Presenta(on  to  Dayton  Area  Superintendents’  Associa(on,  Learn  2  Earn  Dayton,  and    University  of  Dayton    By  Joel  Vargas    February  2014  

Rethinking  12th  Grade:    Preparing  All  Students  for  College  Before  College  

CRACKS ALONG THE PATH: EDUCATION LOSS POINTS

30% of low income young people drop out of high school

77% of low income high school grads are not college ready

38% of low income high school grads do not enter college

Only 3% of ABE students obtain a post secondary credential

86% of adults needing remediation drop out

57% of traditional aged students drop out of PS

Only 21% of low income young people and 14% of low skilled adults attain a postsecondary

credential or degree

HOW IT IS SUPPOSED TO FUNCTION

Young People

Working Adults

Enter High School

Achieve College Readiness

Pass or Bypass Developmental Ed/Remediation

Enter Postsecondary

Attain Credentials or Degree with Value in the Labor Market

Enter High School

Achieve College Readiness

Pass or Bypass Developmental Ed/Remediation

Enter Postsecondary Attain Credentials or Degree with Value in the Labor Market

Problems  in  Routes  to  Careers  for  Youth  and  the  Economy  

2  

DEVELOP EVIDENCE-BASED INNOVATIONS •  Develop promising education and

career advancement innovations •  Prototype, test, evaluate and

continuously improve models based on evidence

•  Codify strongest strategies, including documenting costs and financing

BUILD FIELD CAPACITY FOR SCALE •  Create products, tools and

technology platforms to accelerate implementation of successful solutions

•  Assist states, districts, community colleges and intermediaries in implementing proven teaching and learning models

•  Accelerate knowledge development through technology-enhanced networks

ADVOCATE & INFLUENCE POLICY •  Craft state and federal policies,

including sustainable funding streams, to promote the widespread adoption of proven solutions

•  Elevate visibility of and demand for evidence-based solutions

•  Remove policy barriers to increasing supply

•  Increase incentives for adoption

                     Secondary        /        Postsecondary        /        Workforce  Alignment  

How JFF Works: Scaling Education and Workforce Development Innovations

3  

Some Sources of the Problem for Youth

•  High school is a necessary but insufficient route to career with family sustaining wages, but compulsory education stops at high school, even IF students make it to graduation.

•  Supply and Demand are misaligned: Systems are discrete and disconnected (K12, 2-year and 4-year colleges, employers)

•  Students don’t know how to navigate to and through college and to career, especially underrepresented youth, with little exposure to both worlds

Enter High School

Achieve College Readiness

Attain Credentials or Degree with Value in the Labor Market

Enter Postsecondary

4  

College/Career Ready Standards & Assessments: Opportunities & Challenges

 •  BeMer  aligned  to  the  academic  expecta(ons  of  postsecondary  in  English  and  

math    •  May  not  provide  full  picture  of  college/career  readiness  

•  Colleges  may  con(nue  to  administer  their  own  placement  exams    •  In  short  term,  rates  of  college/career  readiness  may  seem  drama(cally  low  

because  of  adjustment  to  new  assessments  

•  Over  (me,  achievement  should  improve,  but  some  gaps  may  s(ll  persist  

•  12th  grade  can  be  tailored  to  beMer  support  students  in  making  the  most  of  their  (me  before  gradua(on  

5  

6  

Ready  

• Relevance  of  rest  of  high  school?  

• Must  s@ll  build  momentum  in  college;  many  prepared  students  go  but  don’t  finish  

Not  Ready  

• Many  will  go  to  college  anyway  and  remediate  there    

• Relevance  of  the  rest  of  high  school?  

What’s at Stake for the…

7  

And what does it mean to be ready anyway?

