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Title: Issues for Increasing Graduation Rates and Preparing Students for Postsecondary Studies and Careers


1
Issues for Increasing Graduation Rates and
Preparing Students for Postsecondary Studies and
Careers
  • Gene Bottoms
  • Senior Vice President
  • Southern Regional Education Board
  • gene.bottoms_at_sreb.org

2
What are some key facts for Delaware?
3
Graduation Rates (2006)Neighboring States
Delaware 76
Maryland 80
New Jersey 85
North Carolina 72
Pennsylvania 83
Virginia 75
West Virginia 77
U.S. Rate 73 SREB Median State Rate 72
NCES ? Averaged Freshman Graduation Rate
Source NCES. Public School Graduates from the
Common Core of Data School Year 2005-06. (NCES
2008-353) August 2008
4
Ninth-Grade Bulge in Selected States
State 2006
North Carolina 117
Maryland 115
Virginia 114
Delaware 111
West Virginia 109
Pennsylvania 109
New Jersey 105
Source NCES Common Core of Data
5
Retained students
  • Do less well than similar low-performing
    students who are promoted
  • Are 30 to 65 more likely to drop out
  • The research evidence is absolutely one-sided in
    finding negative effects from flunking students.

6
Percentage of Schools with a Promotion Power of
60 Percent or Less Selected States
State 2006
North Carolina 23
Delaware 21
Virginia 7
Pennsylvania 7
Maryland 7
New Jersey 4
West Virginia 3
Schools of 100 students, with both 9th- and
12th-grade classes Source Johns Hopkins
University, Dropout Factories
7
Middle Grades to Ninth Grade Transition Ready
for High School College-Preparatory English and
Algebra I ? Delaware
Source 2007 NAEP
8
Gains in SAT Composite Scores1998-2008
All Black Hispanic White
Delaware - 9 - 6 10 13
Maryland - 13 - 21 - 36 10
New Jersey 3 - 21 - 26 7
North Carolina 25 13 - 38 36
Pennsylvania 3 - 14 - 26 11
Virginia 17 13 17 19
U.S. 0 - 4 4 11
Source The College Board, Verbal/mathematics
composite
9
Percentages of GED Candidates in 2006 ? Ages 16
to 19
Number Candidates All Ages Ages 16-19 Passing Ages 16-19
Delaware 639 39 39
Maryland 8,467 47 53
New Jersey 13,792 34 40
North Carolina 24,120 35 42
Pennsylvania 22,924 37 43
Virginia 21,042 46 51
West Virginia 5,165 46 49
Source 2006 GED Testing Program Statistical
Report
10
Why Students Fail to Complete High School
  • Feeling unmotivated or inspired to work hard
    69
  • A lack of connection to the school environment, a
    gradual process of disengagement 60
  • A perception that school is boring, classes are
    uninteresting 47
  • Falling behind or failing in school 39

Source Bridgeland, John M. The Silent Epidemic,
2006
11
What are the consequences for failing to improve
graduation rates?
12
Prison Cost in Five States in 2007 Exceed
Spending on Higher Education
  • Vermont
  • Michigan
  • Oregon
  • Connecticut
  • Delaware
  • All 50 states average 60 cents spent
  • on correction for every dollar
  • spend on higher education.

Source National Association of State Budget
Officers
13
Life Time Income Loss for Non-Graduates for the
Class of 2008
Delaware 1,110,566,133
Source Alliance for Excellent Education
14
What can states and local school boards ask
schools to do?
  • Address widening gap between assignments given to
    students and grade-level standards.

15
Pattern Continues in HS
Source John Holton, South Carolina Department of
Education, analysis of English Language Arts
Assignments in14 High Schools in South Carolina
16
State Initiatives to Prepare Middle Grades
Students for High School Studies
17
State Middle Grades Initiatives
  • Accelerate math instruction for failing students,
    rather than relying on remediation strategies -
    Texas
  • Make reading and writing for learning a priority
    for all subjects and grade levels - Florida

18
Policy Impact on Improving Eighth-Grade Math
Achievement
At or Above Basic Level At or Above Basic Level At or Above Basic Level At or Above Basic Level
2000 2003 2003 2005
Delaware n/a 68 72 74
Maryland 62 67 66 74
New Jersey n/a 72 74 77
Pennsylvania n/a 69 72 77
Texas 67 69 72 78
Virginia 65 72 75 77
West Virginia 58 63 60 61
Source National Assessment of Educational
Progress (NAEP)
19
Preparing Middle Grades Students for High School
Success
  • A Comparative Study of Most- and Least-Improved
    Middle Grades School

