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HOW WELL IS VERMONTPREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE
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A high school diploma is no longer enough; now, nearly every goodjob requires some education beyond high school such as anassociates or bachelors degree, certificate, license, or completion ofan apprenticeship or significant on-the-job training.
Currently, far too many students drop out or graduate from highschool without the knowledge and skills required for success,closing doors and limiting their post-high school options andopportunities.
The best way to prepare students for life after high school is to alignK-12 and postsecondary expectations. All students deserve a world-class education that prepares them for college, careers and life.
Why College- and Career-ReadyExpectations for All?
2
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A HIGH SCHOOL DIPLOMA IS NOLONGER ENOUGH FOR SUCCESSThe changing economy is accelerating the
expectations gap, as careers increasingly requiresome education/training beyond high school,and more developed knowledge and skills.
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4Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? TheEconomic Roots of K16 Reform, Educational Testing Service, 2003.
Jobs in Todays Workforce Require More
Education & Training
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The Rise of the Middle-Skill Jobs
5Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.
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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Employment Shares by Occupational SkillLevel, 2006
6Source: The Future of Middle-Skill Jobs by Harry J. Holzer and Robert I. Lerman, BrookingsInstitution, February 2009.
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Demand for Middle-Skill Workers OutpacesVermonts Supply
7Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform,EducationTesting Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete. http://www.skills2compete.org;Measuring Up (2008), The National Report Card on Higher Education. http://measuringup2008.highereducation.org/index.php
In 1950, 60% of jobs were classified as unskilled, attainable by youngpeople with high school diplomas or less. Today, less than 20% of jobs
are considered to be unskilled.
One result:In Vermont, the demand for middle- and high-skilled
workers is outpacing the states supply of workers educated and
experienced at that level.
80% of Vermonts jobs are middle- or high-skill (jobs that require somepostsecondary education or training).
Yet only 45% of Vermont adults have some postsecondary degree(associates or higher).
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The Rise of the Middle-Skill Jobs
8Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees:Tomorrows Fastest Growing Jobs and Why Community College Graduates Will Get Them. TheNew Democratic Leadership Council
Vermont should be preparing students for the jobs of tomorrow, not thejobs 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 iscommon sense to provide all students with a strong foundation that keepsall doors open and all opportunities available in the future.
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Vermonts Middle-Skill Jobs
9
Occupation
MedianIncome(2007)
% By Education Level(ages 25-44), 2007
Number of Total Jobs(in thousands)
High School Some College 2006 2016 % Change
Computer SupportSpecialists
$42,700 13% 44% 1.3 1.4 8%
RadiologicTechnicians &Technologists
$51,200 7% 68% 0.4 0.4 --
First-line Supervisors/ Managers ofConstruction Trades
$56,300 60% 30% 2.0 2.2 10%
Civil Engineering
Technicians $48,200 27% 54% 0.3 0.3 --
Registered Nurses $59,400 1% 43% 5.7 7.1 25%
Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org
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Americas International Edge is Slipping
10Source: OECD, Education at a Glance, 2007 (All rates are self-reported)
0 10 20 30 40 50 60
U.K.
