P-20 councils need to have meaningful work to do--without it, they are perceived as window-dressing. In this context, "meaningful work" often means developing recommendations the council has reached consensus on, that are given to governor and legislature as the fodder or foundation for policy changes.
To get a state P-16 or P-20 council to develop recommendations on an issue, some legislatures have effectively created a homework assignment for the council. One of the clearest examples is from Texas, where statute enacted several years ago directs the P-16 council to recommend to the commissioner of education and the higher education coordinating board a "college readiness and success strategic action plan" that includes specified elements.
Another Texas provision directs the P-16 council to work with the State Center for Early Childhood Development to create a school readiness certification system for certifying the effectiveness of preK and other early childhood programs in preparing children for kindergarten.
Friday, December 2, 2011
Thursday, November 10, 2011
Dual enrollment: Getting students to a degree more efficiently?
I was recently asked whether there's any research indicating that dual enrollment program participants ultimately earn fewer total credits when completing a postsecondary degree. A 2009 Florida study does provide at least a partial response to this question.
The report notes that 40% of students surveyed at Florida's largest universities believed that "acceleration credits" (dual enrollment, as well as IB, AP and other options) allowed them to "progress through college in a shorter time period". Data support these students' perceptions. Students graduating from Florida's state universities in the 2006-07 academic year who had completed acceleration credits attempted an average of 128 credit hours of college courses, whereas their average peer who had not earned acceleration credits attempted 140 credit hours.
Unfortunately, the study doesn't separate the results by the type of accelerated credit students earned. Nor do the authors speculate why students earning acceleration credits of any kind finished a college degree with fewer credits. And granted, this is just one study in just one state. However, it's hard not to be at least a little interested reading that "This difference equates to almost a semester of college courses, which represents a substantial savings in higher education costs to both the state and students. The state benefits from the freed instructional slots and classroom space that allow other students to progress through these classes."
One might argue that students earning acceleration credits are more academically motivated--but on the other hand, there are various ways academically motivated students might earn more college credits than the average student. Academically motivated students might choose double majors (or even triple-majors--this author was one of those crazy people)--although students in the Florida report noted that acceleration credit allowed them to pursue double majors and dual degrees. Students in general--including academically motivated students--might also earn more total college credits by switching majors mid-college careers (been there, done that, too), turning all those credits that once went towards a major into a mighty expensive minor, with a lot of excess credit hours in tow. More academically motivated students might even have greater motivation to switch colleges (transitioning to a more selective college, for example), resulting in credits that are only recognized as "electives" at College #2.
Another thought might be that dual enrollment courses allow students to "try on" different academic disciplines at a more rigorous level before starting college, so that students are less likely to accumulate too many credits in one discipline before switching degree areas, if they decide to change majors at all. And--particularly when students complete dual enrollment courses on a college campus---dual enrollment allows students to "try on" a college at the same time they "try on" a discipline, so that students may decide to apply at (or decide to avoid!) the postsecondary institution where they had their dual enrollment experience, again avoiding those credit hours not recognized at College #2 after things at College #1 don't work out.
I would love to see more research on this point--are dual enrollment students less likely to change majors once they enter college? Are they more likely to enroll in the postsecondary institution partnering in the dual enrollment experience than their peers in the same geographic area who did not participate in dual enrollment? Are there other factors that lead dual enrollment students to complete a college degree in fewer credit hours? Or in fact, will studies in other states not bear the same results as those in Florida? In an era where states are trying to simultaneously raise college completion and attainment rates and keep postsecondary costs down, such research would be extremely valuable.
The report notes that 40% of students surveyed at Florida's largest universities believed that "acceleration credits" (dual enrollment, as well as IB, AP and other options) allowed them to "progress through college in a shorter time period". Data support these students' perceptions. Students graduating from Florida's state universities in the 2006-07 academic year who had completed acceleration credits attempted an average of 128 credit hours of college courses, whereas their average peer who had not earned acceleration credits attempted 140 credit hours.
Unfortunately, the study doesn't separate the results by the type of accelerated credit students earned. Nor do the authors speculate why students earning acceleration credits of any kind finished a college degree with fewer credits. And granted, this is just one study in just one state. However, it's hard not to be at least a little interested reading that "This difference equates to almost a semester of college courses, which represents a substantial savings in higher education costs to both the state and students. The state benefits from the freed instructional slots and classroom space that allow other students to progress through these classes."
One might argue that students earning acceleration credits are more academically motivated--but on the other hand, there are various ways academically motivated students might earn more college credits than the average student. Academically motivated students might choose double majors (or even triple-majors--this author was one of those crazy people)--although students in the Florida report noted that acceleration credit allowed them to pursue double majors and dual degrees. Students in general--including academically motivated students--might also earn more total college credits by switching majors mid-college careers (been there, done that, too), turning all those credits that once went towards a major into a mighty expensive minor, with a lot of excess credit hours in tow. More academically motivated students might even have greater motivation to switch colleges (transitioning to a more selective college, for example), resulting in credits that are only recognized as "electives" at College #2.
Another thought might be that dual enrollment courses allow students to "try on" different academic disciplines at a more rigorous level before starting college, so that students are less likely to accumulate too many credits in one discipline before switching degree areas, if they decide to change majors at all. And--particularly when students complete dual enrollment courses on a college campus---dual enrollment allows students to "try on" a college at the same time they "try on" a discipline, so that students may decide to apply at (or decide to avoid!) the postsecondary institution where they had their dual enrollment experience, again avoiding those credit hours not recognized at College #2 after things at College #1 don't work out.
I would love to see more research on this point--are dual enrollment students less likely to change majors once they enter college? Are they more likely to enroll in the postsecondary institution partnering in the dual enrollment experience than their peers in the same geographic area who did not participate in dual enrollment? Are there other factors that lead dual enrollment students to complete a college degree in fewer credit hours? Or in fact, will studies in other states not bear the same results as those in Florida? In an era where states are trying to simultaneously raise college completion and attainment rates and keep postsecondary costs down, such research would be extremely valuable.
Thursday, November 3, 2011
P-20: Where are we now?
As part of an American Youth Policy Forum (AYPF) event here in Denver last month, I was invited to host a small conversation with attendees on the idea of P-20. Below are a few of the points I thought we might cover in the conversation--they will likely be fleshed out in a forthcoming ECS publication:
Where are we with the whole idea of P-20 councils? We have seen a substantial amount of attrition in the number of P-20 councils since ECS launched its national database on state-level P-16 and P-20 councils in 2008. However, we have seen pockets of growth, as a new council has been created in Vermont, and councils are under consideration elsewhere.
What about P-20 governance? This seems to some degree to be the policy successor of the P-20 council, as a number of states considered efforts this year to consolidate agencies.
Is there another way to improve alignment besides a P-20 council or P-20 governance? Some states have adopted legislation to mandate collaboration among agencies with authority for various components of the P-20 pipeline. Ohio 2009 H.B. 1 is one example--while the legislation did away with the state's erstwhile P-16 council, the Partnership for Continued Learning, it mandated collaboration on oversight and implementation related to early learning, strategic planning, data sharing, high school assessments, teacher recruitment and preparation, and more. These initiatives have undergone further refinement in subsequent policymaking.
What else is out there on this issue? I think this is where attendees' eyes rolled back in their heads, as I rattled off a list of the all the ECS resources on P-20. Sorry attendees! At any rate, if readers of this blog have questions on any of this, feel free to contact me directly at 303.299.3689 or jdounay@ecs.org.
Where are we with the whole idea of P-20 councils? We have seen a substantial amount of attrition in the number of P-20 councils since ECS launched its national database on state-level P-16 and P-20 councils in 2008. However, we have seen pockets of growth, as a new council has been created in Vermont, and councils are under consideration elsewhere.
What about P-20 governance? This seems to some degree to be the policy successor of the P-20 council, as a number of states considered efforts this year to consolidate agencies.
Is there another way to improve alignment besides a P-20 council or P-20 governance? Some states have adopted legislation to mandate collaboration among agencies with authority for various components of the P-20 pipeline. Ohio 2009 H.B. 1 is one example--while the legislation did away with the state's erstwhile P-16 council, the Partnership for Continued Learning, it mandated collaboration on oversight and implementation related to early learning, strategic planning, data sharing, high school assessments, teacher recruitment and preparation, and more. These initiatives have undergone further refinement in subsequent policymaking.
What else is out there on this issue? I think this is where attendees' eyes rolled back in their heads, as I rattled off a list of the all the ECS resources on P-20. Sorry attendees! At any rate, if readers of this blog have questions on any of this, feel free to contact me directly at 303.299.3689 or jdounay@ecs.org.
Wednesday, November 2, 2011
Texas: Tackling postsecondary remediation
Texas legislators this year sent a clear message to public postsecondary institutions--fix remediation. And certain terms--evidence-based, best practice, modular, online--surfaced again and again in enacted 2011 legislation in the Lone Star State.
H.B. 1244, for example, requires institutions of higher education to offer a range of developmental coursework, including online coursework, or instructional support that integrates technology, to effectively address students' particular developmental needs. H.B. 1244 also requires developmental education to be based on research-based best practices (hooray!) that include assessment, differentiated placement and instruction, faculty development, support services, program evaluation, integration of technology with an emphasis on instructional support programs, non-course-based developmental ed. interventions, and course-pairing (allowing a student to simultaneously take a developmental and a credit-bearing course). The bill also calls for the higher education coordinating board to provide professional development programs, including on differentiated instruction methods to address students' diverse needs, to faculty and staff who provide developmental courses.
But wait, there's more! H.B. 1244 also requires learning outcomes to be developed for developmental ed. courses, and for these to be used to determine when a student is ready for credit-bearing coursework. These learning outcomes are to be developed by the higher education coordinating board based on established college and career readiness standards and student performance on assessments. The legislation likewise permits an institution of higher education to waive tuition for a student participating in a non-semester-long developmental education intervention, including course-based, non-course-based, alternative-entry/exit, and other intensive developmental education activities).
Unfortunately, while modular remediation targeted at student need can be found at individual institutions, it is rare for these approaches to be adopted in legislation. More on Texas' remediation innovations in future posts.
