January Virginia Strategies for Reducing the Need for Remediation After Graduation Education Commission of the States January 7, 2010 Dr. Patricia I. Wright Superintendent of Public Instruction Virginia Department of Education

January Virginia Standards-Based Educational Accountability System:   Challenging Standards of Learning (SOL) content standards that are college- and career-ready and require integration of technology in teaching and learning   Assessment of students’ achievement on the standards, allowing the tools used in instruction   Accountability for student achievement and additional instructional support for students in need   Support for schools and divisions in need of improvement   Recognition of schools and divisions meeting excellence goals   High quality standards for instructional personnel aligned with content standards   Annual School Report Card to inform and engage parents and public

January Discussion of Virginia Strategies Problem statement   Increasing the number of students who graduate from high school prepared for successful entry into postsecondary or work and reducing the need for remediation Brief description of the strategy   Virginia has been successful in sustaining and enhancing its high-stakes K-12 accountability system for over a decade as student achievement has increased. A major contributing factor to Virginia’s success is a statewide system of support that is student focused, data-driven, and results oriented. The strategies include instructional support and interventions, secondary-postsecondary transitions, and accelerating college preparation. These strategies working together provide a tiered approach to meeting students needs. 3

January Instructional Support and Interventions (Project Graduation Academies & Tutorials, Algebra Readiness Intervention, Remediation and At-Risk Funding, Math Teacher Corps) Secondary and Postsecondary Transitions (Path to Industry Certification, Career Counseling, Dual Enrollment, Tech Prep Consortia) Accelerating College Preparation (Early College Scholars, Virtual AP School, College Course Collaborative, Governor’s Schools, Governor’s STEM Academies) Virginia Strategies for Secondary- Postsecondary Success 4

January Algebra Readiness Initiative  Purpose: To provide diagnostic and intervention services to students in grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of-course test.  First Fiscal Year Funded: 2002  Funding: $8.8 Million Funding: $8.8 million

January Algebra Readiness Initiative  Funding for mathematics intervention services to students in grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of- course test.  Algebra I scores have improved for all students.  Achievement gap among subgroups is closing in Algebra I as shown by the improvement in percentage passing from to :  Students with Disabilities: +34  Black Students: +29  Economically Disadvantaged Students: +25  Hispanic Students: +20  LEP students: +16  White Students: +14  All Students: +19  Funding for mathematics intervention services to students in grades 6, 7, 8, and 9 who are at risk of failing the Algebra I end-of- course test.  Algebra I scores have improved for all students.  Achievement gap among subgroups is closing in Algebra I as shown by the improvement in percentage passing from to :  Students with Disabilities: +34  Black Students: +29  Economically Disadvantaged Students: +25  Hispanic Students: +20  LEP students: +16  White Students: +14  All Students: +19

January Virginia Middle School Mathematics Teacher Corps   Purpose: Provides structure and incentives for school divisions to hire high-quality mathematics teachers for middle schools that have been designated at risk in mathematics.   First Fiscal Year Funded: 2005   Funding: $415, Funding: $415,000

January Virginia Middle School Mathematics Teacher Corps   Math Teacher Corps Members   : 23 in 19 schools   : 75 in 46 schools (36 teachers are new to the program)   Participating schools have made significant gains on the state mathematics assessments since the program began in 2005   Grade 6: from 48% to 67% passing   Grade 7: from 34% to 66% passing   Grade 8: from 73% to 83% passing

January Project Graduation  Purpose: To help students earn the verified credits required to graduate.  First Fiscal Year Funded: 2005  Funding: $2.8 million Funding: $2.8 million

January  Need and participation have increased as specific verified credits are prescribed for graduation.  Core programs are in English: Reading, English: Writing, and Algebra I.  Project Graduation has resulted in more students graduating despite increasingly rigorous graduation requirements.  In the graduating class of 2009, students participated* in 14,156 Project Graduation-related activity slots and received 11,639 Verified Credits across the tested Standards of Learning (SOL) assessments.  In the graduating class of 2009, students participated* in 14,156 Project Graduation-related activity slots and received 11,639 Verified Credits across the tested Standards of Learning (SOL) assessments. Project Graduation *Project Graduation participants are not all graduating seniors. For example, students who did not pass the Algebra I test in the 9 th grade would likely try to earn that verified credit before reaching the senior year.

