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Ready for the Future:Preparing All Students for Success in the 21st Century
Dr. Jay DoolanAssistant Commissioner
NJ Department of Education
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NCLB Vision High standards for every student in the state Fair and accurate assessments of student progress Driving progress through reliable, accurate data Accelerating progress and closing achievement
gaps through improved accountability Moving beyond the status quo to effective school
improvement and student options Effective teachers for all students, effective
principals for all communities
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What I Want for Every Child“I want all our children to go to schools worthy of their potential – schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college ….. I want them to get good jobs …..”
President Barack ObamaJanuary 2009
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New Jersey’s VisionNew Jersey will educate all students to prepare them to lead productive, fulfilling lives. Students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st century.
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Every student must graduate from high school ready for college and a career. Going to college will be a choice every student can make.
Dr. Charles T. Epps, Jr.SuperintendentJersey City Schools
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Why Change?
The world we know is changingNew technologiesOur students need to be better
prepared
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The World We Know is Changing Our economy is now global. Health and security matters have
an international dimension which requires international cooperation and a greater knowledge of the world.
Globalization has accelerated international migration and generated diversity in US communities.
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The World We Know is Changing Our industrial economy based on
manufacturing has shifted to a service economy driven by information, knowledge and innovation. Now that employers have a global
workforce to draw from, competition for U.S. jobs comes from around the world.
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New Jersey Graduates Will Need to Know More Than Ever Before… Today’s students will need the skills
necessary to sell to and buy from the world, manage employees from other countries and collaborate with people all over the world.
Our graduates must have the ability to respond to complex problems, communicate effectively, manage information, work in teams and produce new knowledge.
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New Technologies
New technologies and scientific discoveries are being developed each day reshaping our way of life.
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New Technologies Will:
Change how work gets done andwhere it is done.
Allow companies to digitize work tasks and products so that jobs can be performed virtually anywhere in the world.
Allow tasks to be shipped to countries where they can be done best and cheapest.
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OUR STUDENTS NEED TO BE BETTER PREPARED
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Statewide Assessment Trends
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New Jersey Fourth Grade Students: MathematicsPercent Proficient or Above by Ethnicity (1999-2008)
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient
and
Abo
ve
White Black Asian Hispanic
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New Jersey Fourth Grade Students: Language Arts Literacy Percent Proficient or Above by Ethnicity (2001-2008)
0
10
20
30
40
50
60
70
80
90
100
2001 2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient a
nd A
bove
White Black Asian Hispanic
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New Jersey Fourth Grade Students: SciencePercent Proficient or Above by Ethnicity (2005-2008)
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Perc
ent P
rofic
ient
and
Abo
ve
White Black Asian Hispanic
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New Jersey Grade Eight Students: MathematicsPercent Proficient or Above by Ethnicity (1999-2008)
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient
and
Abo
ve
White Black Asian Hispanic
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New Jersey Grade Eight Students: Language Arts LiteracyPercent Proficient or Above by Ethnicity (1999-2008)
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient a
nd A
bove
White Black Asian Hispanic
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New Jersey Grade Eight Students: SciencePercent Proficient or Above by Ethnicity (2000-2008)
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient a
nd A
bove
White Black Asian Hispanic
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New Jersey High School Proficiency Assessment: Mathematics Proficient or Above by Ethnicity (2002-2008)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient a
nd A
bove
White Black Asian Hispanic
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New Jersey High School Proficiency Assessment Language Arts Literacy Proficient or Above by Ethnicity (2002-2008)
0
10
20
30
40
50
60
70
80
90
100
2002 2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient a
nd A
bove
White Black Asian Hispanic.
