Each member of the ADP Network has committed to a common policy agenda, but there is no one-size-fits-all approach. Highlights of this state's action plan are below. Click here to download a PDF of the complete plan.

Policies and Action Steps

1. Align high school standards and assessments with the knowledge and skills required for success after high school. (February–June 2006)
   • By February 2006, draft college and work readiness standards in English and mathematics, working from the new state standards.
   • From February to April 2006, solicit feedback on the draft standards from business, K–12 and postsecondary representatives.
   • From May to June 2006, seek approval of college and work readiness standards in English and mathematics from the education agency heads and ask that they recommend approval to K–12 and postsecondary policymakers and business representatives.
2. Require all high school graduates to take challenging courses that actually prepare them for life after high school. (February–Fall 2006)
   • In February 2006, recommend specific high school courses in English and mathematics that constitute the threshold for students to meet the college and work readiness standards.
   • From February to June 2006, draft a revised high school graduation rule, specifying an academic core of courses all students must successfully complete. Seek feedback from the State Board of Education, Georgia P–16 Council, Secondary Education Redesign Team and other stakeholder groups, including the public. Revise rule as necessary.
   • In June 2006, seek State Board approval for requiring 9th graders enrolling in fall 2008 to meet new graduation rule.
   • In fall 2006, align academic core of courses required for high school graduation with those required for college admission.
3. Streamline the assessment system so that the tests students take in high school also can serve as readiness tests for college and work. (February–September 2006)
   • By March 2006, review college placement processes and high school assessments and develop a plan to redesign high school assessments to satisfy the requirements of the state tests in threshold high school courses and state college placement examinations.
   • From May to September 2006, solicit feedback on the assessment plan from business, K–12 and postsecondary education representatives. Revise the assessment plan accordingly and seek approval from State Board of Education, State Board of Technical and Adult Education and Board of Regents.
4. Hold high schools accountable for graduating students who are ready for college or careers, and hold postsecondary institutions accountable for students' success once enrolled. (March 2006–end of FY 2008)
   • By June 2006, expand the state report card to include disaggregated SAT scores, end-of-course test results and AP participation rates for each public high school.
   • In FY 2007–08, pilot test use of selecting demographically similar "peer high schools" to benchmark progress on key academic indicators.
   • By June 2008, further expand state report card to include disaggregated college student retention, progression and graduation rates for each public high school; college student progression rates for each state college and university; and performance of Georgia's high schools compared to peer high schools.
   • Identify and share best practices in the redesign of secondary education and in promoting college student retention and completion.
   • Develop and use data marts (or bridges) to connect selected variables across the K–12 and postsecondary data systems, including extending the use of the unique K–12 student identifier system to the postsecondary level and tracking student progress from high school through college.

ADP Network Team
The Georgia ADP Action Team is a subcomittee of the Georgia Preschool to College (P–16) Council.