1. Redesigning School Counseling GLOBAL ECONOMICS Document 2.4 American Student Achievement Institute ASAI

2. How does education level relate to job availability? QUESTION #1

3. % of Jobs Requiring Various Levels of Educational Attainment Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007

4. What level of education do today’s U.S. workers have? QUESTION #2

5. Educational Attainment in the United States Source: U.S. Census Bureau, Educational Attainment in the United States, 2006

6. INDIANA COMPLETERS Source: Indiana Commission for Higher Education  80,000 start first grade...  61,000 finish high school...  32,000 start college...  19,000 earn a 2- or 4- year college degree

7. MISMATCH

8. MESSAGE Diploma PLUS Military Post HS Vocational Apprenticeship College

9. Does education level impact income? QUESTION #3

10. Relationship between Education Attainment and Median Income Source: U.S. Census Bureau, Editorial Projects in Education Research Center, 2007

11. Income Difference Over 42 Years (average number of working years) High School------ High School +$ 496,566 Voc / Assoc$ 967,428 Bachelor Degree$ 1,592,388 Graduate Degree$ 1,951,950

12. MESSAGE Education = More money

13. Does education level impact unemployment? QUESTION #4

14. Relationship between Education Attainment and Unemployment Source: U.S. Bureau of Labor Statistics 2006

15. MESSAGE Education = Less chance of unemployment

16. How do students best prepare for jobs that require vocational training or an associate degree ? QUESTION #5

17. INDIANA EMPLOYERS SAY Source: Great Expectations: A Report on Employer Expectations in Indiana, 1999 (Indiana Education Information Center, Hudson Institute) “Even those students seeking a technical or vocational degree will need skills formerly expected only for a 4-year college degree program.”

18. MESSAGE CORE 40 is for ALL students

19. What is Core 40 ? English (4x)Biology Algebra IChem. or Physics GeometryAddn. Science Algebra IIP.E. World Hist. or Geog.Health U.S. HistoryDirected Electives World Lang, Fine Arts, or Career/Technical Government EconomicsElectives

20. What skills are today’s employers seeking? QUESTION #6

21. Employers Want Better Academic Skills National Association of Manufacturer’s 2005 Survey: 84% said students were not prepared for the workplace

22. AMERICAN DIPLOMA PROJECT Formed by Business Leaders and State Governors Purpose: Align State Standards with College and Work Success AREAS CRITICAL FOR SUCCESS ACADEMIC SKILLSSOFT SKILLSHABITS OF MIND Informational readingTeamworkAnalysis Persuasive writingWork EthicInterpretation Oral presentation Responsibility Attendance Punctuality Time management Precision & accuracy Data analysis & statsProblem solving Math applicationReasoning Source: Education Week, What Does Ready Mean?, June 2007

23. TODAY’S EMPLOYERS SEEK Source: 2005; David Shane, Senior Advisor to Indiana Governor Mitch Daniels on Education and Employment Issues STEM Science Technology Engineering Math

24. MESSAGE EMPLOYERS Want to hire responsible students with high academic skills and sound habits of mind.

25. With whom will students compete for low-skill jobs ? QUESTION #7

26. AVAILABILITY OF LOW-SKILL WORKERS 90% of the workforce will be in countries where the average wage is below $1.00 per hour. Population Reference at Columbia University, New York, NY Average Manufacturing Wage USA $ 17.20 / hr Mexico$ 2.10 / hr China $ 0.64 / hr India$ 0.25 / hr Sung Won Sohn, Executive Vice President and Chief Economist, Wells Fargo, 2003 Canamex, 2005

27. X IF YOU WERE THE C.E.O., where would you send your low-skills jobs?

28. With whom will students compete for high-skill jobs ? QUESTION #8

29. Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education AVAILABILITY OF HIGH-SKILL WORKERS UNITED STATES WHAT IS NEEDED FOR COLLEGE  English  Algebra / Geometry  Biology / Chemistry  Social Studies  Foreign Language OTHER COUNTRIES WHAT IS NEEDED FOR THE WORKFORCE  Technical Reading  Computers  Statistics, Probability, Logic, Measurement, & Systems  Physics CURRICULUM CONTENT

30. Source: Willard R. Daggett, Ed.D., International Center for Leadership in Education AVAILABILITY OF HIGH-SKILL WORKERS UNITED STATES MEMORIZE FACTS FOR WORKSHEETS AND QUIZZES OTHER COUNTRIES RESEARCH & ANALYZE APPLY KNOWLEDGE BETWEEN DISCIPLINES APPLY NEW KNOWLEDGE TO REAL-WORLD PROBLEM SOLVING CLASSROOM TASKS

31. X IF YOU WERE THE C.E.O., where would you send your high-skills jobs?

32. MESSAGE STUDENTS Must be prepared to compete in a global economy

33. What does this mean for our school ? QUESTION #9

34. Inquiry Question # 1 Should we prepare students to com- pete for jobs with students from... Our rival school? Our county? Around the state? Across the country? Around the world?

35. Inquiry Question # 2 What percentage of our students will we prepare for... Low-skill jobs High-skill jobs

36. Inquiry Question # 3 How do we purposefully give messages to students about: Diploma Plus Education = More Money Education = Less Unemployment Who employers want to hire Global economics

37. Inquiry Question # 4 Students turn first to their parents for guidance. How do we purposefully give messages to parents about: Diploma Plus Education = More Money Education = Less Unemployment Who employers want to hire Global economics

38. Inquiry Question # 5 At the end of each grade level (K- 12) what percentage of our students is prepared to complete Core 40? Is this ok?

39. High Schools Do students who earn credit in our Core 40 courses master the Indiana Academic Standards? How do we know? Can we prove it with data? Inquiry Question # 6

40. Middle Schools Do we have a “Core 40 Prep curriculum” in place? What percentage of students master this curriculum? Inquiry Question # 7

41. Elementary Schools Are we preparing students to master a “Core 40 Prep curriculum” when they reach middle school? Inquiry Question # 8

42. THE BOTTOM LINE: If we truly care about our community’s young people and we understand global economics, how can we not but roll up our sleeves and work our tails off to improve our school and help students succeed? Inquiry Question # 9

43. Redesigning School Counseling GLOBAL ECONOMICS Document 2.4 American Student Achievement Institute ASAI