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

23 cracks and plugged them. Department chairpersons worked on matching the student to the teacher for a good academic fit. They organized the school to focus on learning, and thought strategically about problems and their solutions. Credit recovery, Virtual School, a literacy period, content area planning, and tutorials before, during, and after school were the focal points of their programs to address the graduation rate. We give timely, descriptive feedback to our students. Moving to collaborative planning and common assessments had a significant impact on the graduation rate of another school. Instruction was consistent and pervasive, and teachers knew what standards-mastery looked like. The faculty was aware of their AYP status, its importance, and how it was calculated. The graduation coach sought opportunities to work with potential dropouts and provided what they needed academically and otherwise with the focus on keeping the students in school. Credit recovery and three intersessions, which are additional learning days interspersed during vacation periods within the school year, were at the center of their work to increase the graduation rate significantly. One suburban Atlanta school pointed to its quality staff, leadership teams, counselors, and graduation coach as the main reasons it had a high graduation rate. In order to increase the percentage of those eleventh graders who earned a Pass or Pass Plus score on the GHSGT, the school provided tutorials during the school day and in Saturday school. Also, those eleventh graders who were identified as in jeopardy of not passing the GHSGT were pulled out of an elective class a few weeks before the administration of the tests for concentrated tutorial classes in the subject(s) needed. We identified students early in their school careers who were off track for graduation and provided the resources necessary to get the students back on track. Ninth graders who were behind, especially in reading and mathematics, were enrolled in classes that had the focus on getting them to grade-level performance as quickly as possible. One metro Atlanta school stated its tutorial programs during and outside the school day and GHSGT preparation classes were major reasons for its high graduation rate. Also, credit recovery was a significant resource for students who did not have enough course credits to move to the next grade level. We credit the IB program in the middle grades for some of our success. With a growing Latino community, the school provided a bilingual liaison who worked and attended meetings with those families. They recognized the need for more collaboration among teachers across content areas, thus they created subject area teams. The school also pointed to its peer-mentoring program, where older, successful students were paired with younger students, as instrumental in increasing their graduation rate. Another school indicated it, had not found a magic bullet. However, the faculty worked hard to make the school s culture conducive to learning. The school focused on the importance of education for each student and on a small community atmosphere, where everyone knew and cared about everyone else. The faculty was expert and stable with little turnover from year to year. The school eliminated lower level courses and provided support for students who were struggling with course content. Credit recovery and the alternative school were tools the school used to give it a boost in the graduation rate. 22

24 Summary Based on the number of responses from 85/10 schools, overall the most important strategies they used to increase the graduation rate, by far, was remediation and in a variety of forms. Rigorous curriculum, the increase of student-learning time, the structure of time, and the culture of high expectations of the schools were very important. Other strategies mentioned as important were advisement, ninth grade focus, data used to make decisions, faculty teams, assessment of student knowledge and skills, graduation coaches, expert faculty, and professional learning. We do have a few toxic teachers we are dealing with. 23

25 MOST IMPORTANT STRATEGIES SCHOOLS USED IN IDENTIFIED AREAS TO INCREASE THE GRADUATION RATE After consulting with Georgia and national leaders (Refer to Appendix C) and gathering items from the identified experts in school improvement (Refer to Appendix D), the questions created are provided in Appendix E. The questions were organized in the following categories: 1. Curriculum, 2. Assessment, 3. Instruction, 4. Programs and Interventions, 5. Graduation Coaches, 6. Amount and Structure of Instructional Time, 7. Leadership, 8. Professional Learning, 9. Continuous Improvement, 10. School Culture, 11. Family Involvement, 12. Community Involvement, 13. Policies and Procedures, and 14. General Questions. The schools responses are organized in the above categories and summarized as follows. Curriculum When asked, other than the Georgia Performance Standards, in your opinion has your curriculum changed over the past few years and what is the career, technical, and postsecondary focus of the school, the schools had numerous responses. These responses are organized in the following categories: 1. Rigor, 2. Curricular Academies, 3. Career and Technical Emphases 4. Postsecondary Emphases, 5. Additional Practices Related to Curriculum, and 6. Bright Idea. Rigor We have rigor with accountability and support. All 85/10 schools indicated rigor was an important factor in increasing the graduation rate. The philosophy of most of the schools interviewed was that they should have a rigorous curriculum and hold students, teachers, administrators, and others accountable for students mastery of the curriculum standards, while providing support to students who are struggling academically. They provided as much time and remediation as the student needed to master curriculum standards. One school formed focus groups within the school to assess the rigor of its courses. Several schools indicated the graduation rate was not their focus. Their concentration was on preparing students for their next step, whether it would be postsecondary study or a career immediately after high school. Other schools focused on increasing the number of students who earned the Pass Plus score on the GHSGT. Most schools stressed the importance of AP courses offered to students, in which they earned postsecondary credit. A few schools increased the number of units required to graduate over the state- 24

26 mandated number, resulting in most twelfth grade students enrolling in core academic courses as opposed to elective courses. Two schools offered an International Baccalaureate Program. At least half of the schools indicated they eliminated or reduced the number of lower-level courses. Many schools focused on special education students and their learning. A few emphasized special education students were enrolled in college preparation courses and focused on special education students earning a regular diploma rather than a special education diploma or certificate of attendance. Refer to Appendix G for an explanation of the various diplomas and certificates students may earn. One school underscored the importance of teachers knowing their students disabilities and how those disabilities impacted the students learning. Teachers continually communicated to students that they believed the students could do the work. To increase options for students, some schools added rigorous elective courses, such as: 1. Engineering, 2. Forensic Science, 3. Environmental Science, 4. Horticulture, and 5. Robotics. At least three schools changed the order in which courses were offered so courses were positioned best to prepare students for the GHSGT. Several schools indicated they emphasized the relevance of the curriculum to real life experiences of the student and to life after graduation. Curricular Academies Curricular academies, which are several courses focused on a particular area of study, were offered in several of the 85/10 schools and varied in their structure and focus. Generally, teachers worked together to plan the curriculum, projects, activities, and assignments around the area of interest. Several of the schools offered curricular academies in such areas as: 1. Communications, 2. Engineering, 3. Travel and Tourism, 4. Cosmetology, 5. Performing Arts, 6. Broadcast and Video Production, 7. Health Careers Including Hospital Clinicals, and 8. Culinary Arts. In one school, all students had to choose one of the following curricular academies in which to enroll: 1. Business and Entrepreneurship, 2. Mass Communication, 3. Public Affairs and Administration, 4. Science and Math, where students must meet eligibility criteria, or 5. Eagle Leadership, which was available to males only. These academies appealed to particular interests of students and helped prepare them for advanced study or a career in the field. We purchase whatever our professional learning communities need to do their work. Career and Technical Emphases All schools reported emphases on career and technical education. Several have combined college preparation courses and technical preparation courses. Most stressed an increased rigor in career and technical courses, and indicated they had made the career and technical curricula relevant to employment after graduation. Some schools provided work-based learning. 25

27 Several schools mentioned as important the CTAE Career Pathways, which align students academic preparation to career, technical, and agricultural studies to better prepare the students for graduation, postsecondary education, and/or careers. CTAE Career Pathways mentioned by schools as important in increasing the graduation rate were: 1. Engineering and Technology, 2. Business and Computer Science, 3. Marketing, Sales and Service, 4. Family and Consumer Sciences, 5. Healthcare Science, and 6. Arts and Humanities. Our CTAE courses are as rigorous as our college prep courses. Many students who participated in Career Pathways were industry certified when they graduated from high school. For example, students who completed the Healthcare Science Career Pathway may have graduated with a certificate as a Nurse s Assistant or an Emergency Medical Technician (EMT) Trainee. These students also may have worked in a community hospital. Several schools indicated they incorporated reading, mathematics, and science in all CTAE courses. Postsecondary Emphases All schools indicated they had a strong postsecondary emphasis. Several also mentioned dual enrollment with a technical college, state college, and/or university. However, more than half of the schools indicated they increased the number of AP courses so students did not have to depend on dual enrollment to receive postsecondary credit. One school reported the number of students participating in dual enrollment declined because the school increased the number and variety of AP courses. Several schools interviewed had career and postsecondary fairs, where representatives of these entities displayed booths, and students and parents moved from one to another and discussed the particular career or postsecondary options. Additional Practices Related to Curriculum Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Required all students to take at least one career technical course, 2. Encouraged representatives of colleges, technical schools, and Reserve Officers Training Corps (ROTC) to have lunch at school with students, 3. Hosted four meetings per year of career and technical teachers with local employers, 4. Encouraged the use of College 411, a website that provides Georgia s students the tools they need to plan for, apply to, and pay for college, 5. Provided the Youth Apprenticeship Program, 6. Had an international focus on the ninth and tenth grade curriculum, 7. Required twelfth grade students to take at least four academic subjects, 8. Required one novel to be read in each course each semester, 9. Opened honors courses to all students, 10. Used rubrics (teachers and students) to evaluate student work in some courses, 11. Required students to have completed class work and homework missed in order to participate in extracurricular activities, 12. Incorporated writing and composition throughout the curriculum, 13. Required literacy instruction in every course, 14. Required mathematics instruction at least once per week in each course, and 15. Focused on writing in all courses not only English/language arts. 26

28 Bright Idea One school created a Monarch Butterfly Project for its Environmental Science course which incorporated social science, mathematics, and English/language arts. Assessment For most schools, if not all, the philosophy for increasing the graduation rate was that schools should identify early the students who are in jeopardy of not graduating to determine what they need academically and otherwise and provide for those needs. When asked, what two to five assessment strategies had the greatest impact on increasing the graduation rate, the schools had numerous responses, which are organized in the following categories: 1. Georgia High School Graduation Tests (GHSGT) and End of Course Tests (EOCT), 2. Benchmark Assessments, 3. Common Assessments, 4. Additional Practices Related to Assessment, and 5. Bright Idea. GHSGT and EOCT Georgia schools are required to administer to all eleventh graders the GHSGT, in the fields of science, English/language arts, social studies, mathematics, and writing. Students must earn a Pass or Pass Plus score on all five GHSGT in order to graduate with a regular education diploma. Students who do not earn a Pass nor Pass Plus on one or more tests may retake the one(s) failed. EOCT are tests given at the end of a course and indicate the mastery of its curriculum standards. EOCT are administered in the following subjects: 1. Math I: Algebra, Geometry. Statistics, 2. Math II: Geometry, Algebra II, Statistics, 3. American Literature and Composition, 4. Ninth Grade Literature and Composition, 5. United States History, 6. Economics/Business/ Free Enterprise, 7. Biology, and 8. Physical Science. All 85/10 schools used some mechanism to prepare students to take both the GHSGT and the EOCT. Two schools administered predictor tests to identify students who were at risk of failing specific courses. The students identified were placed in remediation classes instead of elective courses. Refer to the section, Programs and Interventions, for an explanation of remediation for these tests. Benchmark Assessments We equip and inspire our students. Over half of the schools mentioned as important some form of benchmark assessments as impacting the graduation rate. Benchmark assessments measure a student s progress in mastering certain standards recently taught. Generally, these assessments were administered several times during the school year so teachers could determine which students needed remediation in certain standards. Most of the schools administered benchmark assessments quarterly and some as frequently as monthly. The benchmark assessments used may have been developed by the school system, the state of Georgia, or proprietary organizations. Benchmark assessment data were used in several ways. They identified students who needed remediation and indicated specific weaknesses. The focus was on identifying the weaknesses early and 27

29 remediating immediately so the students did not fall further behind academically. Several schools drilled down to the domain level, which is a subset of curriculum standards within the larger subject area, such as the problem solving domain within the mathematics standards, of the GHSGT and Criterion Referenced Competency Tests (CRCT) of rising ninth graders. Common Assessments Approximately one-third of the schools noted the importance of common assessments, where teachers of the same course used the same teacher-made tests to measure progress at the same point in the academic course. Most of these were created during collaborative planning time and provided continuity of instruction among teachers. Some schools reported common assessments may have controlled grade inflation and ensured teachers were adhering to the curriculum pacing guide. Common assessments also revealed weaknesses in instruction and/or the curriculum, and the schools used the results to improve the instructional program. Additional Practices Related to Assessment Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Assessed students based on portfolios and projects as well as formal and informal tests, 2. Provided multiple opportunities for students to re-take certain teacher-made tests in order to improve students grades, 3. Pre-assessed ninth grade students in English and mathematics, 4. Encouraged teachers to find alternative and differentiated assessments to determine if the student had mastered the standards, 5. Required all ninth, tenth, and eleventh grade students take the PSAT, 6. Tested students at five-week intervals and provided remediation for the lowest quartile, and 7. Administered GHSGT and EOCT practice tests. For a description of how schools used the data, refer to the Continuous Improvement section of this report. Bright Idea Students could earn a reserved parking space at one school by scoring Pass Plus on four of five GHSGT. They could paint and otherwise decorate it as they chose. We have no random acts of assessment. 28

30 Instruction When asked, what two to five instructional strategies had the greatest impact on increasing the graduation rate, the schools had numerous responses which are organized in the following categories: 1. Classroom Instruction, 2. Remediation Instruction, 3. Collaboration for Instruction, 4. Protecting Instructional Time, 5. Additional Practices Related to Instruction, and 6. Bright Idea. Classroom Instruction The instructional strategies teachers provided in classrooms were a focal point of all 85/10 schools. Most schools indicated their teachers used instructional strategies emphasized by Learning Focused Schools, High Schools that Work, Classroom Instruction that Works, and/or differentiated instruction. All indicated the curriculum standards were the center of all courses. Many schools focused on scheduling students, putting each student in the proper course with the appropriate teacher. A few concentrated on the analyses of student work products and evidence of the mastery of standards. Some stressed students attention span was short and teachers incorporated hands-on activities and varied instruction by including all learning modalities. Remediation Instruction Overwhelmingly, the one factor emphasized by each school in increasing the graduation rate was remediating students who had not mastered the prerequisite knowledge and skills needed to be successful in high school. Remediation took several forms in all schools. Tutoring focused on remediation of students on specific standards in all core academic subjects and took place during the school day, Saturday school, and intersessions. In most schools, teachers were available before and after school to assist students informally in their classrooms. Some schools provided more structure, such as specific teachers were available in certain subjects on certain days for a specific amount of time. Classes were held at all schools during the school day by providing courses specifically designed to remediate students on standards not mastered, EOCT, and/or GHSGT. Refer to the section, Programs and Interventions, for more discussion on remediation. Collaboration for Instruction Discipline is a function of instruction. All 85/10 schools indicated their teachers collaborated regularly, which had a positive impact on the graduation rate. Several forms of teacher collaboration were found. Over half of the schools reported teachers of a particular course had a common planning time, and they met with each other regularly to plan instruction and curriculum pacing. This ensured that one teacher did not teach World War II for two days and another for two weeks, as one school indicated. Most schools designated a specific period within the school day for the common planning time for teachers. At least two schools provided a common lunch time for the teachers of the same subject. Schools reported this was important to ensure students with different teachers for the same subject received comparable instruction. Schools that did not provide common planning nor common lunch reported teachers of a subject area met before or after school on a regular basis to plan instruction. 29

31 Most schools used horizontal and/or vertical teaming. Horizontal teaming occurs when teachers of different subjects but in the same grade level collaborate or teachers in the same subject and the same grade level meet. For example, all ninth grade teachers collaborate or ninth grade mathematics teachers work together. At least one-third of the schools expanded the common planning concept to include vertical teaming, which occurred when teachers of the same subject but different grades collaborated. For example, mathematics teachers from the middle and high school met to plan for continuity of instruction across grades and schools. Some schools indicated they frequently used an interdisciplinary approach to instruction. Two or more teachers of different subjects instructed students on certain related standards, such as standards in American History and in American Literature. Many times, projects were assigned to students that incorporated standards in different subjects. Some schools reported they had collaborative classrooms where two teachers were in one classroom instructing in two subjects. Several schools reported they had inclusion classes where special education students were in a regular education classroom, and the students received instruction by two teachers, the subject area teacher and the special education teacher. Teachers in many of the 85/10 schools collaborated in other ways. Some schools encouraged teachers to observe each other s instructional techniques. In a few schools this was a formal, scheduled process, and in others it was more informal and occurred when teachers attempted new strategies or assisted other teachers in improving their instruction. Protecting Instructional Time A few schools noted the leadership of the school emphasized student learning by minimizing interruptions of classroom instruction, for example, making announcements over the intercom only once per day. Also, a few schools reported teachers of core academic subjects were given few duties during the school day with the expectation they would focus on instruction and be available to students for remediation. Additional Practices Related to Instruction Each of the following was mentioned by at least one school as important in increasing the graduation rate. The schools: 1. Implemented a formal reading program for high school students who were significantly below grade level, 2. Used the Pyramid of Intervention to design strategies to work with low-performing students (Refer to Appendix H for the Georgia Student Achievement Pyramid of Interventions), 3. Implemented a mentoring program where teachers were paired and worked with each other to improve instruction, 4. Employed a reading teacher, 5. Used a quality teacher evaluation system as a strategy to Happy teachers mean improve instruction, happy students. 6. Contacted student and parents anytime the student s average dropped to below 75, 7. Employed an instructional coach to work directly with teachers on instructional issues, 8. Used strategies designed for gifted students with all students and provided these via the web, and 9. Provided summer assignments to students via the web. 30

32 Bright Idea In one school, the Fashion Design class created clothing for a fashion show held at the end of the semester. The school involved the Art Department in designing the set and the Music Department in creating songs for the show. The students used English, language arts, and photography in creating materials explaining the fashion designs and the processes used to create them. Mathematics was involved as students created the fashions and built the set. One year, this fashion show was featured on MTV. Programs and Interventions All identified schools indicated they had multiple safety nets for students who needed academic assistance. When asked, what are the two to five most successful programs or interventions you used to increase the graduation rate, the schools overwhelmingly indicated remediation was a major factor. The schools responses are organized in the following categories: 1. Remedial Courses, 2. Review Classes, 3. Tutoring Programs, 4. Increased Learning Time, 5. Credit Recovery, 6. Technology-Based Instruction, 7. Alternative Schools, 8. Advisement and Counseling, 9. Transition from Eighth Grade to Ninth Grade, 7. Ninth Grade Programs and Interventions, 8. Additional Practices Related to Programs and Interventions, and 9. Bright Ideas. Remedial Courses All 85/10 schools indicated they had remedial courses during the school day. These classes remediated students in specific subjects such as English/language arts, mathematics, science, and/or social studies. Some of these courses met daily and some met one or more times during the week. Some were designed specifically for students who had not passed one or more of the GHSGT or EOCT. Several schools specified they used their best teachers in remedial classes. One school reported students who needed academic assistance in certain areas got a double dose, in their regular classrooms and in remedial classes. Review Classes Most schools offered classes that reviewed subject content assessed on the GHSGT and the EOCT. These were formal classes students took for a period of time, such as a four-week intense study where students were taken out of elective courses. Most of these classes were held just prior to the administration of the GHSGT. Several schools required these classes for those students who did not pass one or more of the GHSGT. In other schools they were voluntary. Some were open to all students. Tutoring Programs We call parents before they call us. A variety of tutoring programs were noted by the schools. Tutoring focused on remediation on specific curriculum standards and took place before school, after school, and/or during the school day in all core academic subjects. In most schools, teachers were available to assist students informally in their classrooms. Some schools provided more structure, such as specific teachers were available in certain subjects on certain days for a specific amount of time. Teachers assisted with homework and tutoring for 31

