HOW WELL IS OHIO

PREPARING ALL
STUDENTS FOR COLLEGE,
CAREERS AND LIFE
Why College- and Career-Ready
Expectations for All?

A high school diploma is no longer enough; now, nearly every good

job requires some education beyond high school – such as an
associates or bachelors degree, certificate, license, or completion of
an apprenticeship or significant on-the-job training.

Currently, far too many students drop out or graduate from high
school without the knowledge and skills required for success,
closing doors and limiting their post-high school options and
opportunities.

The best way to prepare students for life after high school is to align
K-12 and postsecondary expectations. All students deserve a world-
class education that prepares them for college, careers and life.

2
A HIGH SCHOOL DIPLOMA IS NO
LONGER ENOUGH FOR SUCCESS
The changing economy is accelerating the
expectations gap, as careers increasingly require
some education/training beyond high school,
and more developed knowledge and skills.
Jobs in Today’s Workforce Require More
Education & Training

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The
4
Economic Roots of K–16 Reform, Educational Testing Service, 2003.
The Rise of the Middle-Skill Jobs

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 bachelor’s degree), including associate’s degrees,
vocational certificates, significant on-the-job training.

Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings
5
Institution, February 2009.
Employment Shares by Occupational Skill
Level, 2006

Source: The Future of Middle-Skill Jobs” by Harry J. Holzer and Robert I. Lerman, Brookings
6
Institution, February 2009.
 Demand for Middle-Skill Workers Outpaces
Ohio’s Supply

 In 1950, 60% of jobs were classified as unskilled, attainable by young

people with high school diplomas or less. Today, less than 20% of jobs
are considered to be unskilled.

 One result: In Ohio, the demand for middle- and high-skilled workers is
outpacing the state’s supply of workers educated and experienced at
that level.

80% of Ohio’s jobs are middle- or high-skill (jobs that require some
postsecondary education or training).
Yet only 35% of Ohio adults have some postsecondary degree
(associate’s or higher).

Sources: Carnevale, Anthony P. and Donna Desrochers (2003). “Standards for What? The Economic Roots of K-12 Reform,” Education Testing
Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf; Skills to Compete. http://www.skills2compete.org; Measuring Up 7
(2008), “The National Report Card on Higher Education. “ http://measuringup2008.highereducation.org/index.php
The Rise of the Middle-Skill Jobs

Ohio 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 Bureau’s 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.

Source: Milano, Jessica, Bruce Reed & Paul Weinstein Jr. (Sept 2009). A Matter of Degrees:
Tomorrow’s Fastest Growing Jobs and Why Community College Graduates Will Get Them. The 8
New Democratic Leadership Council
 Ohio’s Middle-Skill Jobs

Median % By Education Level Number of Total Jobs

Occupation Income (ages 25-44), 2007 (in thousands)
(2007)
High School Some College 2006 2016 % Change
Computer Support
$29,400 13% 44% 17.0 18.0 6%
Specialists

Radiologic
Technicians & $48,900 7% 68% 9.7 11.0 13%
Technologists

First-line Supervisors
/ Managers of $57,800 60% 30% 21.1 22.7 5%
Construction Trades

Electrical or
Electronic
$51,200 27% 54% 4.7 4.7 --
Engineering
Technician

Registered Nurses $54,000 1% 43% 113.1 138.6 23%

Source: U.S. Department of Labor, Career One Stop. http://www.careerinfonet.org 9

 America’s International Edge is Slipping

Ohio
U.S.
Canada
Japan
Korea
Israel
Norway
Ireland
Belgium
Denm…
Spain
France
U.K.

