Kansas

Advanced Placement Incentive (API) Program Grants

Advanced Placement Incentive (API) Grants Awarded

  • The Kansas State Department of Education was the recipient of an API grant from the U.S. Department of Education in 2008. The grant was used to provide high schools in 97 counties with opportunities to compete for $15,000 subgrants to be used to develop AP courses, pay students’ tuition for online AP courses, and offer professional development opportunities. The grant was also used to create an online Advanced Placement Resource Center, provide online AP courses through the state, and offer professional development opportunities (U.S. Department of Education, 2012).

 

View a list of all API awards at the U.S. Department of Education website.

Citation:
U.S. Department of Education. (2012). Advanced placement incentive program grants. Retrieved from http://www2.ed.gov/programs/apincent/awards.html

Dual Enrollment and Early College High School

Dual Enrollment and Articulation
“Kansas offers dual enrollment, concurrent/transcripted credit,… and statewide articulation to ease the transition from secondary to postsecondary [education].…Kansas is not currently implementing but is in progress of developing statewide articulation agreements” (National Association of State Directors of Career and Technical Education Consortium, 2013).

The Concurrent Enrollment Partnership…provides students with the opportunity to earn college credit on a high school campus in college credit-bearing courses taught by approved high school teachers (Kansas Board of Regents, n.d.).

Early College High School
Kansas is not participating in the Early College High School Initiative (ECHSI). More information about schools participating in ECHSI is available at the ECHSI website (Early College High School Initiative, 2013).

Citations:
Early College High School Initiative. (2013). Schools. Retrieved from http://www.earlycolleges.org/schools.html

Kansas Board of Regents. (n.d.). Concurrent enrollment. Retrieved from http://www.kansasregents.org/concurrent_enrollment

National Association of State Directors of Career and Technical Education Consortium. (2013). Kansas [Interactive map of state career technical education profiles]. Retrieved from http://cteworks.careertech.org/state-profile/details/kansas

Career and Technical Education and Programs of Study

Career and Technical Education (CTE)
Kansas has expressed support for the Common Career Technical Core, a state- and district-led initiative to develop relevant and rigorous content standards for career and technical education aligned with the 16 national career clusters. (National Association of State Directors of Career Technical Education Consortium, 2013a). Further information about the Common Career Technical Core is available at the National Association of State Directors of Career Technical Education Consortium website.

Kansas’s full Perkins IV five-year state plan is available from the U.S. Department of Education, Office of Vocational and Adult Education website. For more information about CTE in Kansas, visit the Kansas State Department of Education website. Additional information about CTE in Kansas is available from the National Association of State Directors of Career Technical Education Consortium website.

Programs of Study
Kansas has adopted the National Career Clusters Model and is implementing all 16 Career Clusters (NASDCTEc, n.d.). 

The 16 National Career Clusters include:

  • Agriculture, Food, and Natural Resources
  • Architecture and Construction
  • Arts, Audiovideo Technology, and Communications
  • Business, Management and Administration
  • Education and Training
  • Finance
  • Government and Public Administration
  • Health Science
  • Hospitality and Tourism
  • Human Services
  • Information Technology
  • Law, Public Safety, Corrections, and Security
  • Manufacturing
  • Marketing, Sales, and Service
  • Science, Technology, Engineering, and Mathematics
  • Transportation, Distribution, and Logistics (NASDCTEc, 2013b).

 

Citations:
National Association of State Directors of Career Technical Education Consortium. (2013a). CCTC states: States support development of the common career technical core. Retrieved from http://www.careertech.org/career-technical-education/cctc/statesupport.html

National Association of State Directors of Career Technical Education Consortium. (2013b). The 16 career clusters. Retrieved from http://www.careertech.org/career-clusters/glance/careerclusters.html

National Association of State Directors of Career Technical Education Consortium. (n.d.). Kansas [Interactive map of state CTE profiles]. Retrieved from http://cteworks.careertech.org/state-profile/details/kansas

National Policy Landscape

Definition of College and Career Readiness
The Kansas State Department of Education has adopted a definition of college and career readiness as follows:

“Being college-and career-ready means an individual has the academic/cognitive preparation, technical skills, employability/workforce skills and career interest development to be successful, without remediation, in postsecondary institutions, and/or the attainment of a technical credential or industry-recognized certification” (Center on Education Policy, 2013).

Citation:
Center on Education Policy. (2013). How do states define career readiness? Washington, DC: Author. Retrieved fromhttp://www.cep-dc.org/cfcontent_file.cfm?Attachment=CareerReadiness_RelatedReport1-HowDoStatesDefineCareerReadiness_10.30.13.pdf

Longitudinal Data Systems

Statewide Longitudinal Data Systems Grant Program
Kansas was the recipient of Statewide Longitudinal Data Systems (SLDS) grants from the National Center for Education Statistics in 2009 and 2007. Kansas was also the recipient of a grant in 2009 as part of the American Recovery and Reinvestment Act (ARRA).