France
Spain
Denm
Belgium
Ireland
Norway
Israel
Korea
Japan
Canada
U.S.Vermont
% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree
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% of Citizens with Postsecondary Degrees Among OECD Countries, by Age Group (2006)
55-64 45-54 35-44 25-34 ALL (25-64)
1 U.S. (38%) Canada (43%) Canada (51%) Canada (55%) Canada (47%)
2 Canada (37%) U.S. (40%) Japan (46%) Japan (54%) Japan (40%)
3 N.Z. (30%) Japan (39%) Finland (41%) Korea (53%) U.S. (39%)
4 Denmark (28%) N.Z. (38%) U.S. (41%) N.Z. (44%) N.Z. (38%)
5 Finland (27%) Finland (34%) N.Z. (39%) Ireland (42%) Finland (35%)6 Australia (26%) Denmark (33%) Korea (37%) Belgium (42%) Denmark (35%)
7 Sweden (25%) Australia (32%) Denmark (36%) Norway (42%) Australia (33%)
8 Norway (25%) Norway (30%) Belgium (35%) France (41%) Korea (33%)
9 Neth. (25%) Neth. (30%) Norway (35%) Denmark (41%) Norway (33%)
10 U.K. (24%) Switz. (29%) Iceland (34%) U.S. (39%) Belgium (32%)
11 Switz. (24%) Iceland (29%) Australia (33%) Spain (39%) Ireland (31%)12 Japan (23%) U.K. (29%) Switz. (33%) Sweden (39%) Sweden (31%)
13 Germany (23%) Sweden (29%) Ireland (33%) Australia (39%) U.K. (30%)
14 Belgium (22%) Belgium (27%) Spain (31%) Finland (38%) Neth. (30%)
15 Iceland (21%) Germany (25%) U.K. (31%) U.K. (37%) Switz. (30%)
Vermont (45%) Vermont (44%) Vermont (44%) Vermont (45%)
Americas International Edge is Slipping
11Source: OECD Education at a Glance, 2007; National Center for Higher Education ManagementSystems analysis of 2007 American Community Survey. http://www.higheredinfo.org
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FAR TOO MANY STUDENTS DROPOUT OR GRADUATE FROM HIGHSCHOOL UNPREPARED FOR REAL
WORLD CHALLENGES
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010
20
30
40
5060
70
80
90
100
9th Graders GraduateHigh Schoolin 4 Years
Enroll inCollege In
the Fall
Still EnrolledSophomore
Year
Earn aCollegeDegree
100
80
4433
26
Of Every 100 9th Graders in Vermont
13Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition andCompletion Rates from 9th Grade to College.www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0
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Achievement Remains Low: 8th GradeAchievement Over Time
14Source: National Assessment of Educational Progress. Analysis of data downloaded fromwww.nces.ed.gov/nationsreportcard/nde/
8th Grade Math 1992 2009
Vermont n/a 44%
U.S. 21% 32%
8th Grade Reading 1998 2009
Vermont n/a 41%
U.S. 33% 30%
8th Grade Science 1996 2005
Vermont 34% 41%
U.S. 29% 29%
% at or Above Proficient on 8th Grade NAEP
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And Gaps Persist: Vermonts 8th GradeAchievement Gap
15Source: National Assessment of Educational Progress. Analysis of data downloaded fromwww.nces.ed.gov/nationsreportcard/nde/
Subgroup8th Grade Math
(2009)8th Grade
Reading (2009)8th Grade Science
(2005)
All Students 44% 41% 41%
White 44% 41% 41%
Black n/a n/a n/a
Hispanic n/a n/a n/a
Asian n/a n/a n/a
Native American n/a n/a n/a
% at or Above Proficient on 8th Grade NAEP
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Graduation Rates Remain Inequitable
16Source: Education Week, Education Counts. Developed through the Custom Table Builder,http://www.edweek.org/rc/2007/06/07/edcounts.html
0%10%20%30%40%50%
60%70%80%90%
AmericanIndianAsianHispanicBlackWhiteAll
50%
79%
55%51%
76%69%
42%
82%79%
n/a n/a
n/a
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Americas International Edge is Slipping
17Source: OECD, Education at a Glance, 2007 (All rates are self-reported)
0 20 40 60 80 100
Iceland
U.K.
Ireland
Netherla
Germany
Denmark
Israel
Canada
Japan
Norway
Korea
U.S.
Vermont
% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+
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Enrollment in College Does NOT EqualCollege Readiness
18Source: National Center for Education Statistics, Remedial Education at Degree-GrantingPostsecondary Institutions in Fall 2000, 2003.
Percentage of U.S. first-year students in two-year and four-year
institutions requiring remediation
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Most U.S. College Students Who TakeRemedial Courses Fail to Earn Degrees
20Source: National Center for Education Statistics, The Condition of Education, 2004:% of 1992 12th graders who entered postsecondary education.
