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Pub Date: |
2010-06-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Research |
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Descriptors:
Urban Schools; High Schools; Educational Experience; Educational Improvement; Academic Achievement; Graduation Rate; Research Design; Disadvantaged; Graduation; Small Schools; School Choice; Admission (School); White Students; Teacher Selection; Educational Demand
Abstract:
Since 2002, New York City has closed more than 20 underperforming public high schools, opened more than 200 new secondary schools, and introduced a centralized high school admissions process in which approximately 80,000 students a year indicate their school preferences from a wide-ranging choice of programs. At the heart of these reforms lie 123 new "small schools of choice" (SSCs)--small, academically nonselective, four-year public high schools for students in grades 9 through 12. Open to students at all levels of academic achievement and located in historically disadvantaged communities, SSCs were intended to be viable alternatives to the neighborhood high schools that were closing. The first step in New York City's high school admissions process is to require eighth-graders to select in rank order of priority up to 12 high schools that they want to attend; when an SSC has more applicants than spaces, the district uses a lottery-like process to randomly assign students to the SSC or to another school in the district. These lotteries provide the basis for an unusually large and rigorous study, supported by the Bill & Melinda Gates Foundation, of the effects of SSCs on students' academic achievement. This report presents encouraging findings from that study, providing clear and reliable evidence that, in roughly six years, a large system of small public high schools can be created and can markedly improve graduation prospects for many disadvantaged students. Specifically: (1) By the end of their first year of high school, 58.5 percent of SSC enrollees are on track to graduate in four years compared with 48.5 percent of their non-SSC counterparts, for a difference of 10.0 percentage points. These positive effects are sustained over the next two years; (2) By the fourth year of high school, SSCs increase overall graduation rates by 6.8 percentage points, which is roughly "one-third the size of the gap in graduation rates" between white students and students of color in New York City; and (3) SSCs' positive effects are seen for a broad range of students, including male high school students of color, whose educational prospects have been historically difficult to improve. Appendices include: (1) More About the Study's Research Design and Analysis; (2) Effects of Winning an SSC Lottery; (3) Baseline Characteristics of SSC Lottery Participants with Follow-up Data; (4) Imputing Outcomes for Students Who Are Lost Through Attrition; (5) Sources and Description of Data Collected for the Study; (6) Variation in the Fourth-Year Effects; (7) Small Schools of Choice in This Study; and (8) New York City Department of Education's New Secondary School Application, 2008. A bibliography is included. (Contains 30 tables, 5 figures, 5 boxes, and 110 footnotes.) [This paper was written with Corinne Herlihy and Collin F. Payne.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
High School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence
Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, and 11 footnotes.)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Reports - Research |
Peer Reviewed: |
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Descriptors:
Admission (School); Educational Change; High Schools; School Restructuring; Theory Practice Relationship; Urban Schools; School Choice; Small Schools; Case Studies; Administrative Organization; Administrative Change; Disadvantaged; Outcomes of Education; Program Effectiveness; Educational Policy; Philanthropic Foundations; Private Financial Support; Cohort Analysis; Data Collection; Longitudinal Studies; Graduation Rate; Interviews; Comparative Analysis; Surveys
Abstract:
Over the last decade, New York City (NYC) has been the site of a systemwide high school reform effort that is unprecedented in its scope and pace. Since 2002, the school district has closed more than 20 failing high schools, opened more than 200 new secondary schools, and implemented a centralized high school admission process in which approximately 80,000 students a year indicate their school preferences from a wide-ranging choice of programs. At the heart of these reforms lie the new schools that are often referred to as "small schools of choice" (SSCs)--small, academically nonselective, public high schools that were opened between 2002 and 2008. Serving approximately 100 students per grade in grades 9 through 12 and open to students at all levels of academic achievement, the SSCs were created to serve the district's most disadvantaged and historically underserved students. By taking advantage of a naturally-occurring lotteries in the NYC Department of Education's high school application process, MDRC researchers are able to estimate the effects of enrolling in SSCs on students' future academic outcomes using a sample of over 20,000 students. In this proposed panel, Rebecca Unterman, an author on MDRC's small schools of choice studies, will share the project's most recent findings and discuss the team's experiences working to bridge the gap between policy and practice in New York. The other panelists, experienced policymakers in NYC, will provide their perspective on the effects of the study (and other research) on their practice. (Contains 5 footnotes.)
