Commonalities of Georgia s 85/10 High Schools

Transcription

1 Commonalities of Georgia s 85/10 High Schools ANALYSES OF GEORGIA HIGH SCHOOLS THAT HAD A GRADUATION RATE OF AT LEAST 85 PERCENT AND INCREASED THE GRADUATION RATE BY AT LEAST 10 PERCENTAGE POINTS Research commissioned by the Georgia Partnership for Excellence in Education GeorgiaPartnership For Excellence In Education

2 COMMONALITIES OF GEORGIA S 85/10 HIGH SCHOOLS Analyses of Georgia High Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, , and Sustained the Improvement through 2009 Rate Research Commissioned by Dr. Steve Dolinger President December 2009

3 RESEARCH BY Dr. Donna O Neal President COMMONALITIES OF GEORGIA S 85/10 HIGH SCHOOLS Analyses of Georgia High Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, , and Sustained the Improvement Through Georgia Partnership for Excellence in Education 2009 All Rights Reserved 2

4 TABLE OF CONTENTS Analyses Of Georgia High Schools That Had A Graduation Rate Of At Least 85 Percent In 2008 And Increased The Graduation Rate By At Least 10 Percentage Points Over Five Years, , And Sustained The Improvement Through Executive Summary... 5 Introduction Methodology of the Research Most Important Strategies Schools Used to Increase the Graduation Rate Most Important Strategies Schools Used in Identified Areas to Increase the Graduation Rate Curriculum Assessment Instruction Programs and Interventions Graduation Coaches Amount and Structure of Instructional Time Leadership Professional Learning Continuous Improvement School Culture Family Involvement Community Involvement Policies and Procedures General Questions Summary Commonalities Among 85/10 Schools Recommendations Conclusion Appendices Appendix A Georgia Partnership for Excellence in Education Appendix B Georgia High School Graduation Rates and Amount of Change Appendix C List of Individuals Contacted to Nominate Experts in School Improvement and Letter to Individuals Appendix D Panel of Experts Nominated and Organizations that Nominated Them and Letter to Individuals Appendix E Questions for 85/10 Schools Appendix F - List of 85/10 Schools, Contact Information, and Letter to Principals Appendix G Definitions and Calculations of Graduation Rate and Dropout Rate and Definitions of High School Completers and Graduates Appendix H - Georgia Student Achievement Pyramid of Interventions Appendix I Peach State Pathways Appendix J GAPSS Classroom Instruction Observation Form Appendix K Worksheet of Common Risk Factors Appendix L List of Strategies Used by of 85/10 Schools Appendix M - State Education Agency Actions to Create a State Longitudinal Data System Appendix N Georgia Receives $8.9 Million Grant to Improve the Education Data System References

5 Tables and Exhibits Exhibit I: Interdependence of Commonalities Identified as Important in Increasing The Graduation Rate in 85/10 Schools... 7 Table I: Range of 2009 Demographic Percentages of 85/10 Schools Table II: Graduation Rates of 85/10 Schools, , Ranked by 2009 Graduation Rate, and State Percentages Exhibit II: Location of 85/10 Schools with Population Classifications Table III: 2009 Enrollment and Demographic Data by Percent Enrollment in 85/10 Schools, Ranked by 2009 Graduation Rate, and State Percentages Table IV: Range of 2009 Demographic Percentages of 85/10 Schools Table V: Differences in the Percentages of Graduation Rates from 2004 to 2005 in 85/10 Schools, Ranked by Amount of Change, and State Percentages Table VI: Range of Percentage Points Change in Graduation Rate from 2004 to 2005 and Number of 85/10 Schools Within the Range Exhibit III: Interdependence of Commonalities Identified as Important in Increasing the Graduation Rate in 85/10 Schools Table VII: Population Classifications of Counties and Enrollment (2008) of 85/10 Schools Exhibit IV: Fall and Spring Enrollments for Three Academic Years, through

6 EXECUTIVE SUMMARY COMMONALITIES OF GEORGIA S 85/10 HIGH SCHOOLS Analyses of Georgia High Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, , and Sustained the Improvement Through 2009 Research Commissioned by Dr. Steve Dolinger President December