0 10 20 30 40 50 60
% Young Adults (25-34) with College Degree % Adults (25-64) with College Degree

Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported) 10

America’s International Edge is Slipping

% 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%)
Ohio (33%) Ohio (37%) Ohio (36%) Ohio (35%)

Source: OECD Education at a Glance, 2007; National Center for Higher Education Management
11
Systems analysis of 2007 American Community Survey. http://www.higheredinfo.org
FAR TOO MANY STUDENTS DROP
OUT OR GRADUATE FROM HIGH
SCHOOL UNPREPARED FOR REAL
WORLD CHALLENGES
 Of Every 100 9th Graders in Ohio…

100
100
90 74
80
70
60 45
50 31
40 22
30
20
10
0
9th Graders Graduate Enroll in Still Enrolled Earn a
High School College In Sophomore College
in 4 Years the Fall Year Degree

Source: NCHEMS Information Center for Higher Education Policymaking and Analysis. Student Pipeline - Transition and
Completion Rates from 9th Grade to College. 13
www.higheredinfo.org/dbrowser/index.php?submeasure=119&year=2006&level=nation&mode=data&state=0
Achievement Remains Low: 8th Grade
Achievement Over Time

% at or Above Proficient on 8th Grade NAEP

8th Grade Math 1992 2009

Ohio 18% 36%

U.S. 21% 32%

8th Grade Reading 1998 2009

Ohio n/a 37%

U.S. 33% 30%

8th Grade Science 1996 2005

Ohio n/a 35%

U.S. 29% 29%

Source: National Assessment of Educational Progress. Analysis of data downloaded from

14
www.nces.ed.gov/nationsreportcard/nde/
And Gaps Persist: Ohio’s 8th Grade
Achievement Gap

% at or Above Proficient on 8th Grade NAEP

8th Grade Math 8th Grade 8th Grade Science

Subgroup
(2009) Reading (2009) (2005)
All Students 36% 37% 35%

White 41% 42% 41%

Black 11% 13% 8%

Hispanic 16% 16% 7%

Asian n/a n/a n/a

Native American n/a n/a n/a

Source: National Assessment of Educational Progress. Analysis of data downloaded from

15
www.nces.ed.gov/nationsreportcard/nde/
Graduation Rates Remain Inequitable

79%
76% 80% 76% 80%
69% 74%
50% 70%
55%
51% 60%
47% 48% 50%
31% 40%
30%
20%
10%
0%

Asian American
U.S.
Black Hispanic Indian
Ohio All White

Source: Education Week, Education Counts. Developed through the Custom Table Builder,
16
http://www.edweek.org/rc/2007/06/07/edcounts.html
America’s International Edge is Slipping

Ohio
U.S.
Korea
Norway
Japan
Canada
Israel
Denmark
Germany
Netherlands
Ireland
U.K.
Iceland

0 20 40 60 80 100
% Young Adults (25-34) with HS Diploma+ % Adults (25-64) with HS Diploma+

Source: OECD, “Education at a Glance,” 2007 (All rates are self-reported) 17

Enrollment in College Does NOT Equal
College Readiness

Percentage of U.S. first-year students in two-year and four-year

institutions requiring remediation

Source: National Center for Education Statistics, Remedial Education at Degree-Granting

18
Postsecondary Institutions in Fall 2000, 2003.
Freshmen at Two-Year Colleges are More
Likely to Require Remediation

42%
45%
34% 40%
35%
23% 24% 30%
19%
25%
20%
15%
13% 8% 6% 10%
5%
0%
Reading, Writing
Reading
Writing or Math
Math

2-Year Colleges 4-Year Colleges

Source: National Center for Education Statistics, Remedial Education at Degree-Granting

19
Postsecondary Institutions in Fall 2000, 2003.
Most U.S. College Students Who Take
Remedial Courses Fail to Earn Degrees

Percentage earning degree by type of remedial coursework

Source: National Center for Education Statistics, The Condition of Education, 2004:
20
% of 1992 12th graders who entered postsecondary education.
Enrollment in College Does NOT Equal
College Readiness in Ohio

37% of Ohio’s high school graduates at both two and

four-year postsecondary institutions require
remediation.

Source: The Ohio Board of Regents ( 2007). The Performance Report for Ohio’s Colleges and
21
Universities, 2006. http://regents.ohio.gov/perfrpt/2006/Performance_Report_Detail_2006.pdf
How Many College Students Return Their
Sophomore Year – and Go On To Earn
Degrees?

