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Early College 101 October 29, 2013

Early College 101 October 29, 2013. Early College High School Core Beliefs. Early College Schools have high expectations for all students Every student is capable of college-level work or college and career readiness. Students need acceleration, not remediation.

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Early College 101 October 29, 2013

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  1. Early College 101 October 29, 2013

  2. Early College High School Core Beliefs • Early College Schools have high expectations for all students • Every student is capable of college-level work or college and career readiness. • Students need acceleration, not remediation. • Students learn more when challenged and engaged by instruction and rigorous academic work.

  3. WHAT IS EARLY COLLEGE? • Early college is an educational transformation model, that was developed and implemented by Jobs for the Future and our national partners, with funding from the Gates Foundation, over the last 10 years. • Early colleges are high schools and feeder middle schools that bring college into high school to provide underserved youth with a path to and through postsecondary education.

  4. WHAT IS EARLY COLLEGE? • Features include: • Students earn a high school diploma and up to two years of transferrable college credit—tuition free • A rigorous instructional framework aligned to college-ready standards • A strong college-going culture throughout the school • Student-centered learning and student support • Location on or near college campuses to build students’ identity as college goers

  5. Early College Overview • Early college schools expose all students to college coursework, preparing them for college and careers, reducing time and cost toward postsecondary degrees, and building a college-going culture for all students in the school. • Early college schools are committed to serving students underrepresented in higher education, including low-income youth, students of color,first-generation college goers, and English language learners.

  6. THE RANGE OFEARLY COLLEGE DESIGNS 6

  7. Early College Models Concurrent / Dual Enrollment • Programs in which the high school student travels to the college campus or college faculty travel to the high school • Programs where the student takes a course from a college instructor via distance education • Articulation agreements where student receives high school and college credits for the same course. • Models • Courses are held on college campus • Courses are held on high school campus and taught by college staff or teachers who have adjunct faculty status • Online / distance learning courses • Hybrid Models: combinations of the above

  8. Bridge to Nowhere / Time is the Enemy Remediation is a dead end

  9. Middle School Success Ensuring that All Students Are on Target for College and Career Readiness before High School

  10. A Strong Start Eighth-grade students’ academic achievement has a larger impact on their readiness for college by the end of high school than anything that happens academically in today’s high schools. The Forgotten Middle, ACT

  11. Of Every 100 9thGraders • 68 graduated from high school on time • 40 immediately enrolled in college • 18 graduated from college on time • 7,000 Students dropout every day • 41% Of 18 – 24 years old were enrolled in college

  12. Six Graders - Indicators

  13. Middle School Students on the Graduation Path • Attendance • Measure attendance in informative and actionable manners • Take measures to increase the number of students with very good attendance and decrease the number who are chronically absent. • Recognize and reward good attendance regularly (Whale Done) • Separate attendance from course performance • Be and be perceived as safe and engaging places

  14. Middle School Students on the Graduation Path • Belief, Behavior and Effort • High engagement electives that provide avenues for short-term success and positively recognized asymmetrical skill levels • Activities that honor and use middle grades students’ desire for adventure and camaraderie • Recognition at both the individual and group level for positive behavior • Teaching organizational and self-management skills

  15. Middle School Students on the Graduation Path • Course Performance • Encouraging quality coursework may require new forms of assessment • Accept and acknowledge the implications of course grades being more predictive of eventual success than test scores • Create developmentally appropriate high school/college readiness indicators that are meaningful and engaging to middle grades students and understood by parents • Get extra help right.