33 the GHSGT and EOCT. In some schools, tutoring was mandatory for students who did not pass one or more of the GHSGT. At least two schools provided transportation for those who stayed after school for tutoring. Several schools indicated peer-mentoring programs were important. Increased Learning Time Several schools extended the school year by including additional learning days for students beyond the state-required 180 days, particularly for students who were struggling academically. At least three schools provided intersessions. Five schools reported they held Saturday school occasionally for remediation, and all schools provided summer school. During this extended time, most schools provided either tutoring in specific courses, remediation focused on mastery of certain standards, and/or review for the GHSGT and EOCT. Refer to the section, Amount and Structure of Instructional Time, for additional information on how the schools structured the school day and year. Credit Recovery Credit recovery was noted by almost all 85/10 schools as extremely important in increasing their graduation rate. Students were provided additional opportunities to master standards and earn credit for a course previously failed. The credit recovery programs were planned and conducted within a school by graduation coaches and others, used purchased software, and/or accessed on-line credit recovery programs. Usually, the instruction provided in a credit recovery program was targeted to the standards that had not been mastered in a particular course, and the students moved at their own pace through the instruction. Technology-Based Instruction Interestingly, technology, itself, was only mentioned as important by four schools. All schools, however, noted several technology-dependent programs as important in increasing the graduation rate. The Virtual School is one technology-based program mentioned by over half of the schools as positively impacting the graduation rate. It is provided to schools by the Georgia Department of Education, and students can go on-line and focus on the standards not mastered in a specific course. Several proprietary computer-assisted remedial programs were used by the schools, also. One school used a student response system where students electronically answered the teacher s questions, and the teacher was provided immediate feedback regarding the mastery of subject content. A few mentioned students used laptops, and teachers used interactive electronic boards in many classrooms. One mentioned the importance of a computer lab. Other technology-based programs mentioned were: 1. Instructional Software, 2. Remediation Software, 3. Credit Recovery Programs, 4. Web-based Data Systems, and 5. Test Preparation Programs. Students see and hear our mission every day. Alternative Schools At least one-third of the schools reported alternative schools were a significant factor in increasing the graduation rate. Some of these alternative schools were used for remediating students as well as for disciplining students. Generally, alternative schools focused on mastery of standards, rather than athletics, clubs, or other activities not related directly to learning. The alternative schools had a small teacher-pupil ratio, and close personal relationships developed among the students, teachers, and administrators. One school mentioned a Performance Learning Center, a non-traditional high school for 32

34 students who were not succeeding in the traditional school setting. One alternative school mentioned by two of the 85/10 schools was a charter school open from 3:30 p.m. 9:30 p.m. Monday through Thursday. Advisement and Counseling All schools mentioned the importance of their advisement and counseling programs in increasing the graduation rate and indicated the advisement program was one way to develop close, personal relationships between a student and at least one adult in the school. Many schools had revamped their advisement programs over the past few years. In many schools, teachers had a small group of students with whom they met frequently, some daily, as homeroom teachers. The teachers provided advice on courses to take and ensured students were on track to graduate or, if not, the teachers sought assistance. In several schools, the advisor looped with the students. In addition to ninth, tenth, and eleventh grade students, four schools focused advisement on twelfth graders, preparing them for life after high school. We care enough to have high expectations of our students. Several indicated they used Peach State Pathways, an educational and career planning tool created by the Georgia Department of Education. Refer to Appendix I for the Peach State Pathways form. Many schools worked with students and parents to create postsecondary and career plans. Several schools reported they had implemented peer-mentoring programs, in which ninth grade students were paired with older, successful students. Generally, the mentoring involved adjusting to high school and success in academic courses. Transition From Eighth Grade to Ninth Grade All 85/10 schools underscored as most important a successful transition from middle school to high school. Many schools arranged for high school students, teachers, counselors, and/or soon-to-beadvisors to meet with eighth grade students either at the middle school or high school. Some students and their parents began planning their high school careers early in the eighth grade. Well over half of the schools mentioned they had a time when eighth grade students came to the high school, toured the building, and met the faculty. Many stressed they met with eighth grade students and their parents to get the parents involved early in their students high school career. Almost all schools noted they had open houses, orientation sessions, and/or special nights for eighth grade students and their parents. All schools mentioned the importance of analyzing all data possible and using the results to make educational decisions about rising ninth graders before the students began their high school careers. Ninth grade teachers, graduation coaches, and/or counselors met with eighth grade teachers and/or counselors to plan for an easy transition and discuss the skills and knowledge students need to be successful in the ninth grade. Some assessed reading and mathematics skills and/or analyzed the data on individual students, as well as the entire class of ninth graders. Many schools had academic activities during the summer for rising ninth graders, such as a standards-based summer school, a math camp, and literacy camp. Ninth Grade Programs and Interventions All schools indicated the ninth grade is the critical year for students in terms of students staying in school through graduation. The 85/10 schools stressed the importance of assessing reading and mathematics skills of ninth graders and remediating any weaknesses. Most provided formal, intense remediation in 33

35 classes designed specifically for those students who have significant deficits in reading and mathematics. Usually, these classes had smaller numbers of students than other ninth grade classes. In a few schools all ninth grade classes had fewer students than other grades. A few schools indicated they used their most effective teachers for ninth grade remediation. Several of the 85/10 schools indicated they had a ninth grade academy, which is a different design for ninth grade than for the other grades, and it was a significant factor in increasing their graduation rate. These academies generally were designed as small-school environments where students attended the same courses and shared the same teachers in a separate school building or in a wing of a building. These ninth grade academies had widely varying characteristics. However, most were based on the school-within-a-school or the learning community concepts. The purpose was to give ninth graders more focused, personal attention and to help them build strong academic and interpersonal skills. In addition, some taught time management, decision-making, study, and research skills. Some designated a team of teachers for a group of students who stayed together at least in the core academic courses for the entire ninth grade. These teachers had a common planning period or common lunch time. Other programs helped students understand their learning styles. Some of these programs involved career assessment and the development of high school and career plans. The characteristics and teaching styles of teachers chosen for the ninth grade academy were noted as extremely important to these schools. These teachers had strong subject area content knowledge, a caring attitude, and exceptional, varied instructional strategies. All schools had some type of orientation for ninth graders, such as freshman night, open house, and/or freshman festival. Most discussed and stressed extracurricular and co-curricular activities and encouraged students to become involved in at least one. Two schools had extracurricular and cocurricular fairs where students and their parents moved from booth to booth to learn about the opportunities available. Additional Practices Related to Programs and Interventions Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Required all ninth graders to take an oral communication class, 2. Enrolled all ninth graders in Freshman 101 Study Skills course, 3. Implemented similar teaching strategies and tools used by the students eighth grade teachers, 4. Encouraged parents to attend parent night and follow their student s schedule, meeting all the student s teachers, 5. Implemented a national program that addressed issues of students who were to be the first one from his/her family to go to college (the graduation rate among those students was 100 percent.), 6. Screened all students in reading, 7. Used the Pyramid of Interventions (Refer to Appendix H for the Georgia Student Achievement Pyramid of Interventions), which is a tiered approach to align the appropriate intervention to the student s individual needs, 8. Attended Individual Education Program (IEP) meetings of eighth grade special education students, 9. Employed graphic organizers and other instructional tools, 10. Used a nationally known reading program, 11. Conducted a graduation ceremony for eighth grade students, 12. Recognized a Teacher of the Year for ninth grade, 13. Provided common lunch for all ninth grade teachers, 14. Provided tutorials for athletes, 15. Designated a ninth grade administrator, 16. Focused on the transition of special education students, 17. Created a DVD for rising ninth grade students, Here is What High School is Like, 18. Provided neighborhood tutorials where teachers went into Our graduation coach works with our struggling students. 34

36 neighborhoods after school to work with students who could not take advantage of after-school tutorials due to a lack of transportation, 19. Held study sessions in coffee shops, 20. Provided literacy carts in the school s hallway that held books students could read, report on, and earn extra credit, 21. Provided a senior workshop to assist twelfth grade students in applying for postsecondary study and preparing for life after graduation, and 22. Looped counselors. Bright Ideas One school used the Elluminate technology, which is a web-based conferencing tool, to remediate students in their homes. Certain teachers were available at scheduled times during selected evenings to assist students in their coursework. One school structured its twelfth grade advisement with a student-teacher ratio of 3:1. Every adult in the school had three seniors to counsel. In another school the administrators held gender-based talks, male administrators with male students, and female with female. A local church funded, in part, credit recovery and Virtual School. Graduation Coaches Graduation coaches were mentioned by all schools as a major factor in increasing their graduation rate. The graduation coaches focused particularly on student learning and doing whatever it took to keep students in school. When asked, what two to five most important strategies did graduation coaches use to help increase the graduation rate, the schools had several responses which are organized in the following categories: 1. Focused on Students, 2. Coordinated Programs for At-risk Students, 3. Worked with Parents, 4. Additional Practices Related to Graduation Coaches, and 5. Bright Idea. Focused on Students We work on the work. All 85/10 schools indicated graduation coaches spent the large majority of their time working with students and teachers. They identified potential dropouts and appropriate programs and interventions for those students. They worked with individual students before and after school and during the students elective courses. They met with students individually and in groups with a focus on mastery of standards, passing the GHSGT and EOCT, and earning the number of credits needed for graduation. All emphasized the importance of developing personal relationships with students. Many graduation coaches analyzed student achievement data and other information and worked with the faculty in modifying the curriculum and/or instruction based on the data. They organized and presented analyses in a form useful to teachers and others. They also kept track of students who were in jeopardy of not graduating to ensure the students were coming to school, completing assignments, passing tests, and otherwise preparing for class. 35

37 Coordinated Programs for At-Risk Students Over half of the schools mentioned their graduation coach coordinated the remedial programs and interventions offered at the school. Coordinating the credit recovery programs was mentioned by most of these schools. Worked with Parents More than half of the schools indicated communication with parents was a large part of their graduation coaches job. Most graduation coaches developed a trusting, open relationship not only with students, but also with parents and other children in the family. A few graduation coaches conducted home visits. Additional Practices Related to Graduation Coaches We have flexible grouping in classes and flexible scheduling of our classes. Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Recommended certain at-risk students for honors classes, 2. Screened all eighth graders in English/language arts and mathematics, and 3. Involved business persons and community leaders. Bright Idea One school had spaghetti suppers for families, indicating If we can get them into the school, we can build relationships. Amount and Structure of Instructional Time All 85/10 schools had creative ways they increased the amount of student-learning time and structured time, especially for remediation and advisement. In Georgia, high schools are required to provide five and one-half hours of instructional time in each of the 180 required days of school. 11 When asked, what two to five most important strategies did you use to increase or structure time to improve the graduation rate, the schools had several responses which are organized in the following categories: 1. Remediation, 2. Instructional Time, 3. Additional Practices Related to the Amount and Structure of Instructional Time, and 4. Bright Idea. Remediation All schools indicated students who had significant deficits particularly in reading and mathematics had additional time outside of their regularly scheduled courses for remediation. The ways these schools found the time varied, and many chose not one structure but several to meet the needs of students. Most schools scheduled informal remediation before and after school when some teachers were available to work with one or more students. Most schools also provided more formal remediation sessions after school focusing on certain subjects on certain days where a teacher of that subject worked with students on standards not mastered. 11 State Board of Education Rule School Days for Students, pdf. 36

38 Most schools modified the school day to include courses that met regularly during the school day for remediation. These focused on reading, mathematics, and/or a review for the GHSGT. Several schools mandated these courses for all students who did not score a Pass nor Pass Plus on all GHSGT. Several schools modified the school year by including additional days for remediation. Five schools scheduled Saturday school several times during the year for remediation, and three others indicated intersessions were very important. The intersessions allowed students to catch up with their peers intermittently through out the school year. Instructional Time At least six schools scheduled the school day in blocks of time. For example, in a 4x4 block schedule students took four 90-minute classes each semester. This increased instructional time by reducing the amount of time needed to change classes. This also allowed more in-depth study of standards. Other schools used the traditional high school structure of a six-period day of usually 55 minutes each. A few schools added a zero period before the regular school day or a seventh period at the end of the day. Three schools mentioned as important a lunch and learn activity where teachers or administrators met with certain students during the lunch period. Additional Practices Related to the Amount and Structure of Instructional Time Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Added a literacy period during the regular school day and 2. Implemented an Interdisciplinary Humanities block that included the subjects of English/language arts and social studies. Refer to section, Programs and Interventions, for more information on how these schools increased and structured learning time. Bright Idea One school created Panther Periods on Tuesday and Thursday for 30 minutes when certain teachers worked with a small number of students to prepare for the GHSGT. The department chairpersons created a handbook used by all teachers to ensure all students received the same review. Leadership When asked to identify the two to five best practices used by school leaders to increase the graduation rate, the schools interviewed had similar responses, which are organized in the following categories: 1. Strong Instructional Leader, 2. Shared Leadership, 3. Additional Practices Related to Leadership, and 4. Bright Idea. I surround myself with bright, dedicated, and highly qualified individuals. Note to Reader: Since administrators themselves were interviewed, most with others present, many leaders were reluctant to focus on their leadership skills. 37

39 Strong Instructional Leader Over half of the schools indicated they had strong instructional leaders. The leaders were selective in hiring teachers, particularly, ensuring potential employees had content knowledge and a variety of instructional skills. They also had to fit into the school s culture. One school indicated leaders implemented a non-threatening, high-quality teacher evaluation system which helped teachers improve their instructional skills. These leaders also identified weak teachers and gave them support to improve. Some of the leaders were characterized, in part, as cheerleaders who celebrated the successes of the school, individual students, teachers, and others. Shared Leadership All schools mentioned their administrators included teachers and others in making decisions regarding the school. Many did this by involving department chairpersons and others in formal continuous improvement processes. Many schools created and appointed school improvement committees and other committees that worked on various issues within the school. Some of these committees continued year to year. Some were created to solve a particular problem and dissolved after a period of time. In one school, committees headed by department chairpersons worked to determine which students should be scheduled with which teachers. Additional Practices Related to Leadership Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Challenged teachers to challenge students academically, 2. Eliminated all disrespect in the school, 3. Observed five classrooms per week and provided feedback to the teachers, and 4. Identified the talents and strengths of students, teachers, and others and used them to enrich the school. Please refer to the section, School Culture for more indicators about the leadership styles of the administrators of the 85/10 schools. Bright Idea One principal met with each of his school s learning communities several times a year. Professional Learning In our professional learning communities we are rethinking school. When asked, what two to five professional learning opportunities contributed the most to increasing the graduation rate, the 85/10 schools had numerous responses, which are organized in the following categories: 1. Professional Learning for Instruction, 2. Professional Learning Communities, 3. Site-Based Professional Learning, 4. External Professional Learning, 5. Additional Practices Related to Professional Learning, and 6. Bright Idea. 38

40 Professional Learning for Instruction All schools indicated as most important the professional learning opportunities provided for their teachers and others focused on improving instruction and increasing student achievement. Several indicated the professional learning was applicable to instruction and was research-based. The professional learning topics mentioned were: 1. Georgia Performance Standards, 2. Differentiated Instruction, 3. Hands-on Learning, 4. Pyramid of Intervention, 5. Math I and II, 6. Learning Focused Strategies, 7. Designing Quality Assessments, 8. Instructional Best Practices, 9. Georgia Assessment of Progress on School Standards (GAPSS), 10. Vertical and Horizontal Teaming, 11. Analyses of GHSGT and EOCT Data, 12. Evidence of Standards Mastery, 13. Standards-based Learning, and 14. Data Analysis and Utilization. Several schools indicated they held the teachers and others accountable for their professional learning, and they expected implementation and application of what was learned. Professional Learning Communities More than one-third of the schools had professional learning communities which they indicated were important in increasing the graduation rate. Professional learning communities are small groups of teachers and others within the school who meet regularly to examine and apply effective instructional strategies, analyze student work, create tools, and/or solve problems. Generally, every educator in the school is a member of at least one professional learning community. Several schools indicated their professional learning communities researched and applied knowledge and strategies gleaned from a particular book or body of research. Three schools noted their professional learning communities devoted a significant amount of time to creating common assessments. The principal of another school met with each learning community, and they researched and applied differentiated instructional strategies in the classroom. The staff observed one another s application of these strategies in the classrooms during the year. Another school had a year-end culminating activity where they celebrated what they had learned in the professional learning communities. Site-Based Professional Learning Professional learning has changed what they (teachers) do in classrooms. It also changed the conversation in the teachers lounge. Approximately one-fourth of the schools indicated site-based professional learning contributed to increasing the graduation rate. They reported professional learning opportunities were based on the needs identified by teachers and administrators. Many were self-designed. Two schools had their own in-house conferences, planned and conducted by teachers and administrators. Two schools reported they had a yearlong study and implementation of research selected by the teachers. These educators earned one Professional Learning Unit (PLU) each year without leaving the school. Several schools indicated they had a structured process where teachers who were skilled in certain areas were observed by other teachers on a regular basis. They used the Georgia Assessment of Performance 39

41 on School Standards (GAPSS) Classroom Instruction Observation Form. Refer to Appendix J for a copy of the form. External Professional Learning In several schools, educators were provided opportunities to attend state and national conferences and other training. However, they were expected to return and deliver the professional learning to other staff members, as appropriate. Several indicated Georgia Leadership Institute for School Improvement (GLISI) programs had made a significant positive impact on their schools. GLISI reported at least 12 of the 85/10 schools and/or their school districts have participated in at least one GLISI program. Our CIP (continuous improvement process) changed our culture. Additional Practices Related to Professional Learning Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Provided training for teacher mentors, 2. Attended High Schools That Work Conference, conducted by Southern Regional Education Board, 3. Provided professional learning during early release days four times a year for a total of 20 hours, 4. Attended Infinite Campus training, and 5. Focused on teachers working in teams. Bright Idea One school had what it called Collaborative School Improvement (CSI), a yearlong focus on areas of improvement designated by the teachers. For the first half of the school year, small teams of approximately six teachers each studied the research selected. The second half of the year teachers worked in teams to implement what they had learned. Continuous Improvement When asked, what were the mission, goals, and school improvement plans, and did you use any continuous improvement processes and/or tools to increase the graduation rate, the 85/10 schools had numerous responses, which are organized in the following categories: 1. Developing Mission, Goals, and School Improvement Plans, 2. Mission, Goals, and School Improvement Plans, 3. Customer Focus, 4. Tools, 5. Use of Data, 6. Additional Practices Related to Continuous Improvement, and 7. Bright Idea. All but two schools indicated they used formal continuous improvement processes. Those interviewed strongly emphasized the value of those processes in improving the graduation rate. The other two schools indicated that they had implemented many practices of continuous improvement especially teaming and using data to make decisions. 40

42 Developing the Mission, Goals, and School Improvement Plans Each school created its mission, goals, and a school improvement plan with input from many stakeholders. All indicated they used a team approach. The following are comments about how the mission, goals, and school improvement plans were created: 1. We used strategic thinking what does each student need? 2. The school improvement committee developed the School Improvement Plan. 3. High Schools That Work helped us establish our goals. 4. Each department had a 45-day Action Plan. 5. Each department set goals for the year. 6. We planned as a faculty. 7. A team of teachers and administrators planned each year in a retreat on Sapelo Island. 8. We planned an area of focus each year. 9. The leadership team conducted a planning retreat each summer. Mission, Goals, and School Improvement Plans All schools indicated they have a mission statement, goals, and a plan to improve the school. The following were comments about the schools mission, goals, and plans: 1. We had high expectations all students would graduate. 2. Our business was continuous improvement. 3. We focused on individual students, not subgroups. 4. Our goals were focused and clear. 5. We concentrated on ninth grade success. 6. Our goal was all students would earn a diploma. 7. We emphasized the work ethic. 8. Our goal was 100 percent of students would graduate. 9. Our philosophy was students would not just graduate, they would be prepared for life after high school. 10. A lot of committees worked to ensure all students would graduate. 11. We wanted every standard mastered. 12. Our goal was to equip and inspire our students to graduate. 13. We communicated our high expectations to students. 14. Our goal was to attract students who have already dropped out of school even though it would not improve the school s AYP rating. 15. We had guiding principles all followed. Customer Focus Four schools indicated all staff members had embraced the mindset that the student was the identified customer. They indicated they measured customer satisfaction and used the data to improve the graduation rate. One school surveyed seniors, and the others surveyed all or a sample of students. One school measured student involvement in the school. Tools We work on our family atmosphere. All schools stressed the importance of their school improvement plan which guided decision-making. The Balanced Scorecard is another tool used by more than half of the schools and will be used next year by another. One school indicated it used the Baldridge Criteria, and three others reported the use of the Plan-Do-Check-Act process. One school used Backward Design, and another analyzed data from the GAPSS process for continuous improvement each year. 41

