monitoring performance of career academies
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Monitoring Performance of Career Academies. David Stern Graduate School of Education University of California, Berkeley College & Career Academy Support Network http:// casn.berkeley.edu Prepared for presentation to NCAC conference Phoenix October 25, 2013. Overview. - PowerPoint PPT PresentationTRANSCRIPT
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Monitoring Performance
ofCareer Academies
David SternGraduate School of Education
University of California, BerkeleyCollege & Career Academy Support Network
http://casn.berkeley.edu
Prepared for presentation to NCAC conferencePhoenix
October 25, 2013
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OverviewThree main
questionsNew evidence
from CaliforniaProfiling
individual academies
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Three main questionsWho enrolls? Do academy students
represent a cross-section of the school?Who stays? Are some groups of
students more likely to leave the academy?
Who improves? Does academy students’ performance improve more than non-academy students’?
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Who enrolls?In 2009-10, 10th graders in California Partnership Academies were more likely than non-academy 10th graders to:Be eligible for subsidized lunchHave parents with less educationBe Latino or African American
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But there’s a lot of variation among academies.
Some academiesunder-representstudents in thesegroups.
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Academy had more or higher No difference or mixed Academy had less or lower
43
311
35
Number of academies in which the proportion of grade 10 students who were eligible for subsidized lunch was higher, not significantly different, or lower than among grade 10 non-academy students at the same school
35 academie
s
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Academy had more or higher No difference or mixed Academy had less or lower
20
339
24
24 academie
s
Number of academies in which grade 10 students had parents with higher, not significantly different, or lower levels of education compared to grade 10 non-academy students at the same school
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Academy had more or higher No difference or mixed Academy had less or lower53 301 41
41 academie
s
Number of academies in which the proportion of grade 10 students who were Latino was higher, not significantly different, or lower than among grade 10 non-academy students at the same school
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Academy had more or higher No difference or mixed Academy had less or lower
8159
18
18 acade-mies
Number of academies in which the proportion of grade 10 students who were African American was higher, not significantly different, or lower than among grade 10 non-academy students at the same school
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Who stays?We traced two cohorts of academy students from grade 10 through graduation.Cohort 1 enrolled in grade 10 in 2008-2009.Cohort 2 enrolled in grade 10 in 2009-2010.
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Summary of promotion, graduation and a-g course completion rates
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About one-third of 10th graders leave their academies after one year.
Most of these stay at the same high school, and almost all stay enrolled in a California public school.
But there’s a lot of variation among academies.
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0-5 6-10 11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
60-65
66-70
71-75
76-80
81-85
86-90
91-95
96-100
0
5
10
15
20
25
30
35
40
Percentage
Num
ber
of a
cade
mie
s
About 50 academies lost more than half their 10th graders in
cohort 1
Distribution of academies by percentage of 2008-09 10th graders who enrolled in same academy as 11th graders in 2009-10 (cohort 1)
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0-5 6-10 11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
60-65
66-70
71-75
76-80
81-85
86-90
91-95
96-100
0
5
10
15
20
25
30
35
40
45
50
Percentage
Num
ber
of a
cade
mie
sDistribution of academies by percentage of 2009-10 10th graders who enrolled in same academy as 11th graders in 2010-11 (cohort 2)
About 65 academies lost more than half their 10th graders in
cohort 2
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Who stays: 10th gradersby at-risk designation, cohort
1
Not At Risk
At Risk
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 11, same academy
Grade 11, same school but not same academy
Grade 11, different school
Grade change
Not found
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Who stays: 10th gradersby at-risk designation, cohort
2
Not At Risk
At Risk
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Grade 11, same academy
Grade 11, same school but not same academy
Grade 11, different school
Grade change
Not found
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Who improves?Compared to state as a whole in 2004-2005 and again in 2009-2010:academy seniors in 2009-10 had
higher graduation rates, and academy graduates were more
likely to complete a-g courses required for admission to public university
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CPA and California12th-grade graduation
rates,2004-05 and 2009-10
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CPA and Californiagraduates completing
course requirements for university,
2004-05 and 2009-10
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But again there is variation among academies, especiallyin a-g completionrates.
Apparently some academies emphasizea-g courses more than others.
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0-5 6-10 11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
61-65
66-70
71-75
76-80
81-85
86-90
91-95
96-100
0
10
20
30
40
50
60
Percentage
Num
ber
of a
cade
mie
sDistribution of academies by percentage of spring 2011 graduates who completed a-g course requirements (cohort 1)
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0-5 6-10 11-15
16-20
21-25
26-30
31-35
36-40
41-45
46-50
51-55
56-60
61-65
66-70
71-75
76-80
81-85
86-90
91-95
96-100
0
20
40
60
80
100
120
Percentage
Num
ber
of a
cade
mie
sDistribution of academies by percentage of spring 2012 graduates who completed a-g course requirements (cohort 2)
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Who improves: attendance, credits, grades, and test
scoresOn average, year-to-year changes in
academy students’ attendance, credits, and grades were very small.
Changes in test scores don’t differ consistently between academy and non-academy students in the same schools.
But again there are big differences among academies!
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All this information can be combined into a profile for each academy each year.
This can helpidentify effective practices, andwhere improvements are needed.
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