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- 4. Snapshots of Past Era’s Factors leading to a flattened world Beginning of Globalization
- 12. Higher learning = higher earning In today’s world, those with a higher education will benefit most. UNEMPLOYMENT IN 2004 MEDIAN EARNINGS IN 2003 PROFESSIONAL DEGREE DOCTORATE MASTER’S DEGREE BACHELOR’S DEGREE ASSOCIATE DEGREE SOME COLLEGE NO DEGREE HIGH SCHOOL GRADUATE LESS THAN HIGH SCHOOL Note: Earnings for year-round full-time workers 25 years and over; unemployment rate for those 25 and over Source: Bureau of the Census: Bureau of Labor Statistics Published by Postsecondary Education ● P.O. Box 415 ● Oskaloosa, Iowa 52577-0415 ● www.postsecondary.org 8.5 5.0 4.5 3.7 3.0 2.5 1.8 1.7% 0 1 2 3 4 5 6 7 8 9
- 17. Reflection Activity Should K-12 rural schools encourage more students to complete postsecondary education? Why or why not? In your group of 4, use the strengths and concerns work mat 1 to record your thoughts
- 20. Ohio Third Frontier Network Map: Are You Connected?
- 28. Flatteners Impact on You With your neighbor, share one example of a new experience for you in the Flat World
- 33. What Jobs?
- 35. Factory Workers Analyzed SOURCE: U.S. Bureau of Labor Statistics, 2003
- 42. Reflection Activity Can educators impact the economic viability of Appalachian Ohio? In your group of 4, use the strengths and concerns work mat 2 to record your thoughts
- 45. SOURCE: Promise Abandoned A Report by the Education Trust August 2006 Given This Reality by 2012?
- 47. Workforce Readiness Only four in 10 high school students complete a college-ready and work-ready math curriculum *Trigonometry or Precalculus SOURCE: Council of Chief State School Officers, State Indicators of Science and Mathematics Education 2003, p. 27 Taking a math course beyond Algebra II* by graduation (2002)
- 48. State Alignment with Postsecondary/Workforce
- 49. College Readiness Very few high school graduates are “College Ready” Source: Manhattan Institute, Public High School Graduation and College-Readiness Rates: 1991–2002, February 2005, http://www.manhattan-institute.org/html/ewp_08.htm. Ohio Ranks 27th – Why?
- 50. College and Work Ready Diploma
- 51. Four recommendations to transform the high school experience: #1: More personalized learning environment #2: Provide all students with the opportunity to take a challenging curriculum that prepares them for success in postsecondary education and the workforce #3: Increase the percentage of students graduating from high school #4: Bridge the gap between high school and postsecondary education
- 61. 12 States Require Algebra II SOURCE: Achieve Survey/Research, 2006. New ADP-Like Graduation Math Requirements Required Years Algebra I Geometry Algebra II American Diploma Project 4 Texas Recommended H.S. Program 3 Arkansas Smart Core 4 Indiana Core 40 Diploma 3 South Dakota Advanced H.S. Program 3 Oklahoma College-Prep Curriculum 3 New York Regents Diploma 3 Kentucky H.S. Diploma 3 Michigan Merit Core 4 Ohio Core 4 Mississippi 4 Delaware 4 Minnesota 4
- 63. A Rigorous Core Works: Findings from the Indiana Core 40 SOURCE: American Diploma Project
- 76. Reflection Activity How will the Ohio Core change the look of education in the Middle Grades? In your group of 4, use the strengths and concerns work mat 3 to record your thoughts
- 80. College Access: How do we compare?
