Harvard elcc presentation_final

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Harvard elcc presentation_final

  1. 1. Haas Education Leadership Case Competition:Pittsburgh Public Schools<br />Harvard University<br />February 13, 2010<br />
  2. 2. 2<br />Today, too many of Pittsburgh’s students are unprepared for college and careers<br />Student academic performance is not meeting expectations<br />Students are not prepared to take advantage of Pittsburgh Promise<br />Grade 11 Performance(percent of students proficient or advanced)<br />2008 Promise Awards(Note: 2008 GPA requirement of 2.0)<br />District goal of 80% higher degree attainment for high school graduates<br />1,845<br />GPA <2.0<br />GPA >2.0<br />757<br />Source: Haas Education Leadership Case Competition, Pittsburgh Public Schools, 2010.<br />
  3. 3. 3<br />Out of Classroom Time (OCT) can be better utilized to support college readiness <br />OCT<br />Classroom<br />Family<br /> OCT is one element of student success<br />Many organizations already work with students during OCT<br />School programs<br />Afterschool programs<br />Summer programs<br />Businesses and non-profits<br />Source: PPS Summer Dreamers Academy, Education Committee Presentation (2009)<br />
  4. 4. A successful OCT strategy will be neither highly centralized nor simply visionary<br />Direct Management<br />Shared Rhetoric<br /><ul><li>Single entity directly controls all organizations
  5. 5. Tight regulation of operations
  6. 6. Strict accountability
  7. 7. EXAMPLE: Garbage collection contractors
  8. 8. Voluntary agreement on broad themes, or a marketing campaign
  9. 9. Little or no shared operational expectations
  10. 10. Few or no accountability mechanisms
  11. 11. EXAMPLE: “Make Poverty History”</li></ul>Best strategy for Pittsburgh is a middle ground<br />Pathways to the Promise strategy will combine the best of both: sufficient space for innovation, while ensuring aligned agreement<br />4<br />
  12. 12. 5<br />Guiding Principles can create a shared vision in the community<br />1<br />All students will be encouraged and challenged to go to college<br />2<br />All students who want to go to college will receive practical support at each step of the preparation process<br />3<br />All students will have conversations about their futures with caring, trusted adults<br />4<br />All families will receive the information they need to help their students plan for the future<br />Suggested language for Guiding Principles<br />
  13. 13. 6<br />Action is needed in four areas for implementation<br />1<br />2<br />Provide a roadmap forstudents to reach the Promise<br />Understand thedifferences instudents’ needs<br />Create capacity tomanage andsupport partners<br />3<br />4<br />Leverage partners’ strengthsand capabilities<br />
  14. 14. 7<br />Provide stronger and earlier instructions to navigate Pathways to the Promise<br />1<br />Students need help meeting milestones <br />Aspiration is not enough<br />Enrollment rate of academically qualified students meeting milestone by start of senior year <br /><ul><li>Early communication upon entering high school helps students begin college path
  15. 15. Personalized roadmap for students
  16. 16. iEnroll application
  17. 17. Quick Wins
  18. 18. Partner with H&R block to offer FAFSA application assistance to all
  19. 19. 28% of low-income students haven’t heard of the FAFSA
  20. 20. Flex funds to help students pay for SAT tests</li></ul>Yes<br />No<br />“…Considerable evidence of low-income youths with high aspirations and high valuations of collegefailing to clear seemingly minor hurdles in the [college going] process…”<br />Christopher Avery Harvard Department of Economics<br />Note: Students in program studied had min 3.0 GPA and were looking for admission to 4-year BA programs in MA<br />Source: Christopher Avery & Thomas Kane, Student Perceptions of College Opportunities: The Boston COACH Program; Bettinger, Eric, Increasing Postsecondary Enrollment among Low-Income Families… The FAFSA H&R Block Experiment<br />
  21. 21. Understand students’ differentiated needs to tailor approaches for support<br />2<br />A process is needed to identify students’ needs<br />Targeted approaches to students’ barriers are needed<br /><ul><li>Guidance Counselors take the lead on assessing students when they arrive to construct Student Profile
  22. 22. Academic Review
  23. 23. Past GPA performance
  24. 24. PSSA performance