43 Use of Data All schools reported they used data extensively and in various ways to improve their graduation rate. Several indicated they were immersed in data. All schools indicated they used data to make decisions about instruction in the classroom and about the placement of students in the appropriate courses and classrooms. They also used data to analyze the academic needs of students, particularly rising ninth grade students. Several schools stated professional learning communities, school improvement teams, and subject area teachers used data to refine the instructional process. The data mentioned were: 1. SAT scores, 2. AP scores, 3. GHSGT, EOCT, and re-test scores, 4. Number of Pass Plus scores on the GHSGT, 5. Graduation rates, 6. Benchmark assessment data, 7. Common assessment data, 8. Pass/fail rates of each course and each grade, 9. Survey results, 10. CRCT scores from middle and elementary schools, 11. Discipline records, and 12. Attendance records. Most schools used technology to analyze academic and other data and to track test data to determine by standard and domain the mastery of standards. Several indicated they analyzed data on students each year before the school year began. Additional Practices Related to Continuous Improvement Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Increased significantly the number of AP courses based on a survey of students and teachers, 2. Used a data team approach to collecting, disaggregating, and analyzing data, and 3. Conducted action research continually. Bright Idea One school discussed its continuous improvement process in each professional learning community and developed its own continuous improvement cycle for increasing student learning: 1. Pretest students, 2. Identify strengths and weaknesses, 3. Modify and/or adjust the curriculum, 4. Use instructional strategies that address the strengths and weaknesses, 5. Post-test students, 6. Modify and/or adjust the curriculum and instruction for those who did not master standards, 7. Return to step one. School Culture Our business is continuous improvement. When asked to describe the school s culture and indicate any changes in the school s culture that were most important in improving the graduation rate, the 85/10 schools had numerous responses which are organized in the following categories: 1. High Expectations for All Students and Faculty Members, 2. Focus on Academics, 42

44 3. Every Student, A Place, 4. Knowledgeable, Dedicated Faculty, 5. Open, Respectful, Caring Atmosphere, 6. Additional Practices Related to School Culture, and 7. Bright Idea. High Expectations for All Students and Faculty Members All schools indicated high expectations for all students were a driving factor in increasing their graduation rate. Additionally, high expectations were evident for faculty members including the principal and other administrators. One school indicated it was unacceptable for students not to graduate. These high expectations were communicated frequently to all students, teachers, and others in the school. One school indoctrinated teachers and students with high expectations. Another stated it had zero tolerance for failure. Focus on Academics All schools reported the focus on academics helped increase the graduation rate. Several schools protected the time of core academic teachers by giving them fewer before-school and after-school duties so they could spend more time working with students. Several indicated they held everyone accountable for student learning, beginning with the principal. Every Student, A Place Our balanced scorecard drives our continuous improvement process. All 85/10 schools reported they focused on developing personal relationships with every student, and every student found a place to belong in the school. They emphasized they would not give up on any student. One school indicated relationships built naturally when the students knew the adults cared about them personally. Most schools created personal relationships between adults and students in a variety of ways. All schools pointed to their advisement program as being an important tool in developing personal relationships with students. Some focused on the teachers departmental structure, and all departments had ownership for all students taking their courses. Several focused on actively engaging all students in an activity in the school. They created opportunities for each student. One school sought to find the talent, skill, and/or strength in each student and used these to engage the student in learning. More than half of the schools focused on sports and extracurricular and co-curricular activities to develop bonds with students. Knowledgeable, Dedicated Faculty Over half of the schools cited dedicated faculty as one of the most important reasons for their increased graduation rate. Teachers went beyond expectations to focus on all students and their learning. They stayed at school after hours and were available to students outside of the classroom. Four schools indicated they had a stable faculty, low faculty turnover, and good teacher morale. Most of the schools reported their faculties were strong in content knowledge and had exceptional, varied instructional strategies they used in the classroom. Most teachers genuinely cared for students personally. However, three schools indicated they did have, as one principal noted, toxic teachers to deal with. Several schools indicated they had committees of teachers and others who interviewed potential staff members to determine if the individuals had the knowledge and skills necessary to fit the school s culture. 43

45 Open, Respectful, Caring Atmosphere Several schools indicated they had an open atmosphere where all individuals felt safe to voice concerns to the administration. Several other schools focused on a respectful student body and staff. Others mentioned they had a family atmosphere in the school with everyone knowing and caring for each other. Additional Practices Related to School Culture Each of the following was mentioned by at least one school as important in increasing the graduation rate: 1. Celebrated successes, 2. Focused on a culture that encouraged innovation, and 3. Involved students in the governance of the school. Bright Idea During the summer for rising ninth graders, the school had several strategies, including transition classes, that were focused not only remediation, but on the culture of the school. Students were inculcated with the culture of the school, its high expectations, and strong work ethic. Family Involvement When asked, what are the two or five most important strategies used to engage families in their students learning, the schools had numerous responses which are organized in the following categories: 1. Communications with Parents, 2. Activities for Parents and Other Family Members, 3. Additional Practices Related to Family Involvement, and 4. Bright Idea. Communications with Parents All schools pointed to an intense focus on communication with parents, signifying frequent, regular contacts were very important, especially when things were going well. Most schools reported graduation coaches and counselors, as well as teachers and administrators, communicated with parents. Two schools indicated their teachers called all parents at the beginning of the school year in order to start on a positive note. In three schools, graduation coaches conducted home visits. More than half of the 85/10 schools noted as most important the use of technology to communicate with parents. Many had web-based technology where parents could access their students grades, and teachers could communicate about upcoming projects and tests. Several indicated blast s were an effective way to communicate. All schools indicated it was very important to communicate with parents when their children were absent from school. Many stated their website was a good communication tool. Yet, they were mindful of those families who did not have computer access. The following were mentioned as topics communicated to parents: 1. Test dates, 2. Available tutorials, 3. High expectations for students and faculty, 4. Advisement sessions, 5. Financial aid for postsecondary education, 6. Scholarships, 7. Sports, and 8. Upcoming events. If you feed them, they will come. 44

46 The following were tools, other than those indicated above, used by the schools to communicate with families: 1. Newsletters, 2. Newspaper columns, and 3. Local cable shows. Activities for Parents and Other Family Members All 85/10 schools provided activities that included parents and other family members and pointed to them as important in increasing the graduation rate. Almost half mentioned parent/student advisement for eighth and/or ninth grade students and their parents. Many had open houses. At least three had career fairs. Two indicated they had strong PTSAs and newsletters. Two opened their computer labs after school hours for students and their families. Two schools indicated they had a bilingual member of the faculty whose focus was to work with Latino students and their parents. Additional Practices Related to Family Involvement In addition to those mentioned above, each of the following is an activity mentioned by at least one school to involve families: 1. Open house at Walmart, 2. Counselor/parent night, 3. Active booster clubs, 4. Senior night, 5. Teachers available every Tuesday and Thursday after school for parent conferences, 6. Thanksgiving lunch, 7. Health fairs, 8. Assistance with applying for financial aid and to postsecondary schools, 9. Senior/parent suppers, 10. Coffees with principals, 11. Barbecues, 12. Parents lunch with students, 13. Junior year evaluations with counselor, and 14. Festivals. Bright Idea One school had a report card night where parents came into the school, met with teachers, and got their child s report card. More than 800 individuals attended a report card night. Community Involvement We get the eighth grade yearbook and devote the summer to learning their names. All schools used strategies to increase community involvement and valued it. Two-thirds of the schools indicated that community involvement directly related to increasing the graduation rate. When asked what are the two to five most important strategies used to involve the community, five schools indicated a strong Partners in Education Program. Three indicated career fairs with involvement from local businesses and postsecondary schools, and two reported they worked closely with Georgia Family Connection Partnership. Although not mentioned by any of the 85/10 schools, the Governor s Office of Workforce Development (GOWFD) reported all communities represented by the 85/10 schools, except one, either are workforce 45

47 ready communities or are working toward that designation. GOWFD requires communities seeking the workforce ready status to include at least one metric that addresses an increase in the graduation rate. Each of the following was mentioned by at least one school: 1. Created local cable television shows, 2. Worked with the juvenile court judge on student attendance issues, 3. Encouraged volunteers in the school, 4. Participated in work-ready community activities, 5. Organized a football camp for young children, 6. Hosted local employers to meet with its vocational department teachers, 7. Involved banks, Lions Clubs, Rotary Clubs, and Chambers of Commerce, 8. Created an advisory body comprised of business partners, mentors, and other community members, 9. Participated on the Junior Board of Directors at a bank, and 10. Involved at least one of the following in tutoring or other activities Spelman College, Georgia State University, Georgia Institute of Technology, Columbus State University, Environmental Protection Agency, Turner Broadcasting, Local churches, and National Coalition of 100 Black Women. Bright Ideas One school emphasized alumni support and reported the school contacted alumni and asked many of them to come into the school and tell their success stories to the students. A local car dealership and one school had a reciprocal arrangement where the dealership allowed the school to use its convertibles for the homecoming parade and the dealership was provided eight advertisements in the school s newspaper at no cost. Policies and Procedures Several questions were asked regarding policies and procedures required of schools in the areas of: 1. Identification of Potential Dropouts, 2. Student Attendance, 3. Withdrawing Students, Increase in the Graduation Rate, 5. Discipline, 6. Requirements for Graduation Beyond the State Mandates, and 7. Bright Idea. Identification of Potential Dropouts Students know they have no choice but to perform and to perform at our high standards. Most of the schools indicated they did not have specific procedures for identifying potential dropouts. You know them when you see them, stated one principal. Most looked to checklists. Refer to Appendix K for the Worksheet of Common Risk Factors. However, the schools had varied interpretations of how checklists were used and how many characteristics should be observed before a student is considered a potential dropout. They also differed in the degree of importance they assigned to certain characteristics. Some schools determined that if a student was more than two years older than his/her classmates and had academic problems, the student was considered a potential dropout. Many indicated they need a better system to identify potential dropouts. 46

48 Student Attendance All schools indicated student attendance was an extremely important factor impacting the graduation rate, and they all focused on getting students to school. Most schools had a method of contacting parents each day a student is absent. Some had the policy that if a student were absent more than a certain number of days in a specific course, the student would not receive credit for the course, regardless of the grade earned. These schools had an appeal process. Several schools had a tiered approach. For example, after three days absent, a letter was sent to the parents and student, after five days another letter was sent, after seven days the counselor, social worker, administrator, and/or school resource officer worked as a team to get the student back into school. In one school after a student was absent three days, the counselor called the truant officer and reported the absences. The officer then followed-up with the student and parents. Some schools allowed the students to complete schoolwork missed for only excused absences. Others for both excused and unexcused absences. Saturday school provided opportunities to complete the assignments missed due to absences. Withdrawing Students All schools indicated they had a procedure they used when students decided to drop out of school before graduation. All attempted to meet with the students and their parents. The individual(s) who met with the students and their parents varied from school to school. In some it was the counselors, others the graduation coach, others an administrator. A few used a team approach. Most schools indicated they presented options to students for staying in school, such as attending night school or alternative school or earning a General Education Diploma (GED). Some schools discussed the reality of life without a diploma and gave statistics about the future earning power and employment of dropouts. Once the student was absent a certain number of days, generally five or more consecutive days, someone in the school attempted to contact the student and his/her parents to determine the reasons for the absences and to encourage the student to come back to school. One school reported it chased down every student. The social worker or graduation coach found someone who knew the student or found a relative of the student, and they were relentless in determining where the student was. Most schools tracked the student s records to determine if another school had requested them. If so, the student was coded as a transfer in the student information system. If no records request was made, the student was coded as a dropout. It varied from school to school who actually coded the students. The following were mentioned: 1. Counselor, 2. Registrar, 3. Data clerk, 4. Guidance secretary, 5. Central office person, and/or 6. Administrative technology specialist. 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 make sure the coding was accurate Increase in the Graduation Rate We involve students in the governance of the school. Several of the experts who participated in this study indicated many Georgia high schools had a significant increase in the graduation rate from 2004 to Except for one, all 85/10 schools had an increase in graduation rate from 2004 to 2005 ranging from 3.28 to percentage points, as indicated in Table V. 47

49 Table V: Differences in the Percentages of Graduation Rates from 2004 to in 85/10 Schools, Ranked by Amount of Change, and State Percentages School System/ State of Georgia School Name Graduation Rate 2004 Graduation Rate 2005 Amount of Change Buford City Buford High School Union County Union County High School Atlanta City Grady High School Atlanta City Mays High School Houston County Houston County High School Gilmer County Gilmer High School Wilkes County Washington-Wilkes High School Fulton County Westlake High School Houston County Perry High School Fulton County Riverwood High School Lumpkin County New Lumpkin County High School Columbia County Greenbrier High School Walton County Loganville High School Muscogee County Hardaway High School DeKalb County Redan High School State of Georgia The ranges of the percentage points change in the graduation rate from 2004 to 2005 presented in Table V are summarized in Table VI. 12 Source: Governor s Office of Student Achievement, 48

50 Table VI: Range of Percentage Points Change in Graduation Rate from 2004 to 2005 and Number of 85/10 Schools Within the Range 13 Range of Percentage Points Change in Graduation Rate Number of 85/10 Schools More than Less than 1 1 The increase in the graduation rate for the state of Georgia was 2.4 percent from 2004 to All but one of the 85/10 schools increased the graduation rate at a greater percentage than the state average. When asked, what influenced this increase, most schools reported they did not know. Several noted the federal No Child Left Behind Act might have been the reason since the graduation rate is the second indicator toward earning AYP. One school indicated training regarding the coding of students may have contributed to the increase. Also, the state changed the definition of a graduate from 2004 to 2005 to include those students who graduated as a result of summer school following their senior year. Refer to Appendix G for the definition of graduate. Discipline Most schools indicated over the past few years they have suspended fewer and fewer students out-ofschool for disciplinary reasons. Most used in-school suspension, which is small classes in the school specifically designed to discipline students for certain infractions while keeping them in school and learning. Requirements for Graduation Beyond the State Mandates Three schools indicated they required additional course credits beyond the 22 required for graduation by the State Board of Education. One school required students to complete 75 hours of community service in order to graduate, and another required 12 hours of community service in each social studies course. Bright Idea The organization, One Hundred Black Women, adopted 21 girls in the ninth grade and guaranteed college scholarships for those who graduated from high school. 13 Source: Governor s Office of Student Achievement, 49

51 General Questions A few general questions were asked about the following: 1. Support from the Board of Education and School System, 2. Georgia Assessment of Progress on School Standards, 3. Foundations, School Year, and 5. Continued Challenges. Support from the Board of Education and the School System When asked, what kind of support have you received from your school system, all schools indicated the local board of education and the school system had been very supportive of efforts to increase the graduation rate. Several indicated there was very little bureaucracy to deal with, and they had the freedom to take risks and be creative. Georgia Assessment of Progress on School Standards (GAPSS) When asked, has your school participated in a GAPSS analysis, two of the 85/10 schools stated they formally went through the GAPSS process, which is the assessment of the implementation of research-based standards for schools. Two informally applied the standards themselves. All four indicated the process was an influence in increasing the graduation rate. One used the process and results in its continuous improvement efforts. We are passionate about our work. One principal stated he wanted some of his teachers to participate as team members in the GAPSS process so they could learn about the school standards. One school reported it used the GAPSS Classroom Instruction Observation Form when administrators or teachers observed teachers. Refer to Appendix J for a copy of the form. Foundations A question was not asked about school foundations. However, four of the 85/10 schools indicated their foundations played a significant role in increasing their graduation rates. For example, one foundation provided financial support for professional learning for teachers of AP courses. Another provided funding for a teacher to attend a Shakesphere Festival in New York, and the school will begin such a festival. One funded a Writing Center, where students could receive help writing essays, college biographies, and research papers after school three days a week. Three schools foundations managed scholarships and financial assistance for soon-to-be-graduates and provided support for student trips to Washington D.C. and Europe each year School Year When asked, what, if anything will you do differently in the school year, each of the following was mentioned by at least one 85/10 school: 1. Begin a student leadership program, 2. Focus more on SAT preparation, 3. Move to an eight-period day, 4. Expand night tutoring, 5. Begin a Renaissance Program, 6. Begin common teacher planning, 7. Educate teachers on data analysis at the domain level, 8. Create common assessments, 50

52 9. Begin a Shakespeare Festival, 10. Provide a summer program for at-risk students, and 11. Begin collaborative planning time for teachers. Continued Challenges When asked, what challenges do you face which could impact the graduation rate, several schools indicated the definition of a graduate should be revised to include students who graduate in five years, who graduate with a Special Education Diploma, and who earn the GED. Four schools mentioned limited funds as a continuing challenge, and several are losing staff positions in school year. Three schools indicated the class sizes for high school courses are too large. Other continued challenges to increasing the graduation rate mentioned were: 1. New Georgia Performance Standards curriculum, 2. Pregnancy rate, 3. School building capacity, 4. Outdated funding formula, 5. Student attendance, 6. SAT scores, 7. Funding for GHSGT, EOCT, and SAT preparation, 8. Transient student population, 9. Math I failure rate, and 10. Students giving up. Summary In summary, each of the 85/10 schools indicated the importance of and, to varying degrees, emphasized each of the following in increasing the graduation rate: 1. A rigorous curriculum focused on high expectations, career and technical education, and postsecondary study, 2. Student assessment with emphasis on the GHSGT, EOCT, and common and benchmark assessments, 3. Effective classroom instruction using a variety of strategies, 4. Collaboration among teachers, 5. Programs and interventions which focused on standards mastery, remediation, credit recovery, advisement, and counseling, 6. Implementation of continuous improvement processes, concentrating on teaming and using data to make decisions, 7. A respectful, open, and caring school culture, 8. Transition from eighth grade to ninth grade and the structure of the ninth grade, ensuring it was conducive to student learning, 9. Graduation coaches who did whatever it took to keep students in school, Parents keep up with students grades via the internet. 10. The increase in student-learning time and the creative use of time, especially for remediation, 11. Expert teachers and effective leaders, 12. Professional learning focused on student learning, and 13. Involvement of parents and other family members in the education of students and the activities of the school. Refer to Appendix L for a list of all strategies mentioned by 85/10 schools as important in increasing the graduation rate. 51

53 COMMONALITIES AMONG GEORGIA S 85/10 SCHOOLS At first, the review of the responses of the 85/10 schools to the questions posed appears to indicate the schools approaches to increasing the graduation rate vary a great deal. However, deeper analyses indicate there are several commonalities viewed by the schools as important. These reflect to a high degree the emphases given by the experts who participated in crafting questions for this study (Refer to the section, Methodology of the Research) In reviewing the telephone interviews and written responses from the 15 schools that met the criteria for this research, the commonalities emerged. The 85/10 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 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 effective instructional 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, 12. Provided effective professional learning opportunities that focused on student learning, Our teachers don t just stand and deliver anymore. 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 III for a conceptualization of the commonalities which are discussed below. 52

