montana state education data profile - may 2011

8/6/2019 Montana State Education Data Profile - May 2011

1/34

HOW WELL IS MONTANA

PREPARING ALL

STUDENTS FOR COLLEGE,

CAREERS AND LIFE

May 2011


2/34


3/34

A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS

The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.


4/34

4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Jobs in Todays (and Tomorrows) Workforce

Require More Education and Training


5/34

The Rise of Middle-Skill Jobs

5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.

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 bachelors degree), including associates

degrees, vocational certificates, significant on-the-job training.


6/34


7/34

Education and Training Beyond High School

Is Increasingly Being Demanded

7Source:Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.

http://www.bls.gov/oco/oco2003.htm


8/34

The Jobs of Tomorrow

8Source: Milano, Jessica,B

ruce Reed & Paul Weinstein Jr. (Sept 2009).A

Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.

Montana 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 Bureaus 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.


9/34


10/34


11/34

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )

- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)

1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)

2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)

3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)

4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)

Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)

Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)

7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)

8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)

Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)

1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)

11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)

12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)

13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)

14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)

1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)

4 - 4: Montana (3 %) Montana (4 %) Montana (42%) Montana (38%)

Americas International Edge is Slipping in

Postsecondary Degree Attainment

11Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org


12/34

FAR TOO MANY STUDENTS DROP

OUT OR GRADUATE FROM HIGH

SCHOOL UNPREPARED FOR REALWORLD CHALLENGES


13/34

Of Every 100 9th Graders in Montana

13Source: National Center for Higher Education Management Systems (2008). Student Pipeline- Transition andCompletion Ratesfrom 9th Grade to College. http://www.higheredinfo.org

0

10

20

30

40

50

60

70

80

90

100

9th Graders Grad ateigh hoolin 4 ears

Enroll inCollege In the

Fall

till Enrolledophomore

ear ofCollege

Earn aCollegeDegree

1

7

41

2

1


14/34

Achievement Remains Low: 8th Grade

Achievement Over Time

14Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

8th Grade Math 1 2 2

Montana n/a 44%

U.S. 21% 34%

8th Grade Reading 1 8 2

Montana 38% 38%

U.S. 33% 32%

8th Grade Science 1 2

Montana 41% 43%

U.S. 29% 30%

%At or Above Proficient on 8th Grade NAEP


15/34

And Gaps Persist: Montanas 8th Grade

Achievement Gap

15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/

Subgroup8th Grade Math

(2 )

8th Grade

Reading (2 )

8th Grade Science

(2 )

All Students 44% 38% 35%

White 47% 40% 46%

Black n/a n/a n/a

Hispanic 27% n/a 33%

Asian n/a n/a n/a

American Indian 16% 20% 18%

%At or Above Proficient on 8th Grade NAEP


16/34

High School Graduation Rates Remain

Inequitable in Montana

16Source: Education Week (2007). Graduation in the UnitedStates.http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf

0%

20%

40%

60%

80%

100%

American

IndianAsian

HispanicBlackhite

All

51%

81%

56%54%

77%

69%

49%

49%44%

79%75%

n/a


17/34

Americas International Edge is Slipping in

High School Graduation Rates

17Source: OECD. Education at a Glance 2010. (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org

0 20 40 60 80 100

Iceland

U.K.

Netherlands

Norway

Ireland

Denmark

Germany

Israel

Canada

Poland

Korea

U.S.

Montana

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


18/34

Enrollment in College Does NOT Equal

College Readiness

18Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.

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


19/34

Freshmen at Two-Year Colleges are More

Likely to Require Remediation

19Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.

0%

5%

0%

5%

20%

25%30%

35%

40%

45%

Reading, Writingor Math

ReadingWriting

Math

42%

19%23%

34%

24%

6%8%13%

2-Year Colleges 4-Year Colleges


20/34

Many College Students Fail to Return Their

Sophomore Year and Go On To Earn Degrees

20Source: National Center for Higher Education Management Systems (2008). Retention Rates -First-Time College Freshmen ReturningTheirSecondYear; Graduation Rates.http://www.higheredinfo.org/

0%

20%

40%

60%

80%

Completion (4-Year)Persistence (4-

Year)Persistence (2-Year)

56%

75%

54%

43%

68%

45%


21/34

Many College Students Fail to Earn a

Degree in Montana

21Source: NCES. IPEDS Graduation RateSurvey,analyzed by National Center for Management ofHigher Education Systems.