Percentage earning degree by type of remedial coursework
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How Many College Students Return TheirSophomore Year and Go On To EarnDegrees?
21Source: Measuring Up (2008). The National Report Card on Higher Education.http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics2003 , Remedial Education at De ree-Grantin Postsecondar Institutions in Fall 2000.
0%10%20%30%40%
50%60%70%80%
Completion (4-Year)
Persistence (4-Year)Persistence (2-
Year)
56%
76%
53%64%
80%
43%
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The Majority of Graduates Would Have TakenHarder Courses, Particularly in Mathematics
23Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to theChallenge: Are High School Graduates Prepared for College and Work?Washington, DC:Achieve.
Would have takenmore challengingcourses in at leastone area
Math
Science
English
Knowing what you know today about the expectations of college/work
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A MORE RIGOROUS & RELEVANTHIGH SCHOOL EDUCATION WILLOPEN DOORS FOR STUDENTS
AND KEEP THEM OPEN
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25
Personal Benefits of Education in Vermont
While there may be jobs available to high school drop outs andgraduates, they often pay lessand offer less securitythan jobsheld by those with at least some postsecondary experience.
The link between educational attainment and gainful employment
is clear:
More education is associated with higherearnings and higher rates of employment.
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26Source: U.S. Census Bureau (2008). Current Population Survey, Annual Social and EconomicSupplement. Figures are based on total person within the civilian labor force
Personal Benefits of Education in Vermont
UNEMPLOYMENT
RATE
LEVEL OF
EDUCATION
MEAN
INCOME
6% TOTAL $41,603
14% HS Dropout $19,486
7% HS Graduate $33,203
5% Some College $36,094
3% Bachelors & Above $58,068
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27Source:Horn, L. and A.M. Nuez (2000). Mapping the Road to College: First-generation Students' Math Track, Planning
Strategies, and Context of Support. U.S. Department of Education. http://nces.ed.gov/pubs2001/2001153.pdf; Adelman, C.(2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education.
The Importance of Rigorous Course-Takingin Closing Gaps
Students who take challenging courses and meet high standards are
much more likely to enter college ready to succeed.
87% of first-generation college-going students who took a highly rigorouscourse of study in high school persisted in college or earned a degree after18 months.
Only 55% of first-generation students who took just a general curriculumpersisted that long.
High school students who take advanced math double their chances of
earning a postsecondary degree:
59% of low-income students who took advanced math in high school earneda bachelors degree.
36% of low-income students who did not complete the rigorous high schoolcourse of study earned a bachelors degree.
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28Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP)2003, 2005 Mathematics Assessments.
8th Graders Taking Algebra I
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29Source: College Board, National Summary Reports, 2008.http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html
Students Participating in AdvancedPlacement
Percent of all 11th/12th Graders Participating
in Advanced Placement (2008)
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30Source: ACT (2009), ACT 2009 Results. http://www.act.org/news/data/09/states.html; College Board, Mean SATCritical Reading, Mathematics and Writing Scores by State. http://professionals.collegeboard.com/profdownload/cbs-2009-Table-3_Mean-SAT-CR-MATH-and-Writing-Scores-by-State.pdf
Vermonts Students Taking College
Admissions Exams
2009 Vermont U.S.
Participation in ACT 24% 45%
Average ACT Score 23.1 21.1
Participation in SAT 64% 46%
Average SAT Score 1542 1509
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The College- and Career-Ready Agenda
32
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.
Build college-and career-ready measures into statewidehigh school assessment systems.
Develop reporting and accountability systems thatpromote college and career readiness.
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Vermonts Commitment to Closing the
Expectations Gap
33
Vermonts data system satisfies six of the Data QualityCampaigns ten essential elements
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HOW WELL IS VERMONTPREPARING ALL
STUDENTS FOR COLLEGE,CAREERS AND LIFE