54 Exhibit III: Interdependence of Commonalities Identified as Important in Increasing the Graduation Rate in the 85/10 Schools School Culture School culture encompasses, and is dependent upon, the philosophies, attitudes, knowledge, skills, and the activities of all who enter the school s doors. Overwhelmingly, the 85/10 schools emphasized the importance of the school s culture and pointed to its impact on the graduation rate. High expectations and a focus on student learning were the main emphases of the schools cultures. These schools stressed the importance of an open, respectful, caring environment that nurtured personal relationships among adults, students, and families. It was obvious those interviewed were proud of their schools and were eager to share their accomplishments. Continuous Improvement In almost all schools, the culture embraced the concepts of continuous improvement. All but a few used continuous improvement processes extensively. They knew the language and talked comfortably about how they used continuous improvement tools to increase the graduation rate. The schools that indicated they did not have a formal processes in place had implemented many of the components of continuous improvement, especially working in teams and using data to make decisions. Mission, Goals, and School Improvement Plans The missions and goals of the schools focused mainly on high expectations for the academic achievement of all students, and the school improvement plans reflected the same. For most of the schools, the improvement plans were the guiding documents, and they were created by a team(s) of faculty members and others. All schools indicated data were used by the teams in the development and implementation of the goals and school improvement plans. Curriculum, Assessment, and Instruction 53

55 Standards mastery, by far, was a major focus of the 85/10 schools, and they indicated a dedicated faculty with strong content knowledge and exceptional and varied instructional strategies was integral to the schools success. In these schools mastery of standards was the constant, and assessment, instruction, and student-learning time, were the variables. This was in contrast to the traditional approach that time, i.e. a 55 minute class period, was the constant and student learning was a variable. The faculty knew the curriculum and was adept at instructing students with a clear focus on mastery. Several schools implemented curricular academies. Rigor was mentioned by each school as a major component in increasing the graduation rate, and each had increased rigor in several ways. Core academic standards were included in career and technical courses, and the expectations for the academic achievement of special education students were high. The faculty worked together to ensure the standards were applicable to the students life after high school. AP courses were viewed as another way to increase rigor and further encourage postsecondary study. Assessment of student learning was a central theme of these schools, and they used the data in designing instruction focused on mastery of standards. Benchmark assessments and common assessments were viewed by these schools as important in increasing the expectations that all students would master standards. They also provided consistency of curriculum and instruction from teacher to teacher of the same course, thus increasing the quality of teaching, especially for weak or inexperienced teachers. Another commonality in these schools success was frequent, focused, and strategic collaboration among faculty members. Horizontal and vertical teaming were practical ways to work on instruction and student assessment and to identify issues and solve problems. Administrators were effective instructional leaders. Programs and Interventions Remediation on standards not mastered was one of the strongest commonalities found. These schools used numerous approaches, 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. The schools indicated their credit recovery efforts were extremely beneficial. For rising ninth graders who had not mastered the requisite standards to be successful, the schools provided intense, focused, tactical remediation. Remediation for some students focused on the GHSGT. Many programs and interventions were technology-driven. Our juvenile court judge helped us increase our attendance rate. The advisement and counseling programs were used as vehicles to ensure each student was on track for graduation. Those students who were not on track had abundant opportunities for remediation. These programs also 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. The schools had many and varied mechanisms to address the issues of the ninth grade students. Many had some form of a ninth grade academy. It was apparent these schools understood the ninth grade was a pivotal point in a student s decision to remain in school through graduation. Relationships A school is a dynamic, social community of its own. Each school emphasized genuine, caring personal relationships among students, faculty, administrators, and parents. 54

56 The graduation coach was mentioned by each of the 85/10 schools as vital to increasing the graduation rate. The interviewees indicated a large part of the graduation coach s role was to nurture positive personal relationships among the faculty, students, and parents, especially for students who were in jeopardy of leaving school before graduation. The focus of the graduation coach was to 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 of the GHSGT. The schools had strong, effective instructional leaders who established a caring culture which nurtured personal relationships while holding students and faculty accountable for student learning. The leaders used teams of faculty members and others to make decisions and solve problems. All schools used strategies to increase community involvement and valued it. Two-thirds indicated it 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, such as balanced scorecards, common assessments, instructional time, and professional learning, to ensure rigorous courses and effective instruction. These schools used data and continuous improvement processes to tackle and resolve barriers to student learning. We help our students apply to postsecondary schools and for financial assistance. Each school concentrated on increasing the amount of student-learning time and how best to use time to impact student achievement. Flexible scheduling with the emphasis on remediation for students who were at-risk of not graduating was important in increasing the graduation rate. Each of the schools created ways to increase the amount of time for student learning beyond the regular school day, instructing students after school, before school, on Saturdays, and during intersessions. Professional learning was another tool these schools used to advantage. Clearly, student learning was the absolute focal point of the professional learning. In-house professional learning was designed by the faculties based on the identified needs of the teachers. Many schools used learning communities as the structure of their professional learning, and the faculty was held accountable for the content knowledge and instructional skills needed to teach students to high levels. Population Classification of Counties and Number of Students 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 that met the criteria of this research. See Table VII for the population classifications of the schools counties and enrollment in the 85/10 schools and Exhibit II for locations of schools and county population classifications. 55

57 School System Table VII: Population Classification of Counties and Enrollment (2009) of 85/10 Schools School Population Classification of Counties 14 Enrollment (2009) 15 Urban Suburban Rural Growth Rural Decline Less than 1000 Students Buford City Buford High School Students Gilmer County Gilmer High School Atlanta City Grady High School Columbia County Muscogee County Greenbrier High School Hardaway High School More than 2000 Students Houston County Houston High School Walton County Lumpkin County Loganville High School New Lumpkin County High School Atlanta City Mays High School Houston County Perry High School DeKalb County Redan High School Fulton County Union County Wilkes County Riverwood High School Union County High School Washington-Wilkes High School Fulton County Westlake High School Total In summary, commonalities among the 85/10 schools are a caring culture encompassing continuous improvement practices and focusing on the mission and goals of the school, high expectations for students and faculty, a rigorous curriculum, effective assessment of student knowledge and skills, and varied, effective instructional strategies. The schools programs, interventions, and personal relationships emphasized a no-nonsense approach to student mastery of the curriculum standards. The schools created and/or adopted an array of tools, such as an increase in the amount of student-learning time, the flexible structure of time, and strategic professional learning, to improve the culture through continuous improvement processes. 14 Source: College of Family and Consumer Sciences, University of Georgia Source: Governor s Office of Student Achievement, 56

58 RECOMMENDATIONS 16 The 85/10 schools have improved the graduation rate relatively quickly, an average of 17.1 percentage points over six years, , above the state s 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 15 schools are, combined they will average approximately 600 students each year (based on 2009 data and averaged over the length of the traditional high school career) who will leave school before graduation. The schools themselves acknowledged they had additional work to do to graduate more students. Tools to Identify Potential Dropouts Realistically, to increase the graduation rate, Georgia must confront the issues that lead students to leave school prior to graduation. These issues must be addressed comprehensively, directly, and strategically. However, in order to do this, it is essential for educators and other decision-makers to have accurate, reliable data on which to base their actions. The Alliance for Excellent Education 17 and the Data Quality Campaign 18 recommend that states create high quality longitudinal data systems for schools. The National Governors Association calls for the creation of early warning data systems to help schools accurately identify individual students likely to drop out. 19 Also, research by Achieve 20 and National Dropout Prevention Center 21 call for locale-specific data systems to predict precisely which students will drop out of school. Educators need data on which to make solid decisions that will increase the graduation rate. Some of the 85/10 schools indicated they did not have mechanisms, other than checklists, to identify potential dropouts. Research indicates checklists of global sets of risk factors are inefficient and unreliable as predictors of individual students who are unlikely to graduate from high We re all singing off the same sheet of music now. school. 22 Research calls for the development of an effective and efficient early warning system which will help educators predict the specific students who will drop out of school. Because there are variations in student populations from community to community and school to school, educators need an accurate early warning system that will develop profiles of Georgia students at the school and school system levels who are likely to drop out of school. 23 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 16 Several of these recommendations also appear in Increasing the Graduation Rate, Phase I, Data Needed and Available to Make Quality Decisions, 17 Alliance for Excellent Education, 18 Data Quality Campaign, Creating Longitudinal Data Systems Lessons Learned by Leading States, October 2006, 19 Princiotta, D. and Ryan, R. Achieving Graduation for All: A Governor s Guide to Dropout Prevention and Recovery, National Governors Association Center for Best Practices, 2009, p Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the Future, Carnegie Corp, Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify At-Risk Students. A Series of Solutions and Strategies. National Dropout Prevention Center, July, Allensworth, E. and Easton, J.Q. The On-Track Indicator as a Predictor of High School Graduation. Chicago: Consortium on Chicago School Research, Gerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System. Achieve and Jobs for the Future. Carnegie Corp., 2006; Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify At-Risk Students. A Series of Solutions and Strategies. National Dropout Prevention Center, July U.S. Department of Education, Do We Know Whom to Serve? Issues in Using Risk Factors to Identify Dropouts. School Dropout Demonstration Assistance Program Evaluation.. Keeping_kids_in_ school_ What_research_says_about_preventing_dropouts.htm. 23 Data Quality Campaign. Creating a Longitudinal Data System: Using Data to Improve Student Achievement, 2006, and Wells, Shirley, Bechard, Sue and Hamby, John, How to Identify At-Risk Students. A Series of Solutions and Strategies. National Dropout Prevention Center, July,

59 determining each student s enrollment for the full academic year. 24 It is recommended the state include in the longitudinal data system the capacity for Georgia schools and school systems to conduct cohortbased, longitudinal studies, the results of which can be used to create locale-specific early warning systems that predict which students in a certain school or school system will leave school prior to graduation. Achieve research 25 and National Dropout Center research 26 chronicle two methods to develop a locale-specific data system to predict which specific students will drop out and how this can be done in a very short time and require relatively few resources. 27 Cost projections for Georgia to implement such modifications in the student information system are beyond the scope of this research. However, the cost of building an accurate Early Warning System is relatively small compared with the cost of providing programmatic interventions or systemwide reforms meant to increase the graduation rates. But, the payoff of basing interventions on accurate data can be huge. 28 The Data Quality Campaign has developed estimates for building specific components of the system. For a detailed discussion, refer to Creating Longitudinal Data Systems Lessons Learned by Leading States. 29 The following are 10 elements with a total of 59 sub-elements that are essential to create a longitudinal data system: A unique statewide student identifier, 2. Student-level enrollment and demographic and program participation information, 3. The ability to match individual students test records from year to year to measure academic growth, 4. Information on untested students, 5. A teacher identifier system with the ability to match teachers to students, 6. Student-level transcript information, including information on courses completed and grades earned, 7. Student-level college readiness test scores, 8. Student-level graduation and dropout data, 9. The ability to match student records among all agencies, P 16, and 10. A state data audit system assessing data quality, validity, and reliability. We unified the instructional program by implementing common planning and common assessments. The Data Quality Campaign 31 rates Georgia as one of 11 states to have all 10 essential elements. The U.S. Chamber of Commerce rates Georgia, one of seven states, with an A but indicates that Georgia does not have a P-20 longitudinal data system. 32 Refer to Appendix M for details regarding State Education Agency Actions to Create a State Longitudinal Data System. The Georgia Department of Education is commended for being awarded an $8.9 million grant to improve its statewide educational data system. Georgia was one of 27 that received a 2009 Statewide Longitudinal Data System Grant from the Institute of Educational Sciences, a division of the U.S. Department of Education. Refer to Appendix N for more information on the grant. 24 Georgia Department of Education, State of Georgia Consolidated State Application Accountability Workbook, April 15, 2009, p Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the Future, Carnegie Corp, Wells, Shirley, Bechard, Sue and Hamby, John. How to Identify At-Risk Students. A Series of Solutions and Strategies. National Dropout Prevention Center, July Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the Future, Carnegie Corp, 2006, p Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System, Achieve and Jobs for the Future, Carnegie Corp, 2006, p Data Quality Campaign, Creating Longitudinal Data Systems Lessons Learned by Leading States, October 2006, 30 Data Quality Campaign. Creating a Longitudinal Data System: Using Data to Improve Student Achievement., 2006, 31 Data Quality Campaign DQC Annual Progress Report On State Data Systems, files/dqc/ _11-19.pdf, November U.S. Chamber of Commerce, Leaders and Laggards, A State-by-State Report Card on Educational Innovation,

60 Fidelity of Programs and Interventions Many of the programs and interventions identified by the 85/10 schools are implemented in varying ways and in varying degrees in these and other schools across Georgia. The 85/10 schools had little data on the fidelity of implementation of the programs and interventions they use. What is fidelity of implementation? Assuming the programs or intervention are research-based, fidelity of implementation 33 is the degree to which practitioners: 1. Implement the interventions or programs as prescribed by those who designed and evaluated them, 2. Avoid implementing factors that are not prescribed by those who designed and evaluated the intervention or program, and 3. Have and use the professional learning and skills prescribed as necessary by the designers to implement the intervention or program successfully. Why is fidelity so important? It is critical to achieving the same results that were achieved during the design and testing of the research-based program or intervention. The quality or lack of quality of implementation will impact program effectiveness and, thus, the data gathered on the program or intervention. Additionally, educators need to determine the flexibility they have in implementing the specific program or intervention locally without negating its effectiveness. We value our diversity and use it to our advantage. For example, there are certain criteria that, if implemented as the researchers designed, would ensure ninth grade academies would be successful. Yet, the academies in this study varied in size, course content, and focus. In order to determine the programs and interventions that actually do lead to an increase in the graduation rate, educators must consider programs and interventions that have researchbased implementation factors and those that have fidelity of implementation. It is recommended that 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. In evaluating the programs and interventions identified in this report, researchers should: 1. Consider the research on which programs or interventions are based. Have the programs or interventions been proven to be valid and reliable? 2. If yes, look to the research for implementation criteria established for the programs or interventions. 3. Identify and quantify the criteria that would significantly impact the success of the programs or interventions. 4. Locate such programs and interventions in Georgia and test for fidelity of implementation. 5. For those that have fidelity, collect and analyze data of program and intervention effectiveness. 6. Report the effectiveness of the program or intervention and the criteria necessary for effective implementation. Analyses of Roles and Practices of Graduation Coaches Graduation coaches were noted by all the 85/10 schools as being a major factor in increasing their graduation rate. It is recommended that the roles and practices of graduation coaches in the 85/10 33 Stumbo, Circe, West Wind Education Policy, Inc. Interview, February 19, West Wind Education Policy, Producing Results in the Middle Grades, October Kurki, Anja, Aladjem, Dan, Carter, Kevin, Implementation: Measuring and Explaining the Fidelity of CSR Implementation, Paper prepared for American Educational Research Association, April National Research Center on Learning Disabilities, Fidelity of Implementation, North Dakota Department of Public instruction, Fidelity of Implementation, personnel/fidelity.shtm. Mills, Steven, Tillman, Ragan, A Tool for Analyzing Implementation Fidelity of an integrated Learning System, Educational Technology Research and Development,

61 schools be compared to the roles and practices of graduation coaches in a group of demographically similar high schools to determine if there are significant differences. Additionally, 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. Analyses Of The Ninth Grade Bulge All 85/10 schools indicated the ninth grade is a crucial year for students, especially for those who are struggling academically. Some students are beleaguered by the structure and size of high schools which usually are very different from middle schools. Because of various factors, many students are retained in the ninth grade. If these students had been retained in a previous grade as well, they would be nearing the age when dropping out of school is an option. Refer to Exhibit IV for a depiction of the ninth grade bulge in Georgia for the school years , , and Exhibit IV: Fall and Spring Enrollments for Three Academic Years, through Source: Governor s Office of Student Achievement, (S(hygkjdnzdkbnsz45asedrdrl) )/k12/demographics.aspx?id=all:all&testkey=enr&testtype=demographics. 60

62 It is recommended that analyses of the ninth grade retention rates of the 85/10 schools be compared to the ninth grade retention rates of a group of demographically similar high schools to determine if the 85/10 schools have reduced the ninth grade bulge and, if so, how. School Factors which Impact the Graduation Rate Research indicates the following are school factors and characteristics that positively impact the graduation rate: 1. Rigorous, relevant, focused curriculum, 2. Positive attitudes, perceptions, and expectations of teachers and students, 3. Supportive teachers, 4. Strong personal relationships among students and between students and faculty, and 5. Small enrollment. Research indicates school characteristics particularly impact low-achieving, economically disadvantaged students. 35 It is recommended that the commonalities identified in the 85/10 schools be compared to those of a group of demographically similar high schools to determine if there are significant differences. Analyses of the Schools that Have Graduation Rates of At Least 95 Percent Fifteen schools in Georgia had a graduation rate of at least 95 percent in 2008 and 19 schools in None of these schools increased the graduation rate by more than 10 percentage points over six years, Thus. they were not included in this study For the 95 percent schools, for 2008 the lowest graduation rate was 95.2 percent and three graduated 100 percent. For 2009, the lowest score was 95.0 percent with four schools graduating 100 percent of students. It is recommended that 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. Our continuous improvement model technically fosters our instructional program. More Structured Exit Interviews with Data Collected It is recommended that Georgia consider the implementation of a more formal, structured process for exit interviews with students who have decided to drop out of school. Additional specific data which would assist state and local decision-makers and practitioners should be collected at the state level, analyzed, and reported. 35 Jerald, Craig D. Identifying Potential Dropouts: Key Lessons for Building an Early Warning Data System. Achieve and Jobs for the Future. Carnegie Corp., 2006; Georgia Department of Education, Graduation Counts! Readiness to Results in Grades 6-12, June 2006, k12.ga.us/ tss_school_redesign.aspx. Steinberg, Adria, Johnson, Cassius, Pennington, Hilary, Addressing America s Dropout challenge State Efforts to Boost Graduation Rates Require Federal Support, Center for American Progress and Jobs for the Future, November

63 Consistency of Coding Dropouts in the Student Information System Currently, all students who leave a school must be coded in the student information system as to the reason why they left. Although the 85/10 schools indicated they went to great lengths to ensure the coding of dropouts in the student information system was correct, questions remain about the accuracy of the statewide data. It is recommended that Georgia take steps to ensure that the coding of dropouts in the student information system is accurate and consistent across Georgia high schools. Professional Learning It is recommended that 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. Continued Research Researchers should continue to add to this body of work. Undoubtedly, additional studies could be designed that would give decision-makers and practitioners additional information to use in increasing the graduation rate. 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 focus was on students earning the course credits to move to the next level of learning and passing the 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, and 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 student-learning time and the flexible use of time, particularly for remediation. Teachers and administrators worked Our churches have great tutoring programs. 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. 62

64 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 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 Education Data System

65 Appendix A Georgia Partnership for Excellence in Education 64

66 Appendix A Georgia Partnership for Excellence in Education 24 The mission of the Georgia Partnership for Excellence in Education is to inform and influence Georgia leaders through research and non-partisan advocacy to impact education policies and practices for the improvement of student achievement. Founded in 1990 by the Georgia Chamber of Commerce and the Georgia Economic Developers Association, the Partnership consists of business, education, community, and government leaders who share a vision of improved education. Working to be Georgia's foremost change agent in education, the non-profit, non-partisan, independent organization takes lead roles in efforts to shape policy and reform education. It consistently advocates a reform framework based on: 1. High educational standards for all schools, 2. Monitoring progress toward achieving standards, and 3. Accountability for all components of the public education system. The Partnership recognizes that the way to ensure success at the state level is to research issues and influence policy, while encouraging communities to design their own school improvement strategies at the local level. The Partnership is committed to ensuring the future prosperity of our state by giving every Georgian new options and opportunities to succeed. For a summary of Partnership s major accomplishments, refer to: Accomplishments html 24 Source: Georgia Partnership for Excellence in Education, 65