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Reports - Research; Speeches/Meeting Papers |
Peer Reviewed: |
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Descriptors:
Control Groups; Required Courses; High Schools; School Restructuring; Graduation Rate; Academic Achievement; Credits; Grade 9; Strategic Planning; Secondary Schools; School Districts; School Choice; Disadvantaged; Socioeconomic Status; Race; Ethnicity; Gender Differences; Achievement Tests; Scores; Remedial Instruction; Mathematics Tests; English; Small Schools
Abstract:
Over the last decade, New York City has been the site of a systemwide high school reform effort that is unprecedented in its scope and pace. Since 2002, the school district has closed more than 20 failing high schools, opened more than 200 new secondary schools, and implemented a centralized high school admission process in which approximately 80,000 students a year indicate their school preferences from a wide-ranging choice of programs. At the heart of these reforms lie the new schools that in this report are called "small schools of choice" (SSCs)--small, academically nonselective, public high schools that were opened between 2002 and 2008. Serving approximately 100 students per grade in grades 9 through 12 and open to students at all levels of academic achievement, the SSCs in this study were created to serve the district's most disadvantaged and historically underserved students. Prior to the 2002-2003 school year, these students would have had little option but to enroll in one of the city's large, zoned high schools when they made the transition from eighth to ninth grade. Many of the large schools were low-performing, with graduation rates below 50 percent. This report presents encouraging findings from an unusually large and rigorous study, supported by the Bill & Melinda Gates Foundation, of the effects of SSCs on students' academic achievement in high school. SSCs have a substantial positive impact on the transition into high school during ninth grade, according to data using all four cohorts: (1) SSC enrollees were 10.8 percentage points more likely than the students who enrolled in other schools to earn 10 or more credits during their first year--73.1 percent compared with 62.3 percent; (2) SSC enrollees were 7.8 percentage points less likely to fail more than one core subject (39 percent compared with 46.8 percent); (3) Combining these two indicators, 58.5 percent of SSC enrollees were on track to graduate in four years compared with 48.5 percent of their counterparts who attended a different type of school--a 10 percentage point difference; and (4) During the first year of high school, SSC enrollees earn almost one full credit more (0.9 credit) toward graduation than do their control group counterparts. These positive effects on the transition into high school during ninth grade were seen among nearly all subgroups as defined by students' academic proficiency, socioeconomic status, race/ethnicity, and gender. For all students, second- and third-year follow-up data indicate that these effects are sustained and/or increased as they continue through high school. For the "first" cohort of students (the only cohort for whom there are four years of follow-up data), the evidence indicates that SSC improvements in students' academic progress and school engagement during the early years of high school translate into higher rates of on-time graduation after four years: (1) SSCs increase overall graduation rates by 6.8 percentage points, from 61.9 percent for students who attend schools other than SSCs to 68.7 percent for SSC enrollees; (2) A majority of the SSC effect on graduation rates reflects an increase in receipt of New York State Regents diplomas. For this type of diploma, students must pass a series of Regents examinations with a score of 65 points or above and pass all of their required courses; and (3) SSCs increase the proportion of students (by 5.3 percentage points) who passed the English Regents with a score of 75 points or higher, the threshold for exempting incoming students at the City University of New York from remedial courses. They did not have an effect on math Regents exams. (Contains 2 tables and 4 footnotes.) [For the full report, "Transforming the High School Experience: How New York City's New Small Schools Are Boosting Student Achievement and Graduation Rates," see ED511106.]
