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Archived Information

Promoting a Core Curriculum for All

The Indiana Core 40 Curriculum

National High School Leadership Summit

Washington D.C

December, 2004

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STUDENT ACHIEVEMNET

THE RESULTS

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More students are going to college

38%

45%50%

55%58%

61% 60%54%

43%48%

57% 59%57% 57%

0%

100%

1986 1988 1992 1994 1996 1998 2000

Indiana Nation

% of high school graduates enrolled the next fall in postsecondary education

Ranked 40th

Source: Postsecondary Education Opportunity, Oskaloosa, Iowa.

Ranked 17th

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Indiana students’ SAT scores improving

Source: The College Board.

SAT average combined scores

940

950

960

970

980

990

1000

1010

1020

1030

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

I ndianaNation

5

68.7

71.0

67.5

68

68.5

69

69.5

70

70.5

71

71.5

2002 2003

Improvement in the new ISTEP+ assessments

% of all ISTEP+ tests passing (across grades and subjects)

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WHAT CAUSED THE RESULTS?

Raising Expectations

Indiana Core 40 Curriculum, 1994

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Brief background on Core 40

• Since 1994, all students expected to have career/course plan that includes Core 40 or a curriculum to prepare for Core 40

• Indiana Academic Standards – 2000• Core 40 End-of-Course Tests - 2004

English 4 yrs

Math 3 yrs Alg I, Geom, Alg II

Science 3 yrs Bio I, Chem or Physics, Additional Sci

Soc St 3 yrs World Hist or Geog, US Hist, Govt, Econ

Other 4 yrs Above subjects, for. Lang., arts, computers, career area

PE 1 yr

Health ½ yr

Electives 1 ½ yr

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More Indiana graduates are earning higher-level diplomas

Source: Indiana Department of Education.

Academic Honors Core 40

Other Regular

1993–94 1997–98 2002–03

57%

19%

24%

37.5% 28.4%

34.1%87%

12%1%

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All student groups are benefiting

Source: Indiana Department of Education.

22.5%

28.8%

44.9%

36.3%

56.9%

50.5%

35.3%38.4%

51.0%46.0%

65.0% 64.0%

0%

10%

20%

30%

40%

50%

60%

70%

African American Hispanic White Multi-racial

199820002003

% of Core 40 diplomas by student group

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More Indiana middle school students are taking Algebra I

6% 6%

8% 8% 8%

10%

12% 12%12.4%

13%

0%

2%

4%

6%

8%

10%

12%

14%

1993

–94

1994

–95

1995

–96

1996

–97

1997

–98

1998

–99

1999

–00

2000

–01

2001

–02

2002

–03

Source: Indiana Department of Education, Certified Employee/Certified Position (CECP) Reports: 1993–94 to 2001–02.

% of Indiana students enrolling in Algebra I by the end of grade 8

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More Indiana high school students taking more AP exams

Source: The College Board.

0

5,000

10,000

15,000

20,000

25,000

Test takersExams taken

Trends in student participation and number of AP tests taken in Indiana

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WHAT CAUSED THE RESULTS?

Raising Expectations

Accountability

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Data for Each Test – Disaggregated by Student Group

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Data for Each Test – Disaggregated by Standard

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Indiana Public Law 221 – 1999 School Accountability

Performance Exemplary Progress

Commendable Progress

Academic Progress

Academic Watch (Priority)

Academic Probation (High Priority)

≥90%  Exemplary School

≥80% ≥1%  Commendable School

≥70% ≥3%  ≥2%  ≥1%  <1%  

≥60%  ≥4%  ≥3%  ≥2%  <2%   

≥50%  ≥5%  ≥4%  ≥3%  ≥0%  <0% 

≥40%  ≥6% ≥5% ≥4% ≥1% <1%

<40%    ≥6%  ≥5%  ≥3%  <3% 

  Improvement from Fall to Fall

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WHAT CAUSED THE RESULTS?

Raising Expectations

Common Vision

Setting the Vision

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Indiana Education Roundtable

• Appointed and co-chaired by Governor and Superintendent of Public Instruction.

• By law, equal representation of K–12/higher education organizations and business/community organizations, with additional appointments by the General Assembly.

Mission: Set and maintain a vision for educational change and student success.

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All Indiana students succeed at every level:

• Pre-Kindergarten

• K–12

• Higher education

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An integrated approach

At All Levels:

– Align standards, assessments, accountability and data systems from early childhood through college.

– Recruit, train and retain high-quality teachers and leaders.

– Close achievement gaps among student groups (ethnicity, income, disability, etc.).

– Involve families as partners.

Pre-K ElementarySchool

MiddleSchool

HighSchool

HigherEducation

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Indiana P-16 Plan70 recommendations in 10 categories

• Academic standards, assessment and accountability

• Teaching and learning

• Leadership and governance

• Early learning and school readiness

• Achievement gaps

• College and workforce success

• Dropout prevention

• Higher education and continued learning

• Communication

• Technology and resources

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WHAT CAUSED THE RESULTS?

Raising Expectations

Core Convictions

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Higher education pays — and is essential

$49,000

$36,000

$30,000 $26,000

10

20

30

40

50

60

70

HS, no diploma HS diploma Associate'sdegree

Bachelor'sdegree

Source: U.S. Bureau of Labor Statistics and Bureau of the Census, Current Population Survey, March 2002.

