Title: Issues for Increasing Graduation Rates and Preparing Students for Postsecondary Studies and Careers
1Issues 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
2What are some key facts for Delaware?
3Graduation 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
4Ninth-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
5Retained 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.
6Percentage 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
7Middle Grades to Ninth Grade Transition Ready
for High School College-Preparatory English and
Algebra I ? Delaware
Source 2007 NAEP
8Gains 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
9Percentages 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
10Why 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
11What are the consequences for failing to improve
graduation rates?
12Prison 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
13Life Time Income Loss for Non-Graduates for the
Class of 2008
Delaware 1,110,566,133
Source Alliance for Excellent Education
14What can states and local school boards ask
schools to do?
- Address widening gap between assignments given to
students and grade-level standards.
15Pattern Continues in HS
Source John Holton, South Carolina Department of
Education, analysis of English Language Arts
Assignments in14 High Schools in South Carolina
16State Initiatives to Prepare Middle Grades
Students for High School Studies
17State 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
18Policy 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)
19Preparing Middle Grades Students for High School
Success
- A Comparative Study of Most- and Least-Improved
Middle Grades School
See Draft Report
20Differences 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
21Changes in Mean Reading Scores by Student Group
22Changes in Mean Mathematics Scores by Student
Group
23Changes in Mean Science Scores by Student Group
24Most-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
25Most-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
26Why focus on the transition from the middle
grades to ninth-grade?
27Importance 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
28Need 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
29Ninth-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
30Components 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
31Practices at 20 High-Graduation Schools Compared
with 20Low-Graduation Schools
Source SREB Special Analysis
32Practices 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
33Practices 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
34Percentages of Students Taking Six or More CT
Credits at High- and Low-Graduation Schools
Source SREB Special Analysis
35Practices 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
36Practices 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
37Practices 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
38Conditions for creating career-focused programs
of study that will improve readiness and
completion rates?
39Condition 1 A rigorous academic core curriculum
is the foundation for any career-focused program
of study.
40Why 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
41Condition 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)
42Percentages 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
43Condition 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
44Condition 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
45CT 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
46Condition 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
47Are 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.
48Condition 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.
49How 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.
50Why Connect Students? More Students Take the
Right Courses and Plan Postsecondary Studies
Source 2006 HSTW Assessment
51Impact of Experiencing Conditions on Meeting
Readiness Goals
Source 2006 HSTW Assessment
52Which students are more likely to experience
certain conditions?
53Redesign Potential CT Courses for Academic Credit
CAD Geometry
Construction
Plant and Animal Health Occupations Biology
Foot Science and Nutrition Chemistry
Automotive Physics
54Redesign 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.
55Offer 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
56Improving Achievement and Graduation RatesWhat
actions can states take?
57Guiding 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.
58Create 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.
59Assign 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
60Assign 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
61Highlight high school readiness in two ways
- Define statewide ninth-grade readiness standards.
- Recognize schools for helping unprepared
ninth-grade students to graduate.
62Support 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
63Support 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.