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8/6/2019 Montana State Education Data Profile - May 2011
1/34
HOW WELL IS MONTANA
PREPARING ALL
STUDENTS FOR COLLEGE,
CAREERS AND LIFE
May 2011
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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESS
The changing economy is accelerating theexpectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.
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4Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducationRequirements Through 2018. Georgetown Center on Education and the Workforce.ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
Jobs in Todays (and Tomorrows) Workforce
Require More Education and Training
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The Rise of Middle-Skill Jobs
5Source: Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-SkillJobs.Brookings Institution.
High-skill jobs
Occupations in the professional/technical and managerial categories.
Often require four-year degrees and above
Middle-skill jobs
Occupations that include clerical, sales, construction, installation/repair,
production, and transportation/material moving.
Low-skill jobs
Occupations in the service and agricultural categories.
Often require some education and training beyond high school (but
typically less than a bachelors degree), including associates
degrees, vocational certificates, significant on-the-job training.
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Education and Training Beyond High School
Is Increasingly Being Demanded
7Source:Bureau of Labor Statistics. OccupationalOutlookHandbook, 2010-11 Edition.
http://www.bls.gov/oco/oco2003.htm
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The Jobs of Tomorrow
8Source: Milano, Jessica,B
ruce Reed & Paul Weinstein Jr. (Sept 2009).A
Matter of Degrees:Tomorrows Fastest GrowingJobs andWhy Community College Graduates WillGet Them. TheNew Democratic Leadership Council.
Montana should be preparing students for the jobs of
tomorrow, not the jobs of yesterday or even today.
A quarter of American workers are now in jobs not even listed in the
Census Bureaus occupation codes in 1967.
Given the growth of new job sectors most notably green jobs it is
common sense to provide all students with a strong foundation that
keeps all doors open and all opportunities available in the future.
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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2 )
- 4 4 - 4 3 -44 2 -34 ALL (2 - 4)
1 U.S. (40%) Canada (44%) Canada (54%) Korea (58%) Canada (49%)
2 Canada (40%) Japan (43%) Japan (48%) Canada (56%) Japan (43%)
3 N.Z. (34%) U.S. (40%) Finland (44%) Japan (55%) U.S. (41%)
4 Finland (29%) N.Z. (38%) U.S. (43%) N.Z. (48%) N.Z. (40%)
Australia (28%) Finland (37%) Korea (43%) Norway (46%) Finland (37%)
Norway (28%) Australia (33%) N.Z. (40%) Ireland (45%) Korea (37%)
7 Switz. (27%) Denmark (32%) Norway (38%) Denmark (43%) Norway (36%)
8 U.K. (27%) Norway (32%) Australia (38%) Belgium (42%) Australia (36%)
Sweden (26%) Switz. (31%) Denmark (37%) Australia (42%) Denmark (34%)
1 Neth. (26%) Neth. (31%) Ireland (37%) U.S. (42%) Ireland (34%)
11 Denmark (26%) Iceland (30%) Switz. (36%) Sweden (41%) Switz. (34%)
12 Japan (26%) U.K. (30%) Iceland (36%) France (41%) U.K. (33%)
13 Germany (24%) Belgium (29%) Belgium (35%) Neth. (40%) Belgium (32%)
14 Iceland (24%) Sweden (28%) U.K. (33%) Spain (39%) Neth. (32%)
1 Belgium (22%) Ireland (27%) Sweden (33%) Luxembourg (39%) Sweden (32%)
4 - 4: Montana (3 %) Montana (4 %) Montana (42%) Montana (38%)
Americas International Edge is Slipping in
Postsecondary Degree Attainment
11Source: OECD. Education at a Glance 2010. http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en ; National Center for Higher Education Management Systems analysis of 2009 AmericanCommunity Survey. http://www.higheredinfo.org
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FAR TOO MANY STUDENTS DROP
OUT OR GRADUATE FROM HIGH
SCHOOL UNPREPARED FOR REALWORLD CHALLENGES
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Of Every 100 9th Graders in Montana
13Source: National Center for Higher Education Management Systems (2008). Student Pipeline- Transition andCompletion Ratesfrom 9th Grade to College. http://www.higheredinfo.org
