Indiana’s P–16 Plan for Improving Student Achievement

2 The complexity of today’s world calls for an education system that ensures the vast majority of students successfully complete education beyond high school.

Indiana’s P–16 Plan for Improving Student Achievement 3 ADP Workplace Study: Key Findings Algebra II is the threshold math course for most workers in good jobs. Most workers at all levels of employment must have completed four years of English at grade level or above in high school. Taking below-average English or functional/basic English increases the likelihood of being employed in a low-paid or low-skilled job. The entry expectations of the workforce, college, apprenticeship programs and military training have converged. Source: American Diploma Project, A partnership of Achieve, Inc; The Education Trust; and the Thomas B. Fordham Foundation

Indiana’s P–16 Plan for Improving Student Achievement 4 Sheet metal workers need high-level skills Four or five years of apprenticeship Algebra, geometry, trigonometry and technical reading Average annual earnings: $35,000 Source: American Diploma Project and Indiana Department of Workforce Development, 2002.

Indiana’s P–16 Plan for Improving Student Achievement 5 Preparation for success

Indiana’s P–16 Plan for Improving Student Achievement 6 Strong high school achievement predicts initial college success Source: Indiana Commission for Higher Education, Student Information System Indiana high school graduates persisting to the second year in college

Indiana’s P–16 Plan for Improving Student Achievement 7 A strong high school curriculum* improves college completion for all students *Completing at least Algebra II plus other courses. Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, % of students who complete college by race

Indiana’s P–16 Plan for Improving Student Achievement 8 More Indiana students are going directly to college % of high school graduates enrolled the next fall in postsecondary education Ranked 34th Source: Postsecondary Education Opportunity, Oskaloosa, Iowa. Ranked 10th

Indiana’s P–16 Plan for Improving Student Achievement 9 Despite improvements, not enough Indiana students complete college

Indiana’s P–16 Plan for Improving Student Achievement 10 Too many college freshmen are not prepared Source: NCES, Condition of Education, 2004, June 2004 ( th graders who enrolled in college). % of American college freshmen needing to take remedial (high school–level) courses

Indiana’s P–16 Plan for Improving Student Achievement 11 Students who take remedial courses are much less likely to finish college Source: American Diploma Project, from NCES, % of students enrolled in remedial courses who earn a bachelor’s degree

Indiana’s P–16 Plan for Improving Student Achievement 12 Economic consequences of poor alignment are serious In a single state, employers and postsecondary education institutions spend an estimated $134.3 million a year on remedial education. Source: Mackinac Center for Public Policy, 2000.

Indiana’s P–16 Plan for Improving Student Achievement 13 Indiana’s reality – why we must act now

Indiana’s P–16 Plan for Improving Student Achievement 14 Of every 100 Indiana 9th graders, only… Source: National Center for Public Policy and Higher Education, April students graduate from high school 41 of these enter college 31 are still enrolled as sophomores 21 of these graduate within six years

Indiana’s P–16 Plan for Improving Student Achievement 15 More Indiana middle school students are taking Algebra I Source: Indiana Department of Education, Certified Employee/Certified Position (CECP) Reports: 1993–94 to 2001–02. % of Indiana students enrolling in Algebra I by the end of grade 8

Indiana’s P–16 Plan for Improving Student Achievement 16 But Indiana still trails many other states Source: State Departments of Education, Data on Public Schools, 2001–02; NCES, CCD Fall Membership In Council of Chief State School Officers, State Indicators of Science and Mathematics Education: 2003, State Education Assessment Center, Washington, DC, Comparison of grade 8 students enrolling in Algebra I, 2002

Indiana’s P–16 Plan for Improving Student Achievement 17 Indiana Core 40: A look back…

Indiana’s P–16 Plan for Improving Student Achievement 18 Brief background on Core 40 Core 40 adopted in 1994 as best preparation for college and workforce success Since 1994, all students required to have career/course plan that includes Core 40 Schools across Indiana have already moved to requiring Core 40 as their local graduation requirement Curriculum in place for 10 years

Indiana’s P–16 Plan for Improving Student Achievement 19 More Indiana graduates are earning higher-level diplomas Source: Indiana Department of Education. 1993– – –04 57% 19% 24% 35.4% 29.1% 35.5% 87% 12% 1%

Indiana’s P–16 Plan for Improving Student Achievement 20 All student groups are benefiting Source: Indiana Department of Education. % of Core 40 diplomas by race

Indiana’s P–16 Plan for Improving Student Achievement 21 Moving Forward with Core 40

Indiana’s P–16 Plan for Improving Student Achievement 22 Indiana Education Roundtable’s Resolution to the State Board of Education to Change Indiana’s Course and Credit Requirements for a High School Diploma - Education Roundtable recommended - Class of State Board Passed Rule Effective for Class of 2010

Indiana’s P–16 Plan for Improving Student Achievement 23

Indiana’s P–16 Plan for Improving Student Achievement 24

Indiana’s P–16 Plan for Improving Student Achievement 25 Indiana Education Roundtable’s Resolution to the State Board of Education (and General Assembly) to Make Core 40 the Required High School Curriculum with an Opt-Out Provision - Education Roundtable recommended - Class of State Board currently in rule making process - Legislature also in process – Senate Bill 200

Indiana’s P–16 Plan for Improving Student Achievement 26 Formal Core 40 Opt Out Process: To graduate with less than Core 40, a student and his/her parent(s)/guardian(s) are required to meet with the student’s school counselor (or other individual responsible for scheduling) to: Review the student’s career and course plan, Be informed of the likely consequences to the student’s future if he/she graduates without Core 40, Sign a formal consent form attesting to the above, Complete the courses/credits required for a minimum diploma, and Determine the Career Academic Sequence the student will pursue.

Indiana’s P–16 Plan for Improving Student Achievement 27 Core 40 and 4-year College Admission Require a minimum of Core 40 (or documented equivalent) completion as a requirement for undergraduate college admission at Indiana’s 4-year public universities Indiana’s independently governed, regionally accredited non- profit colleges encouraged to adopt same minimum admission standard Indiana’s 2-year public colleges maintain open door admission policies – but also encourage Core 40 Students not completing Core 40 and seeking to transfer to a state 4-year university may do so if they have successfully completed 12 credit of college-level transferable coursework

Indiana’s P–16 Plan for Improving Student Achievement 28 Core 40 and State Financial Aid For students attending 4-year colleges and universities, the state will require completion of Core 40 (or documented equivalent) to receive state-supported financial aid from the Frank O’Bannon Grant Program and the 21 st Century Scholars Program Students not meeting the Core 40 minimum requirement may have eligibility for state financial aid reinstated by demonstrating readiness to succeed at credit bearing coursework by successfully completing 12 credits of college- level transferable coursework Indiana students who attain age 21 (graduating 2011 and after) shall not be subject to the Core 40 requirement for state financial aid

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