H.B. 1244, for example, requires institutions of higher education to offer a range of developmental coursework, including online coursework, or instructional support that integrates technology, to effectively address students' particular developmental needs. H.B. 1244 also requires developmental education to be based on research-based best practices (hooray!) that include assessment, differentiated placement and instruction, faculty development, support services, program evaluation, integration of technology with an emphasis on instructional support programs, non-course-based developmental ed. interventions, and course-pairing (allowing a student to simultaneously take a developmental and a credit-bearing course). The bill also calls for the higher education coordinating board to provide professional development programs, including on differentiated instruction methods to address students' diverse needs, to faculty and staff who provide developmental courses.
But wait, there's more! H.B. 1244 also requires learning outcomes to be developed for developmental ed. courses, and for these to be used to determine when a student is ready for credit-bearing coursework. These learning outcomes are to be developed by the higher education coordinating board based on established college and career readiness standards and student performance on assessments. The legislation likewise permits an institution of higher education to waive tuition for a student participating in a non-semester-long developmental education intervention, including course-based, non-course-based, alternative-entry/exit, and other intensive developmental education activities).
Unfortunately, while modular remediation targeted at student need can be found at individual institutions, it is rare for these approaches to be adopted in legislation. More on Texas' remediation innovations in future posts.
Tuesday, November 1, 2011
Dual enrollment: Another possible explanation for participation rates
As I mentioned in yesterday's post, U.S. Department of Education data suggest that in the 2007-08 school year, just under 7 out of 10 public high schools offered "dual enrollment for high school and college credit". The theory for this 30% non-participation rate put forward in yesterday's post was that these high schools may be in rural areas, in which collaboration between high school and postsecondary faculty may be complicated by long distances for staff to travel to collaborate face-to-face.
Another theory may be that these high schools are in states in which students do not automatically receive both high school and postsecondary credit for completing a dual enrollment course. While researching the ECS 50-state dual enrollment database launched December 2008, I was surprised to discover that in 13 states, state policy does not specify whether students automatically earn both high school and college credit. In several other states, students earn only high school or postsecondary credit automatically, and must go through an application process to earn credit from the other education "silo". In still other states, one type of dual enrollment program automatically awards both high school and postsecondary credit, while another program does not, which must create confusion for students and parents, and a headache (and loads of paperwork) for school counselors and postsecondary staff.
Given that many states have put processes in place to ensure the quality of dual enrollment offerings (i.e., requiring teachers to meet adjunct faculty criteria, requiring postsecondary institutions to approve course syllabi, textbooks, or requiring high school instructors teaching dual enrollment courses to use the same syllabi, textbooks, end-of-course exams and grading practices as used when the course is taught to traditional postsecondary students), it would seem that any state requiring dual enrollment courses to undergo both high school (or district) and postsecondary approval and/or meet clear standards of quality should automatically award both high school and postsecondary credit. There are enough other issues to go around to save our headaches and paperwork for.
Another theory may be that these high schools are in states in which students do not automatically receive both high school and postsecondary credit for completing a dual enrollment course. While researching the ECS 50-state dual enrollment database launched December 2008, I was surprised to discover that in 13 states, state policy does not specify whether students automatically earn both high school and college credit. In several other states, students earn only high school or postsecondary credit automatically, and must go through an application process to earn credit from the other education "silo". In still other states, one type of dual enrollment program automatically awards both high school and postsecondary credit, while another program does not, which must create confusion for students and parents, and a headache (and loads of paperwork) for school counselors and postsecondary staff.
Given that many states have put processes in place to ensure the quality of dual enrollment offerings (i.e., requiring teachers to meet adjunct faculty criteria, requiring postsecondary institutions to approve course syllabi, textbooks, or requiring high school instructors teaching dual enrollment courses to use the same syllabi, textbooks, end-of-course exams and grading practices as used when the course is taught to traditional postsecondary students), it would seem that any state requiring dual enrollment courses to undergo both high school (or district) and postsecondary approval and/or meet clear standards of quality should automatically award both high school and postsecondary credit. There are enough other issues to go around to save our headaches and paperwork for.
Monday, October 31, 2011
ECS: 13 key policy components for dual enrollment
During my presentation last week at the National Alliance of Concurrent Enrollment Partnerships (NACEP) 2011 national conference, I identified the 13 key pieces of state policy that, adopted as a whole, can greatly enhance student access and quality of dual enrollment programs.
Right now the national picture on state-level dual enrollment policies is mixed--while all but 4 states have legislation or other statewide policies governing dual enrollment programs, it is not clear that any state has "checked the box" on all of the 13 components of dual enrollment policy (a related policy brief will be on the ECS Web site soon). Meanwhile, state and national student participation data suggest that not all students capable of succeeding in a dual enrollment environment are getting into these courses. According to NCES data, just under 7 out of 10 public high schools in 2007-08 had dual enrollment for high school and college credit. I have a hard time believing that in the remaining 30% of public high schools, there isn't a single student who is not motivated or academically advanced enough to succeed in a dual enrollment course.
It could be that many of these 30% of public high schools without dual enrollment opportunities are rural high schools, where high school staff have limited opportunities for collaboration with postsecondary faculty for the offering of dual enrollment courses. If so, that creates all the more imperative for the development of high-quality online dual enrollment programs--North Carolina's Learn and Earn Online is just one model for states to consider. Every high school in the state is eligible to participate, and there is no cost to the student or the student's family. Courses may be accessed during the regular school day or after school, and during the regular school year or, in the case of NC Community College System courses, during the summer break.
Right now the national picture on state-level dual enrollment policies is mixed--while all but 4 states have legislation or other statewide policies governing dual enrollment programs, it is not clear that any state has "checked the box" on all of the 13 components of dual enrollment policy (a related policy brief will be on the ECS Web site soon). Meanwhile, state and national student participation data suggest that not all students capable of succeeding in a dual enrollment environment are getting into these courses. According to NCES data, just under 7 out of 10 public high schools in 2007-08 had dual enrollment for high school and college credit. I have a hard time believing that in the remaining 30% of public high schools, there isn't a single student who is not motivated or academically advanced enough to succeed in a dual enrollment course.
It could be that many of these 30% of public high schools without dual enrollment opportunities are rural high schools, where high school staff have limited opportunities for collaboration with postsecondary faculty for the offering of dual enrollment courses. If so, that creates all the more imperative for the development of high-quality online dual enrollment programs--North Carolina's Learn and Earn Online is just one model for states to consider. Every high school in the state is eligible to participate, and there is no cost to the student or the student's family. Courses may be accessed during the regular school day or after school, and during the regular school year or, in the case of NC Community College System courses, during the summer break.
Wednesday, October 26, 2011
Ohio High School and Higher Education Alignment Initiative
According to a [Cleveland] Plain Dealer blog post, Ohio has recently announced the Ohio High School and Higher Education Alignment Initiative, an effort to help K-12 and higher ed. get on the same page to improve high school graduates' college-readiness. According to the post, "Ten grants, each worth $100,000 over three years, will be awarded in January to consortia of high schools, universities and career centers that submit the best proposal to create partnerships so that high school students can move successfully into college. Two grants will be awarded in each of five regions across the state".
Partnerships will align high school graduation requirements with college-readiness expectations. Each partnership must include at least four high schools from at least two districts (at least one district must be participating in Race to the Top), as well as two community colleges or four-year institutions. This alignment will be facilitated by the fact that the "state legislature has required public universities and community colleges to jointly establish uniform statewide standards in math, science, reading and writing by 2013", as the blog post states. The post also cites a spokesperson for the Ohio Board of Regents as saying the chancellor supports a 10th grade college readiness assessment.
Partnerships will align high school graduation requirements with college-readiness expectations. Each partnership must include at least four high schools from at least two districts (at least one district must be participating in Race to the Top), as well as two community colleges or four-year institutions. This alignment will be facilitated by the fact that the "state legislature has required public universities and community colleges to jointly establish uniform statewide standards in math, science, reading and writing by 2013", as the blog post states. The post also cites a spokesperson for the Ohio Board of Regents as saying the chancellor supports a 10th grade college readiness assessment.
Tuesday, October 18, 2011
Ireland: Also examining secondary to postsecondary transitions
Last month I had the opportunity to participate in a colloquium hosted in Dublin, Ireland by IA/HERO, the Irish American Higher Education Research Organisation. The colloquium this year was focused largely around the leaving certificate or "leaving cert", which might be described in short as a combination exit exam and college entrance exam. Many feel that there are numerous problems with the leaving cert system as it exists now. A Sept. 21 conference on the leaving cert issue convened a diverse array of education stakeholders from across Ireland, including the Minister of Education and Skills, and we American IA/HERO delegates were fortunate enough to be able to attend. In green below is an excerpt from a paper prepared for the conference by Professor Áine Hyland.
The following is a list of some of the key concerns raised by various stakeholders, within and outside the education system:
The following is a list of some of the key concerns raised by various stakeholders, within and outside the education system:
- Many students are entering higher education without adequate skills (including numeracy and literacy skills) to cope with higher education.
- The Leaving Certificate rewards rote-learning and does not reward problem-solving, critical thinking, or self-directed learning. Consequently many students make the transition to higher education without the generic skills needed to cope successfully at that level
Friday, October 7, 2011
Florida: Postsecondary preparation or bust!
Florida has had legislation for a few years requiring high schools to evaluate before the end of grade12 the college readiness of students who've expressed an interest in postsecondary education and who score at certain levels on the reading portion of the grade 10 FCAT or (in the most recent iteration) the math end-of-course exams and math portion of the FCAT. High schools were required to advise these students of identified deficiencies and make available to 12th graders postsecondary remedial instruction. Now in the 2011 legislature, the state has upped the ante--this evaluation of 12th graders' college readiness is for all students, not just those who have expressed an interest in postsecondary education, and 12th graders identified as not being college-ready must complete appropriate postsecondary preparatory instruction before they graduate from high school (see sec. 26, starting on page 56 of H.B. 1255).
While some other states provide these types of courses designed to help students meet postsecondary entrance expectations, this is the first instance I've seen of a state making this type of remedial instruction essentially a high school graduation requirement for students not ready for college. Will postsecondary remediation rates drop substantially after this law goes into effect? Will there be pushback from students (and/or parents) who don't feel they (or their kids) should be required to complete a postsecondary preparation course if their immediate plans don't include college? As with so many other policy developments identified on this blog--it's anyone's guess. But (again as with so many other policies highlighted here), it will be interesting to see how this one plays out--will other states follow Florida's lead, or will Florida amend this law if there's too much negative response from stakeholders or if postsecondary remediation rates do not drop appreciably?
