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Improving High Schools Performance Goals and Characteristics of Highperforming High Schools

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High school graduates are ready for postsecondary studies and a career college ... High School Graduation: ... to increase graduation rates and achievement? ... – PowerPoint PPT presentation

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Title: Improving High Schools Performance Goals and Characteristics of Highperforming High Schools


1
Improving High Schools Performance Goals and
Characteristics of High-performing High Schools
2
High-performing High Schools Are About
  • Rigor/Focus
  • Relevance/Engaging Assignments
  • Relationships/Support
  • Improved Transitions
  • Leadership

3
1. High-performing SchoolsHave Functional High
School Performance Goals
  • High school graduates are ready for postsecondary
    studies and a career college and career
    readiness
  • 90 of students entering grade nine graduate four
    years later with a real diploma high school
    graduation
  • Entering ninth-graders are performing at the
    basic level and above in reading, mathematics and
    science on NAEP-like exams middle to high
    school transition

4
College and Career ReadinessACT Gains in SREB
States 1994-2004
SouthernRegionalEducationBoard
5
College and Career Readiness
Percent of Public High Schools With Students
Taking Advanced Placement Exams 2003
Fewer than 60
60 to 74
75 or more
United States 66 SREB 78 Louisiana 22
Source The College Board
6
College and Career Readiness
AP Exams per 1,000 Juniors and Seniors 2003
Includes students at public and private schools
Source The College Board
7
College and Career Readiness Louisiana
Percent of Career/Technical Students Scoring At
or Above the Basic Level on the High Schools
That Work Reading Assessment by Completion of
English Curriculum, 2004
Source Special Analyses of 2004 High Schools
That Work Assessment Data
8
College and Career Readiness Louisiana
Percent of Career/Technical Students Scoring At
or Above the Basic Level on the High Schools
That Work Mathematics Assessment by Completion of
Mathematics Curriculum, 2004
Source Special Analyses of 2004 High Schools
That Work Assessment Data
9
College and Career Readiness Louisiana
Percent of Career/Technical Students Scoring At
or Above the Basic Level on the High Schools
That Work Science Assessment by Completion of
Science Curriculum, 2004
Source Special Analyses of 2004 High Schools
That Work Assessment Data
10
High School GraduationPercentage of Ninth
Graders Who Do Not Graduate - 1990 and 2001 for
SREB States
SouthernRegionalEducationBoard
11
High School Graduation Comparison of Two
Different Methods
SREB States
SouthernRegionalEducationBoard
12
High School Graduation Ninth Grade Bulge in
SREB States 1990-2000
SouthernRegionalEducationBoard
13
High School GraduationPercentage of 12th-Grade
Enrollment and Diplomas Awarded in Spring/Summer
14
High School Graduation9th-Grade and 8th- Grade
Bulge in Louisiana
15
High School Graduation Number of Low-promotion
Schools
SouthernRegionalEducationBoard
16
75 High- and Low-performing Schools with
Comparative Students
17
2. High Performing SchoolsHigher Percentage of
Students Completing Recommended Academic Core
Rigor
  • Four credits in college-prep/honors English
  • Four mathematics credits Algebra I, geometry,
    Algebra II and above
  • Three science credits at the college-prep level
    four credits with a block schedule
  • Three years of social studies
  • Mathematics in the senior year

18
High-performing SchoolsComparison of High- and
Low-performing Schools by Recommended Curriculum
Areas Rigor
19
3. High-performing SchoolsStudents Complete a
Concentration Focus
  • Mathematics and science concentration four
    credits in each field, with at least one at the
    Advanced Placement level
  • Humanities concentration four credits each in
    college-prep-level language arts and social
    studies, with at least one at the Advanced
    Placement level and four additional credits from
    foreign language, fine arts, journalism, debate,
    etc.
  • Career/technical concentration four credits in
    a planned sequence of courses within a broad
    career field pre-engineering, health/medical
    science, etc.

20
High-performing SchoolsCompletion of
Concentrations at High- and Low-performing
Schools Focus
21
4. High-performing SchoolsHigher Percentage of
Students Experience High Expectations
22
5. High-performing SchoolsHigher Percentage of
Students Have Intensive Literacy Experiences
Engaging Instruction
23
High-performing SchoolsHigher Percentage of
Students Have Intensive Literacy Experiences
Engaging Instruction
24
6. High-performing SchoolsHigher Percentage of
Students Have Intensive Numeracy Experiences
Relevance/Engaging
25
High-performing SchoolsHigher Percentage of
Students Have Intensive Numeracy Experiences
Relevance/Engaging
26
High-performing SchoolsHigher Percentage of
Students Have Intensive Numeracy Experiences
Relevance/Engaging
27
7. High-performing SchoolsHigher Percentage of
Students Have Intensive Science Experiences
Relevance/Engaging
28
High-performing SchoolsHigher Percentage of
Students Have Intensive Science Experiences
Relevance/Engaging
29
High-performing SchoolsHigher Percentage of
Students Have Intensive Science Experiences
Relevance/Engaging
30
8. High-performing SchoolsHigher Percentage
Have Intensive Extra Help Relevance/Relationship
31
High-performing SchoolsExtra-help Strategies
Support/Relationship
  • Offer before/after school teacher-led extra-help
    sessions
  • Tutorial classes during the school day
  • Peer tutoring
  • Computer-based instruction
  • Immediate retake opportunities for failed courses
    after school, summer Web-based instruction.

