{"id":1350,"date":"2017-11-29T00:00:00","date_gmt":"2017-11-29T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/redefining-student-success-organizing-education-systems-around-the-knowledge-and-skills-students-need-to-succeed\/"},"modified":"2022-11-04T16:57:18","modified_gmt":"2022-11-04T20:57:18","slug":"redefining-student-success-organizing-education-systems-around-the-knowledge-and-skills-students-need-to-succeed","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/redefining-student-success-organizing-education-systems-around-the-knowledge-and-skills-students-need-to-succeed\/","title":{"rendered":"Redefining Student Success: Organizing Education Systems Around the Knowledge and Skills Students Need to Succeed"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Today, conversations are happening in states that explore how to build education systems that prepare young people for success in postsecondary education, the workforce, and citizenship in a civil society. A new definition of success is crucial to drive system improvements that are built around student success. This will involve broadening our concepts for <a href=\"https:\/\/www.inacol.org\/resource\/redefining-student-success-profile-graduate\/\">redefining success<\/a> to be more holistic, examining the culture and structures of learning models through instructional shifts, systems of assessments, expanded pathways and better learning environments connected to communities and to the real world.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">In the previous <a href=\"https:\/\/www.inacol.org\/news\/current-to-future-state-a-vision-for-a-future-student-centered-k-12-education-system\/\">blog<\/a>,<\/span><span style=\"font-weight: 400;\">\u00a0we introduced a vision for the future of education that can prepare all students to succeed. We explored four threshold concepts necessary to understand before we can embrace a vision of a future education system that is student-centered and introduced five issues to tackle to transform the K-12 education system. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">This blog will explore the importance of creating definitions of success that reflect communities&#8217; aspirations for their students\u2019 futures<\/span><span style=\"font-weight: 400;\">\u00a0\u2014 <\/span><span style=\"font-weight: 400;\">to drive coherence in policies and to improve outcomes. <\/span><span style=\"font-weight: 400;\">Policymakers can use new definitions of student success that enable student-centered learning systems to:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Support student learning; <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Empower educators to facilitate learning and growth toward a<\/span><span style=\"font-weight: 400;\"> new, more comprehensive definition of success; and<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Create coherence and alignment in state education systems.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">What knowledge and skills will \u00a0students need to thrive and succeed in their futures? How could we ensure that high school graduates are prepared for postsecondary success? Basic skills in reading, writing, and mathematics are important, but they are no longer sufficient to adequately prepare students for successful futures. <\/span><span style=\"font-weight: 400;\">Unfortunately, the current system of education is still leaving too many students behind. <\/span><span style=\"font-weight: 400;\">Across the United States, schools are graduating high school students at higher rates than ever (<\/span><a href=\"https:\/\/nces.ed.gov\/programs\/coe\/indicator_coi.asp\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">83%<\/span><\/a><span style=\"font-weight: 400;\">), yet by varying estimates, <\/span><a href=\"https:\/\/nces.ed.gov\/fastfacts\/display.asp?id=40\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">37%<\/span><\/a><span style=\"font-weight: 400;\"> of first-year college students require remediation.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">We must put greater emphasis on engaging our communities in conversations around new definitions of success and what is necessary for <a href=\"https:\/\/www.inacol.org\/resource\/redefining-student-success-profile-graduate\/\">redefining student success<\/a> to include academic competencies, social emotional competencies, skills and dispositions with a holistic focus for the whole child, a well-rounded education, and their futures.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Under the <\/span><span style=\"font-weight: 400;\">Every Student Succeeds Act (<\/span><span style=\"font-weight: 400;\">ESSA), states have an unprecedented opportunity to transform K-12 education systems to advance equity and help every student succeed with a new definition of success. ESSA provides states and local communities with an opportunity to rethink their aspirations for the purpose and function of public education. <\/span><\/p>\n<h3>Why Redefining Student Success is Important<\/h3>\n<p><span style=\"font-weight: 400;\">States and communities can help better prepare students for future success in careers and postsecondary education by rethinking what a high school credential should mean. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Today\u2019s youth must be prepared for jobs that have never existed before and to tackle challenges in a more global society. Students will need skills to problem solve, think critically and ensure they are creative, dynamic designers of their futures. There is a need to define success for students more holistically to focus on 21<\/span><span style=\"font-weight: 400;\">st<\/span><span style=\"font-weight: 400;\"> century skills as well as a strong foundation in knowledge and decision making to achieve success. The emphasis for future readiness will shift to a combination of applied knowledge and higher order skills. <\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11214 size-large\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2017-11-28-at-2.08.19-PM-1024x576-1024x576.png\" alt=\"\" width=\"640\" height=\"360\" \/><\/p>\n<p><span style=\"font-weight: 400;\">An important concept for policymakers to consider is how a new definition of success could drive coherence in education systems. In other words, shared goals and an understanding of what students need to know and be able to do to graduate ready for postsecondary success could guide the redesign of accountability, systems of assessments, educator workforce development, and other state systems so that they all drive towards the same goals.