While some other states provide these types of courses designed to help students meet postsecondary entrance expectations, this is the first instance I've seen of a state making this type of remedial instruction essentially a high school graduation requirement for students not ready for college. Will postsecondary remediation rates drop substantially after this law goes into effect? Will there be pushback from students (and/or parents) who don't feel they (or their kids) should be required to complete a postsecondary preparation course if their immediate plans don't include college? As with so many other policy developments identified on this blog--it's anyone's guess. But (again as with so many other policies highlighted here), it will be interesting to see how this one plays out--will other states follow Florida's lead, or will Florida amend this law if there's too much negative response from stakeholders or if postsecondary remediation rates do not drop appreciably?
Friday, September 9, 2011
Colorado: The "P" is represented on new P-20 council appointments
Recently, the appointees to Colorado's Education Leadership Council (P-20 council created by Governor Hickenlooper earlier this year) were announced. It is encouraging that the council includes the representation that ECS has found is correlated with a council's ability to move a P-20 agenda forward--legislators, the governor's office (here in the form of Lieutenant Governor Joe Garcia, who will chair the council), business, and two early learning representatives, in addition to the K-12 and postsecondary leaders and practitioners normally found on P-20 councils.
The council's first meeting is September 20th. This blogger is looking forward to seeing the areas of work the council establishes for itself, and hopes the council's work gains as much traction as did the work of the most recent council created by former Governor Ritter.
The council's first meeting is September 20th. This blogger is looking forward to seeing the areas of work the council establishes for itself, and hopes the council's work gains as much traction as did the work of the most recent council created by former Governor Ritter.
Thursday, September 1, 2011
Texas: What Are Best Practices in College Readiness Assessments?
Texas enacted legislation several years ago to incorporate college-readiness indicators in high school end-of-course exams. But the Lone Star State is not stopping there. H.B. 3468, enacted this session, directs the state education agency and the higher education coordinating board to conduct a study of best practices for and existing programs offering early assessments of high school students in order to determine college readiness, identify any deficiencies in college readiness, and provide intervention to address any deficiencies before high school graduation.
In conducting the study, the Texas Education Agency is to look at existing assessments in the state, including end-of-course exams and postsecondary placement exams, dual credit, and various other programs, and the cost and effectiveness of different assessments and intervention models. The report must be submitted to the governor and other state leaders by December 2012. Interestingly, the report must also provide "recommendations for
promoting and implementing early assessments of college readiness
that are of a diagnostic nature"--more states are adopting diagnostic college readiness assessments, most commonly through the ACT-affiliated EXPLORE and PLAN, but statewide implementation of such assessments is still far from commonplace.
What is most interesting, however, is that while different states have taken various approaches to the question of early assessment of high school students' college readiness (older information on the diversity of approaches here), I have not seen a state call for a "best practices" study. Am looking forward to seeing the study's findings.
In conducting the study, the Texas Education Agency is to look at existing assessments in the state, including end-of-course exams and postsecondary placement exams, dual credit, and various other programs, and the cost and effectiveness of different assessments and intervention models. The report must be submitted to the governor and other state leaders by December 2012. Interestingly, the report must also provide "recommendations for
promoting and implementing early assessments of college readiness
that are of a diagnostic nature"--more states are adopting diagnostic college readiness assessments, most commonly through the ACT-affiliated EXPLORE and PLAN, but statewide implementation of such assessments is still far from commonplace.
What is most interesting, however, is that while different states have taken various approaches to the question of early assessment of high school students' college readiness (older information on the diversity of approaches here), I have not seen a state call for a "best practices" study. Am looking forward to seeing the study's findings.
Friday, August 26, 2011
Texas: Seeking to Improve High School to Postsecondary Transitions
Back in the blogging saddle after a few months away. Texas, which as usual had a very busy legislative session this year (they are in regular session only in odd-numbered years), enacted numerous pieces of intriguing legislation designed to improve college completion.
Some of these enactments are clearly designed to help students transition from high school to postsecondary--one such piece of legislation is H.B. 2909, which makes various changes to the state's public awareness campaign promoting higher education. Among the changes: the campaign now must provide information on the benefits of obtaining postsecondary education, the types of postsecondary institutions and degree programs available, the academic preparation needed to successfully pursue a postsecondary education, and how to obtain financial aid and the types of financial aid available. Perhaps even more importantly, the legislation specifies that the higher education coordinating board must work with other agencies to implement the public awareness campaign (previously such coordination was voluntary), and directs the board to collaborate with the Texas Education Agency (i.e., state SEA), the P-16 council, and other appropriate entities, including regional P-16 councils and businesses.
This is definitely a step in the right direction for a state that has already done much policy-wise to enhance students' college readiness, and has set its sights on closing the gaps (both in-state and nationally) on college participation and success.
More 2011 Texas enactments on improving transitions and postsecondary completion may be highlighted at a later date either here or on my other blog, which is geared at policy and research innovations in general.
Some of these enactments are clearly designed to help students transition from high school to postsecondary--one such piece of legislation is H.B. 2909, which makes various changes to the state's public awareness campaign promoting higher education. Among the changes: the campaign now must provide information on the benefits of obtaining postsecondary education, the types of postsecondary institutions and degree programs available, the academic preparation needed to successfully pursue a postsecondary education, and how to obtain financial aid and the types of financial aid available. Perhaps even more importantly, the legislation specifies that the higher education coordinating board must work with other agencies to implement the public awareness campaign (previously such coordination was voluntary), and directs the board to collaborate with the Texas Education Agency (i.e., state SEA), the P-16 council, and other appropriate entities, including regional P-16 councils and businesses.
This is definitely a step in the right direction for a state that has already done much policy-wise to enhance students' college readiness, and has set its sights on closing the gaps (both in-state and nationally) on college participation and success.
More 2011 Texas enactments on improving transitions and postsecondary completion may be highlighted at a later date either here or on my other blog, which is geared at policy and research innovations in general.
Thursday, June 9, 2011
Hawaii P-3 Receives $1.5 Million for Demonstration Project
As reported by the University of Hawaii, the W.K. Kellogg Foundation has given a $1.5 million award to Hawai‘i P-20’s early education program, Hawai‘i P-3. The funds will take the Hawaii P-20 council's current Kellogg-funded P-3 efforts "from capacity building toward shared public education transformation." The funds will also support a fifth demonstration project to improve alignment of early education to elementary schools, with the goal of children reading on grade level by grade 3.
As the Hawaii P-20 Partnerships for Education Web site makes abundantly clear, early learning is a core component of both their work and their leadership. In fact, not only is Hawaii one of the relatively rare states that explicitly includes the "P" in the P-20 council's agenda and membership, but Hawaii's P-20 council seems to be the only one in the nation that includes an explicit early learning representative as a council leader.
Would external funding--from a Kellogg or another philanthropy or business representative--increase the likelihood that other councils would follow Hawaii's lead and make early learning a core component of their work and leadership? Or does the commitment from council leadership need to be there first, and the funding will follow?
As the Hawaii P-20 Partnerships for Education Web site makes abundantly clear, early learning is a core component of both their work and their leadership. In fact, not only is Hawaii one of the relatively rare states that explicitly includes the "P" in the P-20 council's agenda and membership, but Hawaii's P-20 council seems to be the only one in the nation that includes an explicit early learning representative as a council leader.
Would external funding--from a Kellogg or another philanthropy or business representative--increase the likelihood that other councils would follow Hawaii's lead and make early learning a core component of their work and leadership? Or does the commitment from council leadership need to be there first, and the funding will follow?
Friday, May 27, 2011
Oklahoma: P-20 Council Task Force
S.B. 206 signed by Governor Fallin earlier this month creates a 9-member P-20 Council Task Force to explore the "feasibility, value and structure" of a P-20 council or partnership in Oklahoma. The task force is charged with reporting its findings, including legislative recommendations to the governor and house and senate leadership by December 31, 2011.
It will be interesting to see what the task force determines. In recent years, Oklahoma has taken steps forward on P-20 issues--such as becoming one of the first states to adopt graduation requirements aligned with postsecondary admissions requirements, and establishing the P-20 Data Coordinating Council. What will be next for P-20 alignment in Oklahoma?
It will be interesting to see what the task force determines. In recent years, Oklahoma has taken steps forward on P-20 issues--such as becoming one of the first states to adopt graduation requirements aligned with postsecondary admissions requirements, and establishing the P-20 Data Coordinating Council. What will be next for P-20 alignment in Oklahoma?
Thursday, May 26, 2011
Georgia: College and career academies
A number of states, including Georgia, have "career academies", high schools that offer specialized instruction in one or more career/technical education (CTE) fields, after which students may continue technical training or go directly into the workforce. Until now, career academies in the Peach State were charter schools developed via partnerships between one or more districts and a technical school. 2011 S.B. 161 replaces these with "college and career academies"--programs with a clearer connection to both postsecondary education and business/industry and communities to enhance workforce development.
According to the legislation, college and career academies in Georgia are still charter schools, but may come about through a more varied set of stakeholders--through a partnership "between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions" (not just two-year schools). S.B. 161 legislatively establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate between the state board of education, the University System of Georgia, the Technical College System of Georgia and accredited not-for-profit postsecondary institutions in the professional development, curriculum support, and development and establishment of college and career academies.
The bill directs the the Office of College and Career Transitions to develop a college and career academy certification process. The certification applicant (i.e., academy) must demonstrate how the proposed college and career academy "will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; articulates how the collaboration between business, industry, and community stakeholders will advance workforce development; demonstrates local governance and autonomy; and shows other benefits that meet the needs of the students and community."
The measure also calls for reporting and data analysis--programs must annually provide, among other components, "an evaluation of the progress relative to relationships between and among the business, industry, and community stakeholders, and any other information requested by the board to demonstrate the yearly progress or effectiveness of the college and career academy." The Office of College and Career Transitions is charged with evaluating program data related to program effectiveness. (It will be interesting to see what level of data are reported, and how they will be used to improve programs--and what implications these data have for replication of this model in other states.)
While I'm not sure why the sponsor encouraged the switch from "career academies" to "college and career academies", the legislation seems to hold several potential benefits:
According to the legislation, college and career academies in Georgia are still charter schools, but may come about through a more varied set of stakeholders--through a partnership "between one or more local boards of education, a private individual, a private organization, or a state or local public entity in cooperation with one or more postsecondary institutions" (not just two-year schools). S.B. 161 legislatively establishes the Office of College and Career Transitions in the Technical College System of Georgia to coordinate between the state board of education, the University System of Georgia, the Technical College System of Georgia and accredited not-for-profit postsecondary institutions in the professional development, curriculum support, and development and establishment of college and career academies.
