Building Early College Onramps for Hawai i s Future

Transcription

1 Building Early College Onramps for Hawai i s Future Hawai'i P- 20 Partnerships for Educa8on Honolulu, HI

2 TodaysMeet.com

3 Vision 55 by 25 By 2018, 65% of jobs in Hawai i will require some college educaaon Just under 43% of Hawai i's adult hold a two- or four- year college degree Goal of having 55% of working age adults hold a two- or four- year postsecondary degree by the year 2025;

4 Strategies for 55 by 25 All children read at grade level by third grade, Strengthening the rigor of the high school curriculum, Increasing student access and success in college, Facilita8ng research and data- driven program and policy development 4

5 Formula for 60% 90% Graduate High School College Ready X 90% Enroll In Postsecondary X 75% Earn Postsecondary CredenAal = 60% With A Postsecondary Degree 5

6 TEXAS 8 TH GRADE COHORT PROGRESSION OVER 11 YEARS 100% 100% 100% 100.0% 51.8% 100.0% 100.0% 53.3% 19.5% 19.7% 20.3% 51.8% 52.2% 53.3% 120.0% 100.0% 80.0% 60.0% 40.0% 20.0% 0.0% 52.2% 8th Grade Higher Education Enrollee Higher Education Credential Fall 1996 Cohort Fall 1997 Cohort Fall 1998 Cohort Source: National Center for Higher Education Management Systems (NCHEMS) 19.5% 19.7% 20.3% 8 th Grade Higher Ed Enrollee Higher Ed Creden=al Source: NaAonal Center for Higher Ed Management Systems (NCHEMS) 6

7 Agenda Overview of ECHS and naaonal context Blueprint Benchmark 1: Student Popula8on Benchmark 2: Partnership Agreement Benchmark 3: Leadership Ini8a8ves Benchmark 4: Curriculum and Support Ini8a8ves Benchmark 5: Academic Rigor and Readiness Benchmark 6: School Design Countdown to opening Team Ame 7

8 National Early College High Schools Since 2002, there are over! 280 schools serving more than! 80,000 students in! 32 states ~ 20,000 of those students are located in TEXAS 8

9 Hidalgo ECHS hbps:// 9

10 Core Principles 1. Commibed to serving students underrepresented in higher educaaon 2. Sustained by a local educaaon agency, a higher educaaon insatuaon, and the community, all of whom are jointly accountable for student success 3. Develop an integrated academic program so all students earn 1 to 2 years of transferable college credit leading to college compleaon 4. Engage all students in a comprehensive support system that develops academic and social skills as well as the behaviors and condiaons necessary for college compleaon 5. Work with intermediaries to create condi=ons and advocate for suppor=ve policies that advance the early college movement 10

11 High School GraduaAon Rates ECHS and T- STEM students graduate high school at a higher rate than the average Texas student. 4- Year High School GraduaAon Rate, % 97% 88% Texas T- STEM ECHS Source: TEA TAPR reports, 4- year high school graduaaon rate, class of 2012 Notes: Weighted average based on number of students in the cohort. Does not include SWS or schools with less than two years of conanuous operaaon. 11

12 Advance Course/Dual Credit CompleAon Twice as many ECHS and T- STEM students complete advance courses and dual credit than the average Texas student. % of Advanced Course/ Dual Credit CompleAon, ECHS 75% T- STEM 62% Texas 27% Source: TEA. AEIS reports, Advanced course and dual credit compleaon, Notes: weighted average based on 9-12 grade student count. Does not include SWS or schools with less than two years of conanuous operaaon. 12

13 Closing Achievement Gaps ECHS and T- STEM programs narrow and close ethnic achievement gaps based on key indicators of college readiness. Non- white EdTX students have demonstrated the ability to close the gap and outperform 98% 96% 94% 92% 90% 88% 86% 84% 82% % Met Standard Math, Grade 11 96% 96% 89% 84% State average for white students = 95% 80 % 70 % 60 % 50 % 40 % 30 % 20 % % Advance Course/Dual Credit CompleAon 24 % 27 % 59 % 70 % State average for white students = 35% 80% 78% 76% State EdTX 10 % 0 % State EdTX African American Hispanic African American Hispanic Source: AEIS Notes: Weighted average based on student count. Does not include schools with less than two years of conanuous operaaon or SWS. % Advance Course,/Dual Credit CompleAon is defined as the number of 9-12 th grade students who completed at least 1 advanced course in

