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Driving K-12 Reform through a College-Access and Success Agenda


Title: The Launchpad Campaign: Making College the New Purpose for the American High School Author: Meghan Attridge Last modified by: b Created Date – PowerPoint PPT presentation

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Date added: 1 October 2019
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Learn more at: http://aasa.org


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Title: Driving K-12 Reform through a College-Access and Success Agenda

Driving K-12 Reform through a College-Access
and Success Agenda
Call-in information 1-650-479-3208 Access
code 660 257 707
The Work
  • AASA and College Summit have partnered, supported
    by the Bill Melinda Gates Foundation, to help
    schools and districts prepare for the 21st
    Century accountability measure

The New Success Measure for the American High
  • College Enrollment Rate of the 9th Grade Class.
  • College Persistence Rate
  • So . . .
  • Whats Your High Schools College Enrollment

College Any post-secondary educational
experience with value in the marketplace
  • College is a four-year college, a two-year
    community college, as well as vocational
    education and certification programs.
  • College does not even necessarily refer to a
    campus or a physical site anymore. In 2007, 66
    of all two and four-year degree Title IV granting
    institutions offered distance education courses
    in virtual learning environments.

  • High schools must shift from being last-stop
    destinations for students on their education
    journey to being launching pads for further
    growth and lifelong learning...The mission of
    high schools can no longer be to simply get
    students to graduate. Their expanded mission, as
    President Obama has said, must also be to ready
    students for careers and college--and without the
    need for remediation.
  • U.S. Secretary of Education Arne Duncan,
  • (July 15, 2010 speech to the College Board AP
    Conference -
  • Three Myths of High School Reform) 

  • Given that post-secondary access and success will
    be measured for schools and districts
  • OWN IT

  • OWN IT
  • Be proactive in collecting and publicizing data
    on post-secondary access and success in your
  • Drill in to the numbers for deeper understanding
    of the barriers to and reasons for success
  • Devise interventions and systems that support
    student success.

Why is College So Urgent?
  • Academic performance increases when high schools
    set the goal of college success for all students.
  • College Graduates earn more, enjoy more job
    security, and longer, healthier, more
    professionally fulfilling lives.
  • The 21st century global marketplace will demand
    more college-educated citizens with skill sets
    that can only be obtained through post-secondary
    education and training.

To create Launchpad High Schools, school
districts must
  • Empower school staff to be leaders and advocates
    for students preparing for college
  • Use data systems to track students' college
    enrollment and persistence rates
  • Support first-generation students in particular
    throughout the college application process
  • Create a "college-going culture" in our high
    schools to inspire students to meet higher

Research Headlines
  • Connecting the dots High school persistence and
    post-secondary attainment are linked
  • Freshman year is crucial for staying on track
  • School ownership of implementation and results
  • College-going climate is the single most
    consistent predictor for college enrollment
  • Academic rigor is necessary but not sufficient
  • Effective peer leadership has the power to
    increase college enrollment rates
  • Implementation impacts results

AASA and College Summit
  • Working together to help schools and districts
    use post-secondary outcomes data to drive school
  • For more information and our toolkit, visit
    http//www.aasa.org/collegegoingdata.aspx or
    contact Bryan Joffe, bjoffe_at_aasa.org
  • This effort is funded through generous support
    from the Bill Melinda Gates Foundation

  • What Do Our Schools Need to Do to Re-Form
    Themselves Into College Going Cultures?
  • What do Schools Need to Do to Ensure the Future
    of our Children?

Improving College Going
  • Common Obstacles

Four Obstacles to Improving College-Going
  • 1 Failure to Attach Meaning and Importance to
  • 2 Failure to Align Content and Roles
  • 3Failure to Message for Impact
  • 4Failure to Confront the Money Excuse

Obstacle 1 Failure to Attach Meaning
and Importance to Data
  • Are there meaningful college enrollment and/or
    persistence measurements for your schools and the
  • Do your higher education institutions in your
    immediate area provide the meaningful data needed
    to assess the success of your students in their
    first two years of higher education?
  • Is FERPA used as an excuse for avoiding
    meaningful data collection and exchange?
  • Is improvement of attendance an important
    objective for the school?

Obstacle 1 Failure to Attach Meaning and
Importance to Data (Continued)
  • Is there competition between neighboring schools
    on college-going?
  • Does your district subscribe to the NSC data? If
    so, how do they use it?
  • Is the college-going data disaggregated by course
    and teacher?
  • Do you have an individual accountable to this
    data collection making them the go-to person?