Annual earnings of 25–34 year-olds by educational attainment, 2001

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More good jobs ahead — for those with enough education

• Highly paid professional jobs earnings: $40,000+ Projected job growth rate: 20%

• Well-paid, skilled jobs earnings: $25,000–$40,000 Projected job growth rate: 12%

• Low-paid or low-skilled jobs earnings: Less than $25,000 Projected job growth rate: 15%

Share of Jobs

Source: American Diploma Project, 2002.

25%

37%

38%

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All good jobs require high-level skills

• Algebra II is the threshold math course for most workers in good jobs.

• Most workers at all levels of employment must have completed four years of English at grade level or above in high school.

• Taking below-average English or functional/basic English increases the likelihood of being employed in a low-paid or low-skilled job.

Source: American Diploma Project, 2002.

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Sheet metal workers need high-level skills

• Four or five years of apprenticeship

• Algebra, geometry, trigonometry and technical reading

• Average annual earnings: $35,000

Source: American Diploma Project and Indiana Department of Workforce Development, 2002.

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Strong high school achievement predicts initial college success

Source: Indiana Commission for Higher Education, Student Information System.

1999 Indiana high school graduates persisting to the second year in college

91.5%

80.0%72.9%

43.1%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AcademicHonors

Core 40 Regular GED

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A strong high school curriculum* improves college completion for all students

*Completing at least Algebra II plus other courses.

Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999.

45%

61%73%75% 79%

86%

0%

100%

AfricanAmerican

Latino White

All collegeentrants

Entrants who hadstrong highschool curriculum

% of students who complete college by race

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Students who take remedial courses are much less likely to finish college

Source: American Diploma Project, from NCES, 1998.

% of students enrolled in remedial courses who earn a bachelor’s degree

45%

18%

0%

100%

One remedial course Three or more remedialcourses, including reading

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Consequences of poor alignment are serious for both students and taxpayers

In a single state, employers and postsecondary education institutions spend an estimated $134.3 million a year on remedial education.

$134 million

$40 million $29 million

$66 million

$0

$20

$40

$60

$80

$100

$120

$140

$160

Communitycolleges

Four-yearinstitutions

Employers TOTAL

Source: Mackinac Center for Public Policy, 2000.

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WHAT CAUSED THE RESULTS?

Raising Expectations

Transforming School Counseling

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Indiana Gold Star School Counseling Initiative

Aligns with school improvement plan

Guidance, counseling, student advocacy

Data-driven

Universal student indicators

Team approach

Accountable for - Student growth

- Student choices

- Student achievement

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Guidance Resources

www.learnmoreindiana.org

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TODAY’S CHALLENGES

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Too many college freshmen are not prepared

Source: NCES, Condition of Education, 2004, June 2004 (1992 12th graders who enrolled in college).

% of American college freshmen needing to take remedial

(high school–level) courses

41%

0%

100%

At least one remedial course

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Of every 100 Indiana 9th graders, only…

Source: National Center for Public Policy and Higher Education, April 2004.

68 students graduate from high school

41 of these enter college

31 are still enrolled as sophomores

21 of these graduate within six years

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Indiana AP scores still trail many states

Source: Measuring Up 2004: The State-by-State Report Card for Higher Education, National Center for Public Policy and Higher Education.

75

138

203 211

247

219 223

0

50

100

150

200

250

300

Number of 3–5 scores on AP exams per 1,000 high school juniors and seniors

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MOVING FORWARD . . .

The Indiana Education Roundtable

Recommendations

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STEP 1: CLASS OF 2009

Roundtable Recommendation

NEW DIPLOMA REQUIREMENTS

MINIMUM DIPLOMA

CORE 40 DIPLOMA

CORE 40 WITH ACADEMIC HONORS DIPLOMA

CORE 40 WITH TECHNICAL HONORS DIPLOMA

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42

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STEP 2A

CLASS OF 2011

Roundtable Recommendation

CORE 40 – REQUIRED HS CURRICULUM

SAFETY NETStudents may graduate with lesson that Core 40

provided that the student and his/her parent(s)/guardian(s) meet with the school

counselor and principal to discuss the students career and course plan, the consequences to the

student’s future, and an appropriate career-academic sequence for the Minimum Diploma

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STEP 2B

CLASS OF 2011

Roundtable Recommendation

4-YR COLLEGES – REQUIRE CORE 40

2-RY COLLEGES – ENCOURAGE CORE 40

SAFETY NETStudents not completing Core 40 may transfer to a 4-year college if they have successfully completed

12 transferable credits.

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Ball State University

CURRENTLY REQUIRES CORE 40FOR ADMISSION:

Freshman to Sophomore Retention Rate:

62% 74%

Remedial Courses:

Discontinued

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STEP 2B

CLASS OF 2011

Roundtable Recommendation

CORE 40 – REQUIRED FOR STATE FINANCIAL

AID AT FOUR-YEAR COLLEGES

SAFETY NETStudents not meeting the Core 40 requirement may

receive state financial aid at a 2-year college or proprietary school. Students not meeting the Core 40

requirement may become eligible upon earning 12 transferable credits.

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Promoting a Core Curriculum for All

The Indiana Core 40 Curriculum

National High School Leadership Summit

Washington D.C

December, 2004