From:    Conley,  David  (2012)    A  Complete  Defini.on  of  College  and  Career  Readiness.    Eugene,  OR:    Educa@onal  Policy  Improvement  Center  hSps://www.epiconline.org/home/  

8  

Transi@on  Courses  

• Scale:  Tried  in  growing  number  of  states  with  early  assessment  programs  

• Strategy:  Align  curriculum,  catch  up  while  there’s  s@ll  @me,  and  bypass  remedia@on  

• Outcomes:  Some  local  evidence  is  promising  but  more  needed  

• Challenge:  Will  need  to  adapt  to  new  standards-­‐based  assessments  

Dual  Enrollment  and  AP  

• Scale:  Both  are  fairly  widespread  among  high  schools  na@onally  but  access  across  states  and  student  groups  is  uneven  

• Strategy:  Give  students  head  start  on  college  and  suppor@ve  immersion  into  college  expecta@ons  

• Outcomes:  Dual  enrollment  evidence  is  generally  strong;  AP  effects  appear  to  depend  on  exam  passage  

• Challenge:  Prepara@on  &  Accessibility  are  cri@cal  and  not  givens  

Places to Look for Direction

9  

Early  Career  Connec@on  

•  Scale:  School  to  Career  s@ll  strong  in  some  communi@es;  some  promising  innova@on  in  gap  year/catch  up  programs  with  internships  

•  Strategy:  Students  may  need  connec@on  to  labor  market  to  stay  engaged  in  educa@on  

•  Outcomes:  Much  varia@on  and  not  widespread.    More  on  short-­‐term  skill  development  than  long-­‐term  outcomes.  

•  Challenge:  Engaging  employers  in  quality  work-­‐based  learning  is  hard  work  which  schools  can’t  do  alone  

Over  the  Horizon?  

•  Innova@ons  in  Developmental  Educa@on  (modules,  contextualiza@on)  

•  Sta@s@cs  and  Quan@ta@ve  Reasoning  as  founda@ons  of  non-­‐STEM  postsecondary  pathways  

•  Competency-­‐based  pathways  

Places to Look for Direction

50-state scan

25  

13  

6  

0  

5  

10  

15  

20  

25  

30  

State   Local   In  Progress  

States  with  ECRA  

8  

21  

9  

0  

5  

10  

15  

20  

25  

30  

State   Local   In  Progress  

States  with  Transi(on  Curricula  

Slide  and  data  are  from  Elisabeth  BarneS,  Community  College  Research  Center  (see  slide  12  for  more  info).  

Transition Courses

11  

New  York  

• At  Home  in  College  • Early  assessment:  Regents  exams    

• Transi@on  courses  in  English  and  math,  with  College  Knowledge  component  

• 62  par@cipa@ng  high  schools  (1,903  students)  

• Designed  and  administered  by  CUNY;  there  are  plans  to  scale  up  statewide.  

West  Virginia  

• Early  assessment:  WESTEST  2  

• Transi@on  Math  for  seniors  who  did  not  meet  mastery  cut  score  in  math  

• English  12  CR  for  seniors  who  met  mastery  or  are  in  a  middle  range  

• Students  take  the  COMPASS  at  the  end  of  the  course.  

• Mandated  by  legisla@on;  advanced  by  the  SREB.  

Tennessee  

• SAILS  • Early  assessment:  ACT  in  11th  grade  

• Transi@on  course-­‐-­‐  Bridge  Math  for  students    

• Emerging  model–  SAILS  • Community  college  led  

• 5  online  math  modules  

• Students  place  out  of  college  developmental  educa@on;  some  take  dual  credit  math  

• Governor  provides  funding  

California  

• EAP  Program  • Early  assessment:  augmented  state  accountability  test  

• English  transi@on  course-­‐-­‐  Expository  Reading  and  Wri@ng  Course  (ERWC)  

• Math  transi@on  courses–  Local  models  such  as  the  Sierra  College  EAP  course.  

• Designed  and  overseen  by  California  State  University.  

Transition Courses

Informa@on  imported  and  adapted  to  the  slide  from  Elisabeth  BarneS  (2013),  Community  College  Research  Center  (see  slide  12  for  more  info).  

12  

Transition Courses: Some Resources

•  BarneS,  Elisabeth,  et  al.  (2013):    Reshaping  the  College  Transi.on:    Early  College  Readiness  Assessments  and  Transi.on  Curricula  in  Four  States.    New  York:    Community  College  Research  Center,  Teachers  College,  Columbia  University.    hSp://ccrc.tc.columbia.edu/media/k2/aSachments/reshaping-­‐college-­‐transi@on.pdf  

•  California  EWRC:    hSps://www.calstate.edu/eap/englishcourse/materials.shtml  

•  SAILS  Course  Sample:    hSp://chaSanoogastate.mylabsplus.com  (Username  and  Password  is  sailsstudent.)  