The bill directs the the Office of College and Career Transitions to develop a college and career academy certification process. The certification applicant (i.e., academy) must demonstrate how the proposed college and career academy "will increase student achievement, provide for dual credit and dual enrollment opportunities, increase work based learning opportunities, and address workforce development needs; articulates how the collaboration between business, industry, and community stakeholders will advance workforce development; demonstrates local governance and autonomy; and shows other benefits that meet the needs of the students and community."
The measure also calls for reporting and data analysis--programs must annually provide, among other components, "an evaluation of the progress relative to relationships between and among the business, industry, and community stakeholders, and any other information requested by the board to demonstrate the yearly progress or effectiveness of the college and career academy." The Office of College and Career Transitions is charged with evaluating program data related to program effectiveness. (It will be interesting to see what level of data are reported, and how they will be used to improve programs--and what implications these data have for replication of this model in other states.)
While I'm not sure why the sponsor encouraged the switch from "career academies" to "college and career academies", the legislation seems to hold several potential benefits:
- Clearer involvement of the business and local community leaders in the development of their future workforce
- Clearer focus on "increasing student achievement" as one of the goals of college and career academies
- Integration of dual enrollment opportunities into career education.
Thursday, May 12, 2011
Oregon: Taking on transfer
Legislation on its way to Governor Kitzhaber in Oregon has the potential to improve student transfer from two-year to four-year postsecondary institutions in the state.
H.B. 3521 directs the joint boards of education (the state board of education and board of higher education) to develop standards to apply community college credits toward four-year degrees. The legislation provides the standards may include:
H.B. 3521 directs the joint boards of education (the state board of education and board of higher education) to develop standards to apply community college credits toward four-year degrees. The legislation provides the standards may include:
- Admission standards to four-year schools for students who have earned an associate transfer degree
- The maximum number of credits a student who has earned an associate transfer degree must complete to receive various types of baccalaureate degrees
- The maximum number of credits a student who has completed a transfer program (1-year program to allow a student to earn credits toward a baccalaureate degree) would need to complete to earn various types of baccalaureate degrees
- A process by which a community college would award an associate's degree upon completion of necessary credits, regardless of whether a student applied to receive the degree or the student had earned the credits at a 2-year or 4-year campus
- Any other issues identified by the joint boards of education related to community college courses of study and student ability to transfer credits to a 2- or 4-year institution, to be admitted to a 4-year institution, or to earn a degree at a 2-year or 4-year institution.
- Requirements that students must meet to benefit from the aforementioned five standards.
Monday, May 9, 2011
Washington State: Smoothing the path from high school to postsecondary
Legislation recently signed by Governor Chris Gregoire makes intentional efforts to render the senior year of high school more meaningful, and increase the likelihood that options such as Advanced Placement, International Baccalaureate and others will translate into in the postsecondary credits that students and parents often assume students will automatically receive.
H.B. 1808 requires:
H.B. 1808 requires:
- A potential overhaul of the senior year: Every public high school must, within existing resources, work to offer the equivalent of a year's worth of postsecondary credit toward a certificate, apprenticeship program, technical degree, or associate or baccalaureate degree. The high school courses referred to here have a related proficiency exam or demonstrated competencies to show students have gained postsecondary knowledge and skills.
- Raising student and parent awareness of opportunities for college credit: High schools must inform students and their families, particularly those from underrepresented groups, of the availability of such courses that qualify for postsecondary credit. Students are to be encouraged to "to use the twelfth grade as the launch year for an advance start on their career and postsecondary education."
- Coming closer to postsecondary consensus on awarding of dual credit: Public postsecondary institutions must develop a master list of postsecondary courses (lower-division general ed. requirements or postsecondary professional technical requirements) that can be completed by achieving minimum scores on Advanced Placement, International Baccalaureate, or other recognized college-level proficiency exams, or by demonstrated competencies. However, the legislation does not require postsecondary institutions to come to absolute agreement on cut scores and demonstrated competencies that will earn high school students PS credit--they must do so "To the maximum extent possible"--which may leave institutions some degree of wiggle room.
- Developing 1 year of college credit that may be earned before HS graduation: Each institution, in developing its certificate, technical degree program, two-year academic transfer program, or freshman and sophomore courses toward a bachelor's degree, must identify "the equivalencies of at least one year of course credit and maximize the application of the credits toward lower division general education requirements that can be earned" via minimum scores on exams such as AP and IB.
- Colleges to get the word out on dual credit they will accept: Each public postsecondary institutions must clearly include in its admissions materials and on its Web site the credits or postsecondary courses that can be fulfilled by minimum exam scores or demonstrated competencies, and what those minimum exam scores and demonstrated competencies are. In addition, each institution of higher education must make this information available in a form that the state superintendent can distribute to school districts.
Wednesday, May 4, 2011
Arkansas: Evaluating early learning quality
In recognition of the "P" in P-20, an early learning post:
Many (most?) states provide funding for early learning programs, but I'm not certain how many states require all state-funded programs to undergo annual evaluation aligned with nationally recognized measures. Arkansas legislation enacted this session does just that.
Arkansas S.B. 337 directs the division of child care and early childhood education to assess each state-funded early childhood program based on nationally recognized standards and assessments that may include:
(1) Curriculum and learning environment
(2) Staff training and education
(3) Adult-to-child ratios
(4) Student assessments
(5) Health and safety conditions
(6) Family involvement
(7) Site visits.
A summary of the results of these assessments must be provided to the governor and house and senate education leadership.
Many (most?) states provide funding for early learning programs, but I'm not certain how many states require all state-funded programs to undergo annual evaluation aligned with nationally recognized measures. Arkansas legislation enacted this session does just that.
Arkansas S.B. 337 directs the division of child care and early childhood education to assess each state-funded early childhood program based on nationally recognized standards and assessments that may include:
(1) Curriculum and learning environment
(2) Staff training and education
(3) Adult-to-child ratios
(4) Student assessments
(5) Health and safety conditions
(6) Family involvement
(7) Site visits.
A summary of the results of these assessments must be provided to the governor and house and senate education leadership.
Monday, May 2, 2011
Georgia: Taking on college readiness
Legislation headed for the desk of Governor Nathan Deal in Georgia is designed to tackle college readiness from multiple angles. H.B. 186 addresses:
- Definition of "college- and career-readiness": Directs the state board, working with the board of regents and the board of technical and adult education, to develop college and career competency standards in reading, writing and math, and to develop policies, in concert with these postsecondary partners, to ensure that students who complete the state board-approved core curriculum will meet admission requirements to a postsecondary institution without need for remediation. The policy also calls for one or more postsecondary readiness assessments in these subjects to be identified, and for the development of transitional courses in these subjects for 11th and 12th graders who do not meet readiness standards.
- Dual credit (dual enrollment): Repeals existing dual credit legislation and replaces it with legislation that explicitly addresses (1) Student eligibility requirements; (2) Counseling guidelines and student awareness of dual credit options; and (3) Rigor of dual credit courses. Also provides that districts receive the same amount of funding for dually enrolled students as they receive for traditional high school students.
- Credit based on demonstration of competency: If this legislation is enacted, Georgia would join the 30+ states that have provisions in place to allow students to substitute a demonstration of competency for seat time in completing high school graduation requirements.
- Career and technical and agricultural courses: Calls for the state board to develop models and curricular frameworks for 15 CTE areas, and requires these courses to incorporate state standards in core academic areas, as appropriate. Allows a student to earn both CTE and academic credit for a CTE course with the embedded academic standards, for up to three CTE courses.
- Individual graduation plans: Bars the state board from authorizing waivers from Section 20-2-327(c) regarding the development of individual graduation plans.
Friday, April 8, 2011
Nebraska: Proposal to pilot ACT for 11th graders
According to an article in today's Lincoln Journal Star, a senator representing Lincoln would like to launch a three-year pilot in Lincoln and 7 other districts, substituting the ACT for the state's NeSA for 11th graders. The proposed program, the article states, "would evaluate whether the ACT would be an appropriate measure of content knowledge in reading, math and science, and of college and career readiness", and is supported by the state board of education.
Lottery funds would cover the cost of administering the ACT to the roughly 5,000 participating students.
Lottery funds would cover the cost of administering the ACT to the roughly 5,000 participating students.
Wednesday, April 6, 2011
Mississippi: Early college high school and dual enrollment
Legislation recently signed by Governor Haley Barbour makes an interesting policy statement--it repeals sections 37-15-37 and 37-101-28, which relate to dual enrollment programs in the state. However, the same legislation calls for the state superintendent and postsecondary leaders to jointly "develop a comprehensive report and recommendations" for the 2012 legislature re: implementing and operating early college high schools, including recommendations on establishing a pilot early college high school program in Mississippi.
Here's hoping Mississippi looks closely at the North Carolina legislation that supports its early college high schools, which Tennessee modeled its early college legislation after several sessions ago, and which is highlighted in this summary of model state-level policy components. North Carolina is home to more early college high schools than any other state, and research suggests that the low-income and minority students in these programs have better attendance, behavior and achievement outcomes than their peers in traditional schools, as indicated in AIR research and a report highlighted in an earlier post.
Here's hoping Mississippi looks closely at the North Carolina legislation that supports its early college high schools, which Tennessee modeled its early college legislation after several sessions ago, and which is highlighted in this summary of model state-level policy components. North Carolina is home to more early college high schools than any other state, and research suggests that the low-income and minority students in these programs have better attendance, behavior and achievement outcomes than their peers in traditional schools, as indicated in AIR research and a report highlighted in an earlier post.
Monday, April 4, 2011
Arkansas: Getting students on the college trajectory before high school
Another bill recently enacted in Arkansas, H.B. 1617 (a.k.a. Act 879) seeks to create a college remediation program that starts earlier than most, and seems to be more well-designed and data-driven than most.
The legislation calls for the creation of "postsecondary preparatory" programs, to be approved by the department of education. Programs are intended to help students identified as not college-ready (or on a trajectory not to be college ready, based on the statewide EXPLORE in grade 8 and the PLAN or PSAT in grade 10), to receive "intensive remedial instruction" in English, reading or math. Instructors must have undergone specialized training, and use innovative instructional strategies designed to be effective with program participants. The department may give priority to a program operated by partnership between a district and an institution of higher education. Interestingly, districts may use national school lunch categorical funding to operate and support a postsecondary preparatory program.
