(Part 1 of “Kansans Can – What’s the Plan?” provided a summary of what the Kansans Can vision is about. Part 2, below, provides details about how Kansans Can seeks to improve the success of each student.)
By MARK TALLMAN
Why do we need a broader definition of student success than academics alone?
Input from communities, educators and business. In 2015, the State Board of Education and Department of Education received input from thousands of Kansans in community meetings, focus groups and business groups who said the most critical needs for successful students are not academic content knowledge alone, but individual skills such as self-discipline, perseverance, and self-care; and interpersonal skills such as teamwork, speaking and listening, and empathy.
Academic plus much more. In short, the feedback said that there are things students need to know (which is the traditional role of schools), but equally important is what students will be able to do with that knowledge. That position was supported by numerous national studies. Those responses are being reviewed in a new series of meetings this summer.
Supreme Court and Legislative Goals. The Kansas Supreme Court and the Kansas Legislature have adopted seven educational goals called the “Rose capacities.” These goals say schools should produce students with “sufficient” knowledge of communication skills; of political, social, economic systems and political processes; of physical and mental health; of arts and cultural heritage; and be prepared for postsecondary studies and the workforce.
Economic Needs and Opportunity. Kansas, like all states, has experienced a massive economic change. Fifty years ago, two-thirds of jobs required only a high school diploma or less, and many of those jobs paid enough to support a family with a middle-class lifestyle. Today, two-thirds of jobs require more than a high school diploma (a technical certificate or college degree), and few jobs requiring only high school or less pay enough to support a middle-class lifestyle.
These changes have created a widening educational gap, with students from lower income families lagging behind their peers in academic measures, making them less likely to learn the skills and the credentials for economic advancement.
Although Kansas educational attainment (completion of high school and postsecondary education) has never been higher, it is still not rising fast enough to meet employment needs. At the same time, employers report that many high school, two-year and four-year college graduates lack the personal and interpersonal skills they need to be successful, even if they have the expected academic credentials.
COVID Impact. Many Kansas students have been affected by the COVID-19 pandemic, which may include reduced learning time, increased economic pressures for families, unprecedented levels of stress affecting social-emotional well-being, disruptions to academic progress, and less access to postsecondary education.
Why do Kansas schools need to push forward with redesign?
Social needs have changed. Kansas schools are largely organized as they have been for the past 50 to 100 years, after the transition from primarily one-room rural schools. They were designed to focus on academics when fewer students expected to graduate and far fewer went on to college, when most students were prepared for work on a farm or in a factory, and when “non-academic” skills were provided by family, church, community organizations and employment experience.
Success for some, not for all. While many students, especially those with strong family support, do very well under this system, many students are not getting the individualized education they need to meet the challenges of a changing world. The State Board has adopted the Kansans Can vision and the principles of school redesign to meet these challenges to ensure the success of each and every student in Kansas.
How is the Kansans Can system working to help districts adapt to new societal demands and meet the unprecedented expectation of success for every student?
Kindergarten readiness. The biggest gap in student skills is at the start, when some children come to school already reading and others with limited academic, social and behavioral skills. Since 2015, the state has begun funding all-day kindergarten and has expanded early childhood programs, with many districts expanding additional local programs.
Social and emotional needs. Students can’t learn academically, manage themselves or work with others if they are battling emotional issues, depression and trauma. The state and local districts have expanded student mental health services (often in partnership with community programs), added counselors and social workers, and special education staff in efforts to meet these needs.
Individual plans of study. Asking students and families to begin thinking earlier about what they want for their future helps students choose courses and activities to better prepare for postsecondary education and test those interests with real world experiences.
Academically prepared for postsecondary education. The State Board adopted recommendations from a Legislative Task Force on Dyslexia to strengthen teacher training in reading literacy. The Board has increased the focus on reaching “college ready” standards on state assessments, a much higher standard than “grade level” standards. The state now pays for all students to take the ACT college readiness test, increasing the numbers of students participating as well as providing equitable access to this assessment.
High school graduation. High school graduation rates are at the highest point in the history of Kansas public schooling and lower performing groups are improving faster than the average, narrowing the gap.
