June 17, % of our high school students indicate their intention to go on to college. - OUS Post High School Plan Survey, 2003

June 17, Early Indicators Student Performance on Oregon High School Standards Compared with Performance in the First Year of College Presented to the State Board of Education June 17, 2004 A Collaborative Study by the: Oregon University System Oregon Department of Education Oregon Department of Community Colleges and Workforce Development

June 17, Question #1 and Findings  How does the performance of students assessed on the high school benchmark compare with their subsequent performance in college?  Performance is closely aligned with first - year college performance  Students who “meet” or “exceed” are more likely to earn a higher first year college GPA in related courses  Students who “meet” or “exceed” are more likely to earn more credits in related first year college courses  Not all students who are currently enrolled in postsecondary have met college entry proficiency

June 17, OUS Institutions

June 17, Community Colleges

June 17, Performance on reading standard relates to first year college performance  6,028 Oregon public HS graduates entered in fall 2001 with state assessment data in reading:  18% met high school GPA and subject-area course admission requirements BUT did not meet the state 10 th grade benchmark standard in reading (foundation standard for PASS).  This 18% earned average first-year college GPAs of 2.09 in undergraduate science and 2.17 in social science classes  82% met or exceeded the benchmark standard and earned average first-year college GPAs of 2.55 in science and 3.09 in social science.

June 17, Performance on math standard relates to first year college performance  6,028 Oregon public HS graduates entered in fall 2001 with state assessment data in math:  34% met high school GPA and subject-area course admission requirements BUT did not meet the state 10 th grade benchmark standard in math (foundation standard for PASS).  This 34% earned average first-year college GPAs of 2.18 in undergraduate math and 2.12 in science classes  66% met or exceeded the benchmark standard and earned average first-year college GPAs of 2.6 in undergraduate math and 2.64 science classes.

June 17, What does first year college GPA indicate about students’ likely success in college?  OUS cohort studies indicate that, with a freshman year GPA of less than 2.5 in OUS, a student has a 50% probability of earning a degree in 6 years. OUS Institutional Research Study, Looking Back along the Long and Winding Road: Retention, Attrition, and Graduation of OUS Freshmen, Fall 1987 through Fall 1995 Cohorts

June 17, Question #2 and Findings  What is the relationship of performance on the high school benchmark assessment, high school GPA, and the SAT I to first-year college performance? Is this consistent with The First Year Study ( )?  Performance on the high school benchmark assessments and SAT I were comparably correlated with first-year college GPA.  Data from the Early Indicators Study are consistent with that of The First Year Study.

June 17, Pearson Correlation Coefficients ( ) Prob > |r| under H0: Rho=0 Number of Observations *All correlations are statistically significant at the.01 level.

June 17, *All correlations are statistically significant at the.01 level. Source: PASS/OUS, The First Year Study, 2003 Pearson Correlation Coefficients ( ) Prob > |r| under H0: Rho=0 Number of Observations

June 17, Early Indicator Calculator Assessments contribute different “weights” to probability of First Year GPA

June 17, Align standards: Provide a continuous path for student learning Grade 3 Sort, classify, and describe shapes. Grade 5 Build, draw, measure, and compare shapes. Grade 8 Identify, classify, draw, and describe geometric figures. Grade 10 Interpret, draw, and describe two- and three-dimensional objects. College admission (PASS standard) Represent and analyze a wide variety of geometric figures and their properties using drawings, models, and the Cartesian coordinate system. Example: Geometry Source:Oregon Department of Education, Standards

June 17, High School Benchmarks Provide the Foundation for College Entry Proficiency (PASS) State Assessments Required PASS Standards Math Problem SolvingSolve Mathematical Problems Math Knowledge and SkillsPerform Algebraic Operations Use Geometric Concepts and Models or Use Probability and Statistics to Collect and Study Data Use Functions to Understand Mathematical Relationships ReadingAll PASS English standards use the 10th grade benchmark in reading as an assumed prerequisite. WritingWrite for Varied Purposes Interpret Literary Works Conduct Inquiry and Research Science Knowledge and Skills Know Fundamental Concepts of Sciences Design and Conduct Scientific Investigations

June 17, PASS Standards Met via High School Standards State AssessmentsPASS StandardsCCOUS Math Problem SolvingSolve Mathematical Problems62%80% Math Knowledge and SkillsPerform Algebraic Operations53%82% ReadingAll PASS English standards use the 10 th grade benchmark in reading as an assumed prerequisite. 64%86% WritingWrite for Varied Purposes54%73% Science Knowledge and Skills Know Fundamental Concepts of Sciences 66%85%

June 17, When standards are aligned, student learning can be improved in time to make a difference Student Learning Grade-level Benchmarks Grade 3 58 Transition to College 10 Time to prepare: High School Benchmark - 2 years SAT/ACT scores -1/2 - 1 year Final HS GPA

June 17, How might postsecondary institutions support K-12 students’ college preparation? 1.High school graduation 2.Subject-area requirement 3.Grade point average 4.SAT I or ACT Expand on Current Admission Requirements: 5. Evidence of Proficiency to include...

June 17, % of our high school students indicate their intention to go on to college. - OUS Post high School Plan Survey, 2003 What will we do to get them there?