Each program must document evidence of its performance and the success of its participants, and the department of education must collect numerous data on programs and their outcomes. Data must be included in the annual school performance reports and in an annual report to the legislature.
Why wait until grades 11 or 12 (or later?) to provide college remediation? Get 'em while they're young! Arkansas' legislation provides a model for other states to consider.
The legislation calls for the creation of "postsecondary preparatory" programs, to be approved by the department of education. Programs are intended to help students identified as not college-ready (or on a trajectory not to be college ready, based on the statewide EXPLORE in grade 8 and the PLAN or PSAT in grade 10), to receive "intensive remedial instruction" in English, reading or math. Instructors must have undergone specialized training, and use innovative instructional strategies designed to be effective with program participants. The department may give priority to a program operated by partnership between a district and an institution of higher education. Interestingly, districts may use national school lunch categorical funding to operate and support a postsecondary preparatory program.
Each program must document evidence of its performance and the success of its participants, and the department of education must collect numerous data on programs and their outcomes. Data must be included in the annual school performance reports and in an annual report to the legislature.
Why wait until grades 11 or 12 (or later?) to provide college remediation? Get 'em while they're young! Arkansas' legislation provides a model for other states to consider.
Friday, April 1, 2011
Arkansas: Incorporating college and career readiness in CTE
Until recently, career/technical education (CTE) courses were viewed at best as less-challenging alternatives for students deemed not as academically motivated and, at worst, as dumping grounds for students perceived as having few if any academic prospects after high school.
However, states are increasingly taking measures to ensure that CTE courses provide challenging content to prepare students for both postsecondary studies and work. Legislation recently enacted in Arkansas provides yet another example of this trend. H.B. 1620 (a.k.a. Act 743) calls for schools to make available "a rigorous career and technical education program of study that links secondary education and postsecondary education and combines academic and technical education in a structured sequence of courses". It directs the department of career education to work with the department of education and department of higher education to develop college and career readiness program standards for CTE courses.
Under the new legislation, the college and career readiness program standards for CTE should include:
Under the legislation, the state will create these technical skills assessments, which must measure student attainment across multiple points in a student's CTE program, include performance-based items to the extent possible. Among other purposes, these technical skills assessments must be used to evaluate the quality of high school CTE programs.
Here's hoping additional states look to efforts in Arkansas and other states as what is possible in holding students to high, real-world expectations in CTE programs.
However, states are increasingly taking measures to ensure that CTE courses provide challenging content to prepare students for both postsecondary studies and work. Legislation recently enacted in Arkansas provides yet another example of this trend. H.B. 1620 (a.k.a. Act 743) calls for schools to make available "a rigorous career and technical education program of study that links secondary education and postsecondary education and combines academic and technical education in a structured sequence of courses". It directs the department of career education to work with the department of education and department of higher education to develop college and career readiness program standards for CTE courses.
Under the new legislation, the college and career readiness program standards for CTE should include:
- Business/education partnerships to support CTE program design, implementation and maintenance
- "Sustained, intensive and focused" professional development for teachers, administrators and faculty to undergird CTE program design, implementation and maintenance
- Accountability and evaluation processes to collect quantitative and qualitative data on CTE program components and student outcomes to gauge each program's effectiveness
- Sequences of secondary and postsecondary courses to help students transition into postsecondary without need for remediation or duplicate classes.
Under the legislation, the state will create these technical skills assessments, which must measure student attainment across multiple points in a student's CTE program, include performance-based items to the extent possible. Among other purposes, these technical skills assessments must be used to evaluate the quality of high school CTE programs.
Here's hoping additional states look to efforts in Arkansas and other states as what is possible in holding students to high, real-world expectations in CTE programs.
Thursday, March 31, 2011
Utah: Incorporating college and career readiness in school grading system
Yesterday, Utah Governor Gary Herbert signed S.B. 59, which directs the state board of education to develop a school grading system (A through F) based on various indicators, including measures that indicate college and career readiness. The bill doesn't spell out the college and career readiness measures, but provides that these are to be determined by the state board.
It will be interesting to see which college and career readiness measures the state board ultimately selects, and whether the school grading system plays a role in improving college readiness and completion rates in the state.
It will be interesting to see which college and career readiness measures the state board ultimately selects, and whether the school grading system plays a role in improving college readiness and completion rates in the state.
Wednesday, March 30, 2011
What are common supports and/or accountability measures in place to ensure the effectiveness of P-20 alignment efforts: Part I
Part I of a multi-part response to a key question that should be addressed when creating or improving upon a P-20 coordinating body.
RE: common supports: It is hard for councils to get the work done between meetings without at least a dedicated staff member (.5 FTE at a minimum) doing all the unglamorous behind-the-scenes work of coordinating the committees' efforts, serving as a single point of contact for council members and state leaders outside the council, etc. And tied to that of course is some funding--either through state appropriations, philanthropic or business support, or a grant/contract. Some states such as Nebraska have successfully created tiers of support, while others like Wyoming are working to secure a "three-legged stool" of state, business and philanthropic support.
The only question is whether business or philanthropic support will come with strings attached that preclude the council from following certain pathways that are contrary to the philosophy of the business or foundation. Not that I've seen explicit examples of this, but always something to keep in mind.
RE: common supports: It is hard for councils to get the work done between meetings without at least a dedicated staff member (.5 FTE at a minimum) doing all the unglamorous behind-the-scenes work of coordinating the committees' efforts, serving as a single point of contact for council members and state leaders outside the council, etc. And tied to that of course is some funding--either through state appropriations, philanthropic or business support, or a grant/contract. Some states such as Nebraska have successfully created tiers of support, while others like Wyoming are working to secure a "three-legged stool" of state, business and philanthropic support.
The only question is whether business or philanthropic support will come with strings attached that preclude the council from following certain pathways that are contrary to the philosophy of the business or foundation. Not that I've seen explicit examples of this, but always something to keep in mind.
Monday, March 28, 2011
Utah: Enhancing dual/concurrent enrollment coordination
Not every state has an explicit advising component as part of its dual/concurrent enrollment programming, or has a system in place to steer students away from taking duplicative credit hours. Legislation signed by Utah governor Gary Herbert last Friday, however, strengthens the state's dual/concurrent enrollment program on both these counts.
The measure:
The measure:
- Requires the state board of education and board of regents to coordinate advising to a prospective or current high school student who participates in the concurrent enrollment program.
- Specifies that "advising" include information on general education requirements at higher education institutions and how the student can efficiently choose concurrent enrollment courses to avoid duplication or excess credit hours.
- Directs the board of regents to make available specified student and student coursetaking information to any requesting higher education institution in the state system that participates in concurrent enrollment. (As specified in the bill analysis, such student information will facilitate advising for concurrent enrollment.)
Friday, March 25, 2011
Dual enrollment report in Texas
Coming up for air during what has proven to be an extremely busy legislative session!
In addition to the ECS report released today that weighs in on P-20 alignment and education governance, I'd like to direct your attention to a rare state report that very effectively describes the landscape of dual enrollment in Texas. There is generally a dearth of information on who is taking dual enrollment courses in a state, and students' experiences in these courses. However, Research Study of Texas Dual Credit Programs and Courses, published earlier this month, provides an interesting glimpse into what in many cases seems to be the "black box" of dual enrollment participation.
Based on the findings, the authors also provide recommendations for three critical areas related to dual enrollment: providing each student the opportunity to earn 12 semester credit hours of college credit before HS graduation; promoting student access to quality courses; and ensuring efficient state use of resources re: dual credit courses and programs.
In addition to the ECS report released today that weighs in on P-20 alignment and education governance, I'd like to direct your attention to a rare state report that very effectively describes the landscape of dual enrollment in Texas. There is generally a dearth of information on who is taking dual enrollment courses in a state, and students' experiences in these courses. However, Research Study of Texas Dual Credit Programs and Courses, published earlier this month, provides an interesting glimpse into what in many cases seems to be the "black box" of dual enrollment participation.
Based on the findings, the authors also provide recommendations for three critical areas related to dual enrollment: providing each student the opportunity to earn 12 semester credit hours of college credit before HS graduation; promoting student access to quality courses; and ensuring efficient state use of resources re: dual credit courses and programs.
Wednesday, March 2, 2011
How do effective coordinating entities move work forward to achieve success?
Most commonly, P-16/P-20 councils create subcommittees based on general areas the council has agreed to move forward on. Subcommittees sometimes select members who are not members of the council at large—these members cannot vote on issues of the larger council, but bring a body of knowledge and expertise specific to the question at hand (so for a teaching quality subcommittee, bringing on faculty from teacher education programs, or members of district/PS teacher preparation programs.) These subcommittees generally meet separately from the council at large, create recommendations on their area of focus, and bring these recommendations to the council at large for discussion and ratification by the whole council.
Monday, February 28, 2011
Texas: Dropout intervention results promising
At its January meeting, the Texas P-16 council heard a presentation on the Texas Education Agency (TEA)'s Dropout Recovery Pilot Program. The short summary of the presentation on the Texas P-16 Council Web site provides more details about some of these key features, including:
The hallmarks of this program should be considered by other states as they seek to improve their dropout prevention/recovery offerings.
- Recruiting--actively seeking out recent dropouts rather than waiting for them to find the program
- Flexible scheduling--providing a flexible school day and year, which is so necessary for dropouts juggling work and family obligations. This ECS brief provides more details about these elements of the Texas initiative
- Accelerated academics--including credit recovery and self-paced, online credit attainment
- Social supports to address other barriers to coming to school, such as "case management; childcare ...; transportation or bus tickets, bikes; clothing; food assistance"
- Transitions to postsecondary--returning dropouts may have college as their goal, but no direction on how to get there. The summary doc provides several examples of approaches to help returning dropouts get a foot in the door in postsecondary programs.
The hallmarks of this program should be considered by other states as they seek to improve their dropout prevention/recovery offerings.
Friday, February 25, 2011
Florida: Students often retake math, science courses they've earned acceleration credit for
Policymakers and other education stakeholders sometimes wonder aloud about the relative advantages and disadvantages of dual enrollment, Advanced Placement (AP), and other mechanisms to allow high school students to earn college credit. I just recently revisited a very good 2009 report providing one state's experience on this issue.
