Are California High Schools Ready for the 21st Century?

This comprehensive new report by the Education Trust--West (also available in Spanish) details the success of California high schools on three indicators -- graduation rates, rigorous curriculum, and student achievement. A full report, executive summary (also in spanish), methodology,and district level summaries for 12 districts are available below:

Contacts: Simon Aronoff, Anne Purdy, (415) 901-0111
Jason Riggs (415) 871-7351

New Report Shows California High Schools Are Failing to Prepare Students for the 21st Century Workforce

Some school districts defy trend by raising expectations;
Rigorous core curriculum recommended for all high school students

(Oakland, CA) - California public high schools are failing to adequately prepare students for college or the 21st century workforce, the Education Trust-West has concluded in a comprehensive, new report released today. The report evaluated high schools based on three indicators - graduation rates, access to the right courses, and student mastery of the skills critical to today's workforce. Based on those measurements, the picture of California's public high schools is bleak overall, and even worse for low-income and minority students.

"Jobs we once thought of as non-academic, like automotive technicians and sheet metal workers, today require a much more rigorous academic foundation than ever before," said Russlynn Ali, director of the Education Trust-West. "This report shows that California high schools are not providing students access to the kinds of courses and teaching the key skills that will prepare them for work or college upon graduation."

According to the report, "Are California High Schools Ready for the 21st Century?," the state's high schools are not successfully teaching students even the most basic skills. With the workforce and colleges demanding more from high school graduates, the report's recommendations include placing all high school students in California's A-G course sequence - the minimum curriculum requirement now needed for admission to the University of California and California State University systems.

SB1795, a bill authored by Sen. Richard Alarcón (D – San Fernando Valley) and sponsored by State Superintendent of Public Instruction Jack O'Connell, takes a small, first step in that direction by requiring some school districts to make the A-G curriculum available to students upon request.

"Unfortunately, California high schools are still giving out 20th century diplomas in a 21st century economy," said Ali. "Research clearly indicates that ready for work and ready for college mean the same thing in today's and tomorrow's economy; however, California's high schools are not preparing most of their students for success in either setting. If California is to continue to be an economic leader, we must prepare all of our high school graduates for real choices after high school."



Key Findings from the report include:
• Too few high schools make sure students graduate. The absolute minimum credential for young adults today is a high school diploma. California reports an 87% graduation rate to the federal government, but a more accurate calculation (using methodology by the Manhattan Institute) shows that only 70% of ninth graders are graduating four years later.

• Fewer than a quarter of students are prepared. Fewer than one in four (23%) California ninth graders graduate four years later having successfully completed the A-G course sequence - the courses that best prepare them for all postsecondary choices, be it in higher education or the workforce.

• Latino and African-American students are even less prepared. Latino and African-American students are even less prepared upon graduation, with 12% and 14% of these ninth graders, respectively, graduating four years later having successfully completed the A-G curriculum, as compared with 31% for white students and 50% for Asian students. And, on average, Latino and African-American eleventh graders in California read below the level of white seventh graders - a gap of four full years.

• All students don't have equal opportunity to access the rigorous core curriculum. Only one in six (17%) California school districts provide enough courses for all their students to take the A-G curriculum. And only 9% of districts serving the most disadvantaged students offer enough of these courses for all students.


Some California districts are defying these worrisome trends by demanding more from their teachers and students. San Jose Unified, a district with high percentages of low-income and minority students, raised academic expectations for its students six years ago by requiring high school students to complete the A-G course sequence to earn a diploma. The results: reading and math scores have improved at rates higher than the state average, the achievement gap between Latino and white students has greatly decreased, and the graduation rate has risen slightly.

San Jose's schools illustrate that success can be achieved, even in the face of poverty and discouraging trends. The report rejects the notion that the low performance of California high schools is simply a function of the demographics of California's students. Instead, it recommends that the state can immediately improve by investing in our teachers, instituting a more rigorous default high school course sequence, and by providing our high school teachers and students with instructional materials aligned to our standards.

"In the end, it's really about whether decision-makers believe California's students are up to the challenge," said Ali. "We believe they are. Data from high performing districts across California prove that all kids can do it. The question is whether the leaders in our school system and our policymakers are serious about giving them the opportunity."

In an effort to promote community dialogue on the status of California school districts, Education Trust-West today launched Raising the Roof, a Web site devoted to exploring public school data and celebrating the successes in California high schools. The site "raises the roof" from the public

more-more-more
schoolhouses in California for a look inside by exploring detailed data on achievement, teacher qualifications and curricula. By identifying and understanding high-poverty and high-minority schools that are high-performing on key indicators, Raising the Roof challenges communities to raise the ceiling on achievement throughout the California school system. To visit the Raising the Roof Web site, see: http://www.edtrustwest.org.

The Education Trust-West report was funded by the Bill & Melinda Gates Foundation.

About the Education Trust-West
The Education Trust-West is the West Coast partner of the national policy organization The Education Trust. The organization works for the high academic achievement of all students at all levels, kindergarten through college with an emphasis on serving low-income, Latino, African-American and Native American students. The Education Trust-West works alongside policymakers, parents, education professionals, and business and community leaders, in cities and towns throughout California, who are trying to transform their schools and colleges into institutions that genuinely serve all students. To learn more about the Education Trust-West, visit www.edtrustwest.org.




Press Release

Full report (PDF, 724 KB) (en espanol)

Executive Summary (PDF, 236 KB) (en espanol)

Appendix A: Methodology (PDF, 78 KB)

Appendix B: A-G Opportunity Index by District (PDF, 121 KB)



District Summaries



Click on the links on the district names below to see two-page summaries that include graduation, curriculum, and achievement data for each district.



Fresno Unified
Grossmont Union High School District
Inglewood Unified
Klamath-Trinity Joint Unified
Long Beach Unified
Los Angeles Unified
Oakland Unified
Sacramento Unified
San Francisco Unified
San Diego Unified
San Jose Unified
West Contra Costa Unified


"Raising the Roof" Web Site

To see data on other districts statewide, visit our Raising the Roof web site.



In the News

Below are some of the article written since the release of the report:



High Schools Get Low Marks Readying Students for College

Los Angeles Times -- June 3rd, 2004



Only 70% Graduate High School On Time

San Francisco Chronicle -- June 4th, 2004



State Schools Get Poor Marks

Fresno Bee -- June 4th, 2004



Study: California's high schools doing a poor job of preparing students

San Diego Union Tribune -- June 4th, 2004



About the Education Trust–West



The Education Trust–West is the West Coast presence of the national policy organization the Education Trust. We work for the high academic achievement of all students at all levels, kindergarten through college. While we know that all schools and colleges could better serve their students, we concentrate on the institutions most often left behind - those serving low-income, Latino, African American or Native American students. The Education Trust–West works alongside policymakers, parents, education professionals, and business and community leaders, in cities and towns throughout California, who are trying to transform their schools and colleges into institutions that genuinely serve all students. We especially work to ensure that all students are empowered with the knowledge and skills needed to have meaningful postsecondary choices. In today's and tomorrow's economy, Ready for Work and Ready for College mean the same thing: Ready for Life.