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Achieving a 90 percent Graduation Rate : What’s Working to Connect the High School Experience with Pathways to Postsecondary Education


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Connecting the high school experience with pathways to postsecondary education, workforce readiness and participation, and overall adult success.

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Achieving a 90 percent Graduation Rate : What’s Working to Connect the High School Experience with Pathways to Postsecondary Education

  1. 1. | #GradNation Achieving a 90 percent Graduation Rate: What’s Working to Connect the High School Experience with Pathways to Postsecondary Education Tuesday, June 19, 2018 3:00 - 4:00 PM EST
  2. 2. | | #GradNation Ø Welcome and Webinar Overview Ø Linked Learning Alliance Ø Bard High School Early College Ø Questions and Answers Ø Closing Agenda What would you tell your high school self about life after high school?
  3. 3. | #GradNation Ø Recent data affirms that postsecondary education is increasingly important to secure a decent paying job. Ø Those with a postsecondary degree also tend to have higher levels of employment and wages, as well as more access to health care and retirement plans, and greater levels of community and civic engagement (Ma, Pender, & Welch, 2016). GradNation Action Platform: Connecting the high school experience with pathways to postsecondary education, workforce readiness and participation, and overall adult success.
  4. 4. | | #GradNation “By 2020, 65 percent of all jobs in the economy will require postsecondary education and training beyond high school” (Georgetown Public Policy Institute)
  5. 5. | | #GradNation “There will be fewer jobs available to individuals that only posses a high school diploma” (Georgetown Public Policy Institute)
  6. 6. | | #GradNation Ø Youth readiness: Many young people are not properly prepared for postsecondary pathways during the high school years Ø Response - dual enrollment, diverse course offerings Ø Youth knowledge: Many young people are not aware of the options that are available to them after high school and how to navigate them. Ø Response - college counseling, internships System Challenges for Pathways
  7. 7. | | #GradNation Table 16. Student Subgroup Representation in AP Courses, 2016 Percent of Public School Students Percent of AP Test- Takers White 48.5% 52.4% Black 15.3% 7.3% Hispanic 26.4% 22.4% Source: Common Core of Data & College Board “Black and Hispanic students disproportionately are underrepresented in rigorous course programs, depriving them of the opportunity to build strong academic transcripts required at elite universities and of the preparation needed to succeed in college”. – (Building a GradNation Report, 2018)
  8. 8. | | #GradNation Table 17. Remediation Rates for Select Student Subgroups in 2- and 4-Year Postsecondary Institutions Institution Type: 2-Year 4-Year Student Subgroup Percent of Students in Remedial Course Average Number of Courses Taken Percent of Students in Remedial Course Average Number of Courses Taken Race & Ethnicity White 63.6% 2.4 35.8% 1.8 Black 78.3% 3.5 65.9% 2.8 Hispanic 74.9% 4 52.6% 2.8 Income Level Lowest Quartile 75.5% 3.5 51.7% 2.5 Highest Quartile 48.3% 2.1 18.3% 1.4 Pre-college Academic Prep Weak 75.3% 3 65.9% 3.1 Strong 48.3% 2.1 18.3% 1.4 National Average 68.00% 2.9 39.60% 2.1 Source: Chen, “Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions,” September 2016 The table also shows the negative impact of poor pre-college academic prep, as derived from high school GPA, highest math course taken in high school, and college admission scores. (Chen, 2016).
  9. 9. | | #GradNation Pathways must be Clear, Connected, and Responsive Clear Young people need a full view of their options for learning, serving, and working, and practicing skills they will need as adults. Young people need navigational support along the way. Connected Systems that serve young people through development should communicate and collaborate. Systems should create more opportunity for young people who do not have the resources to easily access and participate in the types of academic and non-academic experiences they need to for adult life. Responsive Young people are more likely to succeed when systems demonstrate flexibility. Young people start at different points, and bring different sets of life experiences, impacting their ability to navigate learning.