7 EXECUTIVE SUMMARY For too many Georgia students, leaving school before graduation is a lengthy process, not a one-time decision. The causes may be many and are not the same for all dropouts, but the lifetime effects are predictable less income, higher unemployment, less health care, higher mortality rates, and higher teen pregnancy rates. Communities experience reduced tax revenue, less economic growth, higher criminal justice costs, and increased costs for public services. 1 Georgia has several schools with varying demographics that have improved their graduation rates noticeably over a relatively short period of time and graduate comparatively large percentages of students. What are the characteristics of these schools? Are there commonalities? Could other schools benefit from the strategies these schools used? Certainly, we think the answer to the last question is Yes. This research, commissioned by the Georgia Partnership for Excellence in Education, sought to determine if there are characteristics, practices, programs, and/or conditions common to schools that have increased the graduation rate significantly and over a short period of time. The research focused on three criteria, high schools that: 1. Had a graduation rate of at least 85 percent in 2008, 2. Increased the graduation rate by at least 10 percentage points over five years, , and 3. Sustained the 85 percent graduation rate and 10 percentage point improvement through The schools that met the criteria for this research are referred to as 85/10 schools. COMMONALITIES OF THE 85/10 SCHOOLS In the analyses of the schools responses to the questions posed to the schools (Refer to the section, Methodology of the Research), several commonalities emerged as important in increasing the graduation rate, which reflected to a high degree emphases given by school improvement experts who participated in crafting questions for the schools. The schools: 1. Focused their school climate, mission, goals, school improvement plans, and continuous improvement processes on high expectations for student learning, 2. Established a rigorous curriculum, with emphases on career, technical, and postsecondary education, 3. Assessed mastery of standards and used the data to improve instruction, 4. Concentrated on the mastery of all curriculum standards by all students, 5. Provided effective programs and interventions which remediated students on standards not mastered, offered opportunities to earn credits needed to move to the next level of learning, and focused on passing each Georgia High School Graduation Test (GHSGT), 6. Concentrated on an effective transition from eighth to ninth grade ensuring a supportive environment, 7. Structured the ninth grade to provide academic remediation and social support students needed to be successful in high school, 8. Emphasized an increase in the amount of student-learning time and the flexible use of time, particularly for remediation, 9. Held teachers, administrators, graduation coaches, and students accountable for student learning, 10. Employed administrators who were strong, effective leaders and teachers who were dedicated, knowledgeable of the curriculum, and equipped with a variety of effective instructional strategies, 11. Provided resources for teachers to plan collaboratively and use common student assessments which resulted in the alignment of the same courses regardless of the teacher, thus, increasing the quality of teaching, especially for weak or inexperienced teachers, Common assessments and common curriculum pacing - we have had a paradigm shift. 1 Georgia Partnership for Excellence in Education, The Economics of Education, 2008; Alliance for Excellent Education, Economic Benefits of Reducing High School Drop Out Rates in America s Fifty Largest Cities, November 18, 2009; Georgia Partnership for Excellence in Education, Achieving Excellence in Secondary Education: Georgia s Unfinished Business,

8 12. Provided effective professional learning opportunities that focused on student learning, 13. Nurtured personal relationships among faculty, students, and parents in a caring environment and sought to involve families in school activities, and 14. Used a variety of data and continuous improvement principles and processes to enhance the school culture and improve student learning. The interdependence of the commonalities was evident, as well. For example, professional learning is a tool that was used in continuous improvement processes to analyze student achievement data and apply the results to planning effective instructional strategies for the classrooms. Refer to Exhibit I for a conceptualization of the commonalities which are discussed below. Exhibit I: Interdependence of Commonalities Identified as Important in Increasing the Graduation Rate in the 85/10 Schools School Culture The 85/10 schools strongly emphasized the importance of the school s culture and its impact on the graduation rate. The absolute focus of the culture was on high expectations for students and faculty and on student learning. These schools stressed the importance of an open, respectful, caring environment that nurtured personal relationships among adults, students, and families. Continuous Improvement The schools cultures embraced the concepts of continuous improvement. All but a few of the schools used continuous improvement processes extensively. The schools that indicated they did not have formal processes in place had implemented many of the practices of continuous improvement, especially teaming and using data to make decisions. Mission, Goals, and School Improvement Plans The mission and goals of the schools centered around high expectations for the academic achievement of all students. The school improvement plans reflected the same and provided guidance for the school. The mission, goals, and plans were developed and implemented by teams. Curriculum, Assessment, and Instruction Mastery of curriculum standards, by far, was a major focus of the 85/10 schools, and they indicated dedicated faculty members who had strong content knowledge and exceptional and varied instructional strategies were integral to the schools success. 7