Percent of students earning a bachelors degreewithin six years in Montana, 2 7


22/34

The Majority of Graduates Would Have Taken

Harder Courses, Particularly in Mathematics

22Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Montana, 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


23/34

A MORE RIGOROUS & RELEVANT

HIGH SCHOOL EDUCATION WILL

OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN


24/34

24

Personal Benefits of Education in Montana

While there may be jobs available to high school dropouts and

graduates, they often pay l and off r l c rit ythan jobs

held by those with at least some postsecondary experience.

The link between educational attainment and gainful employmentis clear:

More education is associated with higher

earnings and higher rates of employment.


25/34

25Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html

Personal Benefits of Education in Montana

Montana Statistics: TotalUnemployment: 9%, Mean Income: $37,143


26/34

26Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducation Requirements Through2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.

Benefits to Education


27/34

27Source:ACT (2010). ACT 2009 Results. http://www.act.org/news/data/09/states.html ; College Board. Mean 2010SATScores byState. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf

Montanas Students Taking College

Admissions Exams

2 1 Montana U.S.

Participation in ACT 58% 47%

Average ACT Score 22 21

Participation in SAT 24% 47%

Average SAT Score 1593 1509


28/34

28Source:ACT (2010). College Readiness BenchmarkAttainment byState.http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_leftnav&utm_medium=web#benchmark

Students Meeting College Readiness

Benchmark

0%

20%

40%

60%

80%

English, 2010Reading, 2010

Math, 2010Science, 2010

All 4 tests, 2010

66%

52%

43%

29%24%

74%

62%

51%

34%

28%

Percentage of ACT-tested graduates who met or

exceeded the College Readiness Benchmark

Note:A benchmarkscore indicates a 50% chance of obtaininga Bor higher or about a 75% chance of obtaininga C or higher in thecorrespondingcredit-bearingcollegecourses.


29/34

29Source: College Board (2011). AP Report to theNation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf

Students Participating in Advanced

Placement and Exceeding College and Career

Readiness

Percent of all 12th Graders Participating inAdvanced Placement (2 8)


30/34

THE SOLUTION:

STATE-LED EFFORTS TO CLOSE THE

EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.


31/34

The College- and Career-Ready Agenda

31

Align high school standards with the demands of collegeand careers.Align high school standards with the demands of collegeand careers.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

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

Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.


32/34

Montanas Commitment to Closing the

Expectations Gap to Date

32

Montana is a Governing State in the SMARTER Balanced

Assessment Consortium (SBAC), a group of states working to

develop a common assessment system using Race to the Top

Common Assessment funds.

Montanas data system currently only satisfies seven essentialData Quality Campaign elements; Montana is committed to

building a P-2 longitudinal data system that matches student-

level data across K-12 and postsecondary systems on a regular

basis.


33/34

How Montana Can Continue to

Build on its Momentum

Adopt and realize the promise of the Common Core State Standards by

implementing them fully and successfully, taking into consideration the

related curricular and policy changes.

Adopt college- and career-ready graduation requirements, aligned to the

Common Core State Standards, to ensure all students are prepared, and

eligible, for entry into college and skilled careers.

Remain committed to the goals of the common assessment consortium

and developing a next-generation, computer-based assessment system

that will measure the full range of the Common Core State Standards.

Continue to make progress on the states data collection efforts,

particularly around making student data available to relevant stakeholders

and linking K-12 and postsecondary student-level data.

Re-examine the states K-12 accountability system to determine how it

can reward measures of college and career readiness.


34/34

HOW WELL IS MONTANA

PREPARING ALL

STUDENTS FORCOLLEGE, CAREERS AND

LIFE

montana state education data profile - may 2011

Documents