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Early College. PACE – (Promoting Accelerated College Entry) Started in the Fall of 2003 We approached this as a research project Could we increase college completion and career readiness and at the same time change the 13 years before it?. Citations.

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early college
Early College
  • PACE – (Promoting Accelerated College Entry)
  • Started in the Fall of 2003
  • We approached this as a research project
    • Could we increase college completion and career readiness and at the same time change the 13 years before it?
citations
Citations

1. http://www.studentclearinghouse.org/

2. http://www.osac.state.or.us/oda/2002summary_tables.pdf

3. http://www.ous.edu/irs/factbook04/contents.html

4. National Summit on 21st Century Skills for 21st Century Jobs

5. SREB Southern Regional Education Board February 2001

6. U.S. Dept of Labor, Bureau of Labor Statistics

7. Giving Children Hope and Skills for the 21st Century” 1996

8. Tony Wagner “PAF Reality Check 2002 -Percent giving high school

grads "poor" or "fair" ratings

9. Table A8 Number of Graduates, Dropouts, ODE

10. www.e3smallschools.org

11. Al Newman, Institutional Researcher, Oregon Colleges and Workforce

Development Department

12. http://www.manhattan-institue.org/html/ewp_03.htm

13. Answers in the Tool Box by Cliff Adelman, June 1999

14. Fast Track to College: Increasing Postsecondary Success for All Students, Hilary Pennington, December 2004

15. Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997

16. www.higheredinfo.org

our problem
Our Problem…
  • Twelve years ago no one could schedule home release as a class.
    • Then seniors could schedule one period of home release.
    • Then it was juniors
    • Finally Sophomores that walk to school could schedule a period of home release.
    • Class sizes had increased from 18 to 33, and the staff has decreased from 18 to 12 in less than 6 years.
  • As a Result
  • Senior attendance was poor.
  • Seniors were not challenging themselves.
  • High School was less rigorous.
  • Fewer electives available.
  • Students that did not have a 3.5 GPA or higher were not taking the courses necessary for eligibility in post secondary or employment their Junior and Senior Years.
  • Students placed little or no value on passing their State Tests or completing their Certificate of Initial Mastery.
  • There was a growing GPA gap between those students with at least 3.5 GPA and the rest of the high school.
the basics perception gap diploma means students have learned the basics
The Basics – Perception GapDiploma Means Students Have Learned the Basics
  • Source: Tony Wagner “% Saying a high school diploma means students have learned the basics (PAF Reality Check 2000)
breaking ranks ii rick dufour bill daggot
Breaking Ranks II, Rick Dufour, Bill Daggot
  • When time is the constant
  • Learning will be the variable
breaking ranks ii rick dufour bill daggot1
Breaking Ranks II, Rick Dufour, Bill Daggot
  • When learning becomes the constant
  • Time has to be the variable
starting statistics
Starting Statistics
  • Prior to PACE - 2002-2003 School Year
  • Graduated High School
    • 80.33%
    • State 2008 74.84% National 70.06%
  • Entered Post Secondary
    • 36.73%
    • State 2008 46.5% National 63.3%
  • College Persistence
    • 77.78%
    • State 2008 2yr 47.6 4yr 74.1
    • National 2008 2yr 53.5 4yr 74.7%
  • Completing a Degree or Certificate
    • 27.78%
    • Associates 2008 State 25.1% National 27.5%
    • Bachelors 2008 State 56.6% National 55.91%
  • Measurement of those that started college how many completed by year six
as a tool for high student achievement
As a Tool For High Student Achievement
  • Goals of the Program
    • Provide more options for students
    • 4th Grader to do their homework
    • Break cycles of poverty
    • Improve school climate
    • Increase Certificate of Initial Mastery (CIM) completion (Now Essential Skills and State Tests
    • Increase student achievement
    • Increase value of the senior year
    • Increase college retention and degree completion.
    • Make K-12 more rigorous
    • Provide a highly educated work force
    • Get more 2.5 – 3.5 Students College Ready
    • Provide a linkage and smooth transition between high school and community college
met with our education partners
Met With Our Education Partners
  • Before Expanded Options
  • Linn Benton Community College
  • Oregon Department of Education
  • Department of Community Colleges and Workforce Development
  • Linn-Benton-Lincoln Education Service District
  • Chemeketa Community College (Currently)
  • Oregon State University (Currently)
  • Western Oregon University (Currently)
  • University of Oregon (Currently)
  • Testified before the House Education Committee - twice
  • Presented in the State and Nationally
the pace plan
The PACE Plan
  • Students who complete the entrance requirements are allowed to enroll at Scio High School and a community college until they complete either a 24.5 credit diploma or a 32.5 credit diploma.
  • Students who have met the program requirements, can attend Scio High School and a Community College simultaneously
  • Students graduate with a Regular or an Advanced Diploma from Scio High School and potentially a Degree or a Certificate from a Community College. All at essentially no cost to the student.
program requirements
Program Requirements
  • PACE Requirements
  • 3.0 High School GPA
  • Certificate on Initial Mastery (CIM) (Now State tests, work samples, essential skills, extended application)
  • Taken Placement Tests
  • Mentor/Mentee Completion
    • Scio High School’s Mentor Mentee Program is the key to success of the PACE Program. The Mentor/Mentee Program links a student to a teacher throughout their middle and high school careers to help them achieve their career goal.
  • Apply
  • Interview (Only to make sure they understand the requirements)
  • Be Accepted
diploma choices
Diploma Choices
  • Regular Diploma
      • 24.5 Credits
  • Advanced Diploma
      • 32.5 Credits
  • Both can be a mixture of High School classes and Community College classes
  • There is an Honors Component with each one.
at risk populations
At Risk Populations
  • Free and Reduced Lunch
  • Special Education
  • Essential Skills
  • Remedial Students
  • Certificated Programs
earning power per year
Earning Power Per Year