Obstacle 2 Failure to Align Content and Roles
  • Is credit recovery a proxy for low expectations
    and acceptance of an assumption that the student
    isn't "college-material"?
  • Are your school improvement plans tied to
    improving college-going?
  • Is your curriculum a college-ready curriculum for
    all students as a default?
  • Are pre-requisites an impediment to entrance into
    challenging high school coursework?
  • Is there a working relationship between the
    post-secondary institutions in your community and
    the K-12 school system?

Obstacle 2 Failure to Align Content and Roles
  • Does your staff/district staff regularly align
    the high school course content with the gen-ed
    college expectations?
  • Is the typical school schedule in your district
    flexible enough to allow for regular (at least
    weekly) advisory sessions so that all students
    receive regular post-secondary planning and
    coaching services?
  • Is your counseling department organized to serve
    college-bound students differently than those
    anticipated not to be college-bound?
  • Is the counselor/student ratio prohibitive of
    meaningful post-secondary coaching?

Obstacle 3 Failure to Message for Impact
  • Is the school organized and operated with real or
    assumed "tracks" for students?
  • Is there regular exposure of students to
    first-generation college-going graduates?
  • Does self-description of "I am not smart" go
  • Is there evidence of a gender or ethnic divide in
    college going?

Obstacle 3 Failure to Message for Impact
  • Are students frightened of the "unknowns"
    associated with college attendance?
  • Are students afraid to leave their hometown have
    they ever ventured outside of the immediate
    vicinity have you organized college tours?
  • Do college recruiters visit with other than
    juniors and seniors?
  • Are sibling/relative college-goers used as
    mentors? Are college-bound peers used as mentors?
  • Are the college-going aspirations of students who
    are parenting, ill, special education, or
    returning from incarceration diminished because
    of their circumstance?

Obstacle 3 Failure to Message for Impact
  • Do exit/proficiency exam failures label a student
    as "not college material"?
  • Do students who come from out-of-state or who
    were subject to moves due to military deployment
    given any special attention to assist them in
    obtaining a college-going objective?
  • Is alien, non-resident, or undocumented status an
    impediment to college going in your school?
  • Are LEP/NEP students largely precluded from the
    college-going efforts by either their own actions
    or that of the school?
  • Are the academic teachers in your secondary
    schools willing to also serve as college coaches?
    Are they trained or prepared to serve as such?

Obstacle 4Failure to Confront the Money Excuse
  • Is the cost of entrance exams a convenient excuse
    for a student to avoid high expectations for
    their future?
  • Is there an "understanding" among some of the
    parents that because of financial hardship, their
    children do not have access to college and have
    they in subtle or not-so-subtle ways brought
    their children to believe that?
  • Do all students and their parents understand
    financial aid options available to them?
  • Are there management services in place to help
    families navigate the financial aid application

Assess You High Schools College-Going Culture
Dr. Keith Frome
Launchpad Campaign Celebration Hegel Central High
Steps Forward This Year
High School Planning Workshop
  • Peer Leaders and educators participated in a
    workshop to develop strategies for decreasing
    drop out rate and increasing college enrollment
  • Educators and Peer Leaders form innovative
    partnership to achieve common goals

9th Grade Clean Slate Event
  • 9th graders are shown how high school is a
    clean slate
  • Peer Leaders assist with school tours and
    facilitation of event activities

Steps Forward This Year
Peer Leadership
  • Peer Leaders have mentored under class students
    and have invested in their success
  • Peer Leaders have held after school tutoring
    sessions for under class students
  • Peer Leaders created a website to support their
  • Peer Leaders have served as hall monitors, and
    assisted freshman with lockers
  • Peer Leaders have gone beyond expectations to
    increase college-going at Hegel, and thus have
    become true leaders for the school

Steps Forward This Year
Launch Curriculum
  • All 9th 11th graders receive Launch curriculum
    in advisory class
  • Teachers and students report more college
    chatter, or awareness and discussion of
    postsecondary options

Data Check-ins with SLC Directors
  • SLC Directors participated in four data
    check-ins to determine targeted strategies for
    supporting students
  • Actionable data was used to determine the needs
    of students and spur discussion about how those
    needs might be met

Percentage of Students Missing 7 Days Per
Data Analysis
Percentage of Students Failing English (2009)
Data Analysis
Percentage of Students Failing Math (2009)
Data Analysis
Raw Data 2009
  8th grade semester 2 9th grade semester 1
Students Missing 7 Days Per Semester Students Missing 7 Days Per Semester Students Missing 7 Days Per Semester
At Risk Students N 50 50 100 27 54
Entire Class N 455 64 14 106 23
Students Failing English Students Failing English Students Failing English
At Risk Students N 45 38 84 18 40
Entire Class N 455 103 23 83 18
Students Failing Math Students Failing Math Students Failing Math
At Risk Students N 46 24 52 14 30
Entire Class N 455 72 16 77 17
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