  11. 11. Hilary McLean Exec Vice President Linked Learning Alliance Cynthia Brown Director of Pathways Porterville Unified School District LINKED LEARNING What, Why, and How
  12. 12. A successful approach to education based on the idea that students work harder and dream bigger if their education is relevant to them LINKED LEARNING
  14. 14. Linked Learning helps students answer the question: “Why do I need to know this?”
  15. 15. One Approach, Many Models
  16. 16. Many Delivery Models Career Pathways Career Academies NAF Academies CA Partnership Academies Small Schools Charter Schools P-TECH District-Wide Strategy
  17. 17. 850,000 STUDENTS FALLING THROUGH THE CRACKS Source: Annie E. Casey Foundation, Youth and Work: Restoring Teen and Young Adult Connections to Opportunity, 2013 California high school students who do not graduate in four years
  18. 18. By 2030, California needs an additional one million career-ready college graduates, however: • Only 40% of California young adults hold an associate degree or higher • Only 15% of students graduate high school prepared for college
  19. 19. LINKED LEARNING CORE PRINCIPLES All students should have… • Access to an education that prepares them for college and career. • Choice and opportunity, not an imposed track. • The ability and support to make informed choices about the future.
  21. 21. LINKED LEARNING DISTRICT INITIATIVE • Enhance Linked Learning practice • Determine what makes Linked Learning successful at a systemic level • Demonstrate the viability of Linked Learning as a comprehensive approach for high school reform
  22. 22. SRI’S EVALUATION FOUND Students in certified Linked Learning pathways are… • Less likely to drop out and more likely to graduate • Earning more credits, which is key for on-time graduation • Demonstrating greater academic success, particularly among those with lower prior achievement scores • Reporting greater confidence in their life and career skills, and say they are experiencing more rigorous, integrated, and relevant instruction
  24. 24. DISTRICT STRATEGIES DISTRICT STRATEGIES Miya Warner Senior Researcher SRI Education STRATEGIES TO SUCCESSFULLY IMPLEMENT LINKED LEARNING Cynthia Brown Director of Pathways Porterville Unified School District
  25. 25. Key strategies for Linked Learning SRI’s evaluation surfaced a set of strategies to: • Inform district and pathway leaders who are building or expanding Linked Learning opportunities for students. • Promote successful implementation of Linked Learning by both school districts and individual pathways.
  26. 26. Practice Guide: WHAT IT TAKES TO CREATE LINKED LEARNING Lessons Learned from Evaluating the Approach in Practice
  31. 31. Linked Learning Certification Hilary McLean Executive Vice President Linked Learning Alliance
  32. 32. As the Linked Learning field grows, are we fulfilling the promise of Linked Learning pathways of engaging students in their learning and preparing them for college and career? LINKED LEARNING COMMITMENT TO QUALITY AND SCALE
  33. 33. We needed a clear standard for excellence
  34. 34. I N T R O D U C I N G L I N K E D L E A R N I N G C E RT I F I C AT I O N A new online certification platform that encourages collaboration, tracking data, and reflection.
  35. 35. Linked Learning Pathway Excellence A N I N T E G R AT E D P R O G R A M O F S T U D Y W O R K - B A S E D L E A R N I N G O P P O RT U N I T I E S S T U D E N T S U P P O RT S
  36. 36. Candidate Pathway You have the basic program elements in place to provide students with a rich, integrated college and career prep experience. Certified Pathway Your pathway provides the core Linked Learning experience—and you are using data about your pathway to inform program design. Advanced Certified Pathway You have exceptional program offerings and can present clear evidence that your pathway is achieving impressive outcomes with students. Three levels of certification Each unlocks a new set of benefits.
  37. 37. PAT H WAY S A R E R E WA R D E D F O R T H E I R E X C E L L E N C E Educators have a collaborative platform to work toward a clearly defined vision.
  38. 38. A N D S T U D E N T S G E T M O R E O P P O RT U N I T I E S Students receive additional benefits, such as scholarships, internships, and preferential hiring and university admissions.