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New Jersey Fourth Grade Students: MathematicsPercent Proficient or Above by Abbott District Designation
0102030405060708090
100
2003 2004 2005 2006 2007 2008
Per
cent
Pro
ficie
nt a
nd A
bove
Abbott Students Non-Abbott Students
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New Jersey Eighth Grade Students: MathematicsPercent Proficient or Above by Abbott District Designation
01020304050607080
2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient
and
Abo
ve
Abbott Students Non-Abbott Students
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New Jersey Eleventh Grade First Time Test Takers: Mathematics
Percent Proficient or Above by Abbott District Designation
0102030405060708090
2003 2004 2005 2006 2007 2008
Perc
ent P
rofic
ient
and
Abo
ve
Abbott Students Non-Abbott Students
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National Assessment of
Educational Progress
Source: Education Trust
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2007 NAEP Grade 4 Reading Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
National Average
Proficient Scale Score: 238
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2007 NAEP Grade 4 Reading Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average
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2007 NAEP Grade 4 Reading Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average
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2007 NAEP Grade 4 Reading Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average
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Some Gap Closing and Progress For All
NAEP Data Explorer, NCES (2008)
New Jersey Grade 4 – NAEP Math
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2007 NAEP Grade 8 Math Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
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2007 NAEP Grade 8 Math Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
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2007 NAEP Grade 8 Math Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
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2007 NAEP Grade 8 Math Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
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Some Gap Closing and Progress For All
253
260264
262 264
271
292295
298
240
250
260
270
280
290
300
310
2003 2005 2007
Ave
rage
Sca
le S
core
A frican AmericanL atino
NAEP Data Explorer, NCES (2008)
New Jersey Grade 8 – NAEP Math
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International Comparisons
Source: Education Trust
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High School PISA 2003 MathOf 29 OECD Countries, U.S. Ranked 24th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
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High School PISA 2003 MathU.S. Ranked 23rd for the Highest-
Performing Students
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
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High School PISA 2006 Science U.S. Ranked 21st Out of 30
U.S.A.
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
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High School PISA 2003 Problem-SolvingU.S. Ranked 24th Out of 29
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
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Graduation Ratesand
College Enrollment
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Best Available Estimates of National Four-Year Graduation Rates
Class of 2006
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged
Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics Users Guide to Computing High School Graduation Rates Volume 2 August 2006
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U.S. 17th Out of 23 OECD Countries in High School Graduation Rate
OECD Education at a Glance 2008, Table A2.2. Data are for 2006.
United States
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Too Many N.J. Students Drop Out of the Education Pipeline
81%
60%
44%
25%18%
27%
40%
68%
0%
25%
50%
75%
100%
Graduate highschool
Start college Persist 2nd year Earn degree
Perce
ntag
e of 9
th gr
ade s
tude
nts
New Jersey
United States
Source: National Center for Public Policy & Higher Education, Policy Alert, April 2007. Data are estimates of pipeline progress rather than actual cohort.
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U.S. Tied for 10th Out of 30 Countries in Percentage of Young Adults with Associates
Degree or Higher
OECD Education at a Glance 2008, Table A1.3a. Data are for 2006.
United States (39%)
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Dropout Epidemic
Every 26 seconds, one American high school student drops out of school. That adds up to more than 1.2 million students per year.
It is approximated that 19,000 students did not graduate from New Jersey’s high schools in 2007; the lost lifetime earnings for that class of dropouts alone are estimated at $4.9 billion.
If New Jersey’s high schools graduated all students ready for college, it is estimated the state would save almost $95.6 million a year in community college remediation costs and lost earnings.
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Dropout Epidemic The number of young people ages 18-24 not
in school and not working in New Jersey increased by 34% between 2002 and 2006. It is estimated that 13% or 98,000 young people ages 18-24 in New Jersey are idle at one of the most crucial points in their lives.
It is estimated that only 63% of African American and 67% of Hispanic high school students will graduate in New Jersey.
Approximately 75% of New Jersey prison inmates have not graduated from high school.
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New Jersey Public College and University Remediation Rates
Institution % Needing Remediation
Kean 70%
Montclair 54%
New Jersey City University 62%
NJIT 40%**
Ramapo 23%
Rowan 21%
Rutgers 33%
Stockton 14%
The College of New Jersey 8%
William Paterson 72%
Total 40%
Among first time students
**Estimate
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Community College Remediation RatesCommunity College % Needing Remediation
Atlantic Cape 77.6%Bergen 81.8%Brookdale 79.8%Burlington 73.8%Camden 81.0%Cumberland 80%Essex 91.4%Gloucester 73.2%Hudson 67.9%Mercer 83%
Middlesex 78.5%Morris 76%Ocean 67.7%Passaic 96.3%Raritan Valley 78%Salem 92.5%Sussex 75%Union 67%Warren 75%Total 77.8%
First-time, full-time students who graduated from high school in Spring 2004 and enrolled at a community college in Fall 2004.