Published by OPPAGA, the Florida legislature's research arm, the study surveyed 8,769 Florida college students who had earned college credit through AP, dual enrollment, International Baccalaureate, and AICE (the Advanced International Certificate of Education, offered in 14 districts in the state at the time of the study). Ninety-two percent of these students reported that they were able to apply these so-called "acceleration credits" toward general education requirements, as well as prerequisite and elective requirements. Students also indicated these credits helped them prepare for the demands of college-level coursework, and helped them stand out in the college admissions process. Students who earned acceleration credits in high school also tended to graduate college "with fewer excess credit hours."
However, nearly one in four (23.5%) of the survey respondents indicated that they retook a course for which they could have applied an acceleration credit. Of these students, 78% retook a science or math course. Fifty-six percent of these students did so of their own accord, and had various reasons for doing so, including "to help boost their college GPA and to better prepare themselves for upper division coursework." The other 46% of students retook courses because the university or their advisors strongly advised to do so.
Due to class size limits, lab equipment and materials, and safety precaution costs, science courses in particular--both at the high school and college level--can be more costly than courses in other core disciplines. The report does not estimate a dollar amount the state lost by students' retaking courses for which they had earned acceleration credit, but it may be substantial. The report offers three recommendations to stem the number of students retaking courses for which they had already earned credit, including: "[reviewing] the math and science course equivalencies for Advanced Placement and International Baccalaureate exams and [validating] these equivalencies with all universities, state colleges, and community colleges. In addition, universities that recommend students retake math and science acceleration courses should provide input about whether the exams are equivalent to the college level courses."
Published by OPPAGA, the Florida legislature's research arm, the study surveyed 8,769 Florida college students who had earned college credit through AP, dual enrollment, International Baccalaureate, and AICE (the Advanced International Certificate of Education, offered in 14 districts in the state at the time of the study). Ninety-two percent of these students reported that they were able to apply these so-called "acceleration credits" toward general education requirements, as well as prerequisite and elective requirements. Students also indicated these credits helped them prepare for the demands of college-level coursework, and helped them stand out in the college admissions process. Students who earned acceleration credits in high school also tended to graduate college "with fewer excess credit hours."
However, nearly one in four (23.5%) of the survey respondents indicated that they retook a course for which they could have applied an acceleration credit. Of these students, 78% retook a science or math course. Fifty-six percent of these students did so of their own accord, and had various reasons for doing so, including "to help boost their college GPA and to better prepare themselves for upper division coursework." The other 46% of students retook courses because the university or their advisors strongly advised to do so.
Due to class size limits, lab equipment and materials, and safety precaution costs, science courses in particular--both at the high school and college level--can be more costly than courses in other core disciplines. The report does not estimate a dollar amount the state lost by students' retaking courses for which they had earned acceleration credit, but it may be substantial. The report offers three recommendations to stem the number of students retaking courses for which they had already earned credit, including: "[reviewing] the math and science course equivalencies for Advanced Placement and International Baccalaureate exams and [validating] these equivalencies with all universities, state colleges, and community colleges. In addition, universities that recommend students retake math and science acceleration courses should provide input about whether the exams are equivalent to the college level courses."
Wednesday, February 23, 2011
Illinois: P-20 council's Year 1 report released
The Illinois P-20 council recently released its year 1 report, which includes broad recommendations and specific actions for state leaders to take. The areas of recommended activity are in line with issues that other councils have focused their efforts on, such as state data systems, teacher quality, transitions from high school to postsecondary. An executive summary of the council's report is also available.
ECS recommends that states (including P-20 councils) establish numerical goals for P-20 attainment and establish markers indicating progress toward those goals. The year 1 report sets forth the Illinois P-20 council's goal “to increase the proportion of Illinoisans with high-quality
degrees and credentials to 60 percent by the year 2025.”
ECS recommends that states (including P-20 councils) establish numerical goals for P-20 attainment and establish markers indicating progress toward those goals. The year 1 report sets forth the Illinois P-20 council's goal “to increase the proportion of Illinoisans with high-quality
degrees and credentials to 60 percent by the year 2025.”
Friday, February 18, 2011
P-20 finance in Oregon
The Governance Divide, a must-read for anyone serious about P-20 reform, called for state funding systems to become K-16 if education systems were to be truly aligned.
This past week, Governor Kitzhaber of Oregon took a first step toward this level of alignment, creating an Oregon Education Investment Team whose charges include "designing a new model for early childhood and family investment" and, perhaps most importantly, "designing a unified, performance based 0-20 budget model for consideration by the 2012 legislative session."
While a small number of states have created a single board/agency to oversee early learning through postsecondary, none of these states appears to have created a performance-based system.
This past week, Governor Kitzhaber of Oregon took a first step toward this level of alignment, creating an Oregon Education Investment Team whose charges include "designing a new model for early childhood and family investment" and, perhaps most importantly, "designing a unified, performance based 0-20 budget model for consideration by the 2012 legislative session."
While a small number of states have created a single board/agency to oversee early learning through postsecondary, none of these states appears to have created a performance-based system.
Monday, February 14, 2011
Kansas: Bill on P-20 consolidation of education governance
According to an article posted today on LJWorld.com, a bill has been drafted to do away with the board of regents and state board of education, and have a gubernatorally-appointed secretary of education, but the measure "isn't getting much traction."
This echoes a trend ECS has been seeing this legislative session in other states, of seeking to unify K-12 and postsecondary education oversight in a single agency or gubernatorial appointee. It will be interesting to see how these proposals play out during this session--whether legislators will be driven by a sense that the current system isn't working, or swayed by the dearth of research on the impact of education governance structures on cost savings or student outcomes.
This echoes a trend ECS has been seeing this legislative session in other states, of seeking to unify K-12 and postsecondary education oversight in a single agency or gubernatorial appointee. It will be interesting to see how these proposals play out during this session--whether legislators will be driven by a sense that the current system isn't working, or swayed by the dearth of research on the impact of education governance structures on cost savings or student outcomes.
Friday, February 11, 2011
AP Report to the Nation: What states are not talking about
A scan of headlines from the past week makes clear that the 7th annual AP Report to the Nation, released Wednesday, has garnered a great deal of attention. Across the nation, states are either crowing that more of their graduates are earning a "3" or above on the exam, or lamenting that their status has fallen from previous years.
But while providing high school students with a taste of college-level expectations through AP coursework (and hopefully inching them closer to a college degree via credit earned through an AP exam), what seems to have been lost in the headlines is this: Many students do not complete their degree at the institution their postsecondary education started at, and many states lack consistent policies across institutions in the number and type of credits students earn for a passing score on an AP exam. So when a student who received AP credit from the institution s/he started out at is forced to retake a course (or receives only "elective" credit) at the institution s/he transfers to, the value of AP as a means to reduce families' tuition costs and students' time-to-degree is diminished.
As college completion gains momentum through various initiatives nationwide, let's hope more states adopt policies standardizing credit by exam equivalencies and common passing scores for such exams as AP, as Kentucky did in landmark legislation in 2010.
But while providing high school students with a taste of college-level expectations through AP coursework (and hopefully inching them closer to a college degree via credit earned through an AP exam), what seems to have been lost in the headlines is this: Many students do not complete their degree at the institution their postsecondary education started at, and many states lack consistent policies across institutions in the number and type of credits students earn for a passing score on an AP exam. So when a student who received AP credit from the institution s/he started out at is forced to retake a course (or receives only "elective" credit) at the institution s/he transfers to, the value of AP as a means to reduce families' tuition costs and students' time-to-degree is diminished.
As college completion gains momentum through various initiatives nationwide, let's hope more states adopt policies standardizing credit by exam equivalencies and common passing scores for such exams as AP, as Kentucky did in landmark legislation in 2010.
Thursday, February 10, 2011
Vermont's P-16 Council: First Annual Report
Last week, the Vermont PreK-16 Council issued its first annual report to the house and senate education committee, as required in the enabling legislation. The report identifies the themes chosen to guide the council's work in 2011:
1. career awareness and exploration
2. outcomes needed for success at transition points, (defined as early childhood education to early elementary education, middle school to high school, high school to college or career, and teacher training), and
3. educator development and support.
According to the report, "The Council will be divided into working groups to study these themes and transition points over the next six months with the goal of designing specific initiatives, including pilot and full-scale innovative projects and new frameworks and policies."
1. career awareness and exploration
2. outcomes needed for success at transition points, (defined as early childhood education to early elementary education, middle school to high school, high school to college or career, and teacher training), and
3. educator development and support.
According to the report, "The Council will be divided into working groups to study these themes and transition points over the next six months with the goal of designing specific initiatives, including pilot and full-scale innovative projects and new frameworks and policies."
Wednesday, February 9, 2011
College readiness in New York
An article in Monday's New York Times reports that "less than half of students in the state are leaving high school prepared for college and well-paying careers." These figures may lend support to a proposal last December to the New York State Board of Regents' College and Career Readiness Working Group, regarding a potential revision of high school graduation requirements to enhance student readiness for post-high school expectations.
The proposal, in fact, identifies several policy options that have been weighed in other states:
"A. Increase graduation requirements
B. Allow increased flexibility in the ways students can meet requirements
C. Offer alternative or supplemental credentials
D. Rethink the “safety net” for students with disabilities"
It will be interesting to see what the board of regents ultimately decides, and if their actions will influence policy thinking in other states.
The proposal, in fact, identifies several policy options that have been weighed in other states:
"A. Increase graduation requirements
B. Allow increased flexibility in the ways students can meet requirements
C. Offer alternative or supplemental credentials
D. Rethink the “safety net” for students with disabilities"
It will be interesting to see what the board of regents ultimately decides, and if their actions will influence policy thinking in other states.
Monday, February 7, 2011
West Virginia to join states with longitudinal data systems
According to an article on the MetroNews Web site, a Memorandum of Understanding was signed today by the West Virginia Department of Education and the Higher Education Policy Commission to join their separate student databases.
However, the MOU signed today does not mean that the longitudinal data system is operational today. As the state community and technical college system, James Skidmore, states in the article: "There's no time line on when the two systems will merge, but [Governor] Tomblin is urging the agencies to do so as quickly as possible."
However, the MOU signed today does not mean that the longitudinal data system is operational today. As the state community and technical college system, James Skidmore, states in the article: "There's no time line on when the two systems will merge, but [Governor] Tomblin is urging the agencies to do so as quickly as possible."