  41. 41. | | #GradNation Clara Haskell Botstein Associate Vice President Bard High School Early College Baltimore Dr. David Guba Faculty in History Bard High School Early College Baltimore The Bard Early Colleges
  42. 42. The Bard Early Colleges An Authentic, Free Head Start on College
  43. 43. Our Challenge The United States faces a fundamental misalignment between secondary and postsecondary education. As a result, students face a college access, affordability, and completion challenge that hampers their ability to succeed. ● An overwhelming number of students who step foot on college campuses never complete degree. Only 39% of students enrolling in 2-year colleges graduate with any kind of credential within 6 years. For 4-year colleges, the national graduation rate is only 59%. ● For low-income students, the outlook is even worse: research shows that nearly half of low-income, first-generation students at 4-year colleges drop out before earning a degree. ● Our country needs a new vision for high school to improve the transition to college and help students complete degrees, on time or early and without substantial debt. We believe early college is a critical component of that new vision.
  44. 44. College in High School: An Evidence-Based Model Early college high schools: ● 90% of early college students receive a high school diploma compared to 78% of students nationally ● 30% of early college students earn an associate’s degree or certificate ● One year past high school, 21% of early college students had earned a college degree, compared to 1% of comparison students. Two years past high school, 25% of early college students had earned a degree, compared to 5% of comparison students Dual enrollment: ● Based on a nationally representative sample of students who started college in 2003, students who took dual enrollment courses were 10% more likely to complete a bachelor’s degree than the comparison group ● Students entering four Texas public universities with dual credit were 30% more likely to earn bachelor’s degrees within six years than students who had not earned college credit in high school. Dual-credit students also were 42% more likely to complete bachelor’s degrees within four years, the traditional undergraduate time period.
  45. 45. Best Practices for College in High School ● A structured program of study that includes transferable courses and a pathway to a degree or credential ● Academic and socio-emotional support services to help students succeed ● College-credentialed instructors, with graduate degrees in the discipline and college teaching experience ● Courses offered at low or no cost to students ● Formal partnerships between local educational agencies and institutions of higher education ● Targeted recruitment of low-income, first generation college students, and students underrepresented in higher education
  46. 46. WHO Who are we, and why do we believe in early college education?
  47. 47. The Bard Early Colleges are a network of schools and programs whose mission is to provide adolescents with a rigorous, credit-bearing, tuition-free college course of study in the liberal arts and sciences following the 9th and 10th grades. Our students receive up to 60 college credits and an Associate in Arts (A.A.) degree from Bard College, alongside a high school diploma. As satellite campuses of Bard College, an independent, nonprofit college of the liberal arts and sciences in New York’s Hudson Valley, the Bard Early Colleges partner with public school systems across the country to provide a high- quality college education to adolescents, at no cost to them. Who We Are
  48. 48. OUR MISSION Through a tuition-free, engaging college program in the liberal arts and sciences with robust supports, the Bard Early Colleges help high school students, particularly those at risk of not completing postsecondary education, access, afford, and complete college prepared to contribute to the workforce and civic life. The Bard Early Colleges simultaneously work to create the conditions in which early college education can thrive and expand to serve more students across the country.