<\/span><\/p>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-11215 size-large\" src=\"https:\/\/aurora-institute.org\/wp-content\/uploads\/Screen-Shot-2017-11-28-at-2.09.20-PM-1024x545-1024x545.png\" alt=\"\" width=\"640\" height=\"341\" \/><\/p>\n<p><span style=\"font-weight: 400;\">Through redefining success, everyone &#8211; students, parents, educators and policymakers &#8211; can understand what students should know and be able to do upon graduation. District and community stakeholders can be engaged in conversations on outcomes for student learning. A statewide vision and mission for student success can create alignment and coherence between state education systems and support the shift to competency-based education models that ensures all students graduate ready to succeed during and beyond K-12 education. <\/span><\/p>\n<h3>Results of K-12 Education System with New, Comprehensive Definitions of Student Success<\/h3>\n<p><span style=\"font-weight: 400;\">A shared vision for student success could result in:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Clear communication and shared expectations with students, parents, community members, and stakeholders on what students should know and be able to do for postsecondary success; <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">High school credentials that are meaningful; <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Increased coherence across education systems; and, \u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Aligned state education and workforce systems under a shared vision for student success.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">States could consider the following action steps to work with communities and stakeholders to redefine success for all students in the state:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Action #1: Encourage local communities to begin their own discussions and strategic design efforts to identify the goals of the education system for the future and to name the knowledge, skills and abilities that students will need to succeed through a profile of a graduate concept. \u00a0A state can respect the local context and build collective action by bringing communities together to develop profile of a graduate models, redefine success and determine next steps.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Action #2: Establish a taskforce or commission with input from a broad cross-section of diverse stakeholders from communities across the state to analyze findings of the skills, knowledge, and dispositions students need to be successful beyond high school.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Action #3: Create a Profile of a Graduate at the state level based on stakeholder input. A stated next step from the new definition of success could be to create coherence and drive redesign efforts around accountability, systems of assessments, and educator development systems. \u00a0<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">One way states can take to redefine student success is to partner with state and community stakeholders to create comprehensive graduate profiles. The next blog post in this series will focus on two states that are redefining success with the <\/span><i><span style=\"font-weight: 400;\">Profile of a Graduate<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">This is the third article in the <\/span><i><span style=\"font-weight: 400;\">Current to Future State<\/span><\/i><span style=\"font-weight: 400;\"> series.<\/span><span style=\"font-weight: 400;\"> It explores the ideas from the forthcoming iNACOL report: <\/span><i><span style=\"font-weight: 400;\">Current to Future State: Current to Future State: Issues and Action Steps for State Policy to Support Personalized, Competency-Based Learning<\/span><\/i><span style=\"font-weight: 400;\">. <\/span><\/p>\n<h5><span style=\"font-weight: 400;\">Learn more:<\/span><\/h5>\n<ul>\n<li><span style=\"font-weight: 400;\">iNACOL\u00a0&#8211;<\/span>\u00a0<a href=\"https:\/\/www.inacol.org\/resource\/fit-for-purpose-taking-the-long-view-on-systems-change-and-policy-to-support-competency-education\/\"><i><span style=\"font-weight: 400;\">Fit for Purpose: Taking the Long View on Systems Change and Policy to Support Competency Education<\/span><\/i><\/a><\/li>\n<li>iNACOL &#8211; <a href=\"https:\/\/www.inacol.org\/resource\/redefining-student-success-profile-graduate\/\"><em>Redefining<\/em> <em>Student Success: Profile of a Graduate<\/em><\/a><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL\u00a0&#8211;<\/span>\u00a0<em><a href=\"https:\/\/www.inacol.org\/resource\/inacol-issue-brief-state-policy-k-12-competency-based-education\/\"><span style=\"font-weight: 400;\">State Policy &amp; K-12 Competency-Based Education<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL &#8211; <\/span><em><a href=\"https:\/\/www.inacol.org\/resource\/meeting-the-every-student-succeeds-acts-promise-state-policy-to-support-personalized-learning\/\"><span style=\"font-weight: 400;\">Meeting The Every Student Succeeds Act\u2019s Promise: State Policy to Support Personalized Learning<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">iNACOL &#8211; <\/span><em><a href=\"https:\/\/www.inacol.org\/resource\/promising-state-policies-to-advance-personalized-learning\/\"><span style=\"font-weight: 400;\">Promising State Policies to Advance Personalized Learning<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">KnowledgeWorks &#8211; <\/span><em><a href=\"http:\/\/www.knowledgeworks.org\/redefining-readiness\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">The Future of Learning: Redefining Readiness from the Inside Out<\/span><\/a><\/em><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Follow us on social media:<\/span> <a href=\"https:\/\/twitter.com\/nacol\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@nacol<\/span><\/a><span style=\"font-weight: 400;\">,<\/span><span style=\"font-weight: 400;\">\u00a0<\/span><a href=\"https:\/\/twitter.com\/susandpatrick\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@SusanDPatrick<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/mariaworthen\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@mariaworthen<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/DaleKFrost\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@DaleKFrost<\/span><\/a><span style=\"font-weight: 400;\">,<\/span> <a href=\"https:\/\/twitter.com\/ntruongedu\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@ntruongedu<\/span><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Today, conversations are happening in states that explore how to build education systems that prepare young people&#8230;<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"categories":[1],"issue":[385,377],"location":[],"class_list":["post-1350","post","type-post","status-publish","format-standard","hentry","category-uncategorized","issue-redefine-student-success","issue-state-policy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - 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