Thursday, February 3, 2011
College and career readiness pilot extended in Illinois
A pilot program launched in Illinois several years ago was extended through legislation signed by Governor Pat Quinn last July. The goals of the program are to (1) diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curricula, and (2) provide resources and academic support to high school students to enrich the senior year through remedial or advanced coursework, and other interventions.
A brief published last June summarizes the efforts of pilot sites to date and provides some lessons learned from the project.
The program appears to be a very good example of optimizing the results of college-readiness test results to help more students enter postsecondary education without need for remediation.
A brief published last June summarizes the efforts of pilot sites to date and provides some lessons learned from the project.
The program appears to be a very good example of optimizing the results of college-readiness test results to help more students enter postsecondary education without need for remediation.
Wednesday, February 2, 2011
Virtual high school part of P-16 initiative in Nebraska
As stated by Nebraska Governor Dave Heineman in his state of the state address last month, one of the goals of his state's P-16 council is to eliminate student achievement gaps.
And perhaps as one way to eliminate those gaps, the Nebraska P-16 Initiative, the state department of education and the University of Nebraska are working together to develop a virtual high school, to allow rural students to take a broader array of courses and allow students, regardless of location, to study at their own pace and at hours outside the regular school day and year.
Although I have not seen many other P-16 or P-20 coordinating entities working across education silos to develop or expand virtual high schools in their state, this may be an approach to improve college-readiness--provided that bandwidth and other technical issues in small and underresourced schools does not limit access to such courses for the very students who would benefit most from them.
And perhaps as one way to eliminate those gaps, the Nebraska P-16 Initiative, the state department of education and the University of Nebraska are working together to develop a virtual high school, to allow rural students to take a broader array of courses and allow students, regardless of location, to study at their own pace and at hours outside the regular school day and year.
Although I have not seen many other P-16 or P-20 coordinating entities working across education silos to develop or expand virtual high schools in their state, this may be an approach to improve college-readiness--provided that bandwidth and other technical issues in small and underresourced schools does not limit access to such courses for the very students who would benefit most from them.
Monday, January 31, 2011
"B-20" in Michigan
In his state of the state address earlier this month, new Governor Rick Snyder said, "We’ve been spending money without delivering the results to give our young people a bright future. It is time that we view our educational system which runs from pre-natal to lifelong learning. It’s time to start talking about B-20 instead of just K-12."
At a time when many "P-16" and "P-20" councils do not have early learning on their agendas or an explicit representative of early learning in their membership, a "B-20" approach in Michigan would be truly revolutionary, and a potential model for other states to consider.
At a time when many "P-16" and "P-20" councils do not have early learning on their agendas or an explicit representative of early learning in their membership, a "B-20" approach in Michigan would be truly revolutionary, and a potential model for other states to consider.
Friday, January 28, 2011
College readiness in Texas
A study published in the academic journal Education and Urban Society a few months ago analyzed the college-readiness in reading and math of Texas high school students (n = 1,099 high schools) in the 2006-07 school year. The authors found that roughly 1 in 3 students were college-ready in both subject areas, although Hispanic and African American students were less likely to be college-ready.
The authors suggest that "within-group differences" (comparing, for example Hispanic students against other Hispanic students) could be used to inform intervention strategies to enhance the college preparedness of minority students. And in fact, Texas has since implemented policies to better track the number and percentage of students opting out of the default college-ready curriculum into the less-rigorous "minimum" high school curriculum. These policies include a 2009 amendment to Sec. 39.057 of the education code, which now calls for the commissioner of education to authorize a special accreditation investigation when excessive numbers of students in a district graduate under the minimum high school program, or excessive numbers of students eligible to enroll in Algebra II fail to do so, or fail to enroll in any other course that distinguishes the minimum high school program from the default ("recommended") high school program.
The authors suggest that "within-group differences" (comparing, for example Hispanic students against other Hispanic students) could be used to inform intervention strategies to enhance the college preparedness of minority students. And in fact, Texas has since implemented policies to better track the number and percentage of students opting out of the default college-ready curriculum into the less-rigorous "minimum" high school curriculum. These policies include a 2009 amendment to Sec. 39.057 of the education code, which now calls for the commissioner of education to authorize a special accreditation investigation when excessive numbers of students in a district graduate under the minimum high school program, or excessive numbers of students eligible to enroll in Algebra II fail to do so, or fail to enroll in any other course that distinguishes the minimum high school program from the default ("recommended") high school program.
Thursday, January 27, 2011
What are some examples of policy areas in which coordinating entities have achieved success/been effective in their efforts to align across systems?
It seems the most common areas of policy activity among coordinating entities have been (1) Transitions from HS to PS, (2) Teaching quality, (3) State data systems. After that, policy areas become more scattered. But different states have framed each of these three big issues differently. For example, “transitions” in one state may take the form of improving dual enrollment programs; in another, raising high school graduation requirements; in another, creating “college-ready” HS standards with the imput of postsecondary and HS faculty, etc. etc.
This link indicates the areas in which councils had brought about policy changes by May 2008. Note that while virtually all councils call themselves “P”-16 or “P”-20, few note that they have enacted changes to early learning—either birth to 5 or pre-K/kindergarten.
This link indicates the areas in which councils had brought about policy changes by May 2008. Note that while virtually all councils call themselves “P”-16 or “P”-20, few note that they have enacted changes to early learning—either birth to 5 or pre-K/kindergarten.
Wednesday, January 26, 2011
P-20 council achievements to date in South Carolina
Last month, South Carolina's K-16 council, the Education and Economic Development Coordinating Council (EEDCC), released its fifth annual report. In spite of the economic downturn, P-20 alignment is moving ahead in the state, and the efforts of the EEDCC (and legislation underlying the EEDCC's efforts) are bearing fruit.
For example: Nearly all students in grades 8-11 had or revised an Individual Graduation Plan (IGP) between Dec. 2009-Nov. 2010, and parents of students in grades 8-12 are invited to attend annual IGP conferences with their children. Seventy-one percent of these parents participated in these events, and according to surveys administered in spring 2010, 94% of the student respondents "indicated that the conference helped them to better understand the relationship between their course work and their career goals". Ninety-four percent of the parents participating in the survey "indicated that they believe the annual IGP conferences are beneficial to their children as they prepare to be promoted to the next grade level".
For example: Nearly all students in grades 8-11 had or revised an Individual Graduation Plan (IGP) between Dec. 2009-Nov. 2010, and parents of students in grades 8-12 are invited to attend annual IGP conferences with their children. Seventy-one percent of these parents participated in these events, and according to surveys administered in spring 2010, 94% of the student respondents "indicated that the conference helped them to better understand the relationship between their course work and their career goals". Ninety-four percent of the parents participating in the survey "indicated that they believe the annual IGP conferences are beneficial to their children as they prepare to be promoted to the next grade level".
Friday, January 21, 2011
The value of a P-20 council
Kansas' P-20 Council, which recently concluded its work (the executive order under which they were created expired this month with the inauguration of new governor Sam Brownback), issued a final report in December.
In this report, the council members speak to the value of a P-20 council as a forum for collaboration across agencies: "We have learned about the vital importance of consensus building among the many groups involved in addressing the individual stages of the educational process ... When the P-20 Council was established, collaboration among various state agencies regarding education was sporadic and lacking focus. That is not to say it did not exist, but it relied primarily on the good will of individual staff members and situational demands. With the establishment of the Council, this collaboration has moved steadily toward a more structured process built into the policies and activities of the respective state agencies concerned with the education of Kansans from pre-K through postgraduate study and on into the workforce."
In this report, the council members speak to the value of a P-20 council as a forum for collaboration across agencies: "We have learned about the vital importance of consensus building among the many groups involved in addressing the individual stages of the educational process ... When the P-20 Council was established, collaboration among various state agencies regarding education was sporadic and lacking focus. That is not to say it did not exist, but it relied primarily on the good will of individual staff members and situational demands. With the establishment of the Council, this collaboration has moved steadily toward a more structured process built into the policies and activities of the respective state agencies concerned with the education of Kansans from pre-K through postgraduate study and on into the workforce."
Thursday, January 20, 2011
Arizona's P-20 council and Race to the Top
A report presented at the Dec. 2010 meeting of Arizona's P-20 council identifies a plan for the state to move ahead on the reforms proposed in the state's Race to the Top proposal, regardless of the fact that Arizona was not selected to receive a Race to the Top award.
The report provides 19 recommendations for moving ahead--one particularly of note was to "Engage higher education at a deep level in the implementation of the Arizona reform plan. Colleges of Education, along with other providers of teacher pre-service programs, play a lead role in preparing a new teacher. A strong commitment from higher education will be needed to ensure pre-service programs prepare teachers to teach in a standards-based system. In addition, the PARCC assessment, of which Arizona serves as a Governing state, includes a college-ready assessment intended to be widely accepted by higher education institutions as a good indicator of a student’s readiness for college-level courses. Higher education will need to be actively involved in the assessment development to ensure that happens[.]"
The report provides 19 recommendations for moving ahead--one particularly of note was to "Engage higher education at a deep level in the implementation of the Arizona reform plan. Colleges of Education, along with other providers of teacher pre-service programs, play a lead role in preparing a new teacher. A strong commitment from higher education will be needed to ensure pre-service programs prepare teachers to teach in a standards-based system. In addition, the PARCC assessment, of which Arizona serves as a Governing state, includes a college-ready assessment intended to be widely accepted by higher education institutions as a good indicator of a student’s readiness for college-level courses. Higher education will need to be actively involved in the assessment development to ensure that happens[.]"
Wednesday, January 19, 2011
P-20 governance, council proposed in Washington
A new policy brief sets forth Washington Governor Gregoire's plan for a unified education governance structure, from early learning through postsecondary. The plan calls for a secretary of education, appointed by the governor, to oversee a department of education that houses four divisions--one each for early learning, K-12, community colleges/technical education, and universities.
The plan also calls for the creation of a P-20 council, with members appointed by the governor. The council would be charged with developing a state education strategic plan and state accountability measures, as well as identifying best practices.
The plan also calls for the creation of a P-20 council, with members appointed by the governor. The council would be charged with developing a state education strategic plan and state accountability measures, as well as identifying best practices.