9 Each school emphasized the importance of rigor in courses for college preparation, career and technical, and special education students. Advanced Placement (AP) courses were viewed as one way to increase the rigor and further encourage postsecondary study. Several schools implemented curriculum academies. Benchmark assessments and common assessments were viewed by these schools as essential for mastery of curriculum standards. Data were used to determine which students needed remediation on which standards. The use of these assessments also provided consistency of curriculum and instruction from teacher to teacher of the same course. Another commonality in these schools success was a dedicated faculty who were knowledgeable of the curriculum and used a variety of effective instructional strategies. These schools had frequent, focused, and strategic collaboration among faculty members, and the schools administrators were effective instructional leaders who nurtured a culture of high expectations. Programs and Interventions Remediation on standards not mastered was one of the strongest commonalities found. These schools used numerous strategies, both during and outside the school day, to ensure each student mastered the requisite curriculum standards necessary to move to the next level of learning. Remediation was available to all students through structured classes and informal tutoring. Remediation also focused on preparation for the GHSGT. Many of the programs and interventions were technology-driven. Our teachers are no longer independent contractors. We work collaboratively. Effective advisement and counseling programs ensured each student was on track for graduation. Those students who were not had abundant opportunities for remediation and to earn course credit for subjects previously failed. These programs were instrumental in establishing personal relationships among students and faculty. The 85/10 schools concentrated on an effective transition of students from eighth to ninth grade and on the structure of the ninth grade itself, ensuring it was conducive to student learning. Many had some form of a ninth grade academy. For rising ninth grade students who had not mastered the requisite standards to be successful, the schools provided intense, focused, strategic remediation. Relationships Each school emphasized genuine, caring, personal relationships among students, faculty, leaders, and parents. The 85/10 schools indicated a large part of the graduation coach s role was to nurture positive personal relationships and do whatever it took to ensure each student earned the appropriate number of course credits to move to the next level of learning and each student earned a Pass or Pass Plus score on each GHSGT. The schools had strong, effective leaders who were knowledgeable of the curriculum and instruction and continually communicated high expectations for students and faculty. The leaders established a caring culture which nurtured personal relationships while holding students and faculty accountable for student learning. The leaders used continuous improvement processes and teams of faculty members to make decisions and solve problems. All schools used strategies to increase community involvement and valued it. Two-thirds of the schools indicated community involvement directly related to increasing the graduation rate. Community Involvement was the weakest commonality found. Tools Teachers and administrators worked together to create and use tools that would ensure rigorous courses and effective instruction. These schools used data and tools in continuous improvement processes to tackle and resolve barriers to student learning. 8

10 Each school concentrated on the time students were in the school and how best to use time to increase student learning. They created ways to expand time for student learning beyond the regular school day after school, before school Saturdays, and during intersessions. Clearly, student learning was the absolute focal point of the professional learning in these schools, and many used learning communities as the structure of their professional learning. RECOMMENDATIONS The schools that met the three criteria for this study improved their graduation rates relatively quickly, an average of 17.1 percentage points over six years, , above the state average of 13.5 percentage points for the same time period. These schools are commended for their relentless efforts to educate all students to high levels. Nevertheless, the problem remains. As successful as these schools are, combined they will have approximately 600 students (based on 2009 data and averaged over the length of the traditional high school year) who will not graduate each year. Those interviewed acknowledged they had more work to do. Based on this study, the recommendations follow. 1. Georgia is developing a new, individual student, longitudinal data system based on unique student identifiers, which will allow for a more accurate accounting of students throughout the State, including determining each student s enrollment for the full academic year. 2 It is recommended the state include in the longitudinal data system the capacity for Georgia schools and school systems to conduct cohort-based, longitudinal studies, the results of which can be used to create locale-specific Early Warning Systems that predict which students in a specific school or school system will leave school prior to graduation. 2. The fidelity of implementation of programs and interventions used by the 85/10 schools be compared to the fidelity of implementation of similar programs and interventions used by a group of demographically similar high schools to determine if there are significant differences. 3. The roles and practices of graduation coaches in the 85/10 schools should be compared to those of graduation coaches in a group of demographically similar high schools to determine if there are significant differences. 4. The practices and rationale used by graduation coaches in the 85/10 schools to identify potential dropouts and to assign these students to interventions and programs should be analyzed and compared to demographically similar high schools to determine if there are significant differences. 5. Analyses of the ninth grade retention rates of the 85/10 schools be compared to a group of demographically similar high schools to determine if the 85/10 schools have reduced retentions significantly, and, if so, determine how. 6. The commonalities of the 85/10 schools should be compared to a group of demographically similar high schools to determine if there are significant differences. 7. Schools with a graduation rate of at least 95 percent be analyzed and compared to a group of demographically similar schools and to the 85/10 schools to determine if there are significant differences. 8. The state of Georgia consider the implementation of a more formal, structured process for exit interviews with students who have decided to drop out of school, with additional specific data collected, analyzed, and reported. 9. The state of Georgia takes steps to ensure that the coding of dropouts in the student information system is accurate and consistent across Georgia high schools. 10. The state of Georgia, local school systems, and schools consider incorporating the results of this study in professional learning opportunities for teachers, administrators, graduation coaches, and other educators, as appropriate. The impact on adult behaviors and student learning should be evaluated. 11. Researchers continue to add to the body of work. 2 Georgia Department of Education, State of Georgia Consolidated State Application Accountability Workbook, April 15, 2009, p.17. 9

11 METHODOLOGY OF THE RESEARCH In order to formulate the protocol for this research, a cadre of experts was identified and asked to suggest questions, and questions were submitted by representatives of: 1. National Governors Association, 2. National Dropout Prevention Center, 3. Numerous Georgia Colleges and Universities, 4. Communities in Schools, 5. Local School Systems, 6. Southern Regional Education Board, 7. Governor s Office of Work Force Development, and 8. Others. What gets measured and monitored gets done. The questions were organized into a manageable format and were asked of each school that met the first two criteria. Based on 2008 data, 17 schools met the criteria and participated in the research by responding to the questions suggested by the cadre of school improvement experts. In late spring and early summer of 2009, 39 educators in 15 schools participated in 17+ hours of telephone interviews. Two schools submitted written responses. When the 2009 graduation rates were released in October 2009, the criteria of at least 85 percent graduation rate in 2009 and improvement of at least 10 percentage points over six years, , were applied to the 85/10 schools to determine if the improvement was sustained. Two schools were eliminated since their graduation rates fell below 85 percent. Thus, 15 schools met all the criteria for this research. Responses of the two eliminated schools were omitted from this study. The 15 schools that met all the criteria are: Buford High School (Buford City) Gilmer High School (Gilmer County) Grady High School (Atlanta City) Greenbrier High School (Columbia County) Hardaway High School (Muscogee County Houston County High School (Houston County) Loganville High School (Walton County) New Lumpkin County High School (Lumpkin County) Mays High School (Atlanta City) Perry High School (Houston County) Redan High School (DeKalb County) Riverwood High School (Fulton County) Union County High School (Union County) Washington-Wilkes High School (Wilkes County) Westlake High School (Fulton County) In the 85/10 schools, the 2009 graduation rate ranged from 85.0 percent to 94.9 percent, and the amount of change, , ranged from 10.4 percent to 25.2 percent. Enrollment in the 85/10 schools ranged from 478 to 2,357 students. The principals tenure at their respective school averaged 4.7 years. Interestingly, seven of the principals had been employed in their respective school a total of 69 years before becoming principal of that school. Geographically, 12 schools are in the northern third of Georgia, three in the middle, and none in the southern third. Seven of the schools are in urban areas, four in suburban areas, three in rural growth areas, and one in a rural decline area. 10

12 The schools in this study had varied demographic profiles which are summarized in Table I. Table I: Range of 2009 Demographic 3 Percentages of 85/10 Schools Student Demographics 4 Range of Percentages for 85/10 Schools Asian 0-4 Black 0-98 Hispanic 0-19 White 0-96 Multiracial 0-4 Students with Disabilities 5-17 Limited English Proficient 0-5 Eligible for Free/Reduced Meals 9-68 An analysis of the responses of the 85/10 schools based on the counties population classification, such as rural, urban, and suburban, indicated no stronger commonalities than those among all 85/10 schools. Similarly, analysis of schools responses based on student enrollment indicated comparable commonalities as those of all 85/10 schools. Thus, neither the size of the schools enrollment nor the population classification of the counties in which the schools are located resulted in differences in commonalities among the 15 schools. CONCLUSION In conclusion, in the 85/10 schools the caring culture encompassed continuous improvement practices and focused on the mission and goals of the school. High expectations for students and faculty were evident, and there was a single-minded focus on a rigorous curriculum and mastery of curriculum standards by each student whether postsecondary-bound or career-bound. The emphasis was on students earning the course credits to move to the next level of learning and passing all GHSGT. Students who had not mastered the standards were provided concentrated, focused, strategic remediation on those standards, and they had opportunities to earn course credit for subjects previously failed. Students were assessed to determine mastery of standards. Teachers were knowledgeable of the curriculum and employed a variety of effective instructional strategies. Administrators were effective instructional leaders who nurtured a culture of high expectations. Additionally, the schools had an intense concentration on an effective transition of students from eighth to ninth grade and on the structure of the ninth grade itself, ensuring it was conducive to student learning. Teachers, administrators, graduation coaches, and students were accountable for student learning. The schools emphasized an increase in the amount of studentlearning time and the flexible use of time, particularly for remediation. Teachers and administrators worked together to create and use tools, including professional learning, to ensure rigor and effective instruction in each classroom. These schools used data and continuous improvement processes in their shared decision-making structure to tackle and resolve barriers to student learning. We have a lot of college students who tutor our high school students. 3 Source: Governor s Office of Student Achievement, 4 One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students. Thus, these data are not included in the table. 11

13 COMMONALITIES OF GEORGIA S 85/10 HIGH SCHOOLS Analyses of Georgia Schools that Had a Graduation Rate of at Least 85 Percent in 2008 and Increased the Graduation Rate by at Least 10 Percentage Points Over Five Years, , and Sustained the Improvement through 2009 Research Commissioned by Dr. Steve Dolinger President December

14 INTRODUCTION For too many Georgia students, leaving school before graduation is a lengthy process, not a one-time decision. The causes may be many and are not the same for all dropouts, but the lifetime effects are predictable less income, higher unemployment, less health care, higher mortality rates, and higher teen pregnancy rates. Communities experience reduced tax revenue, less economic growth, higher criminal justice costs, and increased costs for public services. 5 Over the past nine years, with the implementation of Georgia s A+ Education Reform Act of 2000, the federal No Child Left Behind Act, and the Reauthorization of the Individuals with Disabilities Education Act, schools and school systems are more focused on those items which are measured and reported. Since graduation rates are the second indicator for Georgia high schools in their pursuit of Adequate Yearly Progress (AYP) status, understandably, many schools and school systems are interested in increasing their graduation rates. Also, interested stakeholders are focusing on keeping students in school through graduation. Most states, including Georgia, have developed new programs and have renewed emphases on existing efforts to increase the graduation rate. The state of Georgia has extensive school improvement efforts underway, from working with low performing schools in continuous improvement efforts to implementing a new standards-based curriculum to adopting more rigorous course requirements for graduation. Efforts are paying off - Georgia s graduation rate is increasing. However, the problem remains, and thousands of students drop out of Georgia high schools each year. Georgia s graduation rate must be a focus of stakeholders who are interested in the State s future. This is not my job, this is my life s work. Georgia has several high schools with varying demographics that graduate relatively large percentages of students and have done so over a comparatively short period of time. Do they have commonalities? How did they improve their graduation rate? To what do they attribute their success? Does the middle school contribute to their accomplishments? Could other Georgia high schools benefit from their strategies? Certainly, we believe the answer to this last question is Yes. The Georgia Partnership for Excellence in Education (Refer to Appendix A for information on the organization) commissioned this research, the purpose of which is to compare and analyze the characteristics, practices, conditions, and programs of the identified schools by interviewing their leaders and other educators using a protocol developed by the researcher and state and national school improvement experts. The criteria for schools to be included are that the school must have: 1. Had a graduation rate of at least 85 percent in 2008, 2. Increased the graduation rate by at least 10 percentage points over five years, , and 3. Sustained the 85 percent graduation rate and the 10 percent improvement through Note: In this report, these schools are referred to as 85/10 schools. Data were compared and contrasted, and analyses were documented and reported for use by Georgia educational leaders, school systems, and/or practitioners. Results will be communicated to the Georgia Partnership for Excellence in Education audiences and other appropriate persons and organizations. This study includes: 1. Methodology of the Research, 2. The Most Important Strategies Schools Used to Increase the Graduation Rate, 3. The Most Important Strategies Schools Used in Identified Areas to Increase the Graduation Rate, 4. Commonalities Among Georgia s 85/10 Schools, 5. Recommendations, 5 Georgia Partnership for Excellence in Education, The Economics of Education, 2008; Alliance for Excellent Education, Economic Benefits of Reducing High School Drop Out Rates in America s Fifty Largest Cities, November 18, 2009; Georgia Partnership for Excellence in Education, Achieving Excellence in Secondary Education: Georgia s Unfinished Business,