  49. 49. Founded in 1860, Bard College is a nonprofit, selective, independent college with its main campus in Annandale-on-Hudson, NY. Bard enrolls approximately 2,000 students on its main campus. A Tradition of Excellent Teaching In 2018, the Princeton Review ranked Bard in the top 10 among colleges in the U.S. for best classroom experience and for well-rated professors. A Tradition of Innovation in the Public Interest Bard College has a strong public interest mission and tradition of bringing high-quality liberal arts education to underserved populations, including through international programs, prison education, and early colleges. About Bard College
  50. 50. History of Our Organization • 1979: Simon’s Rock becomes part of Bard College, inspiring Bard’s involvement and leadership in the early college movement • 2001: Bard High School Early College (BHSEC) Manhattan opens after the New York City Department of Education approached Bard College and Simon’s Rock about a partnership • 2008: BHSEC Queens opens at the request of the NYCDOE • 2011: BHSEC Newark opens at the request of the City of Newark; Bard Early College New Orleans is established • 2013: Bard Early College at the Harlem Children’s Zone Promise Academy is established • 2014: BHSEC Cleveland West opens through a partnership with the Cleveland Metropolitan School District • 2015: BHSEC Baltimore opens through a partnership with Baltimore City Public Schools • 2017: BHSEC Cleveland East and Bard Early College Hudson are established
  51. 51. Our Work To Date ● Since the first Bard High School Early College was founded in 2001, the Bard Early Colleges have served over 6,000 students and awarded 2,668 associate’s degrees, tuition-free. ● Our college faculty has grown to over 200 instructors, supported with engaged early college pedagogy training to offer high-quality liberal arts education to younger students. ● Bard Early Colleges have brought our unique model to nine campuses in five states and sparked interest in early college education beyond our campuses.
  52. 52. The Bard Early Colleges intentionally recruit diverse student populations that reflect their cities The Bard Early Colleges’ admissions process screens for motivation and intellectual curiosity through an interview and faculty-designed assessment. We believe prior GPA and test scores are not the best predictors of a student’s ability to learn. Our admissions process prioritizes quality of mind over quality of preparation. 37% First-generation college students 64% Free or reduced-price lunch eligible students (based on available data)
  53. 53. The Bard Early Colleges are successful in large part because of their faculty, the vast majority of whom hold the highest degree in their field I was respected and treated as an adult by the faculty and administration, and this culture of respect was one that made its way into the classroom and the social experience. There is a truly unique love of learning at BHSEC, the teachers teach because they love what they're teaching and the students learn because they love what they're learning. It's a really special place.” — BHSEC NYC Student
  54. 54. OUTCOMES What is our impact on students?
  55. 55. Bard Early College graduates are prepared for success in higher education ● Over 98% of seniors complete their high school diploma ● 82% of students earn a tuition-free Associate’s degree by the end of high school (Class of 2017) ● Associate’s degree recipients receive 60 or more college credits from Bard; even students who do not complete the A.A. graduate with an average of 40 college credits ● More than 85% of alumni enroll in college within 18 months of graduation
  56. 56. The Bard Early Colleges have consistently had strong results, particularly in students’ college outcomes
  57. 57. Rates of Associate’s degree attainment for BHSEC students are fairly consistent across campuses
  58. 58. Once our alumni enroll in four-year colleges, they persist for multiple years
  59. 59. WHAT What does early college education look like for our students?
  60. 60. Bard HS Early College Baltimore At a Glance • Established in 2015 • Location in West Baltimore • Partnership between Bard College and Baltimore City Public Schools • 400 students, growing to 500 in SY 2018-19 • 25 full-time faculty, growing to 33 in in SY 2018-19 • 60% of faculty hold the highest degree in their field, 80% have at least a Master’s degree • Students come from every zip code in the city • Students are selected through an inclusive, qualitative admissions process on the basis of an interview and a writing assessment, with no consideration of prior academic or behavioral record • In the first graduating class, 71% of students earned an Associate’s degree alongside a high school diploma, and 92% earned a high school diploma and at least one year of transferable college credit on average