See Draft Report
20
Differences in Mean Test Scores
Least-Improved Schools Least-Improved Schools Least-Improved Schools Most-Improved Schools Most-Improved Schools Most-Improved Schools
2004 2006 Change 2004 2006 Change
Reading 154 145 -9 148 167 19
Mathematics 155 147 -8 150 161 11
Science 148 138 -10 140 158 18
Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance Source 2004 and 2006 Middle Grades Assessments Note plt.05, plt.01 using a t test of significance
21
Changes in Mean Reading Scores by Student Group
22
Changes in Mean Mathematics Scores by Student
Group
23
Changes in Mean Science Scores by Student Group
24
Most-Improved Schools Made More Progress in
  • Teaching more students to grade-level standards
    and supporting them in meeting standards
  • Embedding reading standards and literacy
    strategies into all classes
  • Having more students complete Algebra I by end of
    grade eight

25
Most-Improved Schools Made More Progress In
  • Emphasizing problem-solving skills and
    mathematics understanding
  • Engaging students in hands-on assignments in
    science
  • Involving teachers in continuous school
    improvement
  • Teaching students the habits for success

26
Why focus on the transition from the middle
grades to ninth-grade?
27
Importance of Ninth Grade
  • Its a make or break year
  • High failure rate in grade nine
  • Failure reduces likelihood of graduation
  • Few goals, few connections, little relevancy lead
    to dropping out

28
Need for Ninth-Grade Redesign
  • Too many students
  • Perform below grade level in reading and
    mathematics
  • Lack study skills
  • Fail to pass ninth-grade exams
  • Do not have an adult mentor
  • Do not have a firm post high school goal
  • Fail to see meaning in their studies

29
Ninth-graders need to
  • Complete college-prep English and Algebra I
  • Declare and commit to a goal beyond high school
  • Establish a connection with a supportive adult
  • Develop study, relationship and time-management
    skills
  • Experience academics through authentic
    activities, projects and problems

30
Components of EffectiveNinth-Grade Programs
  • Early orientation
  • Summer bridge program for unprepared 7th- and
    8th-grade students
  • Catch-up courses in reading, writing and
    mathematics for grades 8 and 9
  • Project-based exploratory course(s)
  • Extra help, extra time, credit recovery
  • Adult mentor/adviser
  • Redo/Reteach

31
Practices at 20 High-Graduation Schools Compared
with 20Low-Graduation Schools
Source SREB Special Analysis
32
Practices atHigh-Graduation Schools
  • Strong ninth-grade initiative with multiple
    emphases, including
  • Career and education exploration
  • Choosing a focus goal for high school studies
  • Catch-up strategies to help more students reach
    grade level in reading and mathematics

Source SREB Special Analysis
33
Practices atHigh-Graduation Schools
  • More students take six or more career/technical
    credits and nearly twice the rate of at-risk
    students take six or more career/technical
    credits compared with low-graduation schools
  • Greater emphasis by career/technical teachers on
    teaching academics embedded in assigned projects

Source SREB Special Analysis
34
Percentages of Students Taking Six or More CT
Credits at High- and Low-Graduation Schools
Source SREB Special Analysis
35
Practices atHigh-Graduation Schools
  • More students complete the college-preparatory
    academic core
  • Fewer faculty believe it is important to sort
    students by perceived ability level

Source SREB Special Analysis
36
Practices atHigh-Graduation Schools
  • Provide support and assistance for grades and
    credit recovery
  • Emphasis is on getting students to standards, not
    failing

Source SREB Special Analysis
37
Practices atHigh-Graduation Schools
  • Students are connected to adults through a
    teacher-adviser, mentor or small learning
    communities
  • School leadership focuses on specific goals and
    engages the faculty in continuous school
    improvement using a variety of data and strategies

Source SREB Special Analysis
38
Conditions for creating career-focused programs
of study that will improve readiness and
completion rates?
39
Condition 1 A rigorous academic core curriculum
is the foundation for any career-focused program
of study.
40
Why a Rigorous Academic Core?More Students Meet
Readiness Goals
Career Cluster Mathematics Academic Core Completed 2 to 3 Parts 0 to 1 Part Mathematics Academic Core Completed 2 to 3 Parts 0 to 1 Part Gap
Agriculture 75 44 31
Business 70 45 25
Health Sciences 73 39 34
Hospitality/FamilyConsumer Sci. 59 35 24
Manufacturing/ Transportation 62 44 18
STEM 83 55 28
Source 2006 HSTW Assessment
41
Condition 2 High-quality CT programs of study
with academic standards for reading, writing and
mathematics embedded into the curriculum and
engage students in applying those academics to
authentic assignments.(Contextual Learning)
42
Percentages of CT Students Meeting Readiness
Goals When Experiencing HSTW-Recommended Academic
Core and CT Studies with Embedded Academics
85
80
89
78
62
70
Source HSTW Assessment
43
Condition 3 High-quality CT programs of study
emphasize 21st-century skills/intellectually
demanding assignments
  • Critical thinking/problem solving
  • Oral and written communication skills
  • Teamwork/collaboration
  • Doing quality work timely and redoing it until it
    meets standards
  • Using technology to complete assignments

44
Condition 4 Expect Students to Meet Standards in
all Classrooms
  • Teachers are clear about quality of work expected
  • Have students redo work until standards are met