The major outcomes of the 2009 grant included:

  • “Provide[d] secure access to integrated, quality education data: Year 1
  • Continuously improve[d] data quality and security:
    • Use[d] automated testing software to ensure quality and validity of changes to [Kansas State Department of Education (KSDE)] collection applications
    • Expand[ed] the KSDE Data Quality Certification (DQC) program
    • Enhance[d] data audit program
    • Implement[ed] DQC program for postsecondary (PS)
    • Ensure[ed] secure and robust data architecture and processes
  • Connect[ed] data systems:
    • Implement[ed] an e-transcript solution
    • Create[d] student operational data store (ODS)
    • Expand[ed] data in KSDE Enterprise Data System (EDS)”

 

The major outcomes of the 2009 ARRA grant included:

  • “Expand[ed] the ability of the state longitudinal data system to link across the PK–20 education pipeline and across state agencies
  • Ensure[d] that data can be accessed, analyzed, and used; and communicate[d] data to all stakeholders to promote continuous improvement
  • Buil[t] the capacity of educators to use the system to develop expertise in effective practices; to use academic and behavioral data to inform instructional decisions; and to evaluate the effect of their decisions on student learning; and build the capacity of other stakeholder to use longitudinal data for effective decision making”

 

The major outcomes of the 2007 grant included:

  • “Enhance[d] student tracking, including dropouts:
  • Implement[ed] tracking of claims and exits using [School Interoperability Framework (SIF)] technology
  • Investigat[ion of] electronic transcripts for Kansas public and private schools
  • Enable[d] study of impact on achievement of course sequencing, programs, and teacher preparation:
  • Implement[ion of] Standard State Course Codes (SSCC)
  • Inclu[sion of] state student IDs and student master data management (MDM) procedures in Migrant data collection application
  • Establish[ment of] educator IDs and integrat[ion of] educator applications
  • Load[ing of] student-level program data (historical and ongoing) into [Enterprise Data System (EDS)] and updat[ing of] the Enterprise Metadata repository
  • Enhance[ment of] student data collection to collect courses completed for each high school student” (U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, n.d.)

 

Longitudinal Data System Policy Initiatives
Kansas takes the following steps to effectively use longitudinal data systems:

  • “Create stable, sustained support for robust state longitudinal data systems
  • Develop governance structures to guide data collection, sharing, and use
  • Build state data repositories (e.g., data warehouses) that integrate student, staff, financial, and facility data
  • Create progress reports with individual student data that provide information educators, parents, and students can use to improve student performance
  • Create reports that include longitudinal statistics on school systems and groups of students to guide school-, district-, and state-level improvement efforts
  • Develop a purposeful research agenda and collaborate with universities, researchers, and intermediary groups to explore the data for useful information
  • Promote strategies to raise awareness of available data and ensure that all key stakeholders, including state policymakers, know how to access, analyze and use the information” (Data Quality Campaign, n.d.)

 

Citations:
Data Quality Campaign. (n.d.). State analysis responses by state: State actions. Retrieved from http://www.dataqualitycampaign.org/your-states-progress/by-state/state-actions

U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. (n.d.). Grantee state—Kansas [Interactive map of grantee states]. Retrieved from http://nces.ed.gov/programs/slds/state.asp?stateabbr=KS

Secondary and Postsecondary Alignment

PK–16/–20 Council
The Kansas P–20 Education Council was created by the governor in 2008 by executive order. Council members included representatives from primary and secondary education, postsecondary education, workforce and business communities, parents, teachers, the state legislature, and the governor’s office. The council met a total of 16 times between July 2008 and December 2010.

In its final report, the PK­20 council made several recommendations, including the following:

  • Continue the work of the PK–20 council and have participating state agencies dedicate a full-time staff person to the council
  • Strengthen early childhood education by improving teacher quality, “building a continuum of services and education from birth to grade three,” and collecting data and promoting evidence-based practices
  • Consider the establishment of regional councils throughout the state

 

Citation:
Kansas P–20 Education Council. (2010). Kansas P–20 Education Council: Aligning Kansas education for the state’s economic development. Retrieved from http://www.ksde.org/LinkClick.aspx?fileticket=zmSQS0DUgC0%3d&tabid=2880&mid=6582

High School and College Alignment

Subject

High School Graduation

College Admission Requirements

English Credits:

4.0

4.0 (one course taken each year of high school)

Mathematics Credits:

3.0

3.0 (from among Algebra I, geometry, Algebra II, and any mathematics course with Algebra II as a prerequisite)

Social Studies Credits:

3.0 (including world history, United States history, United States government, and Kansas history and government)

3.0 (United States history [1.0], United States government [0.5], and select from among psychology, economics, sociology, anthropology, an additional course of United States government, and/or United States history, and others)

Science Credits:

3.0 (including one course with laboratory experience)

3.0 (including chemistry or physics)

Foreign Language Credits:

None specified (N/S)

N/S

Arts Credits:

1.0

N/S

Additional Credits:

7.0 (physical education/health [1.0] and electives [6.0])

N/S

Total Credits:

21.0

N/S

Tests:

N/S

N/S

Source:

Kansas State Department of Education

Kansas Board of Regents

Notes:

 

The above requirements apply to high school graduates through the 2013–14 school year.

 

Additional Resources
  • Achieve summarizes Kansas’s policies on college and career readiness standards, assessments, and accountabilities on this website.
  • The Everyone Graduates Center at Johns Hopkins University assesses the progress of Kansas in addressing the high school dropout challenge on this website.
  • The Lumina Foundation maintains a database of state progress toward meeting the goal of ensuring at least 60 percent of adults in each state have college degrees or higher by 2025. Data on educational attainment for adults across Kansas and in each of the state’s counties is available on this website.
  • The Western Interstate Commission for Higher Education (WICHE) maintains the State Higher Education Policy Database, which includes information on accelerated learning options, student financial aid, and other policies enacted by Kansas and its legislature on this website.