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Most U.S. College Students Who Take Remedial Courses Fail to Earn Degrees
76%
63%
0%
25%
50%
75%
100%
Remedial reading Remedial math
Perc
enta
ge o
f col
lege
stu
dent
s
Percentage not earning degree by type of remedialcoursework
Source: National Center for Education Statistics, The Condition of Education, 2004.
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Employer’sSatisfaction
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New Jersey Employer’s Satisfaction Levels with Entry-Level Employees
By Ability% Excellent
or Good% Fair %
Poor
Computer/Technology Skills 53.0 36.3 10.7
Attitude and Work Ethic 41.3 43.5 15.2
Punctuality 35.4 42.2 22.4
Verbal Communications Skills 30.1 50.1 19.8
Self-Motivation and Initiative 25.9 50.2 23.8
Math and Science Skills 25.6 50.3 24.1
Critical Thinking Skills 24.3 52.9 22.8
Time Management Skills 20.8 54.9 24.3
Written Communications Skills 20.4 49.7 29.9
2006 NJBIA Business Outlook Survey
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Employer’s Satisfaction Levels
By Educational Attainment% Excellent or
Good% Fair %
Poor
Private Colleges & Universities 84.5 13.4 2.1
State Colleges & Universities 76.1 21.2 2.7
Community/County Colleges 59.2 35.9 4.9
Private High Schools 70.5 26.4 3.1
Private Training Institutes 60.7 34.4 4.8
Public Vo-Tech Schools 49.7 42.9 7.4
Public High Schools 32.9 52.3 14.8
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What Do We Know About How to Get All Students
College and Career Ready?
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The Research Is Clear
From Edmunds and Lezotte to Marzano: the key elements of effective schools are in our controlGuaranteed and viable curriculumLeadership based on missionFeedback and acting on results in a
TIMELY fashion
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In Our Control: How --
Curriculum is written Faculty teachAssessments are designed Student work is graded Schooling is personalized Staff get and use feedback
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We Cannot Address That If ---
We continue to define “teaching” as ‘covering content’
We continue to assess only low-level and discrete ‘content’ instead of understanding
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CAPA and QSAC Monitoring Early Findings—Low Achieving Schools
Lack of curriculum aligned to CCCS Limited variety of instructional strategies
used Concern about in-depth content knowledge
of teachers in Language Arts Literacy and Math
Little teacher collaboration to review student work
Infrequent use of good assessments to check for student learning
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Comparision in % Proficient in CAPA Indicators for LAL 2004-05 to 2006-07
N=55
18.8
25.5
15.7
20.0
9.8
23.5
11.8
47.2
44.4
42.6
47.2
27.8
40.7
35.2
0 10 20 30 40 50 60 70
discussion regarding LAL curriculum
LAL curriculum implemented and aligned withCCCS
multiple classroom assessments LAL
tests used to identify and adjust practice LAL
varied instructional strategies LAL
teachers content knowledge LAL
teachers collaborate to review student workLAL
2006-072004-05
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Comparision in % Proficient in CAPA Indicators for Math 2004-05 to 2006-07
N=55
26.9
28.8
20.8
21.2
7.5
17.0
17.0
50.9
57.4
51.9
50.9
33.3
44.4
44.5
0 10 20 30 40 50 60 70
discussion regarding math curriculum
math curriculum implemented and alignedwith CCCS
multiple classroom assessments math
tests used to identify and adjust practicemath
varied instructional strategies math
teachers content knowledge math
teachers collaborate to review student workmath
2006-072004-05
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High Impact Schools
Even when they start with high drop out rates, high impact secondary schools focus on preparing all students for college and careers.