Friday, January 14, 2011
Common assessment, data warehouse and Web portal in California
A 2010 bill vetoed by former Governor Schwarzenegger would have created a potentially one-of-a-kind system in California to improve outcomes for community college students. A.B. 2682 would have required the board of governors of the California Community Colleges to establish a pilot project to create a single assessment instrument, the California Community Colleges Common Assessment, for purposes of placement and advisement in English and math. In developing the assessment, the state would have used the existing test item banks created by the California State University and the K-12 system as part of the state’s college readiness assessment (the Early Assessment Program).
The pilot would also have entailed the development of a data warehouse to collect (a) all available assessment scores generated by assessed students at all participating community colleges, and (b) all available K–12 assessment data and transcript information for students at all participating community colleges. This data would only have been used to place and advise students.
Lastly, the pilot would have involved creation of a Web portal accessible to community college personnel and students and that would provide: (a) An assessment profile, generated for each student upon request, that includes all assessment information in the data warehouse, for purposes of counseling, matriculation and course placement; (b) A pretest application that emulates the structure of the centrally delivered student assessment that students can practice on and familiarize themselves with before taking future assessments; (c) An advisement tool that provides students with information on historical success rates of remedial courses for students at various levels of academic remediation.
Although the veto message doesn't say so, it is possible the bill was also vetoed due to the expenditure necessary to bring such a system to fruition. Once states come out of the current recession, the model proposed in A.B. 2682 would be an excellent one to consider.
The pilot would also have entailed the development of a data warehouse to collect (a) all available assessment scores generated by assessed students at all participating community colleges, and (b) all available K–12 assessment data and transcript information for students at all participating community colleges. This data would only have been used to place and advise students.
Lastly, the pilot would have involved creation of a Web portal accessible to community college personnel and students and that would provide: (a) An assessment profile, generated for each student upon request, that includes all assessment information in the data warehouse, for purposes of counseling, matriculation and course placement; (b) A pretest application that emulates the structure of the centrally delivered student assessment that students can practice on and familiarize themselves with before taking future assessments; (c) An advisement tool that provides students with information on historical success rates of remedial courses for students at various levels of academic remediation.
Although the veto message doesn't say so, it is possible the bill was also vetoed due to the expenditure necessary to bring such a system to fruition. Once states come out of the current recession, the model proposed in A.B. 2682 would be an excellent one to consider.
Thursday, January 13, 2011
A new P-20 council in Colorado
Of the four executive orders that new Colorado governor (and new ECS chair) John Hickenlooper issued his first day in office earlier this week, one of them was to create a new P-20 council. The Governor's Education Leadership Council, which replaces the Governor's P-20 Education Coordinating Council created by former governor Bill Ritter, includes 17 specified members, and will be led by the lieutenant governor. This choice will perhaps provide some continuation of the council's previous work, as, in an interesting twist, the new lieutenant governor co-chaired the former council with the former lieutenant governor. The issues the council is charged with addressing resemble those the former council worked on--including school readiness, dropout prevention, and various aspects of postsecondary entry and completion.
Unlike the former P-20 council, which was largely comprised of K-12 and postsecondary practitioners from varied walks of life, the new council will include leaders of K-12 and postsecondary agencies/governing boards, as well as the chairs of the house and senate education committees. Interestingly, the new council will include at least two explicit early childhood representatives--the exec. dir. of the Early Childhood Leadership Commission (or designee) and at least one member representing an organization supporting or with expertise in infant health and development.
Unlike the former P-20 council, which was largely comprised of K-12 and postsecondary practitioners from varied walks of life, the new council will include leaders of K-12 and postsecondary agencies/governing boards, as well as the chairs of the house and senate education committees. Interestingly, the new council will include at least two explicit early childhood representatives--the exec. dir. of the Early Childhood Leadership Commission (or designee) and at least one member representing an organization supporting or with expertise in infant health and development.
Wednesday, January 12, 2011
New ECS report on P-20 governance
Released earlier this week: an ECS report on states that have fully or partially consolidated K-12 and postsecondary governance in a single entity. The report also identifies whether this single entity has authority over early learning in the state.
The report does not speak to the cost savings or student achievement gains realized through such a governance shift. There is little research on the impact of governance structures on administrative expenditures or student achievement.
The report does not speak to the cost savings or student achievement gains realized through such a governance shift. There is little research on the impact of governance structures on administrative expenditures or student achievement.
Monday, January 10, 2011
What are the skill sets needed to lead (or participate on) a P-20 council?
Part III of the discussion started in the Dec. 10 post: An individual working with the state of North Carolina on strategic planning for their education coordinating entity asked me, ""What are the skill sets needed to successful lead (or even participate on) a coordinating entity (P20 Council, Education Cabinet, etc.)?"
My initial answer: These are all generic to participation rather than leadership:
(1) Ability to see beyond interests of agency one represents (rather than paying lip service to seeing beyond interests of one’s agency!), in order to compromise as necessary to do what will serve students best;
(2) Not sure this is a skill set, but: A critical mass of the members need to have authority for implementation of the entity’s recommendations. If there are too many local, community, business, other members and not the key players with authority to see through policies, programs etc. once they have been agreed upon by the entity, the council will most likely achieve limited results.
(3) Somewhat distinct from #1 response above: Some understanding of the linkage problems beyond one’s agency—or at least willingness to learn, be receptive to, linkage problems other agencies face that may be a result of your agency’s operations.
And specific to leadership: Again, this is not a skill set, but not being seen as overly partisan. This may also help the council and the council’s policy changes stay in place when there is a change in state leadership from one party to another. This may be why some councils have chosen to have co-chairs. This link (admittedly needs updating) indicates the chairs in place when our 50-state scan was completed in 2008 http://mb2.ecs.org/reports/Report.aspx?id=2048 .
My initial answer: These are all generic to participation rather than leadership:
(1) Ability to see beyond interests of agency one represents (rather than paying lip service to seeing beyond interests of one’s agency!), in order to compromise as necessary to do what will serve students best;
(2) Not sure this is a skill set, but: A critical mass of the members need to have authority for implementation of the entity’s recommendations. If there are too many local, community, business, other members and not the key players with authority to see through policies, programs etc. once they have been agreed upon by the entity, the council will most likely achieve limited results.
(3) Somewhat distinct from #1 response above: Some understanding of the linkage problems beyond one’s agency—or at least willingness to learn, be receptive to, linkage problems other agencies face that may be a result of your agency’s operations.
And specific to leadership: Again, this is not a skill set, but not being seen as overly partisan. This may also help the council and the council’s policy changes stay in place when there is a change in state leadership from one party to another. This may be why some councils have chosen to have co-chairs. This link (admittedly needs updating) indicates the chairs in place when our 50-state scan was completed in 2008 http://mb2.ecs.org/reports/Report.aspx?id=2048 .
Friday, January 7, 2011
Mississippi's Education Achievement Council
2010 H.B. 1071 creates the Education Achievement Council, an entity that, while not called a P-20 council, has a membership and mission similar to many councils across the nation.
As stated in the legislation, the purpose of the council is "to sustain attention to the state's goal of increasing the educational attainment and skill levels of the state's working-age population benchmark to the national average by 2025." The 23 members of the council include K-12 and postsecondary leaders, legislative leaders, a representative of the governor's office, the president and CEO of the Mississippi Economic Council (the state chamber of commerce), and the executive director of the Mississippi Department of Mental Health.
As stated in the legislation, the purpose of the council is "to sustain attention to the state's goal of increasing the educational attainment and skill levels of the state's working-age population benchmark to the national average by 2025." The 23 members of the council include K-12 and postsecondary leaders, legislative leaders, a representative of the governor's office, the president and CEO of the Mississippi Economic Council (the state chamber of commerce), and the executive director of the Mississippi Department of Mental Health.
Thursday, January 6, 2011
A P-20 council for New Mexico?
For years, New Mexico has had one or more staff designated for "P-20", and at one point had an "Alignment Task Force" (more details in the New Mexico entry in the ECS P-20 Councils database).
Now, New Mexico's recently released (and first-ever) State Master Plan for Higher Education (landing page here) recommends establishing a P-20 council through legislation "to facilitate, develop, and coordinate strategies to improve student success from preschool through college, including aligning high school standards, graduation requirements and college entrance expectations as well as addressing remedial and developmental issues." And in fact, this is one of the "priority recommendations" identified in the master plan.
Now, New Mexico's recently released (and first-ever) State Master Plan for Higher Education (landing page here) recommends establishing a P-20 council through legislation "to facilitate, develop, and coordinate strategies to improve student success from preschool through college, including aligning high school standards, graduation requirements and college entrance expectations as well as addressing remedial and developmental issues." And in fact, this is one of the "priority recommendations" identified in the master plan.
Wednesday, January 5, 2011
New study: P-16 alignment needed
A recently released study suggests that P-16 alignment is needed to address disparate academic growth among different sectors of the education pipeline.
Published in the December 2010 American Educational Research Journal, the study, titled "Tripartite Growth Trajectories of Reading and Math Achievement:Tracking National Progress at Primary, Middle, and High School Levels" (abstract here), confirms a trend in which "American students are gaining ground at the pre/early primary school level, holding ground at the middle school level, and losing ground at the high school level." The study "calls for national P-16 education policy and research efforts toward sustainable academic growth and seamless educational transition."
Published in the December 2010 American Educational Research Journal, the study, titled "Tripartite Growth Trajectories of Reading and Math Achievement:Tracking National Progress at Primary, Middle, and High School Levels" (abstract here), confirms a trend in which "American students are gaining ground at the pre/early primary school level, holding ground at the middle school level, and losing ground at the high school level." The study "calls for national P-16 education policy and research efforts toward sustainable academic growth and seamless educational transition."
Monday, January 3, 2011
New Year, new P-16 council
Happy New Year! ECS' P-16/P-20 councils database will be updated soon to include the nation's newest P-16 council, Vermont's PreK-16 Council.
The council, established by 2010 H.B. 709, incorporates some of ECS' hallmarks of a well-established P-16/P-20 coordinating entity, such as: including an explicit early-learning member, legislators, and business representatives; meeting at least quarterly; securing some funds to support council efforts; and setting a numeric P-16/P-20 performance goal (that at least 60% of the state's adult population will have earned an associate's degree or higher by 2020).
The council, established by 2010 H.B. 709, incorporates some of ECS' hallmarks of a well-established P-16/P-20 coordinating entity, such as: including an explicit early-learning member, legislators, and business representatives; meeting at least quarterly; securing some funds to support council efforts; and setting a numeric P-16/P-20 performance goal (that at least 60% of the state's adult population will have earned an associate's degree or higher by 2020).
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