HOW WELL IS MICHIGAN PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE

A high school diploma is no longer enough; now, nearly every good job requires some education beyond high school – such as an associates or bachelors degree, certificate, license, or completion of an apprenticeship or significant on-the-job training. Currently, far too many students drop out or graduate from high school without the knowledge and skills required for success, closing doors and limiting their post-high school options and opportunities. The best way to prepare students for life after high school is to align K-12 and postsecondary expectations. All students deserve a world- class education that prepares them for college, careers and life. Why College- and Career-Ready Expectations for All? 2

A HIGH SCHOOL DIPLOMA IS NO LONGER ENOUGH FOR SUCCESS The changing economy is accelerating the expectations gap, as careers increasingly require some education/training beyond high school, and more developed knowledge and skills.

4 Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, Jobs in Today’s Workforce Require More Education & Training

The Rise of the Middle-Skill Jobs 5 Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February High-skill jobs Occupations in the professional/ technical and managerial categories. Often require four-year degrees and above Middle-skill jobs Occupations that include clerical, sales, construction, installation/repair, production, and transportation/material moving. Low-skill jobs Occupations in the service and agricultural categories. Often require some education and training beyond high school (but typically less than a bachelor’s degree), including associate’s degrees, vocational certificates, significant on-the-job training.

Employment Shares by Occupational Skill Level, Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings Institution, February 2009.

Demand for Middle-Skill Workers Outpaces Michigan's Supply 7 Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12 Reform,” Education Testing Services. Skills to Compete. Measuring Up (2008), “The National Report Card on Higher Education. “  I n 1950, 60% of jobs were classified as unskilled, attainable by young people with high school diplomas or less. Today, less than 20% of jobs are considered to be unskilled.  One result: The demand for middle- and high-skilled workers is outpacing the state’s supply of workers educated and experienced at that level. 80% of Michigan’s jobs are middle- or high-skill (jobs that require some postsecondary education or training). Yet only 36% of Michigan adults have some postsecondary degree (associate’s or higher).

The Rise of the Middle-Skill Jobs 8 Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees: Tomorrow’s Fastest Growing Jobs and Why Community College Graduates Will Get Them. The New Democratic Leadership Council Michigan should be preparing students for the jobs of tomorrow, not the jobs of yesterday – or even today. A quarter of American workers are now in jobs not even listed in the Census Bureau’s occupation codes in Given the growth of new job sectors – most notably “green jobs” – it is common sense to provide all students with a strong foundation that keeps all doors open and all opportunities available in the future.

Michigan’s Middle-Skill Jobs 9 Occupation Median Income (2007) % By Education Level (ages 25-44), 2007 Number of Total Jobs (in thousands) High SchoolSome College % Change Computer Support Specialists $42,30013%44% % Electrical & Electronic Engineering Technicians $50,0007%68% % Radiologic Technicians & Technologists $48,8007%68% % First-line Supervisors / Managers of Construction Trades $61,50060%30% % Registered Nurses$59,8001%43% % Source: U.S. Department of Labor, Career One Stop.

America’s International Edge is Slipping 10Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006) ALL (25-64) 1U.S. (38%)Canada (43%)Canada (51%)Canada (55%)Canada (47%) 2Canada (37%)U.S. (40%)Japan (46%)Japan (54%)Japan (40%) 3N.Z. (30%)Japan (39%)Finland (41%)Korea (53%)U.S. (39%) 4Denmark (28%)N.Z. (38%)U.S. (41%)N.Z. (44%)N.Z. (38%) 5Finland (27%)Finland (34%)N.Z. (39%)Ireland (42%)Finland (35%) 6Australia (26%)Denmark (33%)Korea (37%)Belgium (42%)Denmark (35%) 7Sweden (25%)Australia (32%)Denmark (36%)Norway (42%)Australia (33%) 8Norway (25%)Norway (30%)Belgium (35%)France (41%)Korea (33%) 9Neth. (25%)Neth. (30%)Norway (35%)Denmark (41%)Norway (33%) 10U.K. (24%)Switz. (29%)Iceland (34%)U.S. (39%)Belgium (32%) 11Switz. (24%)Iceland (29%)Australia (33%)Spain (39%)Ireland (31%) 12Japan (23%)U.K. (29%)Switz. (33%)Sweden (39%)Sweden (31%) 13Germany (23%)Sweden (29%)Ireland (33%)Australia (39%)U.K. (30%) 14Belgium (22%)Belgium (27%)Spain (31%)Finland (38%)Neth. (30%) 15Iceland (21%)Germany (25%)U.K. (31%)U.K. (37%)Switz. (30%) Michigan (35%)Michigan (38%)Michigan (35%)Michigan (36%) America’s International Edge is Slipping 11 Source: OECD Education at a Glance, 2007; National Center for Higher Education Management Systems analysis of 2007 American Community Survey.

FAR TOO MANY STUDENTS DROP OUT OR GRADUATE FROM HIGH SCHOOL UNPREPARED FOR REAL WORLD CHALLENGES

Of Every th Graders in Michigan… 13 Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and Completion Rates from 9th Grade to College.