- 81. The Cost of Remediation Source: Paying Double: Inadequate High Schools and Community College Remediation, Alliance of Excellent Education Issue Brief, August 2006
- 88. Left to Right Brain Workforce Occupation Left Brain Right Brain Computer Programming Does basic coding Can design entire systems Banking Transaction based Masters of the art of the deal Accountants Basic book keeping/taxes Serve as life planners
- 89. Reflection Activity Are Teachers using instructional strategies in their classrooms that encourage student success in the “ New Middle Class ?” In your group of 5, use the strengths and concerns work mat 4 to record your thoughts
- 92. “ High schools must be designed, organized, and managed with a relentless focus on the results that matter in the 21 st century —in addition to the traditional metrics of attendance, graduation and college matriculation rates—or they risk missing the mark. Traditional metrics are important , but they are no longer sufficient indicators of student preparedness.” SOURCE: Partnership for 21 st Century Skills
- 93. “… they will need far more knowledge of technology and of other people than can be gained from a high school education. To be able to seize the opportunities and meet the challenges, the next generations must truly be able to compete with anyone. Because the playing field is going to be really level.” The shift of power
- 97. Technology and the Economy
- 110. Reflection Activity How will the Ohio Core change the Delivery of education in High Schools? In your group of 4, use the strengths and concerns work mat 5 to record your thoughts
- 113. Strickland on Education “ I am convinced the road to renewal—the road to a new, vibrant, growing Ohio, begins with building a system of education which is relevant to the needs of all Ohioans from pre-school through college and beyond . Gone are the days when nations and states competed economically based on regional natural resources or technological superiority . Today , the tools we compare with are the creativity and productivity of our own minds and talents . This reality should shock us from our complacency and compel us to action .” SOURCE: Governor Strickland’s Inaugural Address, January 13, 2007
- 114. Reflection Activity Given our rural circumstances, what opportunities and concerns do we have in communicating what we discussed today with our board members, community stakeholders, and students ? In your group of 7, use the strengths and concerns work mat 6 to record your thoughts
Editor's Notes
- Technology has led to the integration of the world economy through low-cost information and communications has an even more important impliclication than the dramatic expansion of both the volume of trade and what can be traded. Trade and technology are making all the nations of the world more alike.
- .
- 2/3rds want to go to college but don’t take the right courses One study of 6 states found less than 12% of students knew curricular requirements to enter their postsecondary institutions (Venezia, Kirst, & Antonio).
- Besides, when you consider the relationship between learning and earning, Ohioans with the most education are in the greatest demand … they are the highest paid … and they are the least likely to experience unemployment. We simply must educate more Ohioans. CORE SLIDE
- Data shows us that as an individual’s education and skill increase, the income gap closes Adults w/hs diploma are twice as likely to be unemplyed as those with a bachelor’s degree (Day & Curry, 1999) BA lifetime earning (age 25-64) 2.5 million; high school 1.2 Education as equalizer yet US has the greatest income disperity of any other economically advaced country in the world (Carnevale & Desrocher, 2002).
- Number of jobs in the food industry is already high and demand will increase over the next decade. 2/3 of the 6.5 million servers are between 16 and 19. Due not to growth but replace young workers that leave
- Especially in light of an increasing demand for post-secondary skill levels on the job
- 75% reduction in wages they realize 100% increase in productivity Call Center in Indai; 2000 only 19% of dropouts were in factory-related jobs.
- American teenagers rank at the bottom of the industrialized world in math problem solving. Economist Eric Hanushek of Stanford University estimates that if the gap were closed, American economic growth would increase by half a percentage point every year, or about a 20 percent increase in the econ0my’s long-term potential.
- In today’s Knowledge Economy … the driving forces are: ● Talent ● Technology ● Knowledge ● and Capital. Success in the Knowledge Economy requires: ● well-educated, highly skilled workers who value learning and are able to make learning a priority throughout their lives ● targeted investments in advanced communication networks, transportation systems and other technological innovations ● a strong research capacity that creates new businesses and new jobs in advanced materials; biosciences; information technology; instruments, controls and electronics; and power and propulsion ● and, new kinds of businesses … agile, entrepreneurial companies with the capacity to adapt rapidly to new opportunities and environments. CORE SLIDE
- It is useful to look at the educational system as a pipeline that carries students from the beginning of HS through to college graduation. As you might expect, this is a leaky pipeline. We lose students at every transition. Out of a typical annual cohort of 170,000 9th graders in Ohio, only about 36,000, or 21%, are likely to earn a college degree within 10 years.
- The Council of Chief State School Officers (CCSSO) issues a biennial report that estimates the percentage of high school students who have completed advanced math and science courses. To make such estimates for the class of 2002, CCSSO divided the total course enrollment in grades 9–12 in fall 2001 by the estimated number of students who were part of the class of 2002 cohort during four years of high school. O CCSSO estimates that the percentage of high school students in the United States taking math courses beyond Algebra II (i.e., Trigonometry and/or Precalculus) by graduation in 2002 was 41 percent, up 12 percentage points from a decade earlier. NOTE: From Clifford Adelman’s Answers in the Toolbox : “Of all the components of curriculum intensity and quality, none has such an obvious and powerful relationship to ultimate completion of degrees as the highest level of mathematics one studies in high school. This is a very critical equity issue because not all high schools … offer their students the opportunity to learn the higher levels of mathematics that propel people toward degrees — no matter what their eventual major field of study. [T]he precise point at which opportunity to learn makes the greatest difference in long-term degree completion occurs at the first step beyond Algebra 2, whether trigonometry or pre-calculus.”