14 College Enrollment Rates ECHS and T- STEM graduates enroll in college at higher rates than the average Texas student. 55% College Going Rate, % 71% Texas T- STEM ECHS Source: THECB. High School Graduates Spring to Fall College Enrollment by High School, Notes: Notes: Weighted average based on graduate count. Does not include SWS or schools with less than two years of conanuous operaaon. 14

15 Persistence Rates ECHS and T- STEM graduates achieve higher freshman- to- sophomore persistence rates than the average Texas student. ECHS/T- STEM Freshman to Sophomore Persistence Rate ECHS/T- STEM ECHS/T- STEM, 83% Na=on NaAon; 66% Texas Texas; 62% Note: (1) Available persistence data includes 962 graduates from 3 ECHS schools and 5 TSTEM schools. Source: NSC, SY combined cohort data; NaAonal and Texas persistence rate are calculated from NCHEMS first year retenaon rate reports, hbp:// 15

16 Economic Impact of ECHS & T- STEM 16

17 College for All Small schools offering an Associate Degree and/or up to 60 college hours for all students. PSJA North ECHS (school- within- a- school) PSJA Memorial ECHS (school- within- a- school) PSJA ECHS (school- within- a- school)* SCHOOL WITHIN A SCHOOL EARLY COLLEGE HS SCHOOLWIDE EARLY COLLEGE HIGH SCHOOL Redesign of en=re high school to install suppor=ve pathways that allow every student a possibility to earn up to 60 college hours or an Associate Degree. PSJA T. Jefferson T- STEM ECHS PSJA Southwest ECHS PSJA Sonia Sotomayor ECHS* Back- on- Track schools that adapt the early college concept for students off- track for high school gradua=on or have dropped out and seek to transi=on them to college. BACK ON TRACK TO COLLEGE PSJA/STC: DUAL TO DEGREE District- wide redesign of the 11th & 12th grades to provide dual enrollment opportuni=es for all students. All students will par=cipate in a program of study leading to a cer=ficate or college degree. College, Career & Technology Academy PSJA Elvis J. Ballew High School PSJA North High School PSJA Memorial High School PSJA High School SYSTEMIC TRANSFORMATION PSJA ISD ECHS, Dual Enrollment & College Connected Pathways for ALL COMMON ELEMENTS 1. Meaningful college courses, tui=on free 2. High schools and college partners share responsibility for secondary- postsecondary success 3. Untracked and developed at all high schools 4. Supported transi=on into postsecondary *Designated in

18 PSJA ISD - GRADUATES OF 2013 # of Grads High Schl Diploma Only College Hours Cert s Associate Degrees 3-11 Hours Hours Hours Hours Hours 1,934 1, Hours *Revised 12/18/13 18

19 Community of Learners 19

20 Agenda Overview of ECHS and naaonal context Blueprint Benchmark 1: Student Popula8on Benchmark 2: Partnership Agreement Benchmark 3: Leadership Ini8a8ves Benchmark 4: Curriculum and Support Ini8a8ves Benchmark 5: Academic Rigor and Readiness Benchmark 6: School Design Countdown to opening Team Ame 20

21 Benchmark 1: Target Population 21

22 Enrollment Tools MyFuture Hawaii or other career planners esis or ecsss or Local School Dashboards College ApplicaAon Screen Scholarship Screen Financial Aid Screen College of Choice Online Form 22

23 Data Sharing Agreement - FERPA Generally, schools must have wriben permission from the parent or eligible student in order to release any informaaon from a student's educaaon record. However, FERPA allows schools to disclose those records, without consent, to the following par=es or under the following condi=ons (34 CFR 99.31): School officials with legi<mate educa<onal interest; Other schools to which a student is transferring; Specified officials for audit or evalua<on purposes; Appropriate par<es in connec<on with financial aid to a student; OrganizaAons conducang certain studies for or on behalf of the school; AccrediAng organizaaons; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authoriaes, within a juvenile jusace system, pursuant to specific State law. 23

24 Communications & Branding Early College Message New Branding of School with logo, message and slogans reflecang the Early College iniaaave Branding displayed at every funcaon, presentaaon, material (billboards, banners, shirts, etc.) Things to Keep in Mind: PR Staff involvement during the planning of the ECHS expansion is crucial Branding of district wide image, purpose and goals One- on- One communicaaon with stakeholders (ex. chambers, rotary clubs, fesavals, etc.) IntegraAon of program goals - many communicaaon outlets as possible (press releases, social media posts and videos) 24

25 Benchmark 2: Partnership Agreement 25

26 Working together the partnership Co- Develop SoluAons for Student Success Collaborate Co- Deliver 26

27 Joint Professional Development IHE Professional Development District Professional Development 27

28 Enrollment to Completion Interest Inventory Individual/Group Advising Career Pathway Commitment Sequence of Courses Academic/Student Support Services Degree Plans Degree Audits TransiAon to IHE College TransiAon Specialist Degree Anainment 28

29 Cultivating Strong Partnerships Textbooks Transporta=on Tui=on Tes=ng MOU Agreement Centralized LocaAon Online RotaAon agreement Full Access District CollaboraAon No Cost to Students/ Parents Adjunct Faculty Pay Compass - InsAtuAon AdministraAon Budget InstrucAonal Calendar 29

30 Benchmark 3: P-20 Leadership Initiatives 30

31 Partnerships should Create opportuniaes to openly discuss issues, needs, and processes Create groups that will make the ECHS model sustainable over Ame Build upon prior successes Involve administrators on all levels Coordinate college readiness and college compleaon efforts 31

32 Leadership Team Scheduled MeeAngs Should Iden8fy the members and the role each member should play: Governance Opera8ons Accountability Curriculum Development Professional Development Outreach Sustainability Con8nuous monitoring and improvement of the ECHS 32

33 If there is a question, turn to MOU Review the MOU for necessary revisions Share responsibility (between the school district and IHE) for the development of annual reports to the district and IHE boards that provide data, outline successes, and outline plan for improvements. DATA, DATA, DATA drives the plan 33

34 Benchmark 4: Curriculum & Support 34

35 Instructional Strategies CollaboraAve group work WriAng to learn QuesAoning Scaffolding Classroom talk Literacy groups 35

36 Supports Tutoring AVID Office hours for faculty CommunicaAon Intersessions Counseling Advising 36

37 Staff Support Structures ECHS Professional Development Professional Learning CommuniAes ECHS/IHE VerAcal Alignment MeeAngs 37

38 Benchmark 5: Academic Rigor & Readiness 38

39 Monitoring of Student Grades Advisory Period Academic Mentors Individual IntervenAon Academic Success Plans Data Management Assessment and Curriculum Student Data Tracking System Academic Targeted Study Groups Degree Plan Course Audit Workshops Grade Point Average falls below 3.0 will be required to meet with ECHS counselor and/or academic faculty advisor Academic & College Advising Academic Support Tutoring Center/ Lab IHE Tutorial Services 39

40 Summer Bridge Program InstrucAonal Component Compass InstrucAonal Dates / Times TesAng College Enrichment Component Student Workshop Sessions Parent Workshop Sessions IHE Component College OrientaAon Site Visits Ongoing Support 40

41 Benchmark 6: School Design 41

42 The partnership is the most important component of all the iniaaave Both the college and the school district must work and refine the ECHS plan together so that both partners can simultaneously learn about the model and idenafy areas for growth, improvement and acceleraaon Curriculum and Instruc=on Budget and Sustainability Planning Parent Community Involvement Student Support Structures Examples of the many areas that the PARTNERSHIP will address Governance Staffing Opera=ons 42

43 Community of Learners 43

44 Team Time Review Blueprint/Benchmarks Review MOA Review plan for student selecaon Review plan for student supports Use data collecaon template 44

45 Additional Resources hbp:// resources 45