Postsecondary Success. Kansas has created a unique measure for tracking the percentage of students who complete a postsecondary technical certificate or college degree or remain enrolled in such programs two years after high school graduation. The “postsecondary effective rate” has improved; the number of students earning college or technical credit in high school has increased, and the number of students in remedial college courses has decreased.
Civic Engagement. To promote civic engagement as part of all preK-12 students’ experience, the State Board has created the Civic Advocacy Network to recognize schools that actively involve students in civic engagement opportunities and to collect exemplary practices to share with schools across the state.
What challenges still exist?
Creating opportunities for every child. Kansas school funding declined compared to inflation from 2009 to 2017, resulting in cuts to staff and positions and falling behind other states. The restoration of state funding to constitutional levels by 2023 will allow districts to staff schools with the critical positions needed to meet the new, and broader needs of K-12 students, from pre-K and early learning classes for kindergarten readiness, stronger mental health and special education services, better career planning and preparation through experiences or credentials required for college and career readiness. Today, all means all!
While high school graduation and postsecondary participation has steadily increased, more than one in 10 students do not graduate in four years, and even more students from low-income families, those with disabilities and English Language Learners fail to meet this standard. The percentage of students completing post-secondary programs remains far below expected employment needs.
Lagging academic measures. After funding fell behind inflation from 2009 to 2017 and led to cuts in programs and school staff, state and national tests scores declined with deep disparities remaining among student groups, which the pandemic is expected to worsen.
What is the State Board doing to support improvement?
School Redesign. Five years ago, the State Board began the School Redesign Project, inviting volunteer schools to explore changes in the learning to improve student success with guidance and assistance from the state and a focus on personalized learning social-emotional skill development, real world application, and stakeholder partnerships. Nearly 200 schools are now participating, working on ways to rethink and realign schools to meet the needs of each student, with many others adopting the lessons being learned.
Accreditation. The State Board adopted the Kansas Education Systems Accreditation (KESA) model in 2018 as a model of continuous improvement. A key part of district evaluation and accreditation status involves the use of data to demonstrate growth in the five Kansans Can State Board outcomes – Social Emotional Growth, Kindergarten Readiness, Individual Plans of Study, Academic Preparation, Graduation Rates, Postsecondary Completion, and Civic Engagement.
Recognition. The State Board has also created the Kansans Can Star Recognition Program to recognize district success in the measures of outcomes that Kansans said they value. These outcomes, both quantitative and qualitative measures, serve as the roadmap for Kansas to reach its vision for education. The program awards recognition for high success in each area.
Graduation Requirements. The State Board appointed a task force to examine Kansas high school graduation requirements to better meet the needs of students in the 21st century and reach the State Board’s vision to lead the world in the success of each student. The task force will identify courses that should be added or identify those that should no longer be required for graduation; review competencies and identify multiple ways to show mastery of skills that will allow students to move at their own pace and time; and study the benefit of, or need for requiring value-added assets in addition to the high school diploma, (i.e. industry recognized certificates, college credits, etc.).
What resources are being provided to Kansas schools to support improvement?
Gannon state funding. Kansas per pupil funding decreased compared to the inflation rate between 2009 and 2017. Kansas also fell behind both national and regional averages. Following the Kansas Supreme Court’s Gannon school finance decision, the Legislature approved a plan to gradually restore funding to the 2009 level, adjusted for inflation, over six years (2018-2023). The result is record levels of state funding.
Federal COVID aid. In response to the COVID-19 pandemic, the federal government approved three rounds of special funding, called ESSER (Elementary and Secondary School Emergency Relief). These one-time funds, which will total over $1 billion, can be used over four years to address COVID-related costs, including student learning loss and social-emotional needs.
The Kansans Can Success Tour is designed to see whether Kansans still agree with this direction. If so, schools and communities can move ahead. If not, we need to determine the alternative. If you have questions, please attend an upcoming meeting, contact the Kansas State Department of Education, or you can contact me at [email protected].
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Mark Tallman is the associate executive director for advocacy for the Kansas Association of School Boards.