  61. 61. 2 years of high school Up to 2 years of college High school diploma & up to 60 College credits and a Bard College A.A. degree • Free college credits up to an Associate’s degree that transfer to bachelor’s degree programs across the country • Formal partnerships between Bard and the local public school system • College faculty recruited nationally from institutions of higher education and teaching all grade levels at the school • *Comprehensive faculty training in early college pedagogy and effective classroom management • A robust and engaging liberal arts and sciences curriculum • *Writing- and discussion-based seminar classes • *Student supports and counseling • Qualitative admissions process that selects students based on their motivation and intellectual curiosity • Diversity in the student body Core Components of Our Model
  62. 62. • Summer Bridge: A summer orientation for incoming 9th grade students • *Writing & Thinking Workshop: a weeklong immersion into writing techniques, including “focused free-writes” and “text explosions”, that are referenced throughout the curriculum • *Seminar: Bard’s signature Great Books course, four semesters in total, modeled on the University of Chicago’s humanities core • Matriculation: The college entrance ceremony for Year 1 College (11th grade age equivalent) students • Advisory: Students are part of an advisory group that meets weekly and helps students strengthen their socio-emotional skills • *College Transfer Office: A curriculum for Year 1 and 2 College students to help them identify and apply to strong four-year college matches • Student-led clubs. All clubs are student-driven. Popular clubs include debate, Model UN, literary magazine, dance and club sports, and social justice groups • Experiences on Bard’s Annandale campus: This includes the annual Hannah Arendt academic conference, debate tournament, and Model UN • Commencement: The Bard Early College graduation includes a commencement ceremony at which students are awarded the Associate’s Degree from Bard College Bard Signature Experiences
  63. 63. Based on interviews with students, they most value the following about the Bard experience: ● The free Associate’s degree and opportunity to accelerate their college education ● The close relationships with caring professors ● The close-knit and diverse community at Bard ● The independence and freedom given to students ● The high standards and expectations ● The strong support system ● The challenge
  64. 64. Faculty Perspective ● Maryland Approved Alternative Teacher Preparation Program ● Bard Institute of Writing & Thinking ● Bard College Affiliation ● Baltimore City Public Schools Partnership ● Counseling Support (Spero) Source: Picture from Emily Deruy’s piece on Bard Baltimore in The Atlantic on 7 December 2016, entitled “Where Students Get Two Years of College in High School for Free.”
  65. 65. "To be a BHSEC graduate means to love learning. No matter the subject, topic, or situation. The desire to expand your knowledge in any and every opportunity given to you is how it feels to be a BHSEC graduate navigating through the world." - Anthony Lloyd, 2017 BHSEC Baltimore Graduate, currently attending Bard College
  66. 66. "Learning to think for myself was a lot harder than learning how to get good grades or test scores. BHSEC has allowed me to unlock an intellectual vitality and curiosity within myself that I carry with me everywhere. - Taylor Spann, 2017 BHSEC Baltimore Graduate, currently attending Stanford University
  67. 67. GROWTH & IMPACT Building a national movement for early college education
  68. 68. College in High School Alliance: Advancing a National Movement There are currently ~2 million students in enrolled in dual enrollment programs nationwide, including in over 400 early college high schools CHSA is a coalition of over 75 leading national, state and local organizations committed to policies that support high-quality dual enrollment, concurrent enrollment, and early college high schools. Mission: In ten years, 5 million students annually will participate in a high-quality college in high school experience. Member organizations will work to advance policies so that the five million participants reflect the demographic and economic makeup of the nation’s high school students.
  69. 69. Policy Challenges Funding ● Early college is a cost-effective model for providing postsecondary education, but early colleges can have costs above traditional high schools ○ College tuition and fees (waived for students) ○ Professor salaries ○ Student support services ○ College textbooks and STEM course materials ○ Transportation Regulation ● Early college sits between K-12 and higher education and the regulatory systems do not always align ○ Reporting and accountability systems ○ Teacher licensing and certification ○ Dual credit and credit transfer policies
  70. 70. Policy Opportunities CHSA believes that greater support for college in high school models models at the federal, state, and local levels will significantly improve the secondary and postsecondary outcomes of students, particularly those from low-income and underserved backgrounds Key Opportunities: ● Every Student Succeeds Act ● Higher Education Act ● Perkins Act ● State Policy (Financial and Regulatory)
  71. 71. | | #GradNation Questions & Answers
  72. 72. | #GradNation The GradNation campaign: For all things GradNation, email the team at Linked Learning Alliance The Bard Early Colleges For more information: