office of multiple pathways to graduation: developing and strengthening schools and programs that...

OFFICE OF MULTIPLE PATHWAYS TO GRADUATION:

Developing and strengthening schools and programs that lead to high school graduation and post-secondary opportunities for overage, under-credited youth

JOELLEN LYNCH, Executive Director

THE NEW YORK CITY DEPARTMENT OF EDUCATIONOffice of Multiple Pathways to Graduation

CCSSO Secondary School Redesign Conference

Atlanta, GeorgiaJune 7-9, 2006

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MISSION: To create a differentiated portfolio of educational options integrated with secondary reform that will provide systemic opportunities to improve student high school graduation rates and the long-term plans of overage and under-credited youth — or multiple pathways to graduation:

Office of Multiple Pathways to Graduation

Universe of overage, under-

credited youth

Transfer Schools

Young Adult Borough Centers

Blended GED Programs

Learning to Work Program

NYS Regentsdiploma

NYS Localdiploma

GED

Post-secondarytraining

Workforceconnections

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Multiple Pathways options meet New York State graduation requirements

• Click to add Text



Regents Exams: 5

• Comprehensive English

• Global History and Geography

• U.S. History and Government

• Mathematics

• Science

Courses: 44 credits

Area # of Credits

• English 8

• Social Studies 8

• Mathematics 6

• Science 6

• Second Language 2

• Art 1

• Music 1

• Health Education 1

• Physical Education 4

• Elective Areas 7

Total 44

Define and understand

student population

SITUATIONASSESSMENT

Conduct a segmented population analysis

Research best practices and design models for schools and

programs

Create a differentiated

portfolio informed by analytics

STRATEGY

Build capacity system-wide

Develop tools to start, sustain,

and strengthen schools and

programs

IMPLEMENTATION

GO

AL

AC

TIV

ITY

Office of Multiple Pathways to Graduation Methodology


programs



STRATEGY


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STRATEGY


student population

SITUATIONASSESSMENT


GO

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IMPLEMENTATION




programs

IMPLEMENTATION

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Situation Assessment: Segmented population analysis

Age 16 Fewer than 11 Credits



Age 19-21 Fewer than 44 Credits

Age Credits

An overage and under-credited student is defined as a student who is 2 years behind his or her expected age and credit accumulation in high school

Segmentation informs strategy:

Who are these students?

What is their experience in the system?

Definition of overage, under-credited students

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IN- AND OUT-OF-SCHOOL OVERAGE AND UNDER-CREDITED YOUTH, JUNE 2005

Note: Includes District 75 students. Students are counted as out-of-school youth only if they are dropouts (as opposed to other discharges) Source: ATS Data, Parthenon analysis

Focus of MultiplePathways Initiative

Of the nearly 140K overage and under-credited youth in New York City, half are currently in school.

Age 21

70K

Age 20

Age 19

Age 18

Age 17

Age 16 or Younger

Out-of-School Youth In-School Youth

Age 20

Age 19

Age 18

Age 17

68K

0%

20%

40%

60%

80%

100%

Perc

ent

of

Stu

dents


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• Overage / under-credited students have the following demographics:

– Gender: ~60% male (vs. NYC total of 51%)

– Age: ~42% aged 18 or older (vs. NYC total of 22%)

– Ethnicity: ~83% African-American or Hispanic (vs. NYC total of 71%)

Male

Female

21

20

19

18

17

16

Unknown/Other

Caucasian

African-American

Hispanic

Asian

NativeAmerican

Total HSEnrollment

OA-UCPopulation

Total HSEnrollment

OA-UCPopulation

Total HSEnrollment

OA-UCPopulation

312K 70K 312K 70K 312K 70K

0

20

40

60

80

100%

Per

cent

of

Stu

den

ts

Demographics of Overage / Under-Credited Students vs. Total HS Enrollment, June 2005

Source: ATS Data

GenderGender AgeAge EthnicityEthnicity

Situation Assessment: Demographic Profile of Current OA/UC Students

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• The dropout population is the overage and under-credited population, just at different points in time• By contrast, only 19% of graduates were once overage and under-credited in high school

Nearly all high school dropouts have a history of being overage and under-credited

Graduates and Dropouts by Overage and Under-Credited Status, Class of 2003 Cohort

Note: Excludes District 75 Students; Source: ATS Data

Non-Overage andUnder-Credited

Overage andUnder-Credited

(19%)

Non-Overage and Under-Credited

Overage andUnder-Credited

(93%)

Graduates(Class of 2003 Cohort)

Dropouts(Class of 2003 Cohort)

0

20

40

60

80

100%

Perc

ent

of

Stu

dents


19K37K

GO

AL

AC

TIV

ITY


programs



STRATEGY


programs



STRATEGY




programs

IMPLEMENTATION




programs

IMPLEMENTATION



student population

SITUATIONASSESSMENT



student population

SITUATIONASSESSMENT


Segmented population analysis drives Multiple Pathways strategy

Segmentation by student age and credits earned

How far has he or she progressed?

How much time does the student have to complete the requirements for credential?

STRATEGIC IMPLICATIONS

Segmentation by level of academic preparation at high school entrance

To what extent can programs at the high school level be effective?

What potential strategies have preventive versus recuperative power?

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Transfer Schools are small, academically rigorous diploma granting high schools for students that have been enrolled in a NYC public high school for at least one year and are far from promoting on grade level in their current high school.

Essential elements of Transfer Schools:

• personalized learning environment• integration of youth development practices with rigorous academic instruction• student-centered pedagogy • support to meet instructional and development goals • focus on connections to college

OMPG Transfer School Portfolio:

The Office of Multiple Pathways to Graduation supports and strengthens NYC DOE’s network of 22 Transfer Schools, and is developing tools for new Transfer School start-up.

Differentiated Portfolio: Transfer Schools

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Transfer Schools produce differentiated outcomes regardless of 8th grade ELA levels

278% 145% 109% 111% 137% 278% 145% 109% 111% 137%Improvement vs. Comp HS

Overage and Under-Credited Seven-Year Graduation Ratesby Reading Level: Comprehensive High Schools vs. Transfer Schools

Note: Comprehensive HS data is for students who are OA-UC in each segment in June 2001 and end in a comprehensive HS; Transfer school data is calculated based on student credits and age at entry for the 2001-02 transfer school cohort; Graduation rate excludes IEP diplomasSource: ATS DataSimilar analysis based on math level is unavailable, given change in 8th grade math test

10%

19%

25%28% 30%

36%

46%

51%

59%

71%

0%

20%

40%

60%

80%

100%

Relative improvement in performance is greatest for

lowest-level students

Relative improvement in performance is greatest for

lowest-level students

Gra

duat

ion

Rat

e

Level 1 Low Level 2 High Level 2 Level 3 Level 4

Tra

nsf

er

Sch

ool

s

Com

preh

ensi

ve

HS


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Overage and Under-Credited Seven-Year Graduation Rates byStudent Segment: Comprehensive High Schools vs. Transfer Schools

…and outperform comprehensive high schools for students across a range of age and credits.

9%5%

26%

33%37% 38%

51% 53%

0%

20%

40%

60%

80%

100%

Tra

nsf

er

Sch

oo

ls

Co

mp

reh

en

sive

H

S

Age: <18Credits: <11

Age: 18, Credits: <11Age: 19+, Credits: <22

Age: 17-18Credits: 11-22

Age: 18+Credits: 22+

Gra

duat

ion

Ra

te

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Differentiated Portfolio: Blended GED Programs

OMPG is developing models of blended GED programs tailored for overage, under-credited youth. The model will serve as a lab school for further research and development of GED programs for overage, under-credited youth.

Essential Elements of GED Blend Model:• Youth development approach • Integrated learning cycles • Portfolio creation process• Innovative systems for student engagement, assessment, and progression• Pathways to post-secondary training and other opportunities• In-depth, sector-specific career exploration with individualized career strands

OMPG GED Blends Portfolio:• 3 programs launched at Learning to Work sites in 2005-2006• 1 full-time, stand-alone program with a Learning to Work component will be launched in Fall 2006, with a capacity of 150 students

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Differentiated Portfolio: YABCs

Housed in host high schools, Young Adult Borough Centers are full-time programs for students who are 17½ or older and have at least 17 credits. The instructional model of YABCs allows students to concentrate only on the credit portfolio they need for graduation through a non-traditional block schedule.

