College- and Career- Ready Graduates presented by Patte Barth & Annette Wallace What the public thinks about standards, tests and the purpose of a public education.

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Center for Public Education Today’s Presenters Patte Barth Director Center for Public Education NSBA Annette Wallace Principal Pocomoke High School Pocomoke City, MD

Welcome Annette Wallace Principal Pocomoke High School Pocomoke City, MD

The dreams of our children... Resource: Educational Policy Improvement Center

Statistics According to the National Student Clearinghouse.... 52% of Pocomoke High School students were enrolled in college the fall after his/her senior year 57% of PHS students were enrolled in college at any time during the year following his/her senior year 47% of PHS students returned to college for a second year 26% of PHS students earned a college degree

Goal of Project 100 100% of Pocomoke High School students will have committed their intent to studying at the college level, joining the military, or participating in a work-force development program upon graduation.

How will we accomplish this? Partnerships with colleges, universities, military, & workforce development programs Bi-weekly homeroom meetings focused on motivating students, customizing learning opportunities, and exposing students to college and career opportunities through lessons and field experiences Utilizing the Naviance information system Pathways for students Timeline of activities for each year of high school

Signature Events Community events Field Experiences FAFSA on the road Wor-Wic Community College “One-stop Shop”

How do we get the word out? Social Media Twitter Instagram Parent Nights in our Community

Welcome Patte Barth Director Center for Public Education National School Boards Association (NSBA)

Engage your community – Prepare college- and career-ready graduates October 2016

Engaging your community in preparing college- and career-ready graduates A toolkit for school leaders Making the case Engaging the community Putting the standards into practice www.nsba.org/ccr-toolkit

Making the case

Engaging the community

Putting standards into practice

What’s in a name? “Common core” vs. “college- and career-ready” branding yields different reactions

Support for Common Core has fallen from high to lukewarm in four years Question: States have been deciding whether to use the Common Core, standards that are the same across states. Do you support the use of the Common Core in your state? SOURCE: Education Next, 2016

Misconceptions about Common Core are widespread and cross party lines Question: Is this topic included in the Common Core? Note: None of these topics appears in the standards. 40% of those who heard ‘a lot’ held 3 out of 4 misconceptions compared to 32% of those who heard ‘nothing at all’ SOURCE: Farleigh Dickinson University, Feb 2015

The more individuals had heard about Common Core, the more likely they were to be wrong Question: How much have you heard about the Common Core? 40% of those who heard ‘a lot’ held 3 out of 4 misconceptions compared to 32% of those who heard ‘nothing at all’ SOURCE: Farleigh Dickinson University, Feb 2015

The idea of common standards doesn’t lose support as much as the name “Common Core” Question: States have been deciding whether to use standards that are the same across states. Do you support the use of these standards in your state? SOURCE: Education Next, 2016

A majority of all groups support “common standards” Question: States have been deciding whether to use standards that are the same across states. Do you support the use of these standards in your state? SOURCE: Education Next, 2016

What parents think Parents want a different, higher level education for their children; not sure about how it’s rolling out

Parents overwhelmingly see that today’s high school graduates need a different preparation Question: Compared to 20 years ago, what a student needs to learn in high school today is … SOURCE: Achieve, Inc. 2015

Parents have conflicting views about new standards and their impact on students Questions: is the change in standards better or worse? Have the new standards increased, decreased or had no effect on …? SOURCE: PDK, 2016

Making the case for college- and career-readiness It’s a new world

CPE’s original, 2-year analysis 3-part series of reports Examines 2004 graduates at age 26

At some point, most high school grads enroll in college Most are male 2 of 3 are low-SES Half have parents who did not attend college More likely to be southern and rural Don’t differ by race or home language from college goers 2 of 3 wanted to go to college Earned fewer academic credits; more vocational Took less rigorous courses Earned lower grades Did significantly less homework SOURCE: Center for Public Education, 2014

College goers perform better than non-college goers SOURCE: Center for Public Education, 2015

The ‘right’ high school preparation makes a big difference for non-college goers SOURCE: Center for Public Education, 2015

The winning combination for non-college goers Completed Algebra II and Advanced Biology Earned a C+ cumulative GPA Completed an occupational concentration in high school (at least 3 courses in same field) Earned a professional certification or license SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 Hourly wages of 26-yr-olds by high school credentials SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

The impact of ‘credentials’ on earnings at age 26 SOURCE: Center for Public Education, 2015

Contact: Patte Barth Email: pbarth@nsba.org Annette Wallace Email: aewallace@mail.Worcester.k12.md.us