32
9. High-performing SchoolsHigher Percentage of
Students Have Intensive Guidance Experiences
Focus/Support/Relationship
33
High-performing SchoolsHigher Percentage of
Students Have Intensive Guidance Experiences
Focus/Support/Relationship
34
10. High-performing Schools Higher Percentage
of Students See Importance of High School
Relevance/Focus/Relationship/Rigor
35
High-performing Schools Higher Percentage of
Students See Importance of High School
Relevance/Focus/Relationship/Rigor
36
11. High-performing SchoolsProvide More
Students Access to High-quality Career/Technical
Studies Relevance
  • Industry-certified teachers and programs
  • Students working for college credit and/or
    employer certification exam
  • Active advisory committees
  • Access to off-campus career/technical courses
    Web-based, etc.
  • Offer youth apprenticeship opportunities
  • Integrate academic studies

37
12. High-performing SchoolsHave Developed
Middle Grades to Ninth Grade Transition Program
Transition
  • Getting students ready for CP English a ninth
    grade catch up course
  • Getting students ready for real Algebra a ninth
    grade catch-up course
  • Summer Program
  • Curriculum alignment with middle grades schools
  • Orientation of students and parents to the
    demands of high school

38
13. High-performing SchoolsHave Developed a
High School to College and Career Transition
Program Transition
  • Use the senior year to
  • Allow students who are ready to earn college
    credit
  • Get unprepared students ready for college
  • Prepare those not planning for college to earn a
    certificate or pass an employer certification
    exam
  • Save the seniors

39
14. High-performing SchoolsHigher Percentage
of Teachers Report Intensive School Improvement
Efforts LeadershipDestrehan High School, LA
40
High-performing SchoolsHigher Percentage of
Teachers Report Intensive School Improvement
Efforts -- LeadershipDestrehan High School, LA
41
High-performing Schools
  • What can states do to increase graduation rates
    and achievement?

42
High-performing Schools
  • Hold schools accountable to increase annually the
    percentage of graduates completing the
    recommended academic core and who complete a
    mathematics and science, humanities or career
    concentration.
  • Require schools to have an effective transition
    program from middle grades to high school.

43
High-performing Schools
  • 3. Require schools to develop an extra-help
    system aimed to assist students to recover when
    they fail a grade or a course and to pass
    high-stakes exams.

44
High-performing Schools
  • 4. Require that every student develop a five-year
    program of study that covers four years of high
    school and one year beyond.

45
High-performing Schools
  • 5. Provide students access to quality
    career/technical studies in high-demand,
    high-paying career fields.

46
High-performing Schools
  • 6. Require every high school teacher academic,
    technical, fine arts and other to be trained in
    how to use content-literacy skills and study
    skills to help students become independent
    learners in the teachers subject matter.

47
High-performing Schools
  • 7. Require every high school to develop a
    formalized initiative for the transition from
    high school to college and careers.

48
High-performing Schools
  • Expand the use of technology in high school to
    improve achievement in core academic courses to
    help students recover when they fail a course and
    to meet standards on exit exams.

49
High School Graduation
  • 9. Examine state policies and their impact on
    improving graduation rates.

50
High School Graduation
  • Does allowing 16 and 17 year-old students to take
    the GED encourage dropping out?

51
High School Graduation
Facts to Consider
  • Less than one in five 16 and 17 year-olds who
    drop out get a high school equivalency.
  • GED recipients with no additional education earn
    only 1 more than dropouts.
  • 12 of male GED holders complete one year of
    college 2 four years of college 3 an
    associates degree 18 on-the-job training.
  • Allowing teenagers to leave school for a GED
    lowers completion rates by 5.

52
High School Graduation
Drivers Licenses and High School Completion Rates
  • Does linking drivers licenses to school
    attendance work?

53
High School Graduation
Drivers Licenses and Student Dropout Rates
54
High School Graduation
Drivers Licenses and Student Dropout Rates
55
High School Graduation
Examine State Policies and Their Impact on
Improving Graduation Rates
  • Do we need to adopt flexibility in our assessment
    for high school graduation?
  • Giving students easy access to retaking exam
  • Using national employer certification as a way to
    demonstrate performance and

56
Examine State Policies and Their Impact on
Improving Graduation Rates
  • Does your state accountability policy give equal
    emphasis to raising achievement and holding
    students in school?

57
10. Develop a special emphasis on the
lowest-performing high schools?
  • Require schools to adopt a research-based
    school improvement design.
  • High Schools That Work
  • Talent Development
  • First Things First

SouthernRegionalEducationBoard
58
High School Graduation Improvement at
Low-performing Schools Adapting HSTW with a
Comprehensive School Reform Grant
SouthernRegionalEducationBoard
All gains are significant at the .01
level. Source 2004 HSTW Assessment Data
59
Develop a special emphasis on the
lowest-performing high schools.
  • Organize large, impersonal schools into Small
    Learning Communities.

SouthernRegionalEducationBoard
60
Create a state leadership academy focused on
developing a TEAM of district and school leaders.
Develop a special emphasis on the
lowest-performing high schools.
SouthernRegionalEducationBoard
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