67 Appendix B Georgia High School Graduation Rates and Amount of Change 66

68 System and School ID Appendix B Georgia High School Graduation Rates and Amount of Change 25 High School Graduation Rates (Percent) and Amount of Change School System Data from System Report Cards Grad Grad Rate Rate School Name 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :2050 Appling County Appling County High School :103 Atkinson County Atkinson County High School :302 Bacon County Bacon County High School :189 Baldwin County Baldwin High School :199 Banks County Banks County High School :101 Barrow County Apalachee High School :3052 Barrow County Winder-Barrow High School :198 Bartow County Woodland High School :401 Bartow County Adairsville High School :577 Bartow County Cass High School :291 Ben Hill County Fitzgerald High School :101 Berrien County Berrien High School :186 Bibb County Central High School :198 Bibb County Westside High :204 Bibb County Rutland High School :286 Bibb County Northeast High School William S. Hutchings Career 611:303 Bibb County Center N/A 611:386 Bibb County Southwest High School :377 Bleckley County Bleckley County High School :1050 Brantley County Brantley County High School :2050 Brooks County Brooks County High School :182 Bryan County Richmond Hill High School :502 Bryan County Bryan County High School New Southeast Bulloch High 616:203 Bulloch County School 76.5 N/A 616:2054 Bulloch County Statesboro High School :4052 Bulloch County Portal Middle/High School :5052 Bulloch County Southeast Bulloch High School N/A 617:288 Burke County Burke County High School :190 Butts County Jackson High School Calhoun County Middle/High 619:4050 Calhoun County School :295 Camden County Camden County High School :101 Candler County Metter High School Source: Governor s Office of Student Achievement, 67

69 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :189 Carroll County Temple High School :2052 Carroll County Central High School :276 Carroll County Mount Zion High School :3050 Carroll County Bowdon High School :5054 Carroll County Villa Rica High School :1052 Catoosa County Lakeview-Fort Oglethorpe High School :4052 Catoosa County Ringgold High School :287 Charlton County Charlton County High School :101 Chatham County Johnson High School :2052 Chatham County Beach High School :3056 Chatham County Groves High School :399 Chatham County Savannah High School :499 Chatham County Savannah Arts Academy :5060 Chatham County Jenkins High School :5070 Chatham County Windsor Forest High School :1050 Chattooga County Chattooga High School :176 Cherokee County Etowah High School :191 Cherokee County Sequoyah High School :194 Cherokee County Polaris Evening School N/A 628:197 Cherokee County Woodstock High School :5050 Cherokee County Cherokee High School :4556 Clarke County Cedar Shoals High School :5556 Clarke County Clarke Central High School :104 Clayton County Mundys Mill High School N/A 631:1054 Clayton County Forest Park High School :1056 Clayton County Jonesboro High School :190 Clayton County Lovejoy High School :2052 Clayton County North Clayton High School :290 Clayton County Mount Zion High School :377 Clayton County Riverdale High School :4058 Clayton County Morrow High School :1050 Clinch County Clinch County High School :101 Cobb County Kennesaw Mountain High School :103 Cobb County Kell High School N/A 633:1054 Cobb County Campbell High School :1064 Cobb County McEachern High School :1069 Cobb County Wheeler High School :175 Cobb County Walton High School

70 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :186 Cobb County Oakwood High School 67.2 N/A 633:188 Cobb County Pope High School :192 Cobb County Harrison High School :2056 Cobb County North Cobb High School :2066 Cobb County Osborne High School :3056 Cobb County South Cobb High School :373 Cobb County Sprayberry High School :381 Cobb County Lassiter High School :4066 Cobb County Pebblebrook High School :195 Coffee County Coffee County High School :1554 Colquitt County Colquitt County High School :183 Columbia County Harlem High School :189 Columbia County Lakeside High School :197 Columbia County Greenbrier High School :4050 Columbia County Evans High School :2050 Cook County Cook County High School :196 Coweta County Northgate High School :389 Coweta County East Coweta High School :5054 Coweta County Newnan High School :193 Crawford County Crawford County High School :196 Crisp County Crisp County High School :195 Dade County Dade County High School :198 Dawson County Dawson County High School :3050 Decatur County Bainbridge High School :103 DeKalb County Martin Luther King, Jr. High School N/A 644:105 DeKalb County Miller Grove High School 75.7 N/A 644:1051 DeKalb County Avondale High School :1070 DeKalb County Tucker High School :172 DeKalb County Cedar Grove High School :176 DeKalb County Redan High School :177 DeKalb County Margaret Harris High School N/A 644:202 DeKalb County Lithonia High School :2054 DeKalb County Columbia High School :2055 DeKalb County Druid Hills High School :276 DeKalb County Stone Mountain High School :3060 DeKalb County Lakeside High School :3070 DeKalb County McNair High School :400 DeKalb County DeKalb School of the Arts

71 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :4053 DeKalb County Clarkston High School :4054 DeKalb County Cross Keys High School :4069 DeKalb County Towers High School :497 DeKalb County Stephenson High School :5052 DeKalb County Chamblee High School :5055 DeKalb County Dunwoody High School :5066 DeKalb County DeKalb/Rockdale PsychoEducation Center N/A 644:5067 DeKalb County Southwest DeKalb High School :775 DeKalb County Open Campus High School :3050 Dodge County Dodge County High School :182 Dooly County Dooly County High School :1050 Dougherty County Albany High School :1058 Dougherty County Monroe High School :2052 Dougherty County Dougherty Comprehensive High School :4062 Dougherty County Westover High School :100 Douglas County Chapel Hill High School :175 Douglas County Lithia Springs Comprehensive High School :187 Douglas County Alexander High School :4050 Douglas County Douglas County High School :507 Douglas County Inner Harbour School 0 0 N/A 649:2050 Early County Early County High School :1050 Echols County Echols County High/Elementary School :197 Effingham County South Effingham High School :390 Effingham County Effingham County High School :176 Elbert County Elbert County High School :189 Emanuel County Swainsboro High School :2050 Emanuel County Emanuel County Institute :2050 Evans County Claxton High School :176 Fannin County Fannin County High School :105 Fayette County Whitewater High School 96.9 N/A 656:182 Fayette County McIntosh High School :192 Fayette County Sandy Creek High School :198 Fayette County Starrs Mill High School :398 Fayette County Fayette County High School :107 Floyd County New Pepperell High School 78.3 N/A 657:201 Floyd County Model 9-12 High School :401 Floyd County Armuchee High School

72 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :5050 Floyd County Coosa High School :5054 Floyd County Pepperell High School :190 Forsyth County South Forsyth High School :195 Forsyth County North Forsyth High School :5050 Forsyth County Forsyth Central High School :3050 Franklin County Franklin County High School :106 Fulton County Milton High School N/A 660:176 Fulton County Banneker High School :191 Fulton County Roswell High School :198 Fulton County Centennial High School :203 Fulton County Northview High School 97.6 N/A 660:2060 Fulton County Milton High School :291 Fulton County Creekside High School :3066 Fulton County Riverwood High School :383 Fulton County McClarin Alternative School :386 Fulton County Independence Alternative School N/A 660:392 Fulton County Chattahoochee High School :4062 Fulton County North Springs High School :5069 Fulton County Westlake High School :691 Fulton County Tri-Cities High School :196 Gilmer County Gilmer High School :196 Glascock County Glascock County Consolidated School :3552 Glynn County Brunswick High School :4752 Glynn County Glynn Academy :286 Gordon County Gordon Central High School :1050 Grady County Cairo High School :401 Greene County Greene County High School :101 Gwinnett County Grayson High School :103 Gwinnett County Norcross High School :105 Gwinnett County Mill Creek High School 87.6 N/A 667:1050 Gwinnett County Berkmar High School :176 Gwinnett County Parkview High School :182 Gwinnett County Brookwood High School :185 Gwinnett County Shiloh High School :187 Gwinnett County Meadowcreek High School :189 Gwinnett County Phoenix High School :195 Gwinnett County Collins Hill High School :2558 Gwinnett County South Gwinnett High School

73 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :3750 Gwinnett County Central Gwinnett High School :388 Gwinnett County Gwinnett InterVention Education (GIVE) Center N/A 667:4052 Gwinnett County Dacula High School :4556 Gwinnett County North Gwinnett High School :491 Gwinnett County Oakland Center N/A 667:5550 Gwinnett County Duluth High School :805 Gwinnett County Peachtree Ridge High School N/A 668:2052 Habersham County Habersham Central High School :102 Hall County Chestatee High School N/A 669:1552 Hall County East Hall High School :1556 Hall County North Hall High School :189 Hall County West Hall High School :202 Hall County Flowery Branch High School N/A 669:4752 Hall County Johnson High School :288 Hancock County Hancock Central High School :3050 Haralson County Haralson County High School :299 Harris County Harris County High School :3050 Hart County Hart County High School :4050 Heard County Heard County High School :101 Henry County Union Grove High :104 Henry County Luella High School N/A 675:105 Henry County Dutchtown High 88.5 N/A 675:195 Henry County Patrick Henry High School :295 Henry County Stockbridge High School :3050 Henry County Henry County High School :391 Henry County Eagle's Landing High School :1054 Houston County Perry High School :192 Houston County Houston County High School :2052 Houston County Northside High School :300 Houston County Houston County Career and Technology Center :4056 Houston County Warner Robins High School :2050 Irwin County Irwin County High School :191 Jackson County Jackson County High School :101 Jasper County Jasper County High School :199 Jeff Davis County Jeff Davis High School :196 Jefferson County Jefferson County High School :201 Jenkins County Jenkins County High School :201 Johnson County Johnson County High School

74 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :192 Jones County Jones County High School :175 Lamar County Lamar County Comprehensive High School :201 Lanier County Lanier County High School :197 Laurens County East Laurens High School :3054 Laurens County West Laurens High School :193 Lee County Lee County High School :192 Liberty County Liberty County High School :3050 Liberty County Bradwell Institute :201 Lincoln County Lincoln County High School :196 Long County Long County School :5050 Lowndes County Lowndes High School :101 Lumpkin County New Lumpkin County High School :2060 Macon County Macon County High School :5050 Madison County Madison County High School :275 Marion County Tri-County High School :192 McDuffie County Thomson High School :201 McIntosh County McIntosh County Academy High School :300 Meriwether County Greenville High School :4050 Meriwether County Manchester High School :201 Miller County Miller County High School :105 Mitchell County Baconton Community Charter School 94.1 N/A 701:282 Mitchell County Mitchell-Baker High School :184 Monroe County Mary Persons High School :201 Montgomery County Montgomery Co. High :1050 Morgan County Morgan County High School :190 Murray County Murray County High School :1064 Muscogee County Kendrick High School :203 Muscogee County Northside High School N/A 706:2062 Muscogee County Hardaway High School :278 Muscogee County Shaw High School :3054 Muscogee County Columbus High School :378 Muscogee County Spencer High School :5052 Muscogee County Carver High School :5062 Muscogee County Jordan Vocational High School :173 Newton County Newton High School :206 Newton County Alcovy High School N/A 707:295 Newton County Eastside High School

75 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :105 Oconee County North Oconee High School 89.4 N/A 708:293 Oconee County Oconee County High School :2050 Oglethorpe County Oglethorpe County High School :101 Paulding County Hiram High School :2552 Paulding County Paulding County High School :292 Paulding County East Paulding High School :2052 Peach County Peach County High School :198 Pickens County Pickens County High School :182 Pierce County Pierce County High School :194 Pike County Pike County High School :102 Polk County Rockmart High School :5050 Polk County Cedartown High School :2050 Pulaski County Hawkinsville High School :276 Putnam County Putnam County High School :177 Rabun County Rabun County High School :201 Randolph County Randolph Clay High School :100 Richmond County Cross Creek High School :1052 Richmond County Butler High School :2056 Richmond County Hephzibah High School :2574 Richmond County Westside High School :3054 Richmond County Glenn Hills High School :3556 Richmond County Johnson Magnet :3756 Richmond County Josey High School :4060 Richmond County Academy of Richmond County High School :4562 Richmond County Davidson Magnet School :5566 Richmond County Laney High School :176 Rockdale County Heritage High School :192 Rockdale County Salem High School :3052 Rockdale County Rockdale County High School :101 Schley County Schley Middle High School :4052 Screven County Screven County High School :196 Seminole County Seminole County Middle/High School :101 Spalding County Spalding High School :187 Spalding County Griffin High School :5050 Stephens County Stephens County High School :201 Stewart County Stewart-Quitman High School :105 Sumter County Americus Sumter County High South N/A 729:183 Sumter County Sumter County High School N/A 74

76 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :195 Sumter County Americus High School N/A 730:190 Talbot County Central Elementary/High School :102 Taliaferro County Taliaferro County School N/A 732:194 Tattnall County Tattnall County High School :107 Taylor County Georgia Center 0 0 N/A 733:201 Taylor County Taylor County High School :201 Telfair County Telfair County High School :4050 Terrell County 736:191 Thomas County Terrell County Middle/High School Thomas County Central High School :199 Tift County Tift County High School :192 Toombs County Toombs County High School :204 Towns County Towns County High School :3050 Treutlen County Treutlen Middle/High School :1052 Troup County LaGrange High School :201 Troup County Callaway High School :387 Troup County Troup County High School :3050 Turner County Turner County High School :201 Twiggs County Twiggs County High School :101 Union County Union County High School :3050 Union County 745:195 Woody Gap High/Elementary School N/A Thomaston-Upson County Upson-Lee High School :190 Walker County Ridgeland High School :198 Walker County LaFayette High School :199 Walton County Loganville High School :4050 Walton County Monroe High School :194 Ware County Ware Magnet School :195 Ware County Ware County High School :2050 Warren County Warren County High School :1052 Washington County Washington County High School :101 Wayne County Wayne County High School :3052 Wheeler County Wheeler County High School :197 White County White County High School :175 Whitfield County 755:275 Whitfield County Northwest Whitfield County High School Southeast Whitfield County High School :201 Wilcox County Wilcox County High School :173 Wilkes County Washington-Wilkes High School

77 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :3050 Wilkinson County Wilkinson County High School :176 Worth County Worth County High School :182 Atlanta Public Schools Mays High School :186 Atlanta Public Schools Southside High School :192 Atlanta Public Schools North Atlanta High School :195 Atlanta Public Schools South Atlanta High School :2664 Atlanta Public Schools Crim High School :289 Atlanta Public Schools Crim Evening Program N/A 761:3055 Atlanta Public Schools Carver High School :4058 Atlanta Public Schools Douglass High School :4560 Atlanta Public Schools Grady High School :4567 Atlanta Public Schools Therrell High School N/A 761:4568 Atlanta Public Schools Washington High School :808 Atlanta Public Schools Therrell School of Business and Entrepreneurship 76.2 N/A 761:4768 Atlanta Public Schools Washington Evening High School N/A 763:201 Bremen City Bremen High School :191 Buford City Buford High School :3050 Calhoun City Calhoun High School :1050 Carrollton City Carrollton High School :2050 Cartersville City Cartersville High School :201 Chickamauga City Gordon Lee High School :2050 Commerce City Commerce High School :4050 Dalton City Dalton High School :3050 Decatur City Decatur High School :3050 Dublin City Dublin High School :3050 Gainesville City Gainesville High School :174 Jefferson City Jefferson High School :101 Marietta City Marietta High School :101 Pelham City Pelham High School :193 Rome City Rome High School :300 Social Circle City Social Circle High School :4052 Thomasville City Thomasville High School :301 Trion City Trion High School :273 Valdosta City Valdosta High School :273 Vidalia City Vidalia Comprehensive High School :103 CCAT CCAT School N/A 799:1893 State Schools Atlanta Area School for the Deaf N/A 799:1894 State Schools Georgia Academy for the Blind N/A 76

78 System and School ID School System School Name 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Grad Rate Amount of Change :1895 State Schools Georgia School for the Deaf N/A 77

79 Appendix C List of Individuals Contacted to Nominate Experts in School Improvement Letter to Individuals 78

80 Appendix C List of Individuals Contacted to Nominate Experts in School Improvement Dr. Diane Bradford Georgia Department of Education Capitol Square Atlanta, GA [email protected] Erin Hames Governor s Office State Capitol Atlanta, Ga [email protected] Kathleen Boyle Mathers Office of Student Achievement Capitol Square Atlanta, GA [email protected] Amy Mast Alliance of Education Agency Heads 2066 Twin Towers East 205 JesAtlanta, GA [email protected] Dr. Steve Dolinger Georgia Partnership for Excellence in Education 235 Peachtree Street Atlanta, GA [email protected] Debra Lyons Governor s Office of Work Force Development 270 Washington Street, SW, Suite 5191 Atlanta, GA [email protected] Dr. Dave Spence Southern Regional Education Board th Street NW, Atlanta, GA [email protected] Ludwig van Broekhuizen, SouthEastern Regional Vision for Education P.O. Box 5367 Greensboro, NC [email protected] Dr. Lynne Weisenbach Board of Regents of the University System of Georgia 270 Washington Street, SW Atlanta, Georgia [email protected] Gaye Smith Family Connection Partnership, Inc. 235 Peachtree Street, Suite 1600 Atlanta, Georgia [email protected] Neil Shorthouse Communities in Schools 600 West Peachtree Street, Suite 1200 Atlanta, GA [email protected] Dr. Freida Hill Technical College System of Georgia 1800 Century Place, Suite 400 Atlanta, Georgia [email protected] Lynda Martin Georgia Department of Education Capitol Square Atlanta, GA [email protected] Julie Moore Georgia Department of Education Capitol Square Atlanta, GA Jessica Broome Georgia Department of Education Capitol Square Atlanta, GA [email protected] Deb Page Georgia Leadership Institute for School Improvement 760 Spring Street, Room 217 Atlanta, GA [email protected] John Thomas Grant 100 Black Men 100 Auburn Avenue, Suite 301 Atlanta, GA [email protected] Honorable Brooks Coleman Georgia House of Representatives Room 416 State Capitol Atlanta, Georgia [email protected] 79

81 Honorable Dan Weber Georgia Senate 301-B Coverdale Legislative Office Building Atlanta, GA Millie Irizarry Latin American Association 2750 Buford Highway Atlanta, GA laa.org Stuart Bennett Georgia Association of Educational Leaders P.O. Box 189 Flowery Branch, GA Dr. Herb Garrett Georgia School Superintendents Association Georgia State University College of Education 1031 Pryor Street Atlanta, GA

82 Letter to Individuals Contacted to Nominate Experts in School Improvement April 13, 2009 Debra Lyons Governor s Office of Work Force Development 270 Washington Street, SW Suite 5191 Atlanta, GA Dear Debra: As you may remember, the Governor s Office, the State School Superintendent, the Metro Atlanta Chamber of Commerce, and the Georgia Partnership for Excellence in Education partnered to research strategies to increase the graduation rate of Georgia schools. One recommendation from that research was to identify, analyze, and compare schools that graduate at least 85 percent of their students. To this, we have added the criterion of schools that have improved at least 10 percentage points over the past five years. The list of identified schools is attached. We need assistance in creating the questions we should ask of these schools will help us analyze and compare them. As a leader in the area of school improvement, we ask that you assist us in identifying a panel of experts in the area of secondary school improvement. Please prepare the attached Recommendation Form and return it to Dr. Donna O Neal as indicated by Wednesday, April 22, In advance, thank you for participating in this research. Certainly, if you so request, we will provide you with the results. We value and appreciate your involvement. Sincerely, Steve Dr. Steve Dolinger President Georgia Partnership for Excellence in Education 81

83 Letter Attachment RECOMMENDATION FORM PANEL OF EXPERTS Comparing and Analyzing Georgia High Schools That Had a Graduate Rate of At least 85 Percent and Increased the Graduation Rate at Least 10 Percentage Points Over Five Years, Objective: Identify a panel of experts who will assist in creating questions for high schools that have graduated at least 85 percent of their students and have increased the graduation rate at least 10 percentage points over the past five years. In your opinion, who should we contact to accomplish the objective? Please provide as much contact information as you have. Certainly, you may recommend as many individuals as you deem appropriate. Thank you for your time and expertise. Please return to Dr. Donna O Neal by Wednesday, April 22, Fax: (912) [email protected] Name of individual making nomination Organization Telephone Nominations: Name Organization Address Telephone Please indicate the expertise of this individual and why you are recommending him/her. Name Organization Address Telephone Please indicate the expertise of this individual and why you are recommending him/her. 82