0
10
20
30
40
50
60
70
80
90
100
9th Graders Grad ateigh hoolin 4 ears
Enroll inCollege In the
Fall
till Enrolledophomore
ear ofCollege
Earn aCollegeDegree
1
7
41
2
1
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Achievement Remains Low: 8th Grade
Achievement Over Time
14Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
8th Grade Math 1 2 2
Montana n/a 44%
U.S. 21% 34%
8th Grade Reading 1 8 2
Montana 38% 38%
U.S. 33% 32%
8th Grade Science 1 2
Montana 41% 43%
U.S. 29% 30%
%At or Above Proficient on 8th Grade NAEP
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And Gaps Persist: Montanas 8th Grade
Achievement Gap
15Source: National Assessment of Educational Progress. Analysis of data downloaded fromhttp://nces.ed.gov/nationsreportcard/naepdata/
Subgroup8th Grade Math
(2 )
8th Grade
Reading (2 )
8th Grade Science
(2 )
All Students 44% 38% 35%
White 47% 40% 46%
Black n/a n/a n/a
Hispanic 27% n/a 33%
Asian n/a n/a n/a
American Indian 16% 20% 18%
%At or Above Proficient on 8th Grade NAEP
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High School Graduation Rates Remain
Inequitable in Montana
16Source: Education Week (2007). Graduation in the UnitedStates.http://www.edweek.org/media/ew/dc/2010/34sos_gradrate.pdf
0%
20%
40%
60%
80%
100%
American
IndianAsian
HispanicBlackhite
All
51%
81%
56%54%
77%
69%
49%
49%44%
79%75%
n/a
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Americas International Edge is Slipping in
High School Graduation Rates
17Source: OECD. Education at a Glance 2010. (All rates are self-reported) http://www.oecd-ilibrary.org/education/education-at-a-glance-2010_eag-2010-en; National Center for Higher EducationManagement Systems, analysis of 2008 and 2009 American Community Survey. http://www.higheredinfo.org
0 20 40 60 80 100
Iceland
U.K.
Netherlands
Norway
Ireland
Denmark
Germany
Israel
Canada
Poland
Korea
U.S.
Montana
% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+
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Enrollment in College Does NOT Equal
College Readiness
18Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.
Percentage of U.S. first-year students in two-year and four-yearinstitutions requiring remediation
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Freshmen at Two-Year Colleges are More
Likely to Require Remediation
19Source: National Center for Education Statistics (2003). RemedialEducation at Degree-GrantingPostsecondary Institutions in Fall2000.
0%
5%
0%
5%
20%
25%30%
35%
40%
45%
Reading, Writingor Math
ReadingWriting
Math
42%
19%23%
34%
24%
6%8%13%
2-Year Colleges 4-Year Colleges
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Many College Students Fail to Return Their
Sophomore Year and Go On To Earn Degrees
20Source: National Center for Higher Education Management Systems (2008). Retention Rates -First-Time College Freshmen ReturningTheirSecondYear; Graduation Rates.http://www.higheredinfo.org/
0%
20%
40%
60%
80%
Completion (4-Year)Persistence (4-
Year)Persistence (2-Year)
56%
75%
54%
43%
68%
45%
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Many College Students Fail to Earn a
Degree in Montana
21Source: NCES. IPEDS Graduation RateSurvey,analyzed by National Center for Management ofHigher Education Systems.
Percent of students earning a bachelors degreewithin six years in Montana, 2 7
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The Majority of Graduates Would Have Taken
Harder Courses, Particularly in Mathematics
22Source: Peter D. Hart Research Associates/Public Opinion Strategies (2005). Rising to the Challenge:AreHigh SchoolGraduates Preparedfor College andWork? Montana, DC: Achieve.
Would have taken
more challenging
courses in at least
one area
Math
Science
English
Knowing what you know today about the expectations of college/work
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A MORE RIGOROUS & RELEVANT
HIGH SCHOOL EDUCATION WILL
OPEN DOORS FOR STUDENTS AND KEEP THEM OPEN
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24
Personal Benefits of Education in Montana
While there may be jobs available to high school dropouts and
graduates, they often pay l and off r l c rit ythan jobs
held by those with at least some postsecondary experience.
