTP 2009

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National research tells us what a good evaluation system looks like

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l  Use research-based observation rubrics l  Use multiple observations per teacher ( ideally

using multiple observers) l  Train and calibrate all observers. l  Value-added measures are more predictive of

future student learning than other researched measures

l  Combining observation measures, student feedback surveys and value-added growth results on state tests is more reliable and a better predictor of student learning than:

Ø  Any Measure alone

Ø  Graduate degrees

Ø  Years of teaching experience l  Combining “measures” is also a strong predictor of

student performance on other kinds of student tests.

Measures of Effective Teaching Project; Bill and Melinda Gates Foundation

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New research shows evaluations can improve a teacher’s impact on student learning results

•  In years where mid-career teachers receive

classroom observations and full evaluations, teacher value-added improves over previous years in math.

•  Gains in value-added persist after the evaluation year.

Source: 2011: Taylor (Harvard) and Tyler (Brown)

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Studies: Principal Leadership matters

•  Principals are by far the most important school context factor influencing teachers’ decisions to stay or leave a school.

•  Successful school turnarounds are highly unlikely without an effective school leader.

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Bryk, A.S., SebringBoyd, D., Grossman, P., Ing M., Lankford H., (2011) The Influence of school administrators on teacher retention decisions. American Educational Research Journal. , P., Allensworth, E., Luppescu, S. & Easton, J.Q. (2010). Organizing Schools for Improvement: Lessons from Chicago. Chicago, IL: The University of Chicago Press

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Changing Roles for Principals Leadership of Instructional change: l  Common Core l  Data-driven instruction l  Evidence-based observation and

feedback to teachers

New performance-based assessment for principal certification

Shift time away from other administrative duties l  Delegation l  Time management l  Leverage district and shared service

resources EngageNY.org 19

Teacher and Principal Evaluation: Building a System for Improving Student Achievement

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Key Points about New York State Growth Measures based on State tests:

•  We measure student growth and not absolute levels of achievement o  Change in student performance between two points in time.

•  We measure growth compared to similar students o  Similar students: Up to three years of the same prior achievement, three

student-level characteristics in 2011-12 (poverty, disability and ELL status)

Every educator has a fair chance to demonstrate effectiveness on these measures regardless of the

composition of his/her class or school.

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EL

A S

cale

Sco

re

2011 2012

If we compare student A’s current score to other students who had the same prior score (450), we can measure her growth relative to other students. We describe her growth as a “student growth percentile (SGP”). Student A’s SGP is 40, meaning she performed better in the current year than 40 percent of similar students.      

Student A’s Current Year Performance Compared to “Similar” Students

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Growth Score Rating 2011-12

Percent of Teacher MGPs

(Grades 4-8, ELA/Math)

Percent of Principal

MGPs (Grades 4-8)

Highly Effective 7% 6%

Effective 77% 79%

Developing 10% 8%

Ineffective 6% 7%

We expect 2012-13 growth score rating distribution to be similar to 2011-12

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Measuring Growth in the Non-Tested Subjects: Student Learning Objectives

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Represents the most important learning for the year (or, semester,

where applicable). Based on available prior student

learning data.

Specific and measurable. Aligned to Common Core, State, or national standards, as well as any

other district and school priorities.

A Student Learning Objective (SLO) is an academic goal for a

teacher’s students set at the start of a course.

Locally-Selected Measures •  Growth and local measures must be different

from one another •  Locally selected-measures create an opportunity

to complement state growth by providing a different lens for assessing student learning (e.g., more performance-based assessment)

•  Districts and bargaining units should evaluate their locally-selected measures against the Common Core Standards and the instructional shifts they require (e.g., do the assessments provide more opportunities for students to write from sources?)

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Examples of Locally-Selected Measures for Teachers

•  The district has prioritized expository writing and STEM, and has identified a critical need to focus academic interventions in these areas.

4th Grade Common Branch Teachers

7th Grade Science Teachers

School Librarians

% of 4th grade students earning scores at the proficient level (three) or better performance level on the 4th grade State Science assessment

% of 7th grade science students who demonstrate growth of at least one level higher than their baseline analytical writing sample, as measured by the district-developed 7th grade science writing assessment rubric.

School-wide growth based on State-provided school-wide growth scores for all students in the school taking the State ELA assessment in grades 4-8.

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APPR teacher practice rubrics reinforce Common Core

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Common Core

Content Common Core

Pedagogy

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Evidence Collection Tools

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Ideal for evidence based feedback on practice • peer observations

• informal supervisory observations

• learning walks

Capturing evidence of the shifts in practice in each of our classrooms to better ensure that each of our teachers and principals has a deep

understanding of the shifts demanded by the Common Core

New York is changing teacher preparation by overhauling teacher certification:

•  Through new certification exams, every teacher will demonstrate: ¦  Common Core literacy skills ¦  More advanced content knowledge in their chosen subject ¦  Understanding of the needs of English Language Learners,

Students with Disabilities and other students with special needs

•  And every teacher will show they can plan and deliver effective classroom instruction through a new “portfolio” assessment of teaching skills in action.

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Raising the Bar for Teacher and Leader Preparation, Certification and Licensure

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New and Revised Assessments for Teacher Certification

Teacher Performance Assessment (edTPA) *NEW

Educating All Students *NEW

Academic Literacy Skills Test *NEW

Revised Content Specialty Test

New and Revised Assessments for School Building Leaders

School Building Leader (2 part) performance-based certification examination *NEW

Educating All Students) *NEW

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Thank You.

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