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@sreb.org

2. What are some key facts for Delaware? Delaware

3. Graduation Rates (2006)Neighboring States 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 Delaware

4. Ninth-Grade Bulge in Selected States Source: NCES Common Core of Data Delaware

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.” Delaware

6. Percentage of Schools* with a Promotion Power of 60 Percent or Less – Selected States *Schools of 100+ students, with both 9th- and 12th-grade classes Source: Johns Hopkins University, Dropout Factories Delaware

7. Middle Grades to Ninth Grade Transition: Ready for High School College-Preparatory English and Algebra I ― Delaware Source: 2007 NAEP Delaware

8. Gains in SAT Composite Scores1998-2008 Source: The College Board, Verbal/mathematics composite Delaware

9. Percentages of GED Candidates in 2006 ― Ages 16 to 19 Source: 2006 GED Testing Program Statistical Report Delaware

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 Delaware

11. What are the consequences for failing to improve graduation rates? Delaware

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 Delaware

13. Life Time Income Loss for Non-Graduates for the Class of 2008 Source: Alliance for Excellent Education Delaware

14. What can states and local school boards ask schools to do? • Address widening gap between assignments given to students and grade-level standards. Delaware

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 Delaware

16. State Initiatives to Prepare Middle Grades Students for High School Studies Delaware

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 Delaware

18. Policy Impact on Improving Eighth-Grade Math Achievement Source: National Assessment of Educational Progress (NAEP) Delaware

19. Preparing Middle Grades Students for High School Success A Comparative Study of Most- and Least-Improved Middle Grades School See Draft Report Delaware

20. Differences in Mean Test Scores Delaware

21. Changes in Mean Reading Scores by Student Group Delaware

22. Changes in Mean Mathematics Scores by Student Group Delaware

23. Changes in Mean Science Scores by Student Group Delaware

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 Delaware

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 Delaware

26. Why focus on the transition from the middle grades to ninth-grade? Delaware

27. Importance of Ninth Grade • It’s 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 Delaware

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 Delaware

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 Delaware

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 Delaware

31. Practices at 20 High-Graduation Schools Compared with 20Low-Graduation Schools Source: SREB Special Analysis Delaware

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 Delaware

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 Delaware

34. Percentages of Students Taking Six or More CT Credits at High- and Low-Graduation Schools Source: SREB Special Analysis Delaware

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 Delaware

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 Delaware

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 Delaware

38. Conditions for creating career-focused programs of study that will improve readiness and completion rates? Delaware

39. Condition 1: A rigorous academic core curriculum is the foundation for any career-focused program of study. Delaware

40. Why a Rigorous Academic Core?More Students Meet Readiness Goals Source: 2006 HSTW Assessment Delaware

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) Delaware

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 Delaware

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 Delaware

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 Delaware

45. CT Concentrators per 100 Meeting Readiness Goals in Reading and Mathematics when in Classes with High Expectations Source: 2006 HSTW Assessment Delaware

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 Delaware

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. Delaware

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. Delaware

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. Delaware

50. Why Connect Students? More Students Take the Right Courses and Plan Postsecondary Studies Source: 2006 HSTW Assessment Delaware