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Preparing PA’s Youth to be Ready By 21™

Bill Bartle, PA Partnerships for ChildrenNEPTPC Workforce Development

ConferenceOctober 17, 2006

Why is Youth Development important?

One in 7 Pennsylvanians (1,688,643) is a young person (age 12-21)– 1 in 3 lives in poverty– More than 12,000 are in foster care– More than 40,000 are in juvenile justice– More than 26,000 teens are mothers– 1 in 50 has limited English proficiency– 14% have a disability

Why is Youth Development important? 2 out of 5 urban 9th graders fail to graduate from high

school in the same district four years later– 1 in 6 rural 9th graders – 1 in 8 suburban

High school graduates earn three times more than those who did not graduate

College graduates earn six times more Dropouts have higher rates of teen pregnancy,

substance abuse and crime 80% of those incarcerated are dropouts

Need Educated and Proficient Workers

In order to compete in a 21st century global economy, Pennsylvania needs a highly-educated and proficient workforce.– Worker shortage– Dramatic shift from unskilled to skilled jobs– High school diploma not enough anymore

Students need sound academic background

To prepare students to participate in this workforce, Pennsylvania must take the steps necessary to assure that all youth have a sound academic background and highly-developed soft skills.– Important issue for PA voters

Preparation for college or work is the same

Young people who are preparing for college or work require a similar foundation.– Same skills– Solid academic skills – especially math and

language arts skills– Appropriate soft skills

“Gold Collar” Workers

Many of the fastest growing high-skill/high wage occupations are being filled with what are called “gold collar” workers.– Resourceful problem solvers– Job appropriate training– Need additional education after high school, but

not necessarily a 4-year bachelor’s degree– Each PhD scientist requires 8 technicians

Current “Readiness Rate” of High School Students Of public high school students who entered 9th grade

in the 2001-02 school year, 22% failed to graduate four years later.

50% of 11th graders not proficient in math Nearly 35% are not proficient in reading Students that do poorly on PSSA may not be college-

ready Manhattan Institute estimates 41% of PA’s high

school graduates are “college ready” High remediation rates for both 2 and 4 year colleges

What Skills are Needed?Basic Knowledge/Skills (Academics) English language (spoken) Reading comprehension (in English) Writing (grammar, spelling, etc.) Mathematics Science Government/Economics Humanities/Arts Foreign Languages History/Geography

What Skills are Needed?Applied Skills (Soft Skills) Critical Thinking/Problem Solving Oral Communications Written Communications Teamwork/Collaboration Diversity Information Technology Application Leadership Creativity/Innovation Lifelong Learning/Self Direction Professionalism/Work Ethic Ethics/Social Responsibility

Workforce Readiness Report CardHigh School Graduates

Over 40% of employer respondents rate high school graduates as “Deficient” in their overall preparation for the entry-level jobs they typically fill; Almost the same percentage rated them “Adequate”

Employers rated students “Deficient” in the basic knowledge and skills of Writing, Mathematics and Reading Comprehension

“Deficient” in Professionalism/Work Ethic “Adequate” in Information Technology Application,

Diversity, and Teamwork/Collaboration

Workforce Readiness Report CardTwo and Four-Year College Grads

Majority of respondents (70% for 2-yr and 65% for 4-yr) rated college graduates as “Adequate” for the entry-level jobs they typically fill

Very few rated them as “Deficient” Deficiencies in Writing and Leadership

What can we do?

What is Ready By 21™?

Ready By 21™ is committed to youth-centered public policies and programs

designed to ensure that all Pennsylvanians aged 12-21 have equitable access to high

quality education and support services that meet their needs and builds on their

aspirations; that prepares them to earn a family-sustaining wage, be active citizens,

lifelong learners, and enjoy healthy physical,

social and emotional health.