84 Appendix D Panel of Experts Nominated and Organizations that Nominated Them Letter to Individuals 83

85 Appendix D Panel of Experts Nominated & Organizations that Nominated Them [Note: Although each expert who was nominated was contacted, all did not submit questions.] Georgia Partnership for Excellence in Education Circe Stumbo WestWind Education Policy 325 East Washington Street Suite 205 Iowa City, Iowa (319) circe!westwinded,com Jay Smink Executive Director National Dropout Prevention Center Clemson University 209 Martin Street Clemson, SC (864) [email protected] Christine Tell Director American Diploma Project 1775 Eye Street NW Washington, DC (202) [email protected] Dr. Nancy Hoffman Vice President Jobs for the Future 88 Broad Street Boston, MA (617) [email protected] Michael Cohen American Diploma Project 1775 Eye Street NW Washington, DC (202) [email protected] Dane Linn Director National Governors Association 444 N. Capitol Street Suite 267 Washington, DC [email protected] Bridget Curran Project Director National Governors Association 444 N. Capitol Street Suite 267 Washington, DC [email protected] Molly Howard Principal Jefferson County High School Jefferson County Schools 1157 Warrior Trail Louisville, GA [email protected] Georgia State University Raymond Hart Professor of Research, Measurement, and Statistics Georgia State University Department of Educational Policy Studies P,O, Box 3977 Atlanta, Ga [email protected] Georgia Family Connection Partnership Dr. Carvin Brown University of Georgia Professor Emeritus College of Education Athens, Ga [email protected] Georgia Southern University Winnona Diane Bath Georgia Center for Educational Renewal College of Education Georgia Southern University Box 8013 Statesboro, GA [email protected] 84

86 Columbus State University Dr, Gary Shouppe Columbus State University 4225 University Avenue Columbus, GA Georgia Leadership Institute for School Improvement (GLISI) Dr. John Green Area V Superintendent, Gwinnett County Schools 437 Old Peachtree Road, NW Suwannee, GA [email protected] Sylvia Hooker Troup County Schools 100 N. Davis Road, Building C LaGrange, GA [email protected] Kathy Augustine Atlanta Public Schools 130 Trinity Avenue, SW, Suite 7B05 Atlanta, Ga [email protected] Mary Anne Charron Principal Alpharetta High School 3595 Webb Bridge Road Alpharetta, GA [email protected] Georgia Department of Education (DOE) School Improvement Personnel Dr. Peyton Williams Deputy State Superintendent (retired) Georgia Department of Education Capitol Square Atlanta, GA [email protected] Julia Causey Coordinator Georgia s Graduation/Dropout Prevention Project Capitol Square Atlanta, GA [email protected] Walt Jacobs Southern Regional Education Board th St. N.W. Atlanta, GA (404) Ex 247 [email protected] Southern Region Education Board (SREB) Dr. Gene Bottoms Vice President SREB th Street, N.W. Atlanta, Ga [email protected] Georgia School Superintendents Association (GSSA) David Carpenter Superintendent Houston County Schools 1100 Main Street Perry, GA [email protected] Mike Duncan Superintendent Pike County Schools P.O. Box 386 Zebulon, GA [email protected] Governor s Office of Workforce Development Dr. Mark Musick Chair Workforce Investment Board 270 Washington Street, S.W., Suite 5191 Atlanta, GA (404) [email protected] Debra Lyons Governor s Office of Work Force Development 270 Washington Street, SW, Suite 5191 Atlanta, GA [email protected] Communities in Schools Reginald Beaty Chief Operating Officer Cities in Schools of Georgia 600 West Peachtree Street, 12th Floor Atlanta, GA (404) [email protected] 85

87 Tom Roman Cities in Schools of Georgia 600 Peachtree Street 12th Floor Atlanta, GA (404) Latin American Association Millie Irizarry Latin American Association 2750 Buford Highway Atlanta, GA Esther Adames-Jimenez Principal Beaver Ridge Elementary School 1978 Beaver Ruin Road Norcross, GA Phone Fax Department of Technical and Adult Education - (DTAE) Georgia Association of Educational Leaders (GAEL) Stuart Bennett GAEL P.O. Box 189 Flowery Branch, GA [email protected] 100 Black Men John Thomas Grant 100 Black Men 100 Auburn Avenue, Suite 301 Atlanta, GA [email protected] SERVE Ludwig van Broekhuizen SouthEastern Regional Vision for Education P.O. Box 5367 Greensboro, NC [email protected] Dr. Freida Hill Assistant Commissioner for Adult Education Georgia Department of Technical and Adult Education 1800 Century Place, Suite 400 Atlanta, Georgia Phone: FAX: [email protected] 86

88 Letter to Expert Panel Nominees May 13, 2009 Dr. Gene Bottoms Vice President SREB th Street, N.W. Atlanta, Ga Dear Gene: In response to a recommendation from previous research, the Partnership will examine Georgia high schools had a 2008 graduation rate greater than 85 percent and increased the graduation rate at least 10 percentage points over the past five years. The identified schools are listed in Attachment I. You have been identified as a leader in school improvement by one of your colleagues, and we request your assistance in creating a set of questions to ask leaders of these schools. Other than the obvious questions such as 1) How did your school improve its graduation rate over the past five years and 2) What are the most important strategies your school used to improve its graduation rate, what questions should we ask? To formulate your questions, you may consider structuring your thoughts around the following: Please prepare the attached form and return it to Dr. Donna O Neal via to [email protected] or fax to (912) by Friday, May 22, In advance, thank you for participating in this research. Certainly, if you so request, we will provide you with the results. We value and appreciate your involvement. Sincerely, Steve Dr. Steve Dolinger President Curriculum Assessment Instruction Planning and Organization Student, Family and Community Involvement & Support Professional Learning Leadership School Culture 87

89 Letter Attachment FORM 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, Name Organization Telephone What questions should be asked of Georgia high schools that graduated at least 85 percent of their students in 2008 and have increased their graduation rate by at least 10 percentage points over the past five years? To formulate your questions, you may want to structure your thoughts around the following: Curriculum Assessment Instruction Planning and Organization Student, Family and Community Involvement Professional Learning Leadership School Culture Please list your questions below and return to Donna O Neal via to [email protected] or Fax (912) by Friday, May 22, Thank you. QUESTIONS [You may include as many as you wish.]

90 Letter Attachment I Table I: 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, , Ranked by Amount of Change, and State of Georgia Percentages 26 School System/ State of Georgia School Name Grad Rate 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Amount of Change Clayton County Forest Park High School Wilkes County Washington-Wilkes High School Buford City Buford High School Gilmer County Gilmer High School Atlanta City Grady High School Union County Union County High School Commerce City Commerce High School Fulton County Riverwood High School Lumpkin County New Lumpkin County High School Muscogee County Hardaway High School Walton County Loganville High School Atlanta City Mays High School Fulton County Westlake High School Houston County Perry High School Houston County Houston County High School DeKalb County Redan High School Columbia County Greenbrier High School State of Georgia Source:: Governor s Office of Student Achievement, 89

91 Appendix E Questions for the 85/10 Schools 90

92 Appendix E Questions for the 85/10 Schools NOTE: Only the questions themselves were asked of the 85/10 schools. Subtopics listed under each question were for the interviewer s information only and were compiled from the questions submitted by the Expert Panel. GENERAL Congratulations! Your graduation rate increased significantly from in 2004 to in Overall, regardless of category what are the five most important strategies your school used over these years to accomplish this? Curriculum CURRICULUM, ASSESSMENT & INSTRUCTION 1. Other than the Georgia Performance Standards (GPS), has your curriculum changed over the past five years? If so, how? a. Rigor b. New courses c. Connected to students world or their future world d. Challenging curriculum e. Advanced Placement courses f. International Baccalaureate courses g. Integrate academic and technical courses 2. What is the career and technical focus of your school? Are academics embedded in the career/technical courses? a. Emphasize careers b. Career and technical courses enrollment increased 3. What is the postsecondary focus of your school? a. Postsecondary options discussed b. Dual enrollment Assessment 1. Identify the 2-3 assessment strategies that had the greatest impact on increasing the graduation rate. a. Benchmarks b. Formative assessment c. Standards-based assessments d. Diagnostic assessments e. Use of data to modify curriculum, instruction Instruction 1. Identify the 2-3 instructional practices that had the greatest impact on increasing the graduation rate. a. What specific research-based instructional practices i. Classroom Instruction that Works ii. Learning Focused Schools, iii. Reading strategies iv. High Schools That Work 91

93 v. Differentiated instruction, vi. Other b. Intellectually challenged c. Analysis of student work and assignments d. Needs of disabled students e. Instruction more engaging f. Co-teaching model g. Integrated technology into instruction h. Applied authentic, real-world problems and projects i. Equitable distribution of effective teachers Programs & Interventions PROGRAMS AND INTERVENTIONS 1. What are the 2-3 most successful programs or interventions you used to increase in the graduation rate? a. Remediation for struggling students b. Tutoring for EOCT and GHSGT c. After-school learning opportunities d. Small learning communities e. Career academies f. Credit recovery g. Grade recovery h. Teachers as advisors i. Assistance for pregnant students j. Assistance for parenting students k. Fidelity of Implementation Personal Relationships 1. What 2-3 strategies have you used to engage students in a one-on-one relationship with an adult at the school? a. Connect students to an adult in the school b. Advisement program c. Extracurricular and co-curricular activities d. Connected with a responsible adult in the community or on a work site Transition from Middle School 1. What are the 2-3 strategies did you use to ease the transition from eighth grade to ninth grade? a. Feeder schools impact b. Summer programs c. Vertical teaming d. Meetings with students and parents Ninth Grade 1. What are the 2-3 strategies you used to make ninth grade successful for students? a. Ninth grade academy or any other support for ninth grade b. Ninth grade structure c. Remediation of deficits d. Reduce course failure rates e. Parent meetings Graduation Coaches 92

94 1. What are the 2-3 most important strategies the graduation coach used that led to an increase in the graduation rate? a. Role of graduation coach b. Identification of potential dropouts c. Support of potential dropouts d. Work with students, parents e. Work with students who are out of school f. Dropout prevention efforts g. Dropout recovery efforts h. Work with your feeder middle school Structure of Time 1. What are the 2-3 most important ways you structured the time in the school for a focus on increasing the graduation rate? a. Organizational structure b. Modified the school day, school year CONTINUOUS IMPROVEMENT 1. How were the mission, goals, and school improvement plan created? a. Created by teams of teachers and others 2. Describe the mission, goals, and school improvement plan. a. Related to the graduation rate b. Aligned with school district 3. Do you use any continuous improvement processes? a. Plan-Do-Check-Act b. Balanced Scorecard c. Baldridge Award d. Analysis of data e. Use of data f. Faculty involved Students STUDENT, FAMILY & COMMUNITY INVOLVEMENT & SUPPORT 1. Identify the 2-3 most successful strategies used by your teachers to engage students in their learning. a. Progress toward graduation b. Connected to the real world Parents and Families 1. Identify the 2-3 most important strategies used to engage families in their students learning. a. Involve entire family b. Aware of the student s progress toward graduation c. Meetings with teachers Community 1. Identify the 2-3 most important strategies used to involve the community in increasing the graduation rate. 93

95 a. School Council b. Business involvement c. Community involvement d. Business partners PROFESSIONAL LEARNING 1. What were the 2-3 professional learning opportunities that contributed the most to increasing the graduation rate? Why were they so successful? a. Private or public, state or national organizations b. Georgia Department of Education, c. Regional Education Service Agencies (RESAs) d. Georgia Leadership Institute for School Improvement (GLISI) e. Other f. Identify professional learning needed g. Aligned with your school improvement plan h. Topics i. Amount of time in professional learning LEADERSHIP 1. Identify 2-3 best practices used by school leaders that led to the increase in the graduation rate. a. Leadership strategies b. Changes made by new principal c. Hiring strategies a. Evaluation of teachers 2. Describe how your school includes teachers and others in decision-making processes? SCHOOL CULTURE 1. Describe your school s culture. Did any significant school culture changes occur that supported an increase in the graduation rate? Provide 2-3 illustrations of how school culture contributed to the increase in the graduation rate. a. Failure not an option b. Warm, caring environment c. Change in leadership, structure d. Involvement of school staff e. Stakeholder groups f. Teacher involvement in decision-making g. Student leader involvement POLICIES AND PROCEDURES 1. Has the state or district provided any flexibility regarding people, money, time, or organizational structure? If so, how? Has this helped improve graduation rates? 2. Were there any district or state policies that helped or hindered your efforts to increase the graduation rate? 3. What is the procedure for students withdrawing from your school and how they are coded? What is your exit interview process for students who are dropping out of school? How do you use the information? What policies and procedures are in place for verifying and auditing data to ensure that improvement in the graduation rate is valid, and that students are appropriately coded and tracked? 4. Did your district increase the graduation requirements beyond that required by the State? 94

96 5. Does your district have attendance policies negatively impact grading, i.e. a certain number of absences results in failure of the course? 6. Does your school have academic penalties for discipline infractions? Did you change any of your discipline procedures during this period? a. Bullying b. Sexual harassment GENERAL 1. Do you think your graduation rate is affected more by the students failure to pass a minimum number of courses or by the students failure to pass one or more graduation tests? 2. What kind of support have you received from the district office to increase the graduation rate? 3. Has your school participated in a Georgia Assessment of the Progress on School Standards (GAPSS) process? If so, was the GAPSS analysis beneficial to your school in increasing the graduation rate? 4. What, if anything, have you done to lower absentee rates? 5. What challenges - structural, financial, or otherwise - do you still face? What other support can the state or the district provide to continue your school s progress? 6. Many schools reflect a tremendous increase in graduation rates between What might account for that large increase? 7. Do you believe grade inflation is an element in increased graduation rates? 8. What do you anticipate will be your graduation rate for 2009? 95

97 Appendix F List of 85/10 Schools, Contact Information, and Letter to Principals 96

98 Appendix F List of 85/10 Schools, Contact Information, and Letter to Principals Buford High School Banks Bitterman Principal 5720 Sawnee Avenue Buford, Georgia (770) banks.bitterman@bufordcityschools. org Gilmer High School Erick Hofstetter Principal 408 Bobcat Trail Ellijay, Georgia (706) [email protected] Grady High School Vincent Murray Principal 929 Allen Drive, NE Atlanta, Georgia (404) [email protected] Greenbrier High School Margie Hamilton Principal 5114 Riverwood Parkway Evans, Georgia (706) x 4109 [email protected] Hardaway High School Matt Bell Principal 2901 College Dr Columbus, Georgia (706) [email protected] Houston County High School Sherri Freeman Principal 920 Highway 96 Warner Robins, Georgia (478) [email protected] Loganville High School Nathan Franklin Principal 100 Trident Trail Loganville, Georgia (678) [email protected] Lumpkin County High School Tracy Sanford Principal 2001 Indian Drive Dahlonega, Georgia (706) x 1006 Mays High School Tyronne M. Smith Principal 3450 Benjamin E. Mays Drive, SW Atlanta, Georgia (404) [email protected] Perry High School Darryl Albritton Principal 1307 North Avenue Perry, Georgia (478) [email protected] Redan High School Gregory Goodwin Principal 5247 Redan Road Stone Mountain, Georgia (678) [email protected]. us Riverwood High School Eddie Echols Principal 5900 Heards Drive, NW Sandy Springs, Georgia (404) x 126 [email protected] Union County High School Ed Rohrbaugh Principal 604 Panther Circle Blairsville, Georgia (706) [email protected] Washington-Wilkes High School Steve Echols Principal 304 Gordon Street Washington, Georgia Westlake High School Byron D. White Principal 2400 Union Road Atlanta, Georgia (404) [email protected] 97

99 Letter to Principals of 85/10 Schools June 1, 2009 Nathan Franklin Principal Loganville High School 100 Trident Trail Loganville, Georgia Dear Nathan: Previously, the Governor s Office, the Atlanta Chamber of Commerce, the Georgia Department of Education, and the Georgia Partnership for Excellence in Education partnered to research strategies to increase the graduation rate of Georgia schools. One recommendation from that research was to identify, analyze, and compare schools that graduate at least 85 percent of their students. To this, we have added the criterion of schools that, also, improved the graduation rate by at least 10 percentage points over the past five years. Based on Governor s Office for Student Achievement data, your school has been identified as one of 17 schools that had a 2008 graduation rate greater than 85 percent and had increased the graduation rate at least 10 percentage points over the through school years. The schools and the state averages are listed in Attachment I. Our objective is to analyze and compare these successful schools. We sought the assistance of national and Georgia experts in the areas of school improvement in creating and validating the appropriate questions we will ask Using these questions, we would like to interview you and any others you deem important in order for you to tell your story. We suggest you include at least one teacher. Dr. Donna O Neal will contact you regarding this research. The set of questions is provided in Attachment II. As a result of this research, we will publish the findings for use by state and local leaders and other schools in efforts to improve the graduation rate. An overview of the research is provided in Attachment III. In advance, thank you for participating in this research. Certainly, we will provide you with the results. We value and appreciate your involvement. Sincerely, Steve Dr. Steve Dolinger President Georgia Partnership for Excellence in Education 98

100 Letter Attachment I 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, , Ranked by Amount of Change, and State Percentages School System/ State of Georgia School Grad Rate 2004 Grad Rate 2005 Grad Rate 2006 Grad Rate 2007 Grad Rate 2008 Amount of Change Clayton County Forest Park High School Wilkes County Washington-Wilkes High School Buford City Buford High School Gilmer County Gilmer High School Atlanta City Grady High School Union County Union County High School Commerce City Commerce High School Fulton County Riverwood High School Lumpkin County New Lumpkin County High School Muscogee County Hardaway High School Walton County Loganville High School Atlanta City Mays High School Fulton County Westlake High School Houston County Perry High School Houston County Houston County High School DeKalb County Redan High School Columbia County Greenbrier High School State of Georgia

101 Letter Attachment II Questions for 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 State of Georgia Percentages NOTE: These questions pertain to increasing the graduation rate during the school years through GENERAL Congratulations! Your graduation rate increased significantly from in 2004 to in 2008, particularly from to. Overall, regardless of category what are the five most important strategies your school has used over these years to accomplish this? Curriculum CURRICULUM, INSTRUCTION & ASSESSMENT 1. Other than the Georgia Performance Standards (GPS), has your curriculum changed over the past five years. If so, how? 2. What is the career and technical focus of your school? Are academics embedded in the career/technical courses? 3. What is the postsecondary focus of your school? Assessment 1. Identify the 2-3 assessment strategies that had the greatest impact on increasing the graduation rate. Instruction 1. Identify the 2-3 instructional practices that had the greatest impact on increasing the graduation rate. Programs & Interventions PROGRAMS AND INTERVENTIONS 1. What are the 2-3 most successful programs or interventions that you used to increase in the graduation rate? Personal Relationships 1. What 2-3 strategies have you used to engage students in a one-on-one relationship with an adult at the school? Transition from Middle School 1. What are the 2-3 strategies did you use to ease the transition from eighth grade to ninth grade? Ninth Grade 1. What are the 2-3 strategies did you use to make ninth grade successful for students? Graduation Coaches 1. What 2-3 most important strategies did your graduation coach use that led to an increase in the graduation rate? Structure of Time 100