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Pub Date: |
2012-04-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
High Schools; Private Schools; Graduation Rate; School Choice; Graduation; Demonstration Programs; Program Effectiveness; Grade 9; Grade 12; Program Evaluation; High School Students; Enrollment Trends; College Bound Students; Grade 8; Comparative Analysis; Public Schools; Postsecondary Education
Abstract:
The School Choice Demonstration Project has published a series of reports written in the fifth and final year of its evaluation of the Milwaukee Parental Choice Program (MPCP). This review is of Report #30, a final follow up to a five-year study examining high school graduation and post-secondary enrollment rates for students participating in the MPCP. Researchers tracked an initial sample of MPCP students enrolled in either 8th or 9th grade in 2006 and compared their high school graduation and college enrollment rates with a sample of Milwaukee Public School (MPS) students. The report found that voucher students who attended a private school in 8th or 9th grade in 2006 "were more likely to graduate high school," "enroll in a four-year post-secondary institution," and "persist in that four-year institution beyond the first year of enrollment." Such conclusions should be considered alongside at least two important caveats, however. The first is a methodological concern. Roughly 75% of the original sample of 801 MPCP 9th graders were not still enrolled in a MPCP high school in 12th grade. The inferences drawn about the effects of the MPCP on graduation rates compared with those in the MPS are severely clouded by substantial sample attrition. A second concern lies in the report's interpretation of the data. Among the most careful statistically controlled analyses, only one finding was statistically significant at conventional levels. These two limitations prevent broad conclusions being drawn about the relative effectiveness of the MPCP and the MPS on graduation and higher education continuation rates. (Contains 2 notes and references.) [This paper reviews the following document: "Student Attainment and the Milwaukee Parental Choice Program: Final Follow-Up Analysis. SCDP Milwaukee Evaluation Report #30" (ED530067).]
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Multivariate Analysis; Multiple Regression Analysis; Hierarchical Linear Modeling; College Athletics; Athletes; College Freshmen; Prediction; Academic Achievement; Grade Point Average; Predictor Variables; High School Students; College Entrance Examinations; Scores; Credits; Graduation Rate; Computer Software; Longitudinal Studies
Abstract:
This is an application of contemporary multilevel regression modeling to the prediction of academic performances of 1st-year college students. At a first level of analysis, the data come from N greater than 16,000 students who were college freshman in 1994-1995 and who were also participants in high-level college athletics. At a second level of analysis, the student data were related to the different characteristics of the C = 267 colleges in Division I of the NCAA. The analyses presented here initially focus on the prediction of freshman GPA from a variety of high school academic variables. The models used are standard multilevel regression models, but we examine nonlinear prediction within these multilevel models, and additional outcome variables are considered. The multilevel results show that (a) high school grades are the best available predictors of freshman college grades, (b) the ACT and SAT test scores are the next best predictors available, (c) the number of high school core units taken does not add to this prediction but does predict credits attained, (d) college graduation rate has a second-level effect of a small negative outcome on the average grades, and (e) nonlinear models indicate stronger effects for students at higher levels of the academic variables. These results show that standard multilevel models are practically useful for standard validation studies. Some difficulties were found with more advanced uses and interpretations of these techniques, and these problems lead to suggestions for further research. (Contains 6 tables and 6 figures.)
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Author(s): |
N/A |
Source: |
Tennessee State Board of Education |
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Pub Date: |
2013-01-31 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)
Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.]
