10 th Annual Media Symposium Georgia Partnership for Excellence in Education

A Signature Partnership Product

(4) Student Funding: A More Equitable Pie? (9) Postsecondary Education: Access AND Success (1) Success for All: What to Do With Chronically Failing Schools? (2) Assessments: What Is Their Rightful Place? (3) Georgia’s Teaching Pipeline: Protecting Our Future (5) Mind the Gaps: Equity and Outcomes in Education (6) Early Learning: An Economic Foundation for Georgia (7) After School Time: Where Learning Continues (8) Workforce Readiness: The Role of K-12 (10) Future of Education in Georgia: Where Are We Going?

How is Georgia Trending? Low-Birthweight Babies ≈ 8 th Grade Math ≈ Early Education Enrollment ≈ Students Earning AP Credit  Children in Poverty ≈ High School Graduation Rate  4 th Grade Reading  Adults with Associate’s Degree or Higher 

Issue 9: Post-Secondary: Access AND Success

Access and Success Access – Tuition increases – Aid decreases – Student loan debt Success – Complete College Georgia – Risk Assessment Strategy

Action Steps for Georgia  Need based scholarships  Complete College Georgia – including STEM initiatives and “Go- Back, Move Ahead”  Adult education programs – “Accelerating Opportunity Initiative”

Issue 10: Future of Education in Georgia: Where Are We Going?  Delivery of instruction  Personalized learning  Technology  Virtual and online courses, classrooms, and schools

Action Steps for Georgia  Digital Learning  Students move at their own pace  Mixed results  Technology in the Classroom  Blended learning models - Direct to Discovery example  BYOT  Questions of Access  Longitudinal data system  Infrastructure  Professional development  Education Reform Commission Recommendations  Competency-based education system  Flexible testing and Move on When Ready

Questions Welcome Now & Anytime! Dana Rickman Director, Policy and Research

10 th Annual Media Symposium Georgia Partnership for Excellence in Education

Georgia Partnership for Excellence in Education Charles B. Knapp January 8, 2016

U.S. Median Weekly Earnings Source: Bureau of Labor Statistics Constant Dollars 1979$ $340

2012 PISA Scores Mathematics1. Shanghai 10. Netherlands 20. Slovenia 30. Norway 34. Russia 34. Slovakia 36. U.S. 40. Croatia 65. Peru Reading1. Shanghai 10. Poland 19. Germany 19. Vietnam 24. U.S. 30. Spain 30. Hungary 50. Romania 65. Peru

National Assessment of Education Progress Tests 4 th Grade Reading Massachusetts Georgia Illinois Oklahoma222 National Average D.C.212

2013 Per Pupil Current K-12 Spending Source: Census Bureau 1. New York$19, Alaska$18, D.C. $17,953 National Average$10, Georgia $9, Idaho$6,791

10 th Annual Media Symposium Georgia Partnership for Excellence in Education

National Education Reform in 2016 Michael J. Petrilli Thomas B. Fordham

Education Reform in Implementation of ESSA 2.The Friedrichs Supreme Court case 3.The Growth of “Achievement School Districts” 4.Education for Upward Mobility

ESSA – School Ratings States must annually rate schools based on the following indicators, all of which (except #3) have to be disaggregated by student group: 1. Academic Achievement a. Proficiency on annual assessments, as measured against gap- closing goals b. May include growth for high schools 2. Other Academic Indicator a. For high schools – graduation rate, as measured against gap- closing goals b. For non-high schools – growth or another valid, reliable, statewide academic indicator 3. Progress toward English language proficiency for English learners 4. Other valid, reliable, comparable and statewide measure of school quality If a school is consistently underperforming for any group of students, that has to be reflected in the ratings.

ESSA - Interventions Action/intervention is required in at least the following types of schools: Comprehensive Support and Improvement: – The lowest performing 5 percent of Title I schools and all high schools with graduation rates below 67 percent. Districts have the initial responsibility for improvement activity. If schools don’t improve within four years, states have to intervene. Targeted Support and Improvement: – Schools where any group of students is consistently underperforming. Schools work with districts on improvement activity. If schools don’t improve, the district has to ensure more rigorous intervention. Additional Targeted Support and Improvement: – Schools that are performing as badly for one or more groups of students as the bottom 5 percent of schools are for students overall. Schools work with districts on improvement activity. If schools don’t improve in a state-determined number of years, they become comprehensive support and improvement schools.

No Longer Mandated by the Feds Teacher evaluation systems “Highly qualified teachers” Public school choice or supplemental services A “cascade of sanctions” for low- performing schools

3 Pillars of an Education for Upward Mobility Agenda 1.Prepare many more low-income students for success by completing bachelor’s degrees; 2.Prepare many more low-income students for success by completing associate’s degrees and industry credentials; and 3.Prepare many more low-income students for success by following the “success sequence.”

Base Year Socio-Economic Status Highest Education Level LowestMiddleHighest High School or Below Some College, No Credential Undergraduate certificate Associates degree Bachelors degree or above Attainment by Base-Year Socioeconomic Status, ELS Cohort Source: Andrew Kelly, American Enterprise Institute

Want lots more college graduates? Improve our K–12 system

KIPP to College

Career Academies + Early College

10 th Annual Media Symposium Georgia Partnership for Excellence in Education