The link between educational attainment and gainful employmentis clear:
More education is associated with higher
earnings and higher rates of employment.
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25Source: U.S. Census Bureau (2010). Current Population Survey. Figures are based on the total personsin the civilian labor force. http://www.census.gov/hhes/www/cpstc/cps_table_creator.html
Personal Benefits of Education in Montana
Montana Statistics: TotalUnemployment: 9%, Mean Income: $37,143
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26Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs andEducation Requirements Through2018. Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdfAnalysis based on authors analysis of March 2008 CPS data.
Benefits to Education
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27Source:ACT (2010). ACT 2009 Results. http://www.act.org/news/data/09/states.html ; College Board. Mean 2010SATScores byState. http://professionals.collegeboard.com/profdownload/2010-sat-trends.pdf
Montanas Students Taking College
Admissions Exams
2 1 Montana U.S.
Participation in ACT 58% 47%
Average ACT Score 22 21
Participation in SAT 24% 47%
Average SAT Score 1593 1509
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28Source:ACT (2010). College Readiness BenchmarkAttainment byState.http://www.act.org/news/data/10/benchmarks.html?utm_campaign=cccr10&utm_source=data10_leftnav&utm_medium=web#benchmark
Students Meeting College Readiness
Benchmark
0%
20%
40%
60%
80%
English, 2010Reading, 2010
Math, 2010Science, 2010
All 4 tests, 2010
66%
52%
43%
29%24%
74%
62%
51%
34%
28%
Percentage of ACT-tested graduates who met or
exceeded the College Readiness Benchmark
Note:A benchmarkscore indicates a 50% chance of obtaininga Bor higher or about a 75% chance of obtaininga C or higher in thecorrespondingcredit-bearingcollegecourses.
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29Source: College Board (2011). AP Report to theNation.http://professionals.collegeboard.com/profdownload/7th-annual-ap-report-to-the-nation-2011.pdf
Students Participating in Advanced
Placement and Exceeding College and Career
Readiness
Percent of all 12th Graders Participating inAdvanced Placement (2 8)
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THE SOLUTION:
STATE-LED EFFORTS TO CLOSE THE
EXPECTATIONS GAPAll students deserve a world-class education thatprepares them for college, careers and life.
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The College- and Career-Ready Agenda
31
Align high school standards with the demands of collegeand careers.Align high school standards with the demands of collegeand careers.
Require students to take a college- and career-ready
curriculum to earn a high school diploma.
Require students to take a college- and career-ready
curriculum to earn a high school diploma.
Build college- and career-ready measures into statewidehigh school assessment systems.Build college- and career-ready measures into statewidehigh school assessment systems.
Develop reporting and accountability systems thatpromote college and career readiness.Develop reporting and accountability systems thatpromote college and career readiness.
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Montanas Commitment to Closing the
Expectations Gap to Date
32
Montana is a Governing State in the SMARTER Balanced
Assessment Consortium (SBAC), a group of states working to
develop a common assessment system using Race to the Top
Common Assessment funds.
Montanas data system currently only satisfies seven essentialData Quality Campaign elements; Montana is committed to
building a P-2 longitudinal data system that matches student-
level data across K-12 and postsecondary systems on a regular
basis.
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How Montana Can Continue to
Build on its Momentum
Adopt and realize the promise of the Common Core State Standards by
implementing them fully and successfully, taking into consideration the
related curricular and policy changes.
Adopt college- and career-ready graduation requirements, aligned to the
Common Core State Standards, to ensure all students are prepared, and
eligible, for entry into college and skilled careers.
Remain committed to the goals of the common assessment consortium
and developing a next-generation, computer-based assessment system
that will measure the full range of the Common Core State Standards.
Continue to make progress on the states data collection efforts,
particularly around making student data available to relevant stakeholders
and linking K-12 and postsecondary student-level data.
Re-examine the states K-12 accountability system to determine how it
can reward measures of college and career readiness.
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HOW WELL IS MONTANA
PREPARING ALL
STUDENTS FORCOLLEGE, CAREERS AND
LIFE