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
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Descriptors:
Dropouts; Educational Change; Limited English Speaking; Low Income Groups; Graduation; High Schools; Graduation Rate; Economically Disadvantaged; Dropout Prevention; Elementary Schools; Middle Schools; Attendance; Educational Improvement; College Readiness; Careers; Educational Policy; Public Policy; Transitional Programs; Compulsory Education; Mentors; Accountability; Public Schools; Educational Practices; Academic Achievement; Academic Standards; State Standards; Dropout Rate; Educational Objectives; Goal Orientation; School Districts; Nonprofit Organizations
Abstract:
This fourth annual update on America's high school dropout crisis shows that for the first time the nation is on track to meet the goal of a 90 percent high school graduation rate by the Class of 2020--if the pace of improvement from 2006 to 2010 is sustained over the next 10 years. The greatest gains have occurred for the students of color and low-income students most affected by the dropout crisis. Many schools, districts and states are making significant gains in boosting high school graduation rates and putting more students on a path to college and a successful career. This progress is often the result of having better data, an understanding of why and where students drop out, a heightened awareness of the consequences to individuals and the economy, a greater understanding of effective reforms and interventions, and real-world examples of progress and collaboration. These factors have contributed to a wider understanding that the dropout crisis is solvable. While progress is encouraging, a deeper look at the data reveals that gains in graduation rates and declines in dropout factory high schools occurred unevenly across states and subgroups of students (e.g. economically disadvantaged, African American, Hispanic, students with disabilities, and students with limited English proficiency). As a result, large "graduation gaps" remain in many states among students of different races, ethnicities, family incomes, disabilities and limited English proficiencies. To repeat the growth in graduation rates in the next ten years experienced in the second half of the last decade, and to ensure progress for all students, the nation must turn its attention to closing the graduation gap by accelerating progress for student subgroups most affected by the dropout crisis. This report outlines the progress made and the challenges that remain. "Part 1: The Data" analyzes the latest graduation rates and "dropout factory" trends at the state and national levels. "Part 2: Progress and Challenge" provides an update on the nation's shared efforts to implement the Civic Marshall Plan to reach the goal of at least a 90 percent high school graduation rate for the Class of 2020 and all classes that follow. "Part 3: Paths Forward" offers recommendations on how to accelerate the nation's work and achieve its goals, with all students prepared for college and career. The report also offers "snapshots" within schools, communities, and organizations from Orlando to Oakland that are making substantial gains in boosting high school graduation rates. Appended are: (1) Dropout Factory High Schools, by Region and State, 2002 and 2011; (2) Averaged Freshman Graduation Rate (AFGR) and Four-Year Adjusted Cohort Graduation Rate (ACGR), by State, 2003-2011; (3) 2010-2011 Four-Year Adjusted Cohort Graduation Rates (ACGR), by State and Subgroup; (4) Four-Year Adjusted Cohort Graduation Rate (ACGR) Data Links, by State; (5) Four-Year Adjusted Cohort Graduation Rate (ACGR) Public Availability, by State, District, and School, Classes of 2010 and 2011; (6) Change in Number of Dropout Factory High Schools, by Locale, 2002 to 2011; (7) Civic Marshall Plan State Index--Samples; (8) Subgroup Definitions; (9) Graduation Rate FAQ; (10) Civic Marshall Plan Leadership; (11) Civic Marshall Plan Principles; and (12) Key Programs of the Grad Nation Campaign. (Contains 10 tables, 3 figures and 116 endnotes.) [For "Building a Grad Nation: Progress and Challenge in Ending the High School Dropout Epidemic. Annual Update, 2012," see ED530320.]
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American Youth Policy Forum |
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Pub Date: |
2012-04-27 |
Pub Type(s): |
Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
College Graduates; Educational Change; Politics of Education; Graduation; High School Seniors; High School Students; High School Graduates; High Schools; Graduation Rate; Dropouts; Dropout Rate; Dropout Prevention; At Risk Students; Academic Achievement
Abstract:
If the U.S. is to increase the number of college graduates and boost our national competitiveness, we must redouble our efforts to ensure all students graduate from high school prepared for postsecondary learning and careers. This means creating comprehensive education systems that provide learning options that enable a range of pathways to graduation, including a diverse portfolio of schools with programs that engage youth at risk of disengaging from or dropping out of school. This event discussed what a responsive system for all youth looks like based upon the current reform efforts in Massachusetts and New York City. Panelists addressed how federal, state and local policies can support efforts to create the variety of options necessary prepare diverse learners for success. Presenters included: Kathryn Young, Director of National Education Policy, Jobs for the Future; Marissa Cole, Deputy Chief of Staff, Massachusetts Executive Office of Education; and Vanda Belusic-Vollor, Executive Director, New York City Department of Education, Office of Postsecondary Readiness.
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