Achievement Remains Low: 8 th Grade Achievement Over Time 14 Source: National Assessment of Educational Progress. Analysis of data downloaded from 8 th Grade Math Michigan19%31% U.S.21%32% 8 th Grade Reading Michigann/a31% U.S.33%30% 8 th Grade Science Michigan32%35% U.S.29% % at or Above Proficient on 8th Grade NAEP

And Gaps Persist: Michigan’s 8 th Grade Achievement Gap 15 Source: National Assessment of Educational Progress. Analysis of data downloaded from Subgroup 8 th Grade Math (2009) 8 th Grade Reading (2009) 8 th Grade Science (2005) All Students31% 35% White37%36%43% Black5%9%8% Hispanic17%26%11% Asian59%n/a Native Americann/a % at or Above Proficient on 8th Grade NAEP

Graduation Rates Remain Inequitable 16 Source: Education Week, Education Counts. Developed through the Custom Table Builder,

America’s International Edge is Slipping 17Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported)

Enrollment in College Does NOT Equal College Readiness 18 Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation

Freshmen at Two-Year Colleges are More Likely to Require Remediation 19 Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Most U.S. College Students Who Take Remedial Courses Fail to Earn Degrees 20 Source: National Center for Education Statistics, The Condition of Education, 2004: % of th graders who entered postsecondary education. Percentage earning degree by type of remedial coursework

Enrollment in College Does NOT Equal College Readiness 21 Source: Green, Jay. P. (Sept 2000). The Makcinac Center, The Cost of Remedial Education: How Much Michigan Pays When Students Fail to Learn Basic Skills. An estimated 33% of Michigan’s first-year students at two- and four-year institutions require remediation.

How Many College Students Return Their Sophomore Year – and Go On To Earn Degrees? 22 Source: Measuring Up (2008). The National Report Card on Higher Education. National Center for Education Statistics (2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.

Many College Students in Michigan Fail to Earn a Degree 23 Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of Higher Education Systems. Percent of students earning a bachelors’ degree within six years, 2006

The Majority of Graduates Would Have Taken Harder Courses, Particularly in Mathematics 24 Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to the Challenge: Are High School Graduates Prepared for College and Work? Washington, DC: Achieve. Would have taken more challenging courses in at least one area Math Science English Knowing what you know today about the expectations of college/work …

A MORE RIGOROUS & RELEVANT HIGH SCHOOL EDUCATION WILL OPEN DOORS FOR STUDENTS – AND KEEP THEM OPEN

26 Personal Benefits of Education in Michigan While there may be jobs available to high school drop outs and graduates, they often pay less and offer less security than jobs held by those with at least some postsecondary experience. The link between educational attainment and gainful employment is clear: More education is associated with higher earnings and higher rates of employment.

27 Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic Supplement.” Figures are based on total person within the civilian labor force Personal Benefits of Education in Michigan UNEMPLOYMENT RATE LEVEL OF EDUCATION MEAN INCOME 8%TOTAL$42,316 19%HS Dropout$14,910 10%HS Graduate$31,683 7%Some College$37,418 4%Bachelor’s & Above$67,453

28 Source: Horn, L. and A.M. Nuñez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning Strategies, and Context of Support. U.S. Department of Education. Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education. The Importance of Rigorous Course-Taking in Closing Gaps Students who take challenging courses and meet high standards are much more likely to enter college ready to succeed. 87% of first-generation college-going students – who took a highly rigorous course of study in high school – persisted in college or earned a degree after 18 months. Only 55% of first-generation students who took just a general curriculum persisted that long. High school students who take advanced math double their chances of earning a postsecondary degree: 59% of low-income students who took advanced math in high school earned a bachelor’s degree. 36% of low-income students who did not complete the rigorous high school course of study earned a bachelor’s degree.

29 Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP) 2003, 2005 Mathematics Assessments. 8 th Graders Taking Algebra I

30 Source: College Board, “National Summary Reports, 2008.” Students Participating in Advanced Placement Percent of all 11th/12th Graders Participating in Advanced Placement (2008)

31 Source: ACT (2009), ACT 2009 Results. College Board, Mean SAT Critical Reading, Mathematics and Writing Scores by State. 3_Mean-SAT-CR-MATH-and-Writing-Scores-by-State.pdf Michigan’s Students Taking College Admissions Exams 2009MichiganU.S. Participation in ACT100%45% Average ACT Score Participation in SAT5%46% Average SAT Score

THE SOLUTION: STATE-LED EFFORTS TO CLOSE THE EXPECTATIONS GAP All students deserve a world-class education that prepares them for college, careers and life.

The College- and Career-Ready Agenda 33 Align high school standards with the demands of college and careers. Require students to take a college- and career-ready curriculum to earn a high school diploma. Build college-and career-ready measures into statewide high school assessment systems. Develop reporting and accountability systems that promote college and career readiness.

Michigan’s Commitment to Closing the Expectations Gap 34 In 2006 Michigan adopted college- and career-ready graduation requirements In 2006 Michigan also aligned its high school academic standards with college- and career-ready expectations Michigan requires all students to take the ACT, along with sections of WorkKeys and state-developed tests, as part of its high school assessment system, the Michigan Merit Exam Michigan’s longitudinal data system satisfies seven out of the Data Quality Campaign’s ten essential elements

HOW WELL IS MICHIGAN PREPARING ALL STUDENTS FOR COLLEGE, CAREERS AND LIFE