102 1. What are the 2-3 most important ways you structured time in the school for a focus on increasing the graduation rate? CONTINUOUS IMPROVEMENT 1. Describe how the mission, goals, and school improvement plan were developed. 2. Describe the mission, goals, and school improvement plan. 3. Do you use any continuous improvement processes? STUDENT, FAMILY & COMMUNITY INVOLVEMENT & SUPPORT Students 1. Identify the 2-3 most successful strategies used by your teachers to engage students in their learning. Parents and Families 1. Identify the 2-3 most important strategies used to engage families in their students learning. Community 1. Identify the 2-3 most important strategies used to involve the community in increasing the graduation rate. PROFESSIONAL LEARNING 1. What were the 2-3 professional learning opportunities that contributed the most to increasing the graduation rate? Why were they so successful? LEADERSHIP 1. Identify 2-3 best practices used by school leaders that led to the increase in the graduation rate? 2. Describe how your school includes teachers and others in the decision-making process. SCHOOL CULTURE 1. Describe your school s culture. Did any significant school culture changes occur that supported an increase in the graduation rate? Provide 2-3 illustrations of how school culture contributed to the increase in the graduation rate. POLICIES AND PROCEDURES 1. Has the state or district provided any flexibility regarding people, money, time, or organizational structure? If so, how? Has this helped improve graduation rates? 2. Were there any district or state policies that helped or hindered your efforts to increase the graduation rate? 3. What is the procedure for students withdrawing from your school and how they are coded? What is your exit interview process for students who are dropping out of school? How do you use the information? What policies and procedures are in place for verifying and auditing data to ensure improvements in the graduation rate are valid? That students are appropriately coded and tracked? 4. Did your district increase the graduation requirements beyond that required by the State? 5. Does your district have attendance policies that negatively impact grading, i.e. a certain number of absences results in failure of the course? 6. Does your school have academic penalties for discipline infractions? Did you change any of your discipline procedures during this period? 101

103 GENERAL 1. Do you think your graduation rate is affected more by the students failure to pass a minimum number of courses or by the students failure to pass one or more graduation tests? 2. What kind of support have you received from the district office to increase the graduation rate? 3. Has your school participated in a Georgia Assessment of the Progress on School Standards (GAPSS) process? If so, was the GAPSS analysis beneficial to your school in increasing the graduation rate? 4. What, if anything, have you done to lower absentee rates? 5. What challenges - structural, financial, or otherwise - do you still face? What other support can the state or the district provide to continue your school s progress? 6. Many schools reflect a tremendous increase in graduation rates between , then flatten out the following years. What might account for that large jump? A change in policy? Change in testing rules? A change in coding of students? 7. Do you believe grade inflation is an element in increased graduation rates? 8. What do you anticipate will be your graduation rate for 2009? 102

104 Letter Attachment III OVERVIEW OF RESEARCH 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 State of Georgia Percentages The Georgia Partnership for Excellence in Education has embarked on a research project that will identify schools that graduated at least 85 percent their students and increased their graduation rates at least 10 percentage points over years 2004 through With the assistance of the Governor s Office for Student Achievement, 17 such schools were identified. Leaders from these schools will be interviewed based on a protocol developed by the researchers. Data will be compared and contrasted, and analyses will be documented for use by Georgia educational leaders, school systems, and individual schools. Results will be communicated to Partnership audiences and other appropriate persons and organizations. Research Process 1. Identify schools that graduated at least 85 percent of their students and increased their graduation rates by at least 10 percentage points over the through school years. 2. Develop a structured interview protocol for use by the researcher with each school identified using a cadre of individuals representing: Georgia Department of Education, Georgia Family Connection, Alliance of Educational Agency Heads, Georgia Leadership Institute for School Colleges and Universities, Improvement, Southern Regional Education Board, Georgia School Superintendents Association, Governor s Office for Work Force Communities in Schools, Development, Georgia Association of Educational Leaders, National Governors Association, and National Dropout Prevention Center, Others Selected Schools and School Systems, 3. Ensure the protocol will: a. Identify and compare programs and interventions used to increase the graduation rate in identified schools. b. Identify and compare the characteristics, practices, and conditions of each school identified, including, but not limited to The processes and rationale used by school staff to assign students to programs and interventions, The process used by school staff to instruct students in postsecondary or career preparation programs, and The exit interview questions and processes used by school systems with students who recently have dropped out of school. 4. Identify contact personnel from each identified school. 5. Interview persons identified using the protocol. 5. Analyze results. 7. Report results. 8. Publish and communicate the analyses and comparisons for use by the State of Georgia, school systems, and schools. 103

105 Appendix G Definitions and Calculations Of Graduation Rate and Dropout Rate and Definitions of High School Completers and Graduates 104

106 Appendix G Definitions & Calculations Of Graduation Rate and Dropout Rate And Definitions of High School Completers and Graduates State of Georgia Consolidated State Application Accountability Workbook 27 Revised for What is the State definition for the public high school graduation rate? Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard number of years (4 years for a 9-12 school) from a Georgia public high school with a regular diploma (not including a GED or certificate not fully aligned with the state s academic standards and not including Special Education diplomas). Students receiving GEDs are counted as dropouts and are included in the denominator for calculating graduation rates. (In the past, Georgia calculated a Completion rate similar to that of the NCLB graduation rate except that certificates of attendance were included. This previous definition of completion rate will be replaced with graduation rate in compliance with NCLB.) In doing so, the standard number of high school years for students with disabilities will be determined by each student s IEP team, even if such number exceeds the standard number of years for non-disabled students. State of Georgia Consolidated State Application Accountability Workbook 28 Revised for What is the State definition for the public high school graduation rate? Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard number of years (4 years and a summer for a 9-12 school) from a Georgia public high school with a regular diploma (not including a GED or certificate not fully aligned with the state s academic standards and not including Special Education diplomas). This process will not delay AYP determinations made before the beginning of each school year. Students receiving GEDs are counted as dropouts and are included in the denominator for calculating graduation rates. (In the past, Georgia calculated a completion rate similar to that of the NCLB graduation rate except that certificates of attendance and Special Education Diplomas were included. This previous definition of completion rate has been replaced with graduation rate in compliance with NCLB.) In doing so, the standard number of high school years for students with disabilities will be determined by each student s IEP team, even if such number exceeds the standard number of years for non-disabled students. State of Georgia Consolidated State Application Accountability Workbook 29 Revised April 15, What is the State definition for the public high school graduation rate? Georgia will define and calculate graduation rates as the percentage of students who graduate in the standard number of years (4 years and a summer for a 9-12 school) from a Georgia public high school with a regular diploma (not including a GED or certificate not fully aligned with the state s academic standards and not including Special Education diplomas). This process will not delay AYP determinations made before the beginning of each school year. The calculated graduate rate is based on the current school year s graduating class. For example, for Georgia s 2009 AYP determinations, the graduation rate is based on the graduation class FE4810FFF53501CAAE8CB828385C0A436AEDB931D5&Type=D CD7CC9519A1DFC37976CE89F5ADCCEA3F261F72BE3&Type=D 105

107 Georgia Report Card Overview (Selected Sections) Definitions & Calculations Of Graduation Rate And Dropout Rate And Definitions Of High School Completers And Graduates How is the graduation rate calculated? To comply with the No Child Left Behind Act of 2001 (NCLB), Georgia has defined a graduate as a student who leaves high school with a Regular Diploma (this does not include Certificates of Attendance or Special Education Diplomas) in the standard time (i.e., 4 years). In prior years, Georgia has reported a completion rate that allowed the inclusion of students receiving a Certificate of Attendance or a Special Education Diploma. Because of the NCLB timeline for reporting information, graduation rate is calculated by using information in the relevant Student Records. The actual graduation rate calculation is a proxy calculation; in other words, the lack of unique statewide student identifiers does not allow for tracking of individual students across the four high school years. The graduation rate reflects the percentage of students who entered ninth grade in a given year and were in the graduating class four years later. The K-12 Report Card provides the 2006, 2007, and the 2008 graduation rates. A brief description of how the graduation rate for 2008 is calculated follows: 1. Sum the 9th-grade dropouts in , the 10th-grade dropouts in , the 11th-grade dropouts in and the 12th-grade dropouts in for a four-year total of dropouts. 2. Divide the number of students receiving regular diplomas by the four-year total of dropouts plus the sum of students receiving Special Education Diplomas plus the number of students receiving Certificates of Attendance plus the number of students receiving regular diplomas. The number of students displayed on the graphs represents an approximation to the students in the ninth-grade in who should have graduated in 2008 and is the denominator in this step. 3. Change the result in step 2 from a decimal to a percentage (example: 0.83 equals 83%). Graduation Rate Formula: Graduation # of students who graduate with regular diplomas Rate = # of dropouts in 9th, 10th, 11th, 12th grades from appropriate years + graduates + other completers How is the dropout rate calculated? To comply with the No Child Left Behind Act s (NCLB) timeline for reporting information to the public, the process for identifying dropouts had to be adjusted to rely solely on the Student Record collection. The National Center for Education Statistics requires that states report a 7-12 grade dropout rate and a 9-12 grade dropout rate. Students are reported as dropouts if they leave school for one of the following reasons: Marriage, Expelled, Financial Hardship/Job, Incarcerated/Under Jurisdiction of Juvenile or Criminal Justice Authority, Low Grades/School Failure, Military, Adult Education/Postsecondary, 30 Source: Office for Student Achievement website: 31 For additional information, refer to WHO S COUNTED? WHO S COUNTING?: New Alliance Report Examines Graduation Rate Reporting, Addresses Public Confusion, Presents Policy Solutions, Straight A s: Public Policy and Progress. Volume 6, Issue 14, July 10, and_progress_6_

108 Pregnant/Parent, Removed for Lack of Attendance, Serious Illness/Accident, and Unknown. The dropout rate calculation is the number of students with a withdrawal code corresponding to a dropout divided by the number of students that attended the school. The number of students that attended the school is based on any student reported in the Student Record and excludes no-shows. In response to the nationwide focus on high schools and its mission to increase school completion, Georgia Office of Student Achievement has made a reporting policy change. Beginning with the 2005 Report Card, Georgia Office of Student Achievement began reporting two dropout rates for those schools with grade configurations covering both 7-12 and 9-12 grade spans. In the past, such schools had either a 7-12 dropout rate or a 9-12 dropout rate depending upon the school s grade configuration. Georgia Office of Student Achievement has recalculated both rates for 2004 and 2005 in order to provide stakeholders a trend line. System and state level reports will continue to show both a 7-12 dropout rate and a 9-12 dropout rate. What is meant by high school completers, graduates, and exit credentials? Completers are those students who exit from high school with some credential. Some exit with regular diplomas and others exit with either a Special Education Diploma or a Certificate of Attendance. Graduates are a special group of completers. Graduates are students who have met course and assessment criteria. Graduates have completed a high-school program of study with a minimum of 22 units and have passed the four subject areas (English, mathematics, science, and social studies) of the Georgia High School Graduation Test and the Georgia High School Writing Test. Graduates may earn one of several kinds of endorsements: Diplomas with Both College Prep and Vocational Endorsements. Is earned by students who have met the criteria of both the college preparatory program and vocational education program and who have passed the assessment requirements. Formal seals of endorsements for both programs are affixed to the high school diplomas for these students. Diplomas with College Prep Endorsements. Is earned by students who completed a program of study of 22 units in a college-preparatory program and who have passed the assessment requirements. A formal seal of endorsement is affixed to the high school diplomas for these students. Diplomas with Vocational Endorsements. Is earned by students who completed a program of study of 22 units of which 4 must be in vocational education and who have passed the assessment requirements. A formal seal of endorsement is affixed to the high school diplomas for these students. Other Completers include those students who exit high school with either a Special Education Diploma or a Certificate of Attendance. Special Education Diplomas. Is earned by students with disabilities assigned to a special education program who have not met the state assessment requirements or who have not completed all of the requirements for a high school diploma, but who have nevertheless completed their Individualized Education Program (IEP) and graduated in The diplomas identify graduates as Students with Disabilities. Certificates of Attendance. Is earned by students who met all requirements for attendance and units but did not meet the standardized assessment criteria for a diploma. These students are awarded the Certificate of Attendance in place of the high school diploma. After leaving high school, students receiving the Certificates of Attendance are provided opportunities to retake the required assessments and, if they pass, are awarded the appropriate diploma. 107

109 Appendix H Georgia Student Achievement Pyramid of Interventions 108

110 Appendix H 32 The Student Achievement Pyramid of Interventions graphic illustrates layers of instructional efforts that can be provided to students based on their individual needs. Additionally, Georgia educators have a common focus and a common language regarding instructional practices and interventions. The Pyramid of Interventions provides a process for monitoring student progress and providing layers of more and more intensive interventions in order for students to be successful academically. 32 Source: Georgia Department of Education, 109

111 Appendix I Peach State Pathways 110

112 Appendix I Peach State Pathways 33 Kathy Cox, State Superintendent of Schools Peach State Pathways Educational and Career Planning for Georgia s youth Student: Student ID # (last name, first name, middle name) Parent/Guardian: (state identifier for FTE reporting purposes) Date of Birth: Date of 9th Grade Enrollment: Student should graduate (month) (year) Teacher Advisor: Homeroom Teacher (if different) Student s Career Goals - Career Pathway/Occupation of Interest: Student s Educational/Training Goals: Student s Personal Living Goals: (Attach plan(s) from any assistance team serving the student: IEP Team, SST, Graduation Team, etc. to this document) Student Confidential Information and Potential Risk Factors Years in High School Total Units of Credit Ethnic/Gender Distinctions Date of Birth Age upon entering Grade 9 Economically Disadvantaged Students with Disabilities Program Retentions - Grades K-5 (#) Retentions - Grades 6-8 (#) Retentions - Grades 9-12 (#) Days absent (previous year) Days absent (Current Year) GHSGT Passed/GHSGT Attempted Most Current Reading Achievement Score Most Current Math Achievement Score Suspensions: In-and Out-of-School (HS) In Extra-Curricular Activities (in HS) Active SST / Section 504 Placement Pregnancy-Teen Parent Student lives with Educational Attainment of Parents Language other than English in home Employment over 20 hours per week Other: 33 Source: Georgia Department of Education, p=6cc6799f8c1371f6892fb

113 Areas of Study Georgia High School Graduation Requirements March 2002 HIGH SCHOOL GRADUATION REQUIREMENTS FOR STUDENTS ENROLLING IN THE NINTH GRADE FOR THE FIRST TIME IN THE SCHOOL YEAR AND SUBSEQUENT YEARS Locally Required Units CP College- Preparatory CP+ College- Preparatory w/distinction (*) TC Technology/ Career TC+ Technology/ Career w/distinction (*) I. English/Language Arts II. Mathematics III. Science IV. Social Studies V. Health and Physical Education VI. Computer Technology and/or Fine Arts and/or Technology/Career-preparatory and/or Foreign Language Dual Seal (CP/TC) VII. Foreign Language VIII. Technology-Career preparatory units IX. Electives (or locally required) /2 (*) X. State electives from Core Areas Total /24 (*) My Peach State Pathway: High School-to-Post-Secondary-to-Career 9 th Grade 10 th Grade 11 th Grade 12 th Grade Additional Year(s): Course Credit Course Cred it Course Credit Course Credit Course Credit Total Credits Earned: Total Credits Earned: Total Credits Earned: Total Credits Earned: Total Credits Earned: Signatures Signatures Signatures Signatures Signatures Student: Student: Student: Student: Student: 112

114 Parent: Parent: Parent: Parent: Parent: Advisor: Advisor: Advisor: Advisor: Advisor: Review Date(s): Review Date(s): Review Date(s): Review Date(s): Review Date(s): Technical College related Programs of Study College/University related Programs of Study Other Options: Work-based Learning Options: State-Registered Apprenticeship Industry-Sponsored Training Military On-the-Job Training Potential Post-Secondary Credit Opportunities: Job Shadowing Internship/Practicum/Clinicals Related Worksite Experience Youth Apprenticeship School-Based Enterprise Field Trips Entrepreneurial Ventures Extra-Curricular Activities - Student Leadership Organizations: Accel Advanced Placement Articulated Credit CLEP (College Level Examination Program) Dual Enrollment Joint Enrollment Other: Date Work-Based Learning Experience(s) Supervisor/Contact-Phone Number 113

115 ASSESSMENT INFORMATION Career and Other Assessments Student observable preferences, strengths, and interests based on Present Levels of Performance: Career Interest Assessment Instrument Date Administered: Top 3 Areas of Career Interest: Career Aptitude Assessment Instrument What areas of strength were identified? Date Administered: What areas were identified as needing improvement? Learning Preferences/Styles Inventory Date Administered: Implications for Instruction Other Assessment Date Administered: Implications for Instruction Other Assessment Date Administered: Implications for Instruction Other Assessment Date Administered: Implications for Instruction Other Assessment Date Administered: Implications for Instruction Other Assessment Date Administered: Implications for Instruction 114

116 Georgia Grade 8 Assessments: 1st Admin Retake READING (Record test date) Georgia Criterion-Referenced Competency Tests Grade 8 Total: Reading Skills and Vocabulary Acquisition Reading for Literary Comprehension Reading for Information MATHEMATICS (Record test date) Total Number Sense and Numeration Geometry and Measurement Patterns and Relationships / Algebra Statistics and Probability Computation and Estimation Problem Solving SCIENCE (Record test date) Total SOCIAL STUDIES (Record test date) Total WRITING (Record test date) Total Ideas Organization Style Conventions Georgia Alternate Assessment (GAA) Results for Grade 8 in: Reading/ELA: Science: Mathematics: Social Studies: Invest in your future explore online career videos! 115

117 Core Academic Test Score Date of Admin Implications for Future Instruction/Intervention before Georgia High School Graduation Test Georgia End-of-Course Tests 9 th Grade Literature (attach copy of individual student report) American Literature and Composition (attach copy of individual student report) Algebra I (attach copy of individual student report) Geometry (attach copy of individual student report) Physical Science (attach copy of individual student report) Biology (attach copy of individual student report) U.S. History (attach copy of individual student report) Economics (attach copy of individual student report) Georgia Alternate Assessment (GAA) Results for High School Years Reading/ELA: Science: Mathematics: Social Studies: Reading/ELA: Science: Mathematics: Social Studies: Reading/ELA: Science: Mathematics: Social Studies: Reading/ELA: Science: Mathematics: Social Studies: Reading/ELA: Science: Mathematics: Social Studies: 116

118 CORE ACADEMIC AREA: 1st Admin 2nd Admin 3rd Admin 4th Admin 5th Admin ENGLISH (Record test date) Total: Reading Comprehension Literary Analysis Conventions and Writing MATHEMATICS (Record test date) Total Number & Computation Data Analysis Georgia High School Tests Measurement & Geometry Algebra SCIENCE (Record test date) Total Cells and Heredity Ecology Structures/Properties of Matter Energy Transformation Forces, Waves & Electricity SOCIAL STUDIES (Record test date) Total World Studies US History to 1865 US History since 1865 Civics/Citizenship Map and Globe Skills Info Process Skills WRITING (Record test date) Total Content & Organization Style Conventions Sentence Formation High School graduates earn approximately $9,200 more per year than do non-graduates over the course of their career span! 117

119 Graduation Counts for YOU in Georgia! Individual Student Action Plan for On-Time Graduation Targeted Action Plan (Use additional pages if necessary) Actions Dates for Initial Resources Indicator(s) of Strategies and Implementation Person/Agency and on-going Required Responsible and Success Interventions Monitoring Role (list all) 1- Method of Measurement Commitment Signatures Student: I agree that the Targeted Action Plan (TAP) that we have outlined will help me to achieve my ultimate goal of graduating from high school. I am committing to give my best effort to achieve all of the goals in my plan. Signed: Date: Staff/Graduation Coach/Advisor/Counselor: I agree to assist to achieve all of his/her goals that have been established in the Targeted Action Plan. I will support and monitor his/her progress toward each of these goals to lead towards high school graduation. Signed: Date: 118