15 6. Conclusion, 7. Appendices, and 8. References. METHODOLOGY OF THE RESEARCH The purpose of this research is to compare and analyze the characteristics, practices, programs, and conditions of Georgia schools that graduate comparatively large percentages of students and have done so in a relatively short period of time. The methodology of this research follows. 1. The researcher worked with school improvement leaders in the Georgia Department of Education and others to establish the criteria to be applied to schools to determine which schools would be included in this research. 2. The criteria were that the schools must have: a. Had a graduation rate of at least 85 percent in 2008 and b. Increased the graduation rate by at least 10 percentage points over the five years, Initially, 17 schools met the criteria. 4. The researcher worked with the Governor s Office of Student Achievement (OSA) to obtain graduation rate data. Refer to Appendix B for graduation rates of all Georgia schools, and the amount of change for each school. 5. The researcher contacted several agencies and other entities and asked for assistance in identifying experts in the field of school improvement. Refer to Appendix C for those contacted and letter to them regarding this study. 6. The identified experts were contacted and were asked to formulate the questions to be asked of the 85/10 schools. Not all identified experts submitted questions. Refer to Appendix D for those identified experts and the letter sent to them. 7. Questions were received and organized into a meaningful, manageable format. Refer to Appendix E for a list of the questions submitted. The questions to be asked were open-ended and the responders were allowed to comment without prompts. The subtopics noted by the experts are listed under each question in Appendix E, but were not included in the questions given to the schools nor mentioned in the interviews. 8. The researcher contacted all schools that met the criteria. The researcher made an appointment for a telephone interview and asked a school leader, preferably the principal, to participate. Others could be included at the discretion of the principal. 9. The interviews were conducted during late spring and early summer Thirty-nine individuals participated in the interviews, including the principal of each school except two, one in which an assistant principal participated and the other a graduation coach. The same questions were asked of each school, and responses were recorded. The range of the duration of the telephone interviews was 45 minutes to 90 minutes with a total of 17+ hours. Two schools submitted written responses. 10. In October 2009, the Georgia 2009 graduation rates were released. The criteria of the 85 percent graduation rate and 10 percent improvement, , were again applied to the 17 schools. Two schools did not meet the criteria. In one, the graduation rate fell to 80.7 and the other to Both schools increased the graduation rate more than the 10 percentage points over six years. However, since the schools did not met We evaluate and color code everything. both criteria applied to 2009 data, the responses to the questions posed to these two schools were eliminated from the research. Refer to Appendix F for the list of the schools, principals contact information, and the letter sent to the principals. 11. All responses from the 15 schools that met all criteria were organized into categories very similar to the categories used in the questions. 12. Responses were analyzed. 13. Results are reported. 14

16 Experts Who Participated in This Study The experts identified for this study, as well as a body of literature, were the source of the questions asked of the 85/10 schools. Agencies and other entities, as identified by the Georgia Partnership for Excellence in Education (Refer to Appendix C), interested in increasing the graduation rate were contacted and asked to nominate state and national experts in the field of school improvement. The list is found in Appendix D. Those identified experts who submitted questions were representatives of: 1. National Governors Association, 2. National Dropout Prevention Center, 3. Numerous Georgia Colleges and Universities, 4. Communities in Schools, 5. Local School Systems, 6. Southern Regional Education Board, 7. Governor s Office of Work Force Development, and 8. Others. We use our continuous improvement tools in our professional learning communities. Limitations of the Research Data on the schools graduation rates, , were obtained from OSA, and this research is dependent on the accuracy of the data. Additionally, this study reports the relative importance of conditions, programs, practices, and characteristics as determined by those interviewed. All 85/10 schools were implementing many strategies to improve the graduation rate. However, they were asked to indicate the two to five most important strategies they used overall and in certain categories which were created from the questions suggested by the experts. Several experts who participated in forming questions for the 85/10 schools had reservations about the validity of the graduation rates of all Georgia schools, not only the ones identified in this study. According to these experts, Georgia has at least three issues, one of which is the actual calculation of the graduation rate. Refer to Appendix G for Georgia s Definitions and Calculations of Graduation Rate and Dropout Rate and Definitions of High School Completers and Graduates. The second issue is the accuracy of the data used to calculate the dropout rate, on which the graduation rate is dependent. Georgia school systems self-report these data through the statewide student information system. On June 7, 2009, the Atlanta Journal Constitution reported it analyzed enrollment data over an eight-month period and determined Georgia schools reported more than 19,500 students as transferring into other Georgia schools but were not reported as enrolling in another Georgia school. Thirdly, experts noted these problems will continue until the student information system is fully operational, a unique student identifier code can track all Georgia students from pre-kindergarten through postsecondary education, and an effective data verification system is implemented. All 85/10 schools reported they went to great lengths to ensure all coding was correct. Several schools indicated technology specialists at the district level followed-up to ensure the coding was accurate. In the 85/10 schools administrators, themselves, were interviewed, sometimes with others. Many were reluctant to focus on their leadership skills. Graduation rates were the only data used in this study. Adequate Yearly Progress status, Schools of Distinction ratings, Georgia School of Excellence ratings, and other designations of schools were not considered. 15

