1. Preparing America’s Future Future Susan Sclafani, Assistant Secretary Office of Vocational and Adult Education U. S. Department of Education

2. Economic Change Changing nature of the workforce.Changing nature of the workforce. Fastest growing jobs require some education beyond high school.Fastest growing jobs require some education beyond high school. Employers express concern about the lack of essential skills among students.Employers express concern about the lack of essential skills among students.

3. Skill Level Changes Unskilled 60% Skilled 20% Professional 20% Skilled 65% Unskilled 15% Professional 20% 1950 1997 National Summit on 21 st Century Skills for 21 st Century Jobs

4. Source: National Assessment of Educational Progress 2000 Twelfth Grade Students Proficient in Science

5. Source: National Assessment of Educational Progress 2000 Twelfth Grade Students Proficient in Mathematics

6. NAEP 2002 Math Assessment 12 th Graders Scoring “Below Basic” 35 percent of all students 56 percent of Hispanic students 69 percent of African-American students 60 percent of low-income students Losing Our Edge?

7. A Question Most “Below Basic” Students Answered Incorrectly Chris wishes to carpet the rectangular room shown below. To the nearest square yard, how many square yards of carpet are needed to carpet the floor of the room if the closet floor will not be carpeted? (1 square yard = 9 square feet)

8. PISA 2003: Mathematics Literacy +

9. 19902000% Change U.S.13.715.7+15% China3.813.6+258% India4.99.4+92% Students Enrolled in Postsecondary (in millions) International Competition UNESCO, 2003

10. New Participants in the World Economy China, India and Russia = 3 billion people 10% highly educated = 300 million people USA = 300 million people 25% highly educated = 75 million Competition for jobs = 375 million people USA students/adults will face greater competition in the future than anytime in history International Competition Craig Barrett, INTEL CEO 2004

11. Graduation Rates for the United States All Students70% White72% African American51% Hispanic52% Manhattan Institute Data from Public High School Graduation and College Readiness Rates in the U.S. (September 2003)

12. College remediation rates Entering freshmen, 2000 All28% Public Public 2-year42% Public 4-year20% Private 4-year12% Source: NCES, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,

13. College “drift-out” rates Students not returning for year 2 4-year colleges 26% 2-year colleges 45% Source: Mortensen, T. (November 1999), Postsecondary Opportunity as presented by The Education Trust.

14. Millenials Studies show that they are a capable, conscientious, concerned and optimistic generation, determined to succeed: –96 percent say doing well in school is important to their lives. –94 percent plan to continue their education after high school. –90 percent of 5 and 17 use computers. –94 percent of teens use the Internet for school-related research. –Teens spend more time online using the Internet than watching television. –High school and college students increasingly are involved in making spending decisions for their parents.

15. Education Beliefs 91% of students have a teacher/administrator who personally cares about their success. 60% of students report that standardized tests are a good measure of progress. 96% say doing well in school is important in their lives. 88% of students report that attending college is critical or very important to future success.

16. Interested in World 76% of students would like to learn more about the world. 28% of high school students use a foreign news source to learn about current events. After September 11, 2001, 78% of students felt optimistic and hopeful. Two years later, 75% still look toward a future with optimism and hope. 70% of students report volunteering or participating in community service.

17. Advanced Math & Science Increases At-Risk Students’ Postsecondary Enrollment Source: NCES, The Condition of Education, p. 51.

18. Few Say Expectations Were High Academic expectations of me in high school were: All high school graduates College students Non-students Expectations were high All HS graduates Below average income Average income Above average income City Suburbs Small town/rural General studies in HS College prep in HS 24% 23% 23% 24% 23% 31% 20% 17% 30% Source: Hart Research Associates, Achieve, “Rising to the Challenge,” Jan. 2005

19. Knowing What They Know Today, Grads Would Have Worked Harder College students Non-students Question: Knowing what you do today about the expectations of college/the work world, if you were able to do high school over again, would you have worked harder and applied yourself more to your coursework even if it meant less time for other activities? Source: Hart Research Associates, Achieve, “Rising to the Challenge,” Jan. 2005

20. America's Most Successful High Schools - What Makes Them Work America's Most Successful High Schools - What Makes Them Work by Dr. Willard R. Daggett Focusing instruction around students' interests, learning styles, and aptitudes through a variety of small learning community approaches, most commonly academies. An unrelenting commitment by administrators and teachers to excellence for all students with a particular emphasis on literacy across the curriculum. A laser-like focus on data at the classroom level to make daily instructional decisions for individual students

21. An extraordinary commitment of resources and attention to 9th grade students. A rigorous and relevant 12th grade year. High-quality curriculum and instruction that focuses on rigor, relevance, relationships, and reflective thought; Solid and dedicated leadership; Relationships driven by guiding principles; Sustained and supported professional development America's Most Successful High Schools (cont’d)

22. “ Every high school diploma must mean that our graduates are prepared for jobs, for college, and for success.” President George W. Bush

23. Importance of standardizing data across states -Consistency of collection -Uniformity of results -Transparency to the public Accountability & Career Clusters

24. Why align the secondary data to NCLB (academic & graduation)? -Both H.R. 366 & S. 250 reference section 1111 of ESEA -Meet state academic standards Accountability & Career Clusters

25. Aligning the accountability system with clusters -- Links program areas with accountability -- Provides consistency -- Gives local, state and national comparable data Accountability & Career Clusters

26. Legislative Update - H.R. 366 passed - S. 250 passed - What are the next steps? Conference Committee naming Consensus on differences Final legislation Accountability & Career Clusters