76%
75%
56% 80%
53% 55% 70%
60%
51%
50%
40%
30%
20%
10%
0%
U.S.
Completion (4-Year)
Persistence (4-Year)
Ohio Persistence (2-Year)

Source: Measuring Up (2008). The National Report Card on Higher Education.

http://measuringup2008.highereducation.org/index.php; National Center for Education Statistics 22
(2003), Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000.
Many College Students in Ohio
Fail to Earn a Degree

Percent of students earning a bachelors’

degree within six years, 2006

Source: NCES, IPEDS Graduation Rate Survey, analyzed by National Center for Management of
23
Higher Education Systems.
 The Majority of Graduates Would Have Taken
Harder Courses, Particularly in Mathematics

Knowing what you know today about the expectations of college/work …

Would have taken

more challenging
courses in at least
one area

Math

Science

English

Source: Peter D. Hart Research Associates/Public Opinion Strategies. (2005) Rising to the
Challenge: Are High School Graduates Prepared for College and Work? Washington, DC: 24
Achieve.
A MORE RIGOROUS & RELEVANT
HIGH SCHOOL EDUCATION WILL
OPEN DOORS FOR STUDENTS –
AND KEEP THEM OPEN
Personal Benefits of Education in Ohio

While there may be jobs available to high school drop outs and
graduates, they often pay less and offer less security than jobs
held by those with at least some postsecondary experience.

The link between educational attainment and gainful employment

is clear:

More education is associated with higher

earnings and higher rates of employment.

26
Personal Benefits of Education in Ohio

UNEMPLOYMENT LEVEL OF MEAN

RATE EDUCATION INCOME
6% TOTAL $41,832

16% HS Dropout $19,513

8% HS Graduate $34,228

6% Some College $34,959

2% Bachelor’s & Above $67,504

Source: U.S. Census Bureau (2008). “Current Population Survey, Annual Social and Economic
27
Supplement.” Figures are based on total person within the civilian labor force
The Importance of Rigorous Course-Taking
in 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 rigorous

course of study in high school – persisted in college or earned a degree after
18 months.
Only 55% of first-generation students who took just a general curriculum
persisted 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 earned
a bachelor’s degree.
36% of low-income students who did not complete the rigorous high school
course of study earned a bachelor’s degree.

Source: Horn, L. and A.M. Nuñez (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. 28
(2006). The Toolbox Revisited: Paths to Degree Completion from High School through College. U.S. Department of Education.
8th Graders Taking Algebra I

Source: Measuring Up, 2008:NCES, National Assessment of Educational Progress (NAEP)

29
2003, 2005 Mathematics Assessments.
 Students Participating in Advanced
Placement

Percent of all 11th/12th Graders Participating in

Advanced Placement (2008)

Source: College Board, “National Summary Reports, 2008.”

30
http://www.collegeboard.com/student/testing/ap/exgrd_sum/2008.html
Ohio’s Students Taking College
Admissions Exams

2009 Ohio U.S.

Participation in ACT 64% 45%

Average ACT Score 21.7 21.1

Participation in SAT 22% 46%

Average SAT Score 1606 1509

Source: ACT (2009), ACT 2009 Results. http://www.act.org/news/data/09/states.html; College Board, Mean SAT
Critical Reading, Mathematics and Writing Scores by State. http://professionals.collegeboard.com/profdownload/cbs- 31
2009-Table-3_Mean-SAT-CR-MATH-and-Writing-Scores-by-State.pdf
THE SOLUTION:
STATE-LED EFFORTS TO CLOSE
THE EXPECTATIONS GAP
All students deserve a world-class education that
prepares them for college, careers and life.
The College- and Career-Ready Agenda

Align high school standards with the demands of college

and careers.

Require students to take a college- and career-ready

curriculum to earn a high school diploma.

Build college-and career-ready measures into statewide

high school assessment systems.

Develop reporting and accountability systems that

promote college and career readiness.

33
Ohio’s Commitment to Closing the
Expectations Gap

In 2007, Ohio adopted academic standards aligned with

college- and career-ready expectations

In 2007 Ohio adopted college- and career-ready

graduation requirements

Ohio joined the ADP Assessment Consortium in the

creation of a rigorous Algebra II exam, administered for
the first time in 2008

In 2009 Ohio’s longitudinal data system satisfied nine of

the Data Quality Campaign’s ten essential elements

34
HOW WELL IS OHIO
PREPARING ALL
STUDENTS FOR COLLEGE,
CAREERS AND LIFE