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Pathways to Student Success: Slideshow


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Excerpts from "Pathways to Student Success: A Guide to Translating Good Intentions Into Meaningful Impact."

Excerpts from "Pathways to Student Success: A Guide to Translating Good Intentions Into Meaningful Impact."

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    High Impact Philanthropy
    Pathways to Student Success
    Hilary Rhodes, Senior Analyst
    Katherina Rosqueta, Executive Director
    Center for High Impact Philanthropy
    School of Social Policy & Practice
    May 8, 2009
  • 2. What the Center Does
    “If I had a million dollars to improve the educational outcomes of at-risk students, how could I spend it to have the greatest impact?”
  • 3. Our Approach
    A multi-perspective, evidence-informed approach
    Field Experience:
    Practitioner insights
    Performance assessments
    In-depth case studies
    Field Experience
    Randomized controlled trials and quasi-experimental studies
    Modeled analyses (e.g., cost-effectiveness)
    Informed Opinion:
    Expert opinion
    Stakeholder input
    Policy analysis
    Informed Opinion
  • 4. Measures of Student Need
    More than a million students – nearly a third of each class – dropout of school each year
    By end of high school, reading and math skills of Black and Latino students are equivalent (on average) to those of White students in 8th grade
    19% of African American, 13% of Latino, 32% of White adults have earned a bachelor’s degree by age 25
  • 5. Economic Cost to Individual
    Source: Planty, M., Hussar, W., Provasnik, S., Kena, G., Dinkes, R., KewalRemant, A., and Kemp, J. (2008). The Condition of Education 2008 (NCES 2008-031). National Center for Education Statistics. U.S. Department of Education. Washington, DC. Retrieved 5/29/2008, from <>.
  • 6. Economic Cost for Society
    Source: Belfield, C & Levin, H. eds. (2007). The Price We Pay: Economic and Social Consequences of Inadequate Education. Washington, DC: Brookings Institution Press.
  • 7. Pathways to Success
  • 8. PHASE: Early childhood and preschool
    TARGET: School readiness
    INDICATORS: ability to follow directions; recognition of relationships between letters and sounds; counting ability
    Early Childhood / Preschool
  • 9. Development impacted by poor health & social circumstances
    Restricted access preschool; where available, likely not high quality
    Obstacles in Early Childhood
  • 10. Example of Early Childhood On-Ramp
    Support one-on-one relationships to cultivate early literacy, social skills
    Jumpstart results:
    60% of participating students better prepared for kindergarten than comparison group nationwide
    $1,600 - $3,100 per additional student better prepared for school
  • 11. PHASE: Primary (elementary) school
    TARGET: Reading by the end of 3rd grade
    INDICATORS: attendance; scores on math & reading assessments; social skills and emotional competencies
    Primary School
  • 12. Obstacles in Primary School
    Enrolled in schools with limited resources, poorer leadership and weaker teachers
    Outside of school, access to opportunities for enrichment restricted; health and social issues continue
  • 13. Example of Primary School On-Ramp
    Professional development & coaching in literacy instruction
    Children’s Literacy Initiative:
    32 percentage points more students meet literacy benchmarks than comparison group at a strong implementation site
    $586 per additional student meeting benchmarks
  • 14. PHASE: Secondary school
    TARGET: Master 9th grade curriculum on time and graduate on-time
    INDICATORS: attendance; scores on math & reading assessments; risk behaviors
    Secondary School
  • 15. Obstacles in Secondary School
    Waning student engagement & increasing negative behaviors
    Deficits in school resources continue and deepen
    Few opportunities to develop “soft skills”
  • 16. Example of Secondary School On-Ramp
    Extending learning time through apprenticeships, academic supports, and leadership development
    Citizen Schools:
    8 to 27 percentage point increase in on-time high school graduation
    $12,000 to $40,000 per additional on-time high school graduate
  • 17. PHASE: Postsecondary education and beyond
    TARGET: Graduate from college or complete other postsecondary certification
    INDICATORS: college retention after 1st year; income; employment status
    Postsecondary Education
  • 18. Obstacles to Postsecondary Education
    Insufficient academic preparation and supports
    Financial barriers
    Social obstacles such as a lack of supportive peer networks
  • 19. Examples of Postsecondary On-Ramps
    Long-term, wraparound supports and tuition guarantee
    IHDF & Say Yes:
    An additional 8-41 percentage points in on-time high school graduation, 34 percentage point increase in college completion
    $29,000 to $250,000 per additional high school and college graduate
  • 20. Case Example: The Doe Initiative
    Like many American cities, hard times befell Industrial City as its manufacturing base shrank and its tax base eroded. By 1996, it could no longer afford to educate its students and deeded its schools to the county. The city and county districts were different in important ways: one was urban, African American, and poor, and the other suburban, White, and affluent. Residents in both communities did not welcome the merger, as it played into a long history of race and class tensions.
    While the merger addressed the financial needs of the urban schools, it did not resolve the stark differences in student achievement. A report released in 2000 showed that of the 20 worst elementary schools in the state, nearly half were the urban schools; the suburban ones, however, continued to far outpace the average. The report appalled the community and prompted the Doe Family Foundation to connect with the city’s local education fund (LEF), which had already begun working with the district to improve instruction.
  • 21. Case Example: The Doe Initiative
    Early interviews with stakeholders revealed some of the challenges that lay ahead.
    Superintendent: “Bad teachers have been allowed to collect in urban schools. Bad teachers can survive there and have created a safe culture for themselves.”
    Principal: “Turnover is constant. For three years you train new teachers to be effective with these kids, and then they leave. That wears out the savviest principal.”
    Teacher: “It won’t work unless you get rid of my principal and those six teachers. Unless you can do that, you can keep your money.”
    Student: “I hate school. It's so dirty and the bathrooms are always clogged. There are never enough textbooks and we're not allowed to use the computer in the library. And the teachers don’t care about you. They just don't listen.”
    County parent: “They would be better off making a huge bonfire with that money instead of giving it to those elementary schools. At least then, the community would get a few minutes of heat and light.”
  • 22. Case Example: The Doe Initiative
    At the onset, the Doe Family Foundation and LEF established an ambitious goal: 100% of the third graders in the nine urban schools would read at or above grade level by 2007. The partnership galvanized the following resources to achieve its aim:
    $5 million from the Doe Family Foundation
    $2.5 million from LEF
    $2.5 million from an assortment of city, business, and community organizations
  • 23. Questions
    What else would you like to know? How could you find the answers?
    Based on your experience and our earlier discussion, what activities would you explore to address the situation? What activities would you avoid?
  • 24. What They Did
    Built strong leadership teams
    Cultivated effective teaching practice
    Provided financial incentives
    Partnered with community organizations for family & student supports
  • 25. What They Achieved
    Teacher turnover declined
    Teacher instruction improved steadily over time
    Student achievement improved from 53.1% in 2003 to 80.2% in 2007
    Source: The Benwood Initiative <>
  • 26. Why It Worked
    Real commitment to improving teacher quality from all partners
    Data clearly identified problem and its connection to instruction
    Superintendent a “merger” expert, able to build collaborative relationships
    Existence of strong public education fund already working with the district
  • 27. In His Words
  • 28. One Program’s Response
    • Raise expectations for student success
    Equip teachers with techniques that actively engage students
    Increase rigor of student experience
    Facilitate college application process
    Provide extensive support network
  • 29. AVIDSnapshot
    Success rate:
    ~52 percentage point increase of college-ready students (88% AVID CA vs. 36% nationally)
    Cost per beneficiary:
    $291 per year
    Cost per impact:
    ~$1,700 per additional college-ready high school graduate