Earn an Associates Degree you make $6,292 More Per Year

Earn a Bachelors Degree you make 21,060 More Per Year

U.S. Dept of Labor, Bureau of Labor Statistics

economics
Economics
  • For every $1 that the educational enterprise invests there is a return of $4 future dollars to the state and $2 to the educational enterprise.
  • Students that have training past high school have increased lifetime earnings
  • Some College $1.18 per hour $40,477 lifetime earnings
  • Associates $3.48 per hour $202,862 lifetime earnings
  • Bachelors $12.58 per hour $806,499 lifetime earnings
  • In addition ~$90,000 a year can be used to grow our economy
  • Students are finishing earlier and enter the workforce
cost benefit
Cost / Benefit
  • As a State
    • Best Educated Workforce
    • Lowest Cost
    • Highest Success
what we provide
What We Provide
  • 15 credits (Per Term)
  • Books
  • Fees
  • Transportation
funding
Funding
  • Entered in the ADM report with a Program 12 code
  • 36 credits per year is 1 FTE
  • 12 credits in a year would be .33 FTE
benefits to having a district college partnership
Benefits to having a District / College Partnership
  • Structure
  • Parent Support
  • Student Support
  • Counseling
  • Enable students to work less than 20 hours a week.
items to consider
Items to Consider
  • It has changed the Senior Year
    • It is not the Senior year I had
  • It has changed our Leadership Structure and Hierarchy
    • If you were a teacher that got to work with the top seniors, that motivation has changed.
  • It is not less work
  • Point of Contact
    • High School
    • Community College
  • Honors
    • Honor Roll, Valedictorian, Academic Letters
  • Things From Students
    • Grades, Schedules, Books, Progress Reports, Communication
  • Information to the State
    • Attendance, ADM
  • Things we need to do better
    • Scheduling availability
    • It is a tool to help change a system.
  • Counts against us for OSAA classification
  • Counts against us for graduation rate
  • OTM is not a degree or certificate
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