High impact schools make certain that all students are in a demanding college-preparatory course of study.
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WHY?The single biggest predictor of post-high
school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL
CURRICULUM
Cliff Adelman, The Toolbox Revisited, U.S. Department of Education
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National Pattern:
Many students—but especially low income and minority
students—trapped in courses that don’t prepare them for much of
anything.
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What Change?
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Essential Elements of Transformed Secondary Schools (Grades 6-12)
Personalization
Learning and Teaching
Leadership
Policy
Student-centered learning
environment
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Elements of Transformed Leadership
Principal changes school and uses influence to build school’s capacity to create and sustain an effective school vision, culture and instructional program
Teacher and counselor leadership emerges Student voice is heard Collective and collaborative responsibility
exists among staff and community Data is used to improve school climate,
organization, curricula, and instruction
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Elements of Transformed Learning & Teaching
Teaching and learning NJCCCS is relevant to student lives and interests in the 21st century
Teachers use a variety of innovative strategiesto promote more active involvement of students move away from lecture and test preparation
Multiple, flexible approaches to teach rigorous content and skills – acceleration – not remediation
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Elements of Transformed Personalization
Meaningful adult-student relationships Safe and welcoming environment with
the support of families and other adult mentors
Personalized student learning plansinclude career, academic and activities enrichment for each student (6 year individual student portfolio)
Extended learning opportunities
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Elements of Transformed Policy
Policy supports college and career readiness for all students
Graduation requirements and assessment system are aligned
Policy development is informed by relevant data
State and local accountability policies reflect Essential Elements
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Student-Centered Learning Environment
Focusing on the personal and intellectual development of all students
Honoring individual differences and committing to high expectations for all
Supporting innovative thinking, reflection, exploration and continuous
professional learning
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Phase I: Algebra I, Biology, LAL
Phase II: Geometry, 2nd Science
Phase III: Algebra II
How Do We Change?
Phased-in Competency Testing
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Proposed Graduation Requirements:120 credits
LAL 20 credits aligned to grade 9-12 standards
Math15 credits includes algebra I content (2008-2009 9th grade), geometry content (2010-2011 9th
grade), and algebra II content (2012-2013 9th
grade)
Science15 credits includes biology (2008-2009 9th grade), chemistry and additional lab science (2010-2011 9th grade)
Social Studies
15 credits includes integrated civics, economics, geography, and global content
Economics 2.5 credits in financial, economic, business and entrepreneurial literacy
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Proposed Graduation Requirements:Health/PE 3.75 credits per year of enrollment*
Visual & Performing Arts 5 credits*
World Languages 5 credits
Technological Literacy
Integrated throughout all content areas*
Career Education and Consumer, Family, and Life Skills or CTE
5 credits*
* = no change in requirement
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Moving from 20th Century Classrooms to 21st Century Work Spaces
FROM TO
Desks and chairs with a teacher in front of the room; books, and materials; a print rich environment
Desktop computers, pods of laptops; a media rich, immediate, fast engaging, dynamic and instant response environment
Educators as digital immigrants; taught before technology
Students as digital natives; adept at using digital media, are wired to use these tools
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Moving from 20th Century Classrooms to 21st Century Work Spaces
FROM TO
Aligning our methods of teaching
Aligning our methods of learning
Teaching areas Learning areas
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Moving from 20th Century Classrooms to 21st Century Work Spaces
FROM TO
Teaching tools and resources that support teaching
Using strategies and resources that support learning for students and staff
20th century schools21st century learning organizations
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When I was growing up, my parents used to say to me, … “finish your dinner – people in China and India are starving. My advice to you today is…finish your homework –people in China and India are starving for your jobs.”
Thomas FriedmanThe World Is Flat2005
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For more information on school improvement efforts, visit these websites: NJDOE website
www.state.nj.us/education (Secondary Redesign) New Jersey Summit on High Schools
www.njhighschoolsummit.org Achieve, Inc.
www.achieve.org Just For The Kids
www.just4kids.org Learn More, Do More, Earn More
www.learndoearn.org• Education Trust
www.edtrust.org