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.

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:

• 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

These sound very much like the issues states are grappling with as they re-evaluate high school exams, including exit exams. I heard repeatedly during the colloquium that the new Minister of Education and Skills, Ruairi Quinn, has the leaving cert on his reform agenda. Perhaps changes to the leaving cert can inform improvements to U.S. efforts to embed college-readiness indicators in high school assessments.

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?

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.

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.

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.

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?