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State Of the Union for K-16 Reform

State Of the Union for K-16 Reform. Michael W. Kirst Stanford University. Context of K-16 Disjunctures. Most ambitious generation ever – Over 80% want college degree Percent of Bachelors degrees barely increases Media pays attention to selective postsecondary, but problems in non-selective.

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State Of the Union for K-16 Reform

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  1. State Of the Union for K-16 Reform Michael W. Kirst Stanford University

  2. Context of K-16 Disjunctures • Most ambitious generation ever – Over 80% want college degree • Percent of Bachelors degrees barely increases • Media pays attention to selective postsecondary, but problems in non-selective

  3. Context of K-16 Disjunctures continued • 80% of students and 85% of institutions are open enrollment, or accept all qualified applicants • About 60% in non-selective in remediation • Completion rates over 80% in selective, but much lower in non-selective (60% dropouts for 2-year Bachelors’ aspirants) • Racial/ethnic minorities suffer the most

  4. The Evolution of the Disjuncture between K-12 and Postsecondary Education • Historic separation of policy and practice between higher education and K-12. • Student standards are established in separate orbits. • K-16 faculty rarely work together. • No institutionalized entity at the state or regional level to make policy or integrate K-16 practice.

  5. The Evolution of the Disjuncture between K-12 and Postsecondary Educationcontinued • No organized group lobbies for K-16 linkages. • No data or accountability system regarding K-16 performance. • Nobody loses a job for poor K-16 linkage or performance. • Programmatic responses, such as Outreach programs, are too small, fragmented, and not systemic.

  6. Findings Current State Policies Perpetuate Disjunctures between K-12 and Postsecondary Education: • Multiple and confusing assessments; • Disconnected curricula; • Lack of connected, longitudinal, data; • Few K-16 accountability or governance mechanisms; • Inequitable college preparation

  7. Findings Student, Parent, and K-12 Educator Understandings about College Preparation: • Students’ college knowledge is vague and varies by student group; • Teachers’ college knowledge is incomplete and they play a major role; Secondary School resources and connections with colleges are inadequate

  8. Awareness of Problem Increases Since 2003 Among Policy Elites : But Less For k-16 Teachers and Administrators • K-16 solutions on the agenda in some states- graduation requirements, student aid, p-16 councils, standards discussions • But k-16 has not penetrated high school courses or college placement-lacks depth and breadth • Media attention higher, Gates ,Achieve, Lumina etc. keep pushing

  9. 4 Policy levers Needed Simultaneously • Alignment has largest impact- CSU/EAP good, Community Colleges Weak • Finance is Restricted to Student Aid, not Institutional Incentives for completion • Data for p-16 is weak except for few states, Accountability is Lacking-NCLB has no high school strategy

  10. Optimist vs Pessimistic View • Momentum growing, incremental progress, NCLB changes, crt studies starting • Negatives-public pressure lacking, historical roots , few incentives, no interest group coalition Strategies lacking to reach Latinos in community colleges, or males [females are 58% of graduates]

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