What are the Ready By 21™ Principles? Evidence based programs and policies

that are youth centered and respond to their needs and aspirations

Equitable access to high quality education that prepares them for work and life

Career guidance based on the knowledge base of available 21st Century careers in PA that lead to family-sustaining wage

After-school programs that enhance academic, recreation and social needs

What are the Ready By 21™ Principles? Opportunities to explore, build and seed a

career Comprehensive health and human services Supports and encouragement from caring

adults Decision-making role in the design of

policies and programs Opportunity to contribute and serve within

their communities Special efforts for those who face

additional barriers to success

Alignment with other initiatives

PDE's Project 720 high school reform initiative– Dual enrollment

Governor’s Commission on College and Career Readiness– 12th-Grade Learning Competencies

What has been accomplished so far? Research and analysis Mobilization Plan

– Bring stakeholders together – Ready By 21™ Coalition– Discussions with public and private organizations,

policymakers Structured the work into four policy areas --

– Secondary academic success– Positive use of out-of-school time– Career preparation and workforce development– Comprehensive services with linkages to appropriate

health and human services

What has been accomplished so far? Form Workgroups to address each policy

area Issue Briefs published and distributed

– The State of Youth Employment– Risk and Protective Factors– Graduation Gap– Preparing Youth for Success in a 21st Century

Economy Earned media

– News stories, op-eds and editorial boards

Workgroup Recommendations

for Public Policy Agenda

High School Reform

Fully fund PDE Project 720 so that every high school in PA can participate in the program

Increase funding for dual enrollment to allow more students to participate

Develop and implement a statewide informational campaign on pathways to careers of the 21st century

Guidance Enhance academic and career guidance at the middle, high and career

and technical schools– Provide individualized academic and career guidance for all students– More opportunities for students to learn about current and emerging

careers– Provide matching grants for employers to participate in work-based-

learning opportunities for high school students– Workforce Development Coordinators, aligned with local WIB, to

assist guidance counselors with local job market information– Offer meaningful professional development designed specifically for

guidance counselors– Develop formalized strategies to engage parents, teachers,

administrators and staff, employers and other adults in student guidance

– Align resources to areas of greatest need

Enhance Career and Technical Education Increase rigor for CTE students Provide tutoring and additional academic

supports to students who need them Labor market demand and industry-

recognized standards and credentials Clear ties between CTE and postsecondary

education to allow students to earn credits and credentials

Model Core Curricula

Develop model core curricula in language arts, math, science, and social studies/civics to provide districts a tool to assure that all graduates are ready for postsecondary education, work and life– Establish a committee to work on embedding the

Career Ed. And Work standards and life skills examples into the model curricula

– Provide extensive professional development to educators on the model curricula

– Align future teacher training programs around the curricula

Implement State-Level Graduation Requirements Develop a series of state-standardized interim benchmark

assessments in math, language arts, science and social studies that are aligned with the academic standards as a requirement for every student to graduate

– Phased in over multiple years (at least 5)– Offered multiple times to maximize student success– Accommodations made for students with special needs– These “end of course” assessments can also be used to

identify when students are prepared to move to the next level of work

– A tool to provide credit recovery and streamlined completion for students who have left school and then return to complete get their diploma

Early Detection Systemin Sixth Grade Develop an early detection system in 6th

grade for student who exhibit the four risk factors for dropping out of school:– Attendance– Behavior– Failing math– Failing English

Once students are identified, implement an individualized strategy to ensure student success

Out-of-School Youth

Enhance services and supports for students who are no longer (or marginally) attending school – Develop alternative pathways to a high school

diploma that: Provide supports for students to manage life demands Meet the same standards as traditional high schools Provide smaller learning environments Provide guidance to connect youth to opportunities to

pursue vocational interests as well as academic and career goals

Provide flexibility to allow students to transfer, leave, and re-enroll as needed

– Develop a formalized funding strategy for out-of-school youth that is community and research based

What are our next steps?

Are currently in the process of formally developing the public policy agenda

Strategic communications plan to create buzz around the Ready By 21™ agenda

Develop and implement policymaker education and champion plan to recruit administrative and legislative leaders to support, advance and implement the Ready By 21™ agenda (early fall)

Contact information --

Pennsylvania Partnerships for Children

www.papartnerships.org

Bill Bartle

Phone – (717) 236-5680, ext. 209

Email – bbartle@papartnerships.org