  16. Early Warning and Intervention Systems • Focus on effective intervention, not just identification • Recognize and build on student strengths • Provide time, training, and support and intervention systems • Match resources to student needs but practice intervention discipline • Evaluate the effectiveness of interventions • Teachers and administrators can get started with just data currently available in their schools

  17. Challenges • Getting the ratio of skilled adults to students in need right • Getting teacher buy-in and support for the mission of keeping middle grades students on the graduation path • Strengthening the family-student-teacher support triangle

  18. Back on Track Through College

  19. Back on Track Through College

  20. Phase One: Enriched Preparation • College-Going and Career-Ready Culture • College- and Career-Ready Curriculum & Instruction • Intentional Use of Time to Customize Instruction & Accelerate Learning • Personalized Guidance and Support

  21. Phase Two: Postsecondary Bridging • Supported Dual Enrollment • A Focus on College Knowledge and Success Strategies • Personalized Guidance and Connection to Best Bets

  22. Phase Three: First-year Supports • Support for Students to Earn Credits Predictive of Completion • Just-in-Time Support to Ensure Persistence • Building Attachment to Postsecondary Education

  23. JFF’s Education agendaensuring UNDERPREPARED YOUTH & ADULTS EARN postsecondary credentials with labor market value THE EDUCATION TO ECONOMIC OPPORTUNITY PIPELINE Attain Credentials or Degree with Value in the Labor Market Enter Postsecondary Pass or By-Pass Developmental Ed / Remediation Achieve College Readiness Enter High School LEAKS IN THE PIPELINE: EDUCATION LOSS POINTS Only 21% of low income young people and 14% of low skilled adults attain a postsecondary credential or degree 30% of low income young people drop out of high school 77% of low incomehigh school grads are not college ready 38% of low income high school grads do not enter college Only 3% of ABE students obtain apost secondary credential 57% of traditional aged students drop out of PS 86% of adults needing remediation drop out JFF SOLUTIONS Acceleration Through 9-14 Alignment & Integration Acceleration Through Postsecondary & Labor Market Alignment • CAREER ADVANCEMENT: • Develop industry-based career pathways and workforce partnerships that align supply with employer demand in regions and states • Use of career counseling and labor market outcome data for planning, choice, accountability • COLLEGE&CAREER READY: • Incent early college/back-on-track designs • Expand early assessment/HS reach back • Increase low-income student momentum to college/career readiness • Support all students to meet Common Core standards, aligned with college first year/gatekeeper courses • POST-SECONDARY SUCCESS : • Create career pathways to accelerate learning • Integrate basic skills curriculum into credit-bearing programs of study • Develop articulated programs of study that offer stackable credentials through AS/BA • Build system capacity to support innovative learning strategies

  24. What Does it Mean to Prepare All Students to be Career and College Ready? All Really does mean all!

  25. All Really Does Mean All!

  26. All Really Does Mean All! • Developing a system of postsecondary and career pathways that lead to: • Associate’s or Higher Degrees • Significant College Credits • Career Certifications • Developing Community, Business and Postsecondary Partnerships • Business partnerships related to pathways • Develop system of internships and mentoring • Curricular Alignment • Common Core / College Readiness Standards • Middle and high school focus

  27. All Really Does Mean All! • Develop Academic and Social Interventions • Middle school indicators • Restructure high school schedule • For example – doubling up on math and English in 9th grades • Afterschool and in-class academic supports • Intensive and Robust Professional Development • Leadership development system • Developing leadership teams • Teacher development system • Content • Instructional strategies • Externships (business, community, postsecondary) • Paraprofessional development system

  28. All Really Does Mean All! • Develop a System for Non-Traditional an Out of School Youth • Synchronous and asynchronous E-Learning • Develop work-based experiences • Postsecondary and career pathways