  25. 25. Attendance/Truancy
  26. 26. Soft skills and home life review
  27. 27. Disciplinary history
  28. 28. Federal surveys
  29. 29. Take-home surveys
  30. 30. Implement a system to capture and track this student data (i.e. Pearson’s PowerSchool)</li></ul>Provide academic supports<br />Provide stretch goals to reach full potential<br />High<br />Soft Skills Strength<br />Early and intense intervention tobuild aspirations<br />Communicate benefits; support milestone attainment<br />Low<br />Low<br />High<br />Academic Strength<br />Note: Excellent student survey samples can be found from Coalition for Community Schools and Harlem Children Zone to understand student readiness and risks Central Piedmont Community College in Charlotte currently administers placement tests to early high school students to determine academic areas of focus before graduation<br />8<br />Source: Focusing on Results in Promise Neighborhoods: Recommendations for the Federal Initiative, The Center for the Study of Social Policy<br />
  31. 31. Identify partners’ capabilities to leverage their strengths in supporting students<br />3<br />Potential solutions<br />Barrier<br /><ul><li>Create a web-based directory of CBOs and their programs to help parents and teachers identify opportunities for students
  32. 32. Utilize neighborhood, parent, and political networks to spread the word about Promise opportunities.</li></ul>Lack of knowledge of existing programs<br /><ul><li>Create buy-in of Guiding Principles by community partners
  33. 33. CBO’s sign agreement to adhere to Guiding Principles for access to school facilities and the online directory
  34. 34. Set up a Promise Advisory Board of partners to create buy-in
  35. 35. Require Promise recipients/alumni to invest in community
  36. 36. Work with targeted CBOs and Summer Programs
  37. 37. Could be extended in the form of a ‘Promise Corps’</li></ul>Lack of alignmentwith Pittsburgh Promise<br /><ul><li>Formalize communication between committed partners
  38. 38. Secure agreement from Colleges, CBOs, Summer Schools and Business to Guiding Principles will embed a consistent vision
  39. 39. Highlight the benefits to colleges of supporting Promise success
  40. 40. Challenge local colleges to run summer schools and mentoring programs
  41. 41. Support colleges in advertising to students early and often in high school</li></ul>Lack of open communication between stakeholders<br />9<br />Source: PPS; International case studies<br />
  42. 42. 10<br />There are innovative interventions that Pittsburgh can implement with partners<br />3<br />Math in sports clubs<br />Results focused mentoring<br /><ul><li>Playing for Success is a British CBO which runs homework clubs at urban sports venues
  43. 43. Literacy, numeracy and IT with a sporting focus
  44. 44. Target underperforming high school students
  45. 45. Independent evaluations show significant improvement in numeracy test scores and self-confidence particularly for male minority students
  46. 46. Steelers, Panthers, Penguins could be partners
  47. 47. College Opportunity and Career Help (COACH) links students from Harvard to Boston Public Schools
  48. 48. Focus is on providing assistance to students in preparing for and applying to college (e.g., SAT test prep, application form completion)
  49. 49. From the outset undertook rigorous monitoring and evaluation to test impact on college application rates
  50. 50. Results focused approach could be extended to existing University of Pittsburgh program</li></ul>Summer school at colleges<br />Preparing parents<br /><ul><li>Parent University is a Boston Public School year-long training and education program for parents
  51. 51. Provides workshops (including full day Saturday sessions) to help parents understand how they can help their children with homework and how to understand the college application process
  52. 52. Supports parents to develop a network that can be a friendly challenge to poorly performing schools
  53. 53. Could easily be extended to PPS
  54. 54. New York’s Youth Development Initiative has found that students are more likely to complete the application process for college if they have been on campus for an extended period
  55. 55. City University of New York runs month long intensive summer schools on its campus which focus on college preparation as well as after school classes