•  Southern  Regional  Educa@on  Board  (SREB)  Transi@on  Courses:      hSp://www.sreb.org/page/1686/about.html  

     

Dual Enrollment

National Scale (2010-11) •  82 percent of high schools reported that students

were enrolled in dual credit courses and 69 percent reported enrollments in AP or IB courses.

• About three-quarters (76 percent) of all high schools reported that students took dual credit courses with an academic focus, and about half (49 percent) of all high schools reported that students took dual credit courses with a career and technical/vocational focus.

SOURCE: Thomas, N., Marken, S., Gray, L., and Lewis, L. (2013). Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010–11 (NCES 2013-001). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved 2/2/14 from http://nces.ed.gov/pubsearch.

WHAT DOES THE RESEARCH SAY?

Dual Enrollment is Associated With:

§  Higher rates of high school completion

§  Direct enrollment in college after high school

§  Higher college GPA’s

§  Persistence through the first two years of college

§  Improving the likelihood of completing a postsecondary degree program

§  Benefits apply to all student groups studied, including low-income and underrepresented students

14  

WHAT DOES THE RESEARCH SAY?

0

20000

40000

60000

80000

100000

All Stu

dents

Hispan

ic Stu

dents

Africa

n-Am

erica

n Stu

dents

2010

2004

0

10%

20%

30%

40%

50%

60%

Earning B

achelo

r’s D

egre

e

Earning A

ssocia

te’s

Degre

e

Earning A

ny D

egre

e

Non-dual Enrollment Control Group

Dual Enrollment Treatment Group

47.2%

38082

90364

10673

33480

13805503

30.2%

8.9%6.8%

54.2%

36.9%

COLLEGE COMPLETION RATES FOR STATISTICALLY MATCHED COLLEGE ENROLLEES, TEXAS, 2004 HIGH SCHOOL GRADUATING CLASS

   Struhl,  Ben  and  Joel  Vargas  (2012).    Taking  College  Courses  in  High  School:    A  Strategy  for  College  Readiness:    The  College  Outcomes  of  Dual  Enrollment  in  Texas.    Boston:    Jobs  for  the  Future.  

15  

Dual Enrollment: Models for Off Track Students

•  The  College,  Career  &  Technology  Academy  (TX)  is  a  dropout  recovery  school  where  young  people  experience  themselves  as  college  students  rather  than  high  school  dropouts.  

•  Serves  students  who  are  off  track  or  who  have  dropped  out  and  are  close  to  high  school  gradua@on.    

•  Through  a  partnership  with  South  Texas  College,  CCTA  students  have  customized  college  courses  available  to  them.    

•  As  soon  as  they  pass  the  English  Language  Arts  TAKS,  they  take  a  compressed  college-­‐level,  college-­‐credit-­‐bearing  Career  and  Technical  Educa@on  course.  

 •  The  students  also  enroll  in  South  Texas  College’s  College  Success  class.    

•  Since  2007,  CCTA  has  graduated  over  1,000  students,  helping  the  district  high  school  comple@on  rate  climb  from  62%  in  2007  to  88%  in  2011.  

Dual Enrollment: Resources

 •  College,  Career  &  Technology  Academy  Toolkit.    Jobs  for  the  Future:    hSp://

ccta-­‐psja.jff.org/  

•  Dual  Enrollment  Policies  that  Support  Early  College  Strategies  for  Low-­‐Income  Youth:    Jobs  for  the  Future.  hSp://applica@on.jff.org/dualenrollment/  

•  Zinth  ,  Jennifer  Dounay  (2014):    Increasing  Student  Access  and  Success  in  Dual  Enrollment  Programs:  13  Model  State-­‐Level  Policy  Components.    Educa@on  Commission  of  the  States:  hSp://www.ecs.org/clearinghouse/01/10/91/11091.pdf  

Early Career Connection

 Quality  ma*ers:  