Essential elements of YABCs, provided by a Community Based Organization at each program site:• youth development support• career and college counseling• assistance with job placement

OMPG YABC Program Portfolio:• 18 YABC Programs, with 9 new programs launched in 2005-2006

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Differentiated Portfolio: Learning to Work

Learning to Work (LTW) is an integrated workforce readiness and student support program that prepares overage, under-credited students for the workforce, connects them to jobs and post-secondary, and enables them to earn a high school diploma or GED through:

CAREER PREPARATION

WORKFORCE CONNECTIONS

• Vocational/Work Readiness Workshops• Career Exploration and Planning

• Internship Placements• Job Placements

ACADEMIC SUPPORT

• Tutoring and Attendance Outreach• Post-secondary Exploration and Advising

SUPPORT SERVICES

• Individual and Group Counseling• Referral to Services

18%

23%

15%12%

11%

21%Business & Retail (18%)

Education (22%)

Government/Public Sector (15%)

Health Care (12%)

Media & Communications (11%)

Nonprofit & Social Services (21%)

LTW INTERNSHIP PLACEMENT BY SECTOR

• To date, 1403 students from LTW programs have made workforce connections • 833 students placed in LTW internships• 570 students are currently working in positions secured outside of the LTW internship

program• Preliminary data shows that 50 LTW students have already turned their LTW internships

into paid jobs

Learning to Work connects students to a broad array of employment sectors throughout New York City

Learning to Work also empowers students to make their own connections:

Differentiated Portfolio: LTW Workforce Connections


programs



STRATEGY


programs



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IMPLEMENTATION




programs

IMPLEMENTATION

Office of Multiple Pathways to GraduationMethodology


student population

SITUATIONASSESSMENT



student population

SITUATIONASSESSMENT


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• STARTING NEW SCHOOLS/PROGRAMS– Developing new models

• Adolescent literacy• GED blends

– Replicating successful models– Creating tools for implementing models

• SUSTAINING EXISTING SCHOOLS/PROGRAMS– Bolstering networks of schools and programs to capture and share learnings,

identify best practices, and disseminate information

• STRENGTHENING THE SYSTEM– Managing performance– Developing resources– Sharing knowledge and disseminating information

• Network meetings for YABC/LTW program directors

Implementation and Capacity-Building

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Year 1Year 1 Year 2Year 2 Year 3Year 3 Year 4Year 4 Year 5Year 5 Year 6Year 6

Comprehensive High School

Transfer School

On average, students…

…Are retained for two years, earning 6 credits/yr

…Become disengaged, attending at a <50% rate


…Are retained for two years, earning 6 credits/yr

…Become disengaged, attending at a <50% rate


…Re-engage with school, attending at a 78% rate

…Find academic success, earning 9-10 credits/yr


…Re-engage with school, attending at a 78% rate

…Find academic success, earning 9-10 credits/yr

Average Enrollment = 2.7 years

Average Enrollment = 1.9 years

When students become OA-UC in Comprehensive HS, they are on a path toward dropout

Transfer Schools re-engage OA-UC students and put them on track for graduation

When students become OA-UC in Comprehensive HS, they are on a path toward dropout

Transfer Schools re-engage OA-UC students and put them on track for graduationSource: ATS Data

90% of students have a final outcome within 6 yrs

80% have moved to Transfer School by halfway through 4th year

Path of Transfer School Students in the Current System

Implementation and Capacity-Building: Accountability

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Implementation and Capacity-Building: Accountability

The Office of Multiple Pathways to Graduation is exploring accountability measures that reflect added value of Transfer Schools. Areas under consideration include:

PERFORMANCE MEASURES:

Value-added system captures:Average prior to admission1st year in Transfer School2nd year in Transfer School3rd year in Transfer SchoolRelative change versus prior schools

PROGRESS MEASURES:

• Graduation rate by type of diploma:• Regents diploma• Local diploma

• School environment•Safety•Parent/Teacher student survey

• Graduation rate by credits at admission:• 0-11 credits• 11-22 credits• 22+ credits

• Attendance• Credits earned toward diploma• Regents performance

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Questions?

Universe of overage, under-

credited youth

Transfer Schools

Young Adult Borough Centers

Blended GED Programs

Learning to Work Program

NYS Regentsdiploma

NYS Localdiploma

GED

Post-secondarytraining

Workforceconnections

office of multiple pathways to graduation: developing and strengthening schools and programs that...

Documents

school overage

expected age

undercredited youth

graduation methodology

multiple pathways options

graduation universe

definition of overage

high school segmentation