  56. 56. The same could be implemented by Carnegie Mellon as well as community colleges</li></ul>Source: UK Department for Education and Skills, Widening Participation in Higher Education (2003); Playing for Success; Boston Public Schools Acceleration Agenda (2009); Youth Development Institute, College Access and Success for Young Adult Learners: A Research Summary for Schools and Programs<br />
  57. 57. Create management capacity to facilitate networking across multiple stakeholders<br />4<br />Recommended approaches<br />Considerations<br />School personnel lacks bandwidth to manage additional responsibilities<br /><ul><li>Create a Community Coordination Officer (CCO)
  58. 58. 1 CCO for every 2 high schools
  59. 59. Strengthen relationship between CBOs and schools
  60. 60. Provide feedback to the district on program effectiveness
  61. 61. Introduce volunteer “Parent Coordinators” in all high schools
  62. 62. Responsible for daily tasks (lunch duty, dismissal, etc) to free up Guidance Counselors/Social Worker to focus on Promise support
  63. 63. Provide incentives for community partners to align with Promise
  64. 64. Allocate 150K to “CBO Innovation Prize” for effective strategies focus on college-readiness
  65. 65. Annual Parent and Student Surveys to evaluate CBO Promise support programs
  66. 66. Publicize survey response on PPS website and in CBO Directory (i.e. “Did CBO provide college tour?”)</li></ul>Manage balance of CBO autonomy and commitment to Promise <br />Pittsburgh Promise alumni base is a resource<br /><ul><li>Establish “Promise Corps”
  67. 67. Use Teach for America 2-year commitment model
  68. 68. Top 10% of graduating class eligible for greater school loan repayment
  69. 69. Vigorously develop relationships with community partners and commitment to Promise</li></ul>11<br />Source: PPS; International case studies<br />
  70. 70. Management tools will guide implementation<br />Marketing & Communication Plan<br />Dashboard for Evaluation<br />Suggested Budget<br />Implementation Timeline<br />12<br />12<br />
  71. 71. 13<br />PPS should continue to build upon the Pathways to Promise brand<br />Continue to build on brand momentum<br />Public<br />CBOs<br />Families<br /><ul><li>Celebrate early successes
  72. 72. Advertise student success stories
  73. 73. Challenge businesses to partner with the Promise
  74. 74. “For our partners” link on the web with
  75. 75. Guiding Principles
  76. 76. CCO Contact information
  77. 77. Market Guiding Principles to develop awareness and support
  78. 78. Advertise ‘Parent College’</li></li></ul><li>PPS should establish a monthly dashboard to track how it is delivering on the Promise<br />Promise readiness<br />Enrollment readiness<br />Current GPAs<br />12th Grade iEnroll checklist completion<br /><ul><li>Dashboards should be created at a District, CCO and school level
  79. 79. Data on CBO performance should be drawn from a bi-annual survey of students
  80. 80. An upgraded IT system should link with the iEnroll student checklist to track performance against key barriers to enrolment</li></ul>Target: 80% >2.5 GPA<br />Target: 75%<br />Current attendance<br />CBO survey response from 11th Grade<br />Target: 80% >90% attendance<br />75%<br />50%<br />35%<br />85%<br />14<br />
  81. 81. 15<br />PPS can have real impact for $1m a year<br />
  82. 82. PPS should define a workplan for timely and effective implementation <br />Task by Action Area<br />2011 - 2012<br />Spring ‘10<br />Summer ‘10<br />2010 - 2011<br />Q1<br />Q2<br />Q3<br />Q4<br />Feb<br />Mar<br />Apr<br />May<br />Jun<br />Jul<br />Aug<br />Q1<br />Q2<br />Q3<br />Q4<br /><ul><li>Provide Roadmap for students
  83. 83. Introduce Parent University
  84. 84. Develop iEnroll data system with guidance counselor monitoring
  85. 85. Implement iEnroll data system
  86. 86. Determine students needs
  87. 87. Collect student data
  88. 88. Design Student Profile document
  89. 89. Leverage partners’ strengths
  90. 90. Create advisory board
  91. 91. Develop ‘Guiding Principles’
  92. 92. Host a call to action for CBOs
  93. 93. Formalize college relationships
  94. 94. Finalize CBO directory
  95. 95. Pilot Promise Corps Program
  96. 96. Roll out Promise Corps Program
  97. 97. Build capacity to manage
  98. 98. Roosevelt meet with principles
  99. 99. Define CCO role and recruiting
  100. 100. Provide intensive training for guidance counselors</li></ul>16<br />