“WBL  programs  are  effec@ve  if  they  are  “well  structured  and  well  integrated  with  the  school  curriculum  and  culminate  in  products  or  services  that  demonstrate  learning”  (Brown,  2003).  “High-­‐quality  work-­‐based  learning  requires  that  students  have  the  opportunity  to  engage  meaningfully  with  the  experiences  offered  and  to  reflect  thoughuully  on  their  learning”  (Darche  et  al.,  2009b).  Par@cipa@ng  employers  must  share  the  learning  goals  of  instructors  and  students  (Hughes  &  Moore,  1999),  and  WBL  programs  must  have  strong  links  to  the  labor  market  to  meet  employer  needs  (OECD,  2010).”        Alfeld,  C.,  Charner,  I.,  Johnson,  L.,  &  WaSs,  E.  (2013).  Work-­‐based  learning  opportuni@es  for  high  school  students.  Na.onal  Ins.tute  for  Work  and  Learning,  Na.onal  Research  Center  for  Career  and  Technical  Educa.on,  University  of  Louisville,  Louisville  (KY).  

Early Career Connection: Year Up

www.yearup.org  

Early Career Connection: Resources

Early Career Connection

Career  Prac2cum:  A  work-­‐based  learning  strategy  hSp://cacareerbriefs.com/wp-­‐content/uploads/LLA.WBL_.CareerPrac@cum_FINAL.pdf      Employer  Engagement  in  English  Independent  Schools  hSp://www.educa@onandemployers.org/media/16387/employer_engagement_in_english_independent_schools__july_2012_.pdf      College  and  Career  Readiness:  What  Do  We  Mean?  A  Proposed  Framework  hSp://www.connectedcalifornia.org/direct/files/resources/CACRFramework_V1-­‐1_2012_0126.pdf      CPS  Career  and  Technical  Educa2on  Guide  to  Work-­‐Based  Learning  CPS,  Business  &  Community  Partners  hSp://www.illinoisworknet.com/NR/rdonlyres/B9821BA0-­‐182C-­‐4569-­‐ADB9-­‐2202AF631F5A/0/CTEWorkBasedLearningGuide_Draw_V18.pdf      Guide  to  Work-­‐Based  Learning:  A  Con2nuum  of  Ac2vi2es  and  Experience  hSp://naf.org/files/WorkBasedLearningGuide2012_sm.pdf      Internship  Handbook  for  Career  Academies  hSp://casn.berkeley.edu/resource_files/internship10-­‐02-­‐23-­‐02-­‐12-­‐15.pdf      

Early Career Connection: Resources

Early Career Connection

 Internship  Supervisor  Toolkit    hSp://naf.org/files/page/2009/06/Supervisor%20toolkit%202011%20final%20(2).pdf      It’s  who  you  meet:  why  employer  contacts  at  school  make  a  difference  to  the  employment  prospects  of  young  adults  hSp://www.educa@onandemployers.org/media/15069/its_who_you_meet_final_26_06_12.pdf      Mentor  Handbook  for  Career  Academies  hSp://casn.berkeley.edu/resource_files/mentor_handbook10-­‐02-­‐23-­‐02-­‐12-­‐55.pdf      Preparing  Youth  for  Life:  The  Gold  Standards  for  High  School  Internships  hSp://naf.org/files/press_release/2010/03/InternshipGoldStandards_final.pdf      Teacher  Externship  Guide  hSp://casn.berkeley.edu/resource_files/teacher_externship_guide.pdf      Work-­‐Based  Learning  in  California  Opportuni2es  and  Models  for  Expansion  hSp://www.wested.org/online_pubs/workbasedlearning.pdf  

Over the Horizon: Resources

Early Career Connection

New  Mathways  •  hSp://www.utdanacenter.org/higher-­‐educa@on/new-­‐mathways-­‐project/

new-­‐mathways-­‐project-­‐curricular-­‐materials/    Developmental  Educa(on  Modules  •  hSp://www.jff.org/publica@ons/altered-­‐state-­‐how-­‐virginia-­‐community-­‐

college-­‐system-­‐has-­‐used-­‐achieving-­‐dream-­‐improve    Competency-­‐Based  •  hSp://www.inacol.org/resources/publica@ons/competency-­‐educa@on/    •  hSp://www.jff.org/publica@ons/aligning-­‐competencies-­‐rigorous-­‐standards-­‐

track-­‐youth-­‐case-­‐study-­‐boston-­‐day-­‐and-­‐evening  

23  

•  What  kinds  of  support  will  teaching  and  other  school  staff  need  to  enact  any  of  these  approaches  well?  