45
CT Concentrators per 100 Meeting Readiness Goals
in Reading and Mathematics when in Classes with
High Expectations
Career Area of Concentration Reading Math
Agriculture 21 19
Business, Finance and Marketing 12 11
Health Sciences 10 6
Hosp. and Tourism, Family and Cons. Science and Cosmetology 21 15
Industrial and Manufacturing and Transportation 10 8
STEM Drafting, Technology and Engineering, Electricity and Information Technology 11 6
Source 2006 HSTW Assessment
46
Condition 5 Provide students the extra help they
need to meet college- and career-readiness
standards.
  • Ninth-grade redesign
  • Senior-year readiness
  • Grade and credit recovery

47
Are students receiving the extra help they need
to meet college- and career-readiness standards?
  • Yes, when
  • Adults believe that, given the right environment,
    most students can master complex academic and
    technical skills.
  • Schools do not differentiate programs of study as
    heads-on work for some and hands-on for
    others.
  • Schools provide additional time and support.

48
Condition 6 Connect students with an adult who
serves as their mentor/adviser and sees that
students set postsecondary goals, develop a plan
to achieve those goals, and receive the
assistance and support needed to succeed.
49
How can advisers or mentors help students?
  • Help students set tentative educational and
    career goals.
  • Have students choose a program of study based on
    interest and not on past achievement.
  • View initial student choices as exploratory and
    accommodate revised decisions.
  • Provide students the assistance and support to
    succeed.

50
Why Connect Students? More Students Take the
Right Courses and Plan Postsecondary Studies
Source 2006 HSTW Assessment
51
Impact of Experiencing Conditions on Meeting
Readiness Goals
Source 2006 HSTW Assessment
52
Which students are more likely to experience
certain conditions?
53
Redesign Potential CT Courses for Academic Credit
CAD Geometry
Construction
Plant and Animal Health Occupations Biology
Foot Science and Nutrition Chemistry
Automotive Physics
54
Redesign CT Courses for Academic Credit
  • Need policy to accept the substitute credit.
  • Double-block period to earn academic and CT
    credit and to accommodate project-based learning.
  • Taught by qualified teachers with credentials in
    the academic content area.
  • End-of-course exams to validate academic
    achievement.

55
Offer career-focused programs of study through a
variety of school structures
  • career academies
  • career majors
  • magnet schools
  • small learning communities with a career focus
  • dual credit with postsecondary institutions
  • technical high schools
  • shared-time technology centers

56
Improving Achievement and Graduation RatesWhat
actions can states take?
57
Guiding Principles for State Actions
  • Give balanced emphasis to improving achievement
    and raising graduation rates.
  • Encourage school and district leaders to set and
    meet ambitious goals.
  • Provide support and incentives rather than
    emphasis on negative outcomes.
  • Set ambitious graduation rates.
  • Recognize that some schools face greater
    challenges than others.

58
Create Multiple Pathways Readiness for
Postsecondary Study and Careers
  • Career-focused programs of study that combine
    challenging academics and quality CT studies can
    retain more students in school.
  • Overage students who are behind academically and
    students with other personal problems may need a
    pathway outside traditional high school.
  • Recognize a range of graduation paths, while
    emphasizing a standard diploma for most students.

59
Assign Relative Value to Categories of High
School Graduation
  • Graduate in 4 years or fewer with a standard
    diploma
  • Graduate in more than 4 years with a standard
    diploma
  • Earn a standard diploma through adult education
  • Return after dropping out and earn a standard
    diploma
  • Earn a GED and employer certification
  • Earn a GED
  • Earn a Certificate of Attendance

60
Assign Relative Value to Include Percent Who
  • Are ready to begin college
  • Are ready to enter a high-demand
    career/occupation or begin further career
    preparation
  • Have succeeded in academically challenging
    courses and programs such as AP and International
    Baccalaureate (IB)
  • Have completed a career concentration and earned
    an employer certification
  • Enter postsecondary education early, either
    through dual credit or joint enrollment programs

61
Highlight high school readiness in two ways
  • Define statewide ninth-grade readiness standards.
  • Recognize schools for helping unprepared
    ninth-grade students to graduate.

62
Support Practices to Help High Schools Meet
Achievement and Graduation Goals
  • Accelerate learning in the middle grades.
  • Establish a formal process that ensures students
    receive the help needed to stay in school and
    achieve at reasonable levels.
  • Redesign the ninth grade as a statewide priority
  • Develop career-focused programs of study that
    join core academic studies with high-quality CT
    studies as early as grade nine

63
Support Practices to Help High Schools Meet
Achievement and Graduation Goals
  • Establish a statewide process for determining the
    status of high school juniors with respect to
    their preparation for graduation and readiness
    for college and/or careers.
  • Provide help for students who have a history of
    academic failure and provide opportunities for
    grade and credit recovery.
  • Establish pathways to graduation outside
    traditional high school.
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