  101. 101. 17<br />Next Steps: What are you going to do when you get back to the office?<br />1<br />Seek feedback from other members of your PPS team. Does the strategy need adjusting given their expertise?<br />2<br />Define your top 2-3 stakeholders among Pittsburgh’s CBOs, colleges and businesses. Would they be appropriate Advisory Board members?<br />3<br />Review Prof. Chris Avery’s paper on COACH in Boston, the Youth Development Institute’s paper on College Access and Success in New York City and other cited resources. Are there further lessons to learn from the most successful attempts to tackle this issue?<br />4<br />Draw up list of potential additional funders (e.g., Broad Foundation, Tiger Foundation). Could Pathways to the Promise be pitched to them as a trial program for the nation?<br />
  102. 102. 18<br />Questions?<br />Q&A<br />
  103. 103. 19<br />BACKUP<br />
  104. 104. 20<br />Recommended Sources (1 of 2)<br />Helping Students Prepare<br /><ul><li>“Paving the Way for Success in High School and Beyond:The Importance of Preparing Middle School Students for the Transition to Ninth Grade“, Jean Baldwin Grossman and Siobhan M. Cooney http://www.ppv.org/ppv/publications/assets/269_publication.pdf
  105. 105. “The Case for School-Based Integration of Services: Changing the Ways Students, Families and Communities Engage With Their Schools”, Jean Baldwin Grossman and Zoua M. Vanghttp://www.ppv.org/ppv/publications/assets/267_publication.pdf</li></ul> <br />City of New York Youth Development Institute<br /><ul><li>“College Access and Success for Young Adult Learners: A Research Summary for Schools and Programs.” http://www.ydinstitute.org/resources/publications/CollegeAccess(YouthDevelopmentInstitute).pdf
  106. 106. “Building a Better Bridge: Helping Young Adults Enter and Succeed in College.” http://www.ydinstitute.org/resources/publications/TheDreamofCollege(YouthDevelopmentInstitute).pdf</li></ul> <br />Boston Public Schools<br /><ul><li>“Acceleration Agenda 2009-2014: A Five-Year Strategic Direction to transform the Boston Public Schools.”http://www.bostonpublicschools.org/agenda
  107. 107. “The Effects of College Counseling on High-Achieving, Low-Income Students: Results of a Pilot Study with a Randomized Controlled Trial.” Avery, C., Sept, 2009. http://www.hks.harvard.edu/fs/cavery/counselor%20paper%20september%2016%202009.pdf
  108. 108. “Student Perceptions of College Opportunities: The Boston COACH Program”, Avery, C., and Kane, Thomas. In College Choices: the Economics of Where to Go, When to Go, and How to Pay for it, Caroline Hoxby, Ed. University of Chicago Press, Sept 2004. http://www.hks.harvard.edu/fs/cavery/Student%20Perceptions%20of%20College%20Opportunities.pdf</li></ul>United Kingdom<br /><ul><li>“Widening participation in higher education”, Department for Education and Skills. 2003http://www.dius.gov.uk/higher_education/~/media/publications/E/EWParticipation</li></ul> <br />
  109. 109. 21<br />Recommended Sources (2 of 2)<br /> <br />Afterschool Programs/Summer Schools<br /><ul><li>National Dropout Prevention Center/Network: Summary of research on benefit of after school programming www.droupoutprevention.org/effstrat/after_school_opps
  110. 110. Children’s Aid Societywww.childrensaidsociety.org/TA
  111. 111. Playing for Successhttp://www.playingforsuccessonline.org.uk/
  112. 112. COACH http://www.communityservice.harvard.edu/programs/coach-college-opportunity-and-career-help
  113. 113. Boston Public Schools Parent University http://www.bostonpublicschools.org/node/3781
  114. 114. CUNY Summer School http://www.lagcc.cuny.edu/academics/precollege/</li></ul> <br />Sponsors for Educational Opportunity Scholars Program<br /><ul><li>http://www.seo-usa.org/Scholars_Overview</li></ul>The FAFSA<br /><ul><li>“Increasing Postsecondary Enrollment Among Low Income Families: A Project to Improve Access to College Information and Financial Aid” Bettinger E. et al, Jan 2009. http://gseacademic.harvard.edu/~longbr/FAFSA_Project_-_Bettinger_Long_Oreopoulos_-_Description_1-09.pdf
  115. 115. “FAFSA Experiment Boosts College Going.” Lederman, Doug. Inside Higher Ed, Sept 23, 2009. http://www.nber.org/papers/w15361.pdf
  116. 116. “College Grants on a Postcard: A Proposal for Simple and Predictable Federal Student Aid.” Dynarski, Susan M, and Scott-Clayton, Judith E., Social Science Research Networkhttp://www.brookings.edu/~/media/Files/rc/papers/2007/02education_dynarski/200702dynarski%20scott%20clayton.pdf</li>

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