17 The 85/10 Schools Table II provides the graduation rates for the 85/10 schools for each year, , and the amount of change, as well as Georgia percentages. Table II: Graduation Rates of 85/10 Schools, , Ranked by 2009 Graduation Rate, and State Percentages 6 School System/ State of Georgia School Name Grad Rate 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate 2009 Amount of Change Atlanta City Grady High School Fulton County Riverwood High School Lumpkin County New Lumpkin County High School Muscogee County Hardaway High School Union County Union County High School Atlanta City Mays High School Wilkes County Washington-Wilkes High School DeKalb County Redan High School Gilmer County Gilmer High School Columbia County Greenbrier High School Buford City Buford High School Houston County Houston County High School Fulton County Westlake High School Houston County Perry High School Walton County Loganville High School State of Georgia In the 85/10 schools the 2009 graduation rate ranged from 85.0 percent to 94.9 percent, and the amount of change, , ranged from 10.4 percent to 25.2 percent. Enrollment in the 85/10 schools ranged from 478 to 2,357 students. The principals tenure at their respective school averaged 4.7 years. Interestingly, seven of the principals had been employed in their respective school a total of 69 years before becoming principal of that school. Geographically, 12 schools were in the northern third of Georgia, three in the middle, and none in the southern third. Seven of the schools were in urban areas, four in suburban areas, three in rural growth areas, and one in a rural decline area. Refer to Exhibit II for location and county population classifications for each of the 85/10 schools. The 2009 enrollment and demographics of each school are provided in Table III. 6 Source: Governor s Office of Student Achievement, 16

18 Exhibit II: Location of 85/10 Schools with Population Classifications 7 The 85/10 schools are: Buford High School (Buford City) Gilmer High School (Gilmer County) Grady High School (Atlanta City) Greenbrier High School (Columbia County) Hardaway High School (Muscogee County Houston County High School (Houston County) Loganville High School (Walton County) Lumpkin County High School (Lumpkin County) Mays High School (Atlanta City) Perry High School (Houston County) Redan High School (DeKalb County) Riverwood High School (Fulton County) Union County High School (Union County) Washington-Wilkes High School (Wilkes County) Westlake High School (Fulton County) 7 Source of Map: College of Family and Consumer Sciences, University of Georgia. 17

19 Table III: 2009 Enrollment and Demographic 8 Data by Percent Enrollment in 85/10 Schools, Amount of Change, and State Data 9 School System/ State of Georgia School Name Enrollment Asian Black Hispanic White Multi- Racial Students with Disabilities Limited English Proficient Students Students Eligible for Free/ Reduced Lunch Grad Rate 2009 Amount of Change Atlanta City Grady High School 1, Fulton County Riverwood High School 1, Lumpkin County New Lumpkin County High School 1, Muscogee County Hardaway High School 1, Union County Union County High School Atlanta City Mays High School 1, Wilkes County Washington-Wilkes High School DeKalb County Redan High School 1, Gilmer County Gilmer High School 1, Columbia County Greenbrier High School 2, Buford City Buford High School Houston County Houston County High School 2, Fulton County Westlake High School 2, Houston County Perry High School 1, Walton County Loganville High School 2, State of Georgia 1,615, One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students. Thus, these data are not included in the table. 9 Source: Governor s Office of Student Achievement,

20 The range of student demographics of 85/10 schools is summarized in Table IV. Table IV: Range of 2009 Demographic 10 Percentages of 85/10 Schools Student Demographics Range of Percentages for 85/10 Schools Asian 0-4 Black 0-98 Hispanic 0-19 White 0-96 Multiracial 0-4 Students with Disabilities 5-17 Limited English Proficient 0-5 Eligible for Free/Reduced Meals Source: Governor s Office of Student Achievement, One school reported one percent Native American/Alaskan Native students. Each school reported zero percent Migrant students. Thus, these data are not included in the table. 19