January Graduation Rates Virginia’s On-Time Graduation Rate (NGA Formula)   Announced for the first time in October 2008—VA now has two years of cohort data reported   Follows the same cohort of students   Disaggregated by subgroup   Includes English language learners and students with disabilities Virginia’s On-Time Graduation Rate (NGA Formula)   Announced for the first time in October 2008—VA now has two years of cohort data reported   Follows the same cohort of students   Disaggregated by subgroup   Includes English language learners and students with disabilities

January Project Graduation

January Class of 2009 Cohort Report 13

January Path to Industry Certifications  Purpose: Prepare students for successful entry into high-wage high-demand career and technical occupations by earning an industry certification, achieving a state licensure, or passing an occupational competency assessment while pursuing a high school diploma. Students who earn a credential and complete a career and technical program may earn up to two student-selected verified credits to meet graduation requirements.  Purpose: Prepare students for successful entry into high-wage high-demand career and technical occupations by earning an industry certification, achieving a state licensure, or passing an occupational competency assessment while pursuing a high school diploma. Students who earn a credential and complete a career and technical program may earn up to two student-selected verified credits to meet graduation requirements. A component of this initiative involves industry certification training for teachers.  First Fiscal Year Funded: 2004  Funding: $1,065,133 for certifications Funding: $1,065,133 for certifications

January Career & Technical Education Industry certifications earned through CTE programs have nearly doubled since During , 40 percent of CTE completers graduated with an Advanced Studies Diploma. 15

January Path to Industry Certifications   In order for students to use approved credentials for student-selected verified credit, their career and technical education teachers must achieve at least one credential that is “targeted for instruction” in the courses they teach.   The Virginia Department of Education provides training for career and technical education instructors interested in earning certification or licensure in selected areas.   From 2004 through 2009, 2,500 credentials have been achieved by Virginia career and technical education teachers through state sponsored industry certification training/testing sessions.

January Governor’s Career & Technical STEM Academies Nine innovative Governor’s Career & Technical Academies align instruction in science, technology, engineering & mathematics with postsecondary expectations & 21st- century local & state workforce needs. 17

January Discussion of Virginia Strategies: Cont. Policies necessary to facilitate implementation   Successful strategies have been launched as Governor’s initiatives, piloted by school divisions, and funded by the General Assembly after results were achieved. Barriers to implementation   Maintaining fidelity of implementation once desired results are achieved   Convincing General Assembly that continued funding of strategies is important to sustaining achievement gains 18

January Discussion of Virginia Strategies: Cont. Organizations/leaders. Who were the organizations or leaders who were essential to development and implementation?   Governors from different political parties; Virginia Department of Education; State Board of Education; school divisions; higher education executives; education organizations; business and industry representatives Results overall   83.2% cohort graduation rate (NGA formula)   3rd in nation in AP participation and achievement   Increased number of students earning college-ready diplomas and advanced proficient scores on end-of-course exams   Increased number of students earning industry certifications 19

January Discussion of Virginia Strategies: Cont. Essential elements   Educational accountability system grounded in college- and career-ready standards and assessments coupled with a student-focused support system   Successful pilots in progressive school divisions   Legislative support Revisions. What elements of the strategy need to be reviewed and revised?   Phase-out plan for initiatives and sustainability of state funding   Deciding how much flexibility can be given in implementation to ensure fidelity of results 20

January Discussion of Virginia Strategies: Cont. Timeline. How long did it take to move from development to implementation? Sample timelines:   Algebra Readiness Initiative—1 year   Project Graduation—3 months   Path to Industry Certification—6 months   Governor’s STEM Academies—1 year   Middle School Mathematics Teacher Corps—1 year 21

January Policy Actions Addressing Student Achievement and Graduation 22 Virginia Board of Education

January Policy Actions: Revised Virginia Standards of Accreditation (SOA) In February 2009, the Board of Education strengthened Virginia’s accountability program by:   Requiring high schools — beginning with the school year — to meet an annual benchmark for graduation   Requiring schools to develop an Academic & Career Plan for every middle & high school student, beginning with students entering the seventh grade during the school year and … 23

January Policy Actions: Revised VA Standards of Accreditation—Cont.   Prescribing rigorous requirements for the new Standard Technical Diploma & the new Advanced Technical Diploma   Requiring students, beginning with students entering the ninth grade in 2010, to successfully complete a one-credit course in economics & personal finance to earn the Standard, Advanced Studies, Standard Technical or Advanced Technical Diploma 24

January OVERALL STUDENT ACHIEVEMENT RESULTS 25

January School Accreditation The percentage of schools meeting Virginia’s high standards for learning & achievement is at an all-time high despite increases in the rigor of the commonwealth’s accountability program. 26

January Arkansas, Maryland, Oklahoma, Virginia and West Virginia were the only SREB states that had graduation rates that met or exceeded the national rate every year from 1996 to High School Exams and Graduation Rates

January Virginia Index of Performance The VIP program recognizes advanced achievement & progress toward educational goals that are part of the Board of Education’s comprehensive plan for strengthening public education in the commonwealth. 28

January Advanced Placement Virginia ranks third in the nation in the percentage of high school seniors earning a grade of three or better on AP exams. 29