  29. Bibliography Afterschool Alliance (2013). Defining youth outcomes for STEM learning in afterschool. http://www.afterschoolalliance.org/STEM_Outcomes_2013.pdf. Asunda, P. (2012). Standards for technological literacy and STEM education delivery through career technical education programs. Journal of Technology Education, 23(2), 44-60. http://scholar.lib.vt.edu/ejournals/JTE/v23n2/asunda.html. Balfranz, Robert (2009). Putting middle school grades students on the graduation path. National Middle School Association. http://www.amle.org/portals/0/pdf/articles/Policy_Brief_Balfanz.pdf Barakos, L., Lujan, V., & Strang, C. (2012). Catalyzing change amid the confusion. Center on Instruction at RMC Research Center. http://www.centeroninstruction.org/science-technology-engineering-mathematics-stem-catalyzing-change-amid-the-confusion. Beede, D., Julian, T., Khan, B., Lehrem, McKittrick, G., Langdon, D. and Doms, M. (2011). Education supports racial and ethnic equality in STEM. Office of the Chief Economist of the Chief Economist of the U.S. Department of Commerce Economic and Statistics Administration. http://www.esa.doc.gov/Reports/education-supports-racial-and-ethnic-equality-stem Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, March 2011. http://www.docstoc.com/docs/74492708/Understanding-STEM-Current-Perceptions. Business Higher Education Forum (2011). Creating the workforce of the future: the STEM interest and proficiency challenge. http://www.bhef.com/sites/bhef.drupalgardens.com/files/brief_2011_stem_inerest_proficiency.pdf ConnectED (2010). Designing multidisciplinary integrated curriculum units. The California Center for College and Career. http://www.connectedcalifornia.org/downloads/LL_Designing_Curriculum_Units_2010_v5_web.pdf. DeBaun, B. (2012). Inseparable imperatives: equity in education and the future of the American economic. Alliance Excellence Education. http://all4ed.org/wp-content/uploads/2013/06/InseparableImperatives.pdf. Franco, S., Patel, N. & Lindsey, J. (2012). Are STEM high school students entering the STEM pipeline? NCSSSMST Journal, 2012 Issue 1.

  30. Bibliography Gerlach, J. (2012). STEM: Defying a simple definition. NSTA Reports, 4/11/12. http://www.nsta.org/publications/news/story.aspx?id=59305. Herschbach, D. (2011). The STEM Initiative: constraints and challenges. Journal of STEM Education, 48(1), 96-122. http://scholar.lib.vt.edu/ejournals/JSTE/v48n1/pdf/herschbach.pdf. Hossain, M. & Robinson, (2012). How to motivate US students to pursue STEM careers. US-China Education Review, A4, 442-451. Langdon, D., McKittrick, G., Beede, D., Khan, B. and Doms, M. (2011). STEM: good jobs now and for the future. Office of the Chief Economist of the Chief Economist of the U.S. Department of Commerce Economic and Statistics Administration. http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf Light, J. (2001). Rethinking the digital divide. Harvard Educational Review, 71(4). Margolis, J., Estrella,T., Goode, J., Holmes, J. & Nao, K. (2011). Stuck in the Shallow End: Education, Race, and Computing. The MIT Press, Cambridge, MA and London, England. National Center for Public Policy and Higher Education (2010). Beyond the rhetoric: improving college readiness through coherent state policy. June 2012. http://www.highereducation.org/reports/college_readiness/index.shtml. National Center on Education and the Economy (2013). What does it really mean to be college and work ready? A Report from the National Center on Education and the Economy, May 2013. http://www.ncee.org/wp-content/uploads/2013/05/NCEE_ExecutiveSummary_May2013.pdf. National Research Council (2011). Successful K-12 STEM Education. The National Academies Press, Washington, D.C. http://www.stemreports.com/wp-content/uploads/2011/06/NRC_STEM_2.pdf. Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, May/June 2012. http://www.iteaconnect.org/mbrsonly/Library/TTT/TTTe/04-12roberts.pdf. Tsui, Lisa (2007). Effective strategies to increase diversity in STEM fields: a review of the research literature. Journal of Negro Education, 76(4), 555-581. http://www.jstor.org/discover/10.2307/40037228?uid=2129&uid=2&uid=70&uid=4&sid=21102757731923. Williams, P. (2011). STEM education: proceed with caution. Design and Technology Education: An International Journal, 16.1. http://ojs.lboro.ac.uk/ojs/index.php/DATE/article/view/1590/1514.

  31. CAESAR MICKENS Jr., DIRECTOR cmickens@jff.org 617.728.4446 x225 TEL 617.728.4446 FAX 617.728.4857 earlycolleges@jff.org 88 Broad Street, 8th Floor, Boston, MA 02110 122 C Street, NW, Suite 650, Washington, DC 20001 WWW.JFF.ORG

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