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Keeping Students on Track: Creating Statewide Pathways, Models, and Early Warning Systems

Keeping Students on Track: Creating Statewide Pathways, Models, and Early Warning Systems Joel Vargas, Jobs for the Future. American Diploma Project: State Leadership Team Meeting September 10, 2009. The Education Pipeline is Broken.

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Keeping Students on Track: Creating Statewide Pathways, Models, and Early Warning Systems

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  1. Keeping Students on Track: Creating Statewide Pathways, Models, and Early Warning Systems Joel Vargas, Jobs for the Future American Diploma Project: State Leadership Team Meeting September 10, 2009

  2. The Education Pipeline is Broken Percentage of 8th graders by SES who attain different levels of education Source: Analysis of NELS data by Optimal Solutions for JFF

  3. Early Warning Systems • Built on studies that show we can predict over half of dropouts by 6th grade and nearly 80% by 9th grade based on a few school related factors • States or districts can conduct studies to determine their strongest predictors and in what grades these first become predictive • With support, schools use this data to flag youth when they first start to fall off-track and build an on-time, responsive culture & intervention system • Best systems are tiered: utilize whole school, targeted, and intensive supports. The best work transforms school culture.

  4. Two New Pathways to Success • Pathway One: Starting College in High School • Focused on improving college success of underrepresented young people. • Include “Blended” (secondary-post-secondary) schools and dual enrollment models • Combine college preparatory academic program with college course-taking • Blended schools (ECHS) offer compressed time to earn two years of college credits while in high school • Pathway Two: Back on Track • Range of models tailored to needs of different groupings of off-track youth • Dual focus on strong college/career ready academic core and strong academic advising and social supports • Supports offered through community partnership model   • Designed to enable credit recovery and acceleration for off-track and out-of-school youth

  5. Early Warning Systems: What is a State to Do? • Conduct data study to surface key indicators and disseminate findings • Create tools to help districts/schools use data for purposes of building early warning systems • Set up and oversee data reporting and tracking systems • Collect information on and determine highest impact interventions and disseminate best practices

  6. Early Warning Systems: What is a State to Do? Louisiana • Implemented DEWS in 46 districts (over half of total districts) • Manage data and technical issues of system at state level • Partnered with state university researchers to analyze historical data for predictive factors • Provide grants for pilot phase • Require districts to develop 9th grade intervention systems Total # of Referrals Age of Student List of students within a school Intervention Codes Intervention Status Total Enrollment Days Total Days Absence

  7. Models, Options, Pathways: What is a State to Do? • Analysis which points to the need for types of models based on key characteristics of segments of the off-track population. • Assess the extent to which existing models in the state can address those needs and identify need for additional options. • Examine & Change Policies: Alternative Education, Dropout Policies, Dual Enrollment Policies, Innovation Policies. • Specify role for creation of new models in tandem with turnaround strategies for existing schools. • Identify start-up resources and support for the capacity for new school development.

  8. North Carolina Early College High Schools North Carolina • Created Innovative Education Initiatives Act • Dual Enrollment Policies: Enablers and Barriers • Waiver Process • 82 Innovative High Schools • 69 Learn & Earn Early College Schools • New Schools Project provides support and coherence

  9. Impact: Early Warning Systems

  10. Impact: Models, Options, Pathways 82 Innovative Schools, 17,000 Students, 541 Dropouts

  11. Impact: Early Promise of Early College Schools

  12. Impact: NY Transfer Schools Transfer schools are designed to effectively recoup the youngest, lowest-credited segment of the OA-UC population.* Comparative Student Performance:High School History Prior to Transfer School vs. After Enrolling at Transfer School * - Historically, these are students who are 16-17 years old and who have earned fewer than 11 credits.

  13. Sources Abbeville High School Data from Pinkus, Lyndsay (2008): Using Early-Warning Data to Improve Graduation Rates: Closing Cracks in the Education System. Alliance for Excellent Education. Kelvyn Park High School Data from Gewertz, Catherine (2009): 9th Grade, By the Numbers. Education Week, Published Online March 10, 2009. Merrick, Patricia (2009): LA Dept. of Education Powerpoint Presentation given at College- and Career-Ready Policy Institute Leadership Meeting, Scottsdale, AZ. March 26, 2009. New York City Data from Lynch, JoEllen (2008): Recuperative Programs and Accountability in New York City. Powerpoint presentation for Jobs for the Future, April 17, 2008. North Carolina Data from New Schools Project (2009): News about High School Innovation. Innovator online newsletter, February 6, 2009.

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