- To determine how many students leave high school “college ready,” Jay Greene of the Manhattan Institute has established three criteria: O Students must graduate from high school (Greene has developed his own method of calculating high school graduation rates that closely match other accepted estimates). O Students must have completed four years of high school English; three years of math; and two years each of natural science, social science and foreign language. O Students must score at the basic level or above on the 12th grade National Assessment of Educational Progress (NAEP) reading assessment. Although high school graduation rates have not improved over the last decade, college readiness rates have been rising. There are, however, large differences among racial and ethnic groups in the percentage of students who leave high school eligible for college admission. About 40 percent of white students, 23 percent of African American students and 20 percent of Latino students who started public high school graduated college ready in 2002.
- 34% take college prep courseload 32% are college ready
- Teachers will take time at their table to estimate the percentage of students at their school who would answer affirmatively to these statements.
- Identify students who need additional enriching coursework in mathematics, language arts, and reading instruction in grades 7 and 8. Develop high-level exploratory academic courses in grades 7 and 8 that give students more time to read, write, and do mathematics Examples: adolescent literature, Arthurian legend, mysteries, Physics is Fun (high interest with a lot of student reading and analysis) Orientation program for parents and students which focuses on the need to prepare students for high school studies. Utilize education plan that student has been developing--focus on the high school coursework needed for the career student is interested in--contrast with current performance Teachers use instructional techniques that motivate students to work harder and provide extra help and extra time to assist students in meeting standards and readiness indicators.
- Third bullet: Ninth-grade team has same group of students and common planning time to: Integrate curriculum Align assessments and exams Share teaching strategies
- Some of the schools in our network--particularly in Ohio--enroll everybody in Algebra 1 Most students go to algebra I for 90 minutes a day (for some kids every other day) but they use the alternate days for students who need extra help in understanding the concepts. They are using a mainstream approach by placing everyone in algebra I rather than sorting and dividing based on ability
- Teachers in the most-improved sites were willing to give extra help because they believed what they were asking students to do was important to their future and that students were able to do it. Through their willingness to help students, teachers conveyed that they believed students were worth the effort. This type of relationship between adults and students increases students’ desire to work harder, to perform at higher levels, and to understand the importance of high school.
- This map reflects the current counties in the 4 regions of the state. The number of sites listed reflects all HSTW and MMGW sites that are currently implementing and sites that are interested and exploring.
- No body works harder at learning than a curious kid. When recruiting teachers, chose those that love kids. Inspired kids will go out and learn it themselves. They have to believe the teacher really cares.
- Clyde Prestowitz, founder and president of the Economic Strategy Institute and author of “Three Billion New Capitalists” notes in his recent book that up and coming generations “… will need far more knowledge of technology and of other people than can be gained from a high school education. To be able to seize the opportunities and meet the challenges, the next generations must truly be able to compete with anyone. Because the playing field is going to be really level.” It is time that we consider what investments Ohio can make to secure a better future for us now and for generations to come. CORE SLIDE
- Won’t be easy for some For some unattainable Telling stories, demonstrating empathy and designing innovations always a part of what it means to be human.
- Mention Agriculture from 6 th grade to secondary ed, to tertiary
- Source: CCTI Brochure (The College Board-Policy Analysis)
- In states where everyone takes the ACT, this junior assessment can help determine which seniors are likely to be placed in remedial courses in college allowing the school to put these students in senior courses that will prepare them for college level work. If the school is on a semester block schedule, seniors should be required to enroll in 4 academic courses. The reality check may have to occur as early as the end of 10th grade for some students.
- Using the core as the default curriculum means all students are automatically enrolled in the recommended curriculum.
- Unless the adults in the building take responsibility to initiate a set of actions to enroll more kids in high level courses it simply will not happen. Students/teenagers will take the path of least resistance.