•  What  other  interven@ons  or  redesign  will  be  needed  to  help  12th  graders  who  are  far  from  proficient  on  college/career  ready  assessments?  

•  Beyond  curriculum  alignment  and  courses,  what  can  be  done  to  strengthen  the  full  array  of  cogni@ve  and  metacogni@ve  college/career  ready  skills  for  12th  graders?  

•  How  do  college  partners  need  to  get  involved?    What  stands  in  the  way?  

Issues,  Ques(ons,  and  Challenges  Ahead    

For more information, contact: Joel Vargas, Vice President of High School through College jvargas@jff.org TEL 617.728.4446 88 Broad Street, 8th Floor Boston, MA 02110 WWW.JFF.ORG

24  

Appendix: Dual Enrollment Research Citations

•  An, Brian P. 2013. “The Impact of Dual Enrollment on College-degree Attainment: Do Low-SES Students Benefit?” Educational Evaluation and Policy Analysis. March 2013 vol. 35 no. 1 57-75.

•  Hughes, Katherine, Olga Rodriguez, Linsey Edwards, & Clive Belfield. 2012. Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs. New York, NY: Community College Research Center for the James Irvine Foundation.

•  Karp, Melinda, Juan Carlos Calcagno, Katherine Hughes, Dong Wook Jeong, & Tom Bailey. 2007. The Postsecondary Achievement of Participants in Dual Enrollment: An Analysis of Student Outcomes in Two States. Louisville, KY: National Research Center for Career and Technical Education.

•  Klopfenstein, Kristin. 2010. “Does the Advanced Placement Program Save Taxpayers Money? The Effect of AP Participation on Time to College Graduation. Promise and Impact of the Advanced Placement Program.” In Philip M. Sadler, Gerhard Sonnert, Robert H. Tai, & Kristin Klopfenstein, eds. AP: A Critical Examination of the Advanced Placement Program. Cambridge, MA: Harvard Education Press.

•  Lynch, R. L., Dorothy Harnish, Gail Fletcher, Grace Thornton, & Jana Thompson. 2007. Dual Enrollment in High Schools and Technical Colleges of Georgia: Final Report. Athens, GA: Occupational Research Group, University of Georgia.

•  Michalowski, Sam. 2007. Positive Effects Associated with College Now Participation. New York, NY: Collaborative Programs Research & Evaluation, The City University of New York.

•  Speroni, Cecilia. 2011a. Determinants of Students’ Success: The Role of Advanced Placement and Dual Enrollment Programs. An NCPR Working Paper. New York, NY: National Center for Postsecondary Research.

•  Speroni, Cecilia. 2011b. High School Dual Enrollment Programs: Are We Fast-Tracking Students Too Fast? An NCPR Working Paper. New York, NY: National Center for Postsecondary Research.

•  Swanson, Joni L. 2008. An Analysis of the Impact of High School Dual Enrollment Course Participation on Post- Secondary Academic Success, Persistence and Degree Completion. Iowa City, IA: Graduate College of The University of Iowa.

•  University of Arizona. 1999. Community College and AP Credit: An Analysis of the Impact on Freshman Grades. Available at: http://aer.arizona.edu/Enrollment/Papers/ dualenr.pdf.

•  Windham, Patricia & George Perkins. 2001. Dual Enrollment as an Acceleration Mechanism: Are Students Prepared for Subsequent Courses? Paper prepared for the 41st Annual Association for Institutional Research Forum, Long Beach, CA. June 3-6.

25  

Appendix: Early Career Connection Citations

26  

•  Brown, B. L. (2003). CTE and work-based learning (ERIC Digest no. 252). ERIC Clearinghouse on Adult Career and Vocational Education. ED482334.

•  Darche, S., Nayar, N., & Bracco, K. R. (2009b). Work-Based Learning in California: Opportunities and Models for Expansion. San Francisco, CA: James Irvine Foundation.

•  Hughes, K. L., & Moore, D. T. (1999). Pedagogical Strategies for Work-Based Learning (IEE #12). New York, NY: Institute on Education and the Economy, Teachers College, Columbia University.

•  Organisation for Economic Development. (2010). Learning for jobs. Synthesis report of the OECD reviews of vocational education and training. Paris, France: Author.