21 THE MOST IMPORTANT STRATEGIES SCHOOLS USED TO INCREASE THE GRADUATION RATE Fifteen Georgia schools were identified for this research and were first asked, Overall, regardless of category, what are the most important strategies your school used to increase the graduation rate? The responses are organized by school in random order and are the perceptions of those interviewed. Multiple safety nets was the main reason for the increased graduation rate in one school. Those students who had not passed a course or had not completed all assignments were given multiple opportunities to do so through numerous programs and interventions, including credit recovery, remediation courses, tutoring, and mentoring, where older, successful students were paired with younger students. The school s block schedule, where students took eight courses a semester and alternated four courses every other day, provided students more time to take additional courses and more time for remediation, if needed. The school tested students to identify those in jeopardy of not graduating and used support personnel and a team approach to provide what students needed to be successful. They analyzed data ad nauseam, and emphasized communication among home, school, and community. Teachers enjoy teaching here because it is such a good place to work. One rural school reported its in-house credit recovery classes and extra days of intersessions as the main reasons why its graduation rate had increased. The school also used its alternative school and summer school for students in jeopardy of not graduating. The school s remedial courses in all core areas and its revamped advisement program were credited as keeping students on track for graduation. Honors courses were open to all students. Teachers and counselors concentrated on developing personal relationships with students, and the freshman academy was the focal point for ninth graders success. The school emphasized CTAE courses and dual enrollment. One school s leaders stated, We were passionate about what we did, we concentrated on the ninth grade, and these are the main reasons we increased the graduation rate. The Georgia Performance Standards (GPS) implementation allowed the teachers to leap from test preparation to teaching standards embedded in the curriculum. Students knew every day which standards they were studying and why. Every student met with his/her advisor for 15 minutes daily, and the advisor stayed with that student throughout his/her school career. The school had a knowledgeable, dedicated faculty that held informal tutoring sessions before and after school. They increased the rigor of courses by determining what was acceptable student work, and they communicated this to students and their parents. The school provided many review sessions before the administration of the GHSGT, and all students were administered a science predictor test. The results were used to assign students to specific science courses and/or tutorial classes during the school day. Another school indicated its mission was that all students would earn a diploma, and the mission was embraced by students and faculty, alike. Teachers posted it in each classroom, and everything they did focused on it. It is our culture that catapulted our graduation rate. Remediation available only outside the school day did not work, so the school created a period during the school day for remediation for students who needed it. Every eleventh grader was enrolled in at least one English and one mathematics course and seniors in at least one science and one social studies course. Those who did not pass one or more GHSGT were remediated during the day on the subject(s) needed. One urban school indicated credit recovery, 10 Key Practices of High Schools That Work, and the advisement program decreased its ninth grade failure rate from 33 percent to 11 percent over four years. It also moved to block scheduling so students could take more courses during their high school careers. The faculty members had high expectations for students, and they were not satisfied with students just passing the GHSGT. They wanted large numbers of students earning the Pass Plus rating. Ninth grade advisement was held daily in homeroom with a student-teacher ratio of 15 to 1. If students fail a course, 20

22 they may apply to and attend the Academic Recovery Program for nine weeks, and if they pass the retest, they get credit for the course. Common planning time had been implemented for six years, and it had produced significant results, another school reported. Core academic teachers met one hour per week, had a common lunch time, and had few duties outside the classroom. The school combined career technical and college preparation courses which increased the rigor especially for career technical students. Seven AP courses were added, and the school emphasized the enrollment of special education students in college preparation courses. The graduation coach worked with students specifically on earning the number of credits needed to move to the next level. The advisement program was revamped. LCD technology was added in each classroom, and electronic interactive devices were used in over half of the classrooms. Another school indicated the graduation coach specifically worked with twelfth grade students who were in jeopardy of not graduating. Those students who did not earn a Pass nor Pass Plus score on one or more of the GHSGT attended one hour lunch and learn sessions per day for a certain number of weeks. Credit recovery was vital to their efforts as were the tutorials held in Saturday school and in learning labs during the school day. This school is the only school in the nation to have a charter from Engineers without Borders. Through this program, High school students have traveled to third world countries and have worked on projects such as solar cooking, solar refrigeration, and solar water purification. Each one who drops out hurts. One school stressed rigor, accountability, and high expectations that all students would master curriculum standards. There was concern students were not reaching their potential on the SAT as represented by students Cognitive Abilities Test (CogAT) scores. In their professional learning communities, the faculty analyzed data, determined where they wanted the students to be academically, and decided what they would do to get the students to that level. For students who were not achieving at their expected levels, the school used time to remediate on the curriculum standards not mastered. After reassessment they determined which students needed additional instruction on the standards not mastered and used tutorials for those students. They used differentiated instruction in their classrooms and stated, Teachers are the reason (for our increase in graduation rate). Dedicated and knowledgeable teachers who understood the students academic levels by domains was one of the most important items that led to an increase in the graduation rate in another school. The faculty had high expectations for themselves and the students, and they devoted the time needed. The school added more AP courses and stressed dual enrollment in postsecondary institutions. The graduation coach led by example, and the faculty saw the power and the results of his efforts. The school implemented a ninth grade academy and indicated if the school could get the students to tenth grade, they would graduate. They offered a freshman transition course that emphasized the culture and work ethic of the school. Students were aware of the high expectations the faculty had for them. The students worked hard and wanted to work harder. Another school changed the way the faculty thought about school. They focused on the culture of the school and the students as the customer. Each one who drops out hurts. They used co-teaching as one strategy for special education students to earn a regular education diploma. The alternative school provided smaller classes for struggling students and eliminated the seat time requirement for earning course credits. After a student was absent a third day in a semester, the parents were contacted, and a contract between the students, parents, and teachers was developed to improve the student s attendance. People and programs were significant factors in another school s increase in the graduation rate. The graduation coach s role was to identify students at-risk of not graduating and intervene, as needed. Counselors at each grade level looped with their students, which occurred when the counselor was assigned to a group of students and remained with them throughout their high school careers. This resulted in a close personal relationship for each student with at least one adult who knew and cared for the student. The principal and leadership team kept track of students and their progress and found the 21