120 Appendix J GAPSS Classroom Instruction Observation Form 119

121 Appendix J GAPSS Classroom Instruction Observation Form 34 School Name: Grade: Subject: Date: Time In: Time Out: Beginning Middle End Instruction Strand Observed Examples C 1.1 Lesson/units are clearly aligned with GPS/QCC. Units of study and/or lesson plans are available and show clear alignment to the standards. I 1.3 Learning goals are aligned with GPS/QCC and are communicated by the instructor. Students apply learning goals in performance tasks aligned to the standards. Units of study, lesson plans, and/or commentary are clearly aligned to GPS/QCC. Standards, essential questions, etc. are explicit and referenced often during instruction. Performance tasks, culminating performance tasks, student work, portfolios, rubrics, and/or graphic organizers, etc. are clearly aligned to the GPS/QCC. Sequencing of the instructional period is predictable and logical. Instruction begins by activating prior knowledge, including experienced-based activities, followed by spiraling and scaffolded tasks that move students toward conceptual understanding and independent use of what they are learning, and ends by summarizing learning. The lesson begins with a clearly defined opening to strengthen learning. Instruction explicitly states learning goals and makes connections to prior knowledge, subject areas, and/or student experiences, incorporates modeling or demonstration, and/or assesses student understanding (such as questioning, informal written assessments, charting), etc. I 2.1 Instruction has a defined work period. The work period provides opportunities to practice, review, and apply new knowledge and receive feedback (for example: independent practice, guided practice, small group, conferencing, hands-on learning, problem solving. Instruction ends with a summary activity that reinforces the learning. The lesson closing summarizes the learning goal(s), clarifies concepts, and addresses misconceptions. Students may share their work that relates to the learning goal(s). Content specific vocabulary is developed. The instructor provides rich information about new vocabulary words and how the new words function. New vocabulary is presented and reinforced in the context of the standards being taught. Students are provided opportunities to use the new words in their writing, reading, and conversations. I 2.2 Higher order thinking skills and processes are utilized in instruction. Higher order thinking skills and processes are evident in student work. Instructor s questioning techniques require students to compare, classify, analyze different perspectives, induce, investigate, problem solve, inquire, research, make decisions, etc. All students are engaged in tasks that require comparison, classification, analysis of perspectives, induction, investigation, problem solving, inquiry, research, decision making, etc. I 2.3 Instruction is differentiated to meet student readiness levels, learning profiles, and interests. The standards are the expectation for learning for all students, but within a class period instruction is paced and presented differently with the use of varying materials, resources, and tasks. (Instruction may be differentiated through content, process, product, and/or learning environment.) I 2.4 Instruction and tasks reinforce students understanding of the purpose for what they are learning and its connection to the world beyond the classroom. Instruction is explicitly made relevant to students. For example, classroom instruction is differentiated to reflect student interests, leads to the creation of products that are useful in real-world problem solving, emphasizes inter-disciplinary connections, leads to authentic assessments, and/or further reveals real-world problems and their potential solutions. (I- 2.4: Operational Descriptor F: Relevance and authenticity) 34 Source: Georgia Department of Education, Georgia Assessment of Progress on School Standards, 120

122 . Commonalities of Georgia s 85/10 High Schools I 2.5 The classroom instructor implements grouping strategies. The instructor uses flexible grouping and sub-grouping of students related to readiness levels, interests, and learning style preferences. Instruction Strand Observed Examples I 2.7 I 3.1 I 3.3 The use of technology is integrated effectively into instruction. Students effectively use technology during the class period. Instructional goals, activities, interactions, and classroom environment convey high expectations Students demonstrate personal efficacy and responsibility. Teacher effectively uses technology to provide real-world, relevant application, to enhance students research skills and to differentiate instruction to maximize student learning. Technology is used to enhance student learning of the grade/content standards. (e.g. Interactive boards, computers, digital cameras, projection systems, calculators, probeware, software, interactive games, voting systems, Palm Pilots, Online Assessment, etc.) Students use technology to research, create documents and/or projects, and to demonstrate a greater understanding of the learning goals. (e.g. PowerPoint, webpages, etc.) Students are engaged in rigorous work. Students interact with other students and teachers concerning their work and the standards. The standards are held as the expectation for all students and are evident in classroom practices. Students evaluate their own work aligned to the standards, elements, benchmark work, anchor papers or rubrics and are provided the opportunity to revise their work. Students are on task and may use resources available in the room (content maps, rubrics, computers, posted exemplary work, etc.) A Assessment Strand Observed Examples Formative assessments are utilized during instruction to provide immediate evidence of student learning. 2.2 Written commentary is aligned to the GPS standard(s) and elements or QCC content standards. The teacher is monitoring for student understanding throughout the instructional period, conferencing with students, asking questions, and/or engaging students in KWLs, activities, quick write, ticket out the door, etc. The formative assessments are used to provide students with frequent and specific feedback. Commentary uses the language of the standard providing specific feedback by describing the quality of the student work when compared to the desired learning goals. Commentary goes beyond good job, great work, etc. Planning and Organization Strand Observed Examples PO 3.2 Materials and resources are effectively allocated. Student support materials and resources are easily accessible to students (classroom library, technology, etc.). Materials and resources to support content area lessons are visible. Human resources (co-teachers, paraprofessionals, instructional coaches, etc.) are effectively utilized to maximize instruction for all learners. PO 4.1 PO 4.3 Classroom management is conducive to student learning. Instruction is provided in a safe and orderly environment. Expectations for behavior are evident (rules posted, behavior consistently monitored and addressed when necessary). Classroom practices and procedures are understood and followed. The classroom is clean and conducive to learning. Instructional time is maximized. Classroom instruction has no or minimal interruptions. PO 4.2 The teacher maximizes instructional time. Instruction begins and ends on time. Student transitions during instruction are smooth with no loss of instructional time. The teacher is monitoring student learning and actively engaged with students. School Culture Strand Observed Examples SC 1.1 The culture of the classroom reflects a risk-free learning environment. Students feel comfortable sharing their work and receiving feedback from the teacher and other students regarding their work, students ask clarifying questions, etc. 121

123 Appendix K Worksheet of Common Risk Factors 122

124 Appendix K Worksheet of Common Risk Factors 35 Peach State Pathways Student Confidential Information Years in High School Total Units of Credit Ethnic/Gender Distinctions Date of Birth Age upon entering Grade 9 Economically Disadvantaged Students with Disabilities Program Retentions - Grades K-5 (#) Retentions - Grades 6-8 (#) Retentions - Grades 9-12 (#) Days absent (previous year) Days absent (Current Year) GHSGT Passed/GHSGT Attempted Most Current Reading Achievement Score Most Current Math Achievement Score Suspensions: In-and Out-of-School (HS) In Extra-Curricular Activities (in HS) Active SST Placement Pregnancy-Teen Parent Family Status Educational Attainment of Parents Language other than ENG in home Employment over 20 hours per week Other: Name - DOB Source: Georgia Department of Education, 123

125 Appendix L List of Strategies Used by 85/10 Schools 124

126 Appendix L List Of Strategies Used by 85/10 Schools Certainly, an individual school would not implement all of the best practices listed below, nor should it. However, this list may assist school leaders in designing schools that graduate large percentages of students. Curriculum Rigor 1. Increase the rigor of all courses, college preparation, career technical, and elective. 2. Focus on mastery of all curriculum standards. 3. Increase the number of students who earn the Pass Plus score on the GHSGT. 4. Increase the number of AP courses offered. 5. Enroll all twelfth grade students in core academic courses and/or rigorous elective courses. 6. Consider requiring additional course credits beyond mandated by the state for graduation. 7. Offer an International Baccalaureate Program. 8. Eliminate or reduce the number of lower-level courses. 9. Focus on special education students and their learning. 10. Enroll special education students in college preparation courses. 11. Expect all special education students will earn a regular diploma. 12. Ensure all special education students teachers understand their disabilities and how they impact the students learning. 13. Communicate continually that faculty and leaders believe the students can master the standards. 14. Ensure the order in which courses are offered best prepare students for the GHSGT. 15. Ensure students understand the importance of the curriculum to real life experiences and to life after graduation. 16. Create a curriculum for the review of each GHSGT to ensure all teachers provide the same instruction. 17. Create curricular academies. 18. Provide an international focus on the curriculum. 19. Require one novel to be read in each course each semester. 20. Open honors courses to all students. 21. Use rubrics (teachers and students) to evaluate student work. 22. Require students to have completed class work and homework missed in order to participate in extracurricular activities. 23. Incorporate writing and composition throughout the curriculum. 24. Require literacy instruction in every course. 25. Require mathematics instruction throughout the curriculum. 26. Begin a Renaissance Program or a Shakespeare Festival. 27. Use an interdisciplinary approach to instruction. 28. Create co-teaching classrooms. 29. Create leadership programs for students. Career and Technical Education 1. Emphasize career and technical education for all students. 2. Combine college preparation courses and technical preparation courses. 3. Ensure the career and technical courses are relevant to employment after graduation. 4. Provide work-based learning. 5. Employ CTAE Career Pathways, particularly the ones that lead to industry certification. 6. Incorporate reading, mathematics, and science in all CTAE courses. 7. Require all students to take at least one career technical course. 8. Consider becoming a work-force ready community. Our career and technical courses are loaded with academics. 125

127 9. Host meetings of career and technical teachers with local employers. 10. Provide the Youth Apprenticeship Program. Postsecondary Study 1. Emphasize postsecondary study for all students. We have a 2. Offer dual enrollment with a technical college, state college, and/or laser-focus on university. 3. Sponsor career and postsecondary fairs. instruction. 4. Encourage community groups and foundations to sponsor at-risk students. 5. Encourage representatives of colleges, technical schools, and ROTC to come to the school. 6. Encourage the use of College 411. Assessment General 1. Assess students based on portfolios and projects as well as formal and informal tests. 2. Provide multiple opportunities for students to re-take certain teacher-made tests in order to ensure standards are met and improve students grades. 3. Pre-assess ninth grade students in English and mathematics. 4. Encourage teachers to find alternative and differentiated assessments to determine if the student has mastered the standards. 5. Analyze student work products and evidence of the mastery of standards. 6. Require all ninth, tenth, and eleventh grade students take the PSAT. 7. Provide incentives, such as a reserved parking space, for students who score Pass Plus on all GHSGT. GHSGT and EOCT 1. Provide remediation and/or review for the GHSGT and the EOCT and administer practice tests. 2. Administer predictor tests to identify students who are at risk of failing specific courses. 3. Focus on all students passing all the GHSGT and EOCT. Benchmark and Common Assessments 1. Conduct benchmark assessments and use the results to improve the curriculum and instruction. 2. Drill to the domain level of benchmark assessments. 3. Create and use common assessments in all core subjects and/or use results to improve the instructional program. Instruction Classroom Instruction 1. Focus teachers on using effective, research-based instructional strategies. 2. Emphasize the mastery of curriculum standards by each student. 3. Schedule each student in the proper course with the appropriate teacher. 4. Incorporate hands-on activities and varied instruction by including all learning modalities. 5. Ensure each student has mastered the prerequisite knowledge and skills needed to be successful in the next level of learning. 6. Minimize interruptions of classroom instruction. 7. Consider joining a research-based school improvement organization. 8. Implement a formal reading program for high school students who were significantly below grade level in reading. 9. Use the Pyramid of Intervention to design strategies to work with low-performing students. 126

128 10. Implement a teacher mentoring program where teachers are paired and work with each other to improve instruction. 11. Provided time for mathematics, science, and CTAE teachers to collaborate. 12. Employ a reading teacher. 13. Used a quality teacher evaluation system as a strategy to improve instruction. 14. Employ an instructional coach to work directly with teachers on instructional issues. 15. Use strategies designed for gifted students with all students. 16. Provide summer assignments to students via the web. 17. Build an outdoor science classroom. Collaboration for Instruction 1. Ensure teachers collaborate regularly on curriculum and instruction. 2. Provide common planning time for teachers, in vertical and horizontal teams. 3. Schedule common lunch time for teachers of the same subject. 4. Provide a formal or informal mechanism where teachers can observe each other s instructional techniques. 5. Provide teachers of core academic subjects few duties during the school day with the expectation they will focus on instruction and be available to students for remediation. 6. Contact student and parents anytime the student s average drops to 74 or below. Programs and Interventions Remedial Programs and Interventions 1. Provide a variety of remedial courses and review classes during the school day, particularly for English/language arts, mathematics, science, and social studies. 2. Use the most effective teachers in remedial classes. 3. Provide a double dose of standards not mastered in the regular classrooms and remedial classes. 4. Focus tutoring on remediation of students on specific standards in all core academic subjects. 5. Offer classes that review subject content assessed on the GHSGT and the EOCT. 6. Provide a specific structure for tutoring, such as specific teachers are available in certain subjects on certain days for a specific amount of time. 7. Provide Saturday school and intersessions for remediation. We provide a tutorial for all athletes. 8. Ensure teachers are available before and after school to assist students informally in their classrooms. 9. Provide neighborhood tutorials where teachers go into neighborhoods after school to work with students who cannot take advantage of after school tutorials due to a lack of transportation. 10. Hold study sessions in coffee shops. 11. Provide literacy carts in the school s hallway that contain books for students to read, for which they earn extra credit. 12. Provide specific courses during the school day designed to remediate students on standards not mastered, EOCT, or GHSGT. 13. Provide a variety of tutoring programs focused on remediation of students on specific curriculum standards. 14. Provide transportation for students who stay after school for tutoring. 15. Implement a peer-mentoring program. 16. Use the alternative school for remediating students as well as for disciplining students, focusing on mastery of standards. 17. Establish a Performance Learning Center. 127

129 Technology-Based Instruction 1. Take advantage of the Virtual School. 2. Provide computer-assisted remedial programs. 3. Use the Elluminate technology to remediate students in their homes, with certain teachers available at scheduled times during selected evenings. 4. Operate a student response system where students electronically answer the teacher s questions, and the teacher is provided immediate feedback regarding the mastery of subject content for each student. 5. Provide laptop computers for classrooms. 6. Operate interactive electronic boards in classrooms. 7. Use the computer lab. Advisement and Counseling Programs 1. Provide effective advisement and counseling programs. 2. Use the advisement and counseling programs to develop close, personal relationships with students. 3. Use Peach State Pathways. 4. Work with students and parents to create a postsecondary and career plan. 5. Arrange for high school students, teachers, counselors, and/or soon-to-be-advisors to meet with eighth grade students either at the middle school or high school. 6. Begin planning students high school careers early in the eighth grade. 7. Create a time when eighth grade students can go to the high school, tour the building, and meet the faculty. 8. Structure the twelfth grade advisement with a teacher to student ratio of 1:3, with all staff members, including custodians, having three seniors to advise and counsel. 9. Hold gender-based talks, male administrators with male students, and female with female. 10. Provide a senior workshop to assist twelfth grade students in applying for postsecondary study and preparing for life after graduation. 11. Loop counselors. Transition form Eighth Grade to Ninth Grade Analyze all data available and use results to make educational decisions about rising ninth graders before they begin their high school careers. 1. Conduct vertical teaming for eighth and ninth grade teachers, graduation coaches, and/or counselors to plan an easy transition. 2. Determine and share with eighth grade faculty the skills and knowledge students need to be successful in the ninth grade. 3. Analyze the data on individual students. 4. Conduct a graduation ceremony from the eighth to ninth grade. 5. Pair older, successful high school students with eighth grade students. 6. Focus on the transition of special education students. Our advisers, counselors, and graduation coach save many, many students each year. 7. Attend Individual Education Program (IEP) meetings of eighth grade special education students. 8. Create academic activities during the summer for rising ninth graders, such as a three-week standards-based summer school, a math camp, and literacy camp. 9. Meet with eighth grade students and their parents to get the parents involved early in their students high school career. 10. Host open houses, orientation sessions, and/or special nights for eighth grade students and their parents. 128

130 Ninth Grade 1. Provide a structure for ninth grade students that eases them into the high school environment. 2. Assess the reading and mathematics skills of ninth graders and remediate any weaknesses. 3. Provide formal, intense remediation in classes designed specifically for those students who have significant deficits in reading and mathematics. 4. Use graphic organizers and other learning tools. 5. Ensure ninth grade classes have a smaller teacher to pupil ratio. 6. Schedule the most effective teachers for ninth grade remediation. 7. Consider creating a ninth grade academy. 8. Require all ninth graders to take an oral communication class. 9. Enroll all ninth grade students in a Freshman 101 Study Skills course. 10. Implement similar teaching strategies and tools used by the students eighth grade teachers. 11. Assess students learning styles and discuss the results with them and their parents. 12. Conduct career assessments and develop high school and career plans. 13. Ensure ninth grade teachers have strong subject area content knowledge, exceptional researchbased instructional strategies, and a caring attitude. 14. Recognize a Teacher of the Year for ninth grade. 15. Designate a ninth grade administrator. 16. Create a DVD for rising ninth grade students, Here is What High School is Like. 17. Stress involvement in extracurricular and co-curricular activities. 18. Host extracurricular and co-curricular fairs. 19. Provide an orientation for ninth graders, such as freshman night, open house, and/or freshman festival. Graduation Coaches Roles and Responsibilities 1. Spend the large majority of time working with students and teachers. 2. Identify potential dropouts and appropriate programs and interventions for those students. 3. Work with individual students before school and after school and during the students elective courses. 4. Meet with students individually and in groups with a focus on mastery of standards, passing the GHSGT and EOCT, and earning the number of course credits needed for graduation. 5. Develop a personal relationship with the students. 6. Analyze student achievement data and other information and work with the faculty in modifying the curriculum and/or instruction based on the data. 7. Organize and present the data analyses in a form useful to teachers and others. Our professional learning has changed rather dramatically in the past five years - We focus on learning. 8. Keep track of students who are in jeopardy of not graduating to ensure the students are coming to school, completing assignments, passing tests, and otherwise preparing for class. 9. Coordinate all remedial programs and interventions offered at the school. 10. Communicate with parents. 11. Develop a trusting, open relationship not only with students, but with parents and other children in the family. 12. Conduct home visits. 13. Recommend certain at-risk students for honors classes. 14. Screen all eighth graders in English/language arts and mathematics. 15. Involve business persons and community leaders. 129

131 Structure of Time 1. rovide students who have significant deficits, particularly in reading and mathematics, with additional time outside their regularly scheduled courses for remediation. 2. Analyze how the school is structured using the time students are in school to best advantage. 3. View the school schedule as flexible, day-to-day and week-to-week. 4. Hold more formal remediation sessions after school focusing on certain subjects on certain days where a teacher of the subject works with students on standards not mastered. 5. Modify the school day to include courses that meet regularly during the school day for remediation. Modify the school year by adding additional days for remediation, such as Saturday school and intersessions. 6. Consider structuring the school day to minimize the non-instructional time of students and teachers. 7. Provide lunch and learn activities where teachers or administrators meet with certain students during the lunch period. 8. Add a literacy period during the regular school day. 9. Designate periods on certain days when certain teachers work with a small number of students to prepare for the GHSGT. Leadership Strong Instructional Leaders 1. Use knowledge of curriculum, instructional strategies, and assessment as tools to improve student learning. 2. Selectively hire teachers, particularly, ensuring the potential employees have content knowledge and a variety of effective, research-based instructional strategies. 3. Ensure all employees fit into the school s culture. 4. Implement a non-threatening, high-quality teacher evaluation system and use the results to help teachers improve their instructional skills. 5. Identify weak teachers and provide support to improve. 6. Become cheerleaders who celebrate the successes of the school, individual students, teachers, and others. Shared Leadership 1. Include teachers in making decisions regarding the school. 2. Involve department chairpersons and others in a formal decisionmaking process. 3. Appoint school improvement committees and other committees to work on various issues within the school. 4. Involve faculty to determine which students should be scheduled with which teachers. 5. Challenge teachers to challenge students academically. 6. Eliminate all disrespect in the school. 7. Observe classrooms each week and provide feedback to the teachers. 8. Seek the talents and strengths of students, teachers, and others and use them to enrich the school. 9. Encourage community organizations to fund credit recovery and Virtual School for students who cannot afford it. Professional Learning If we can get the students into the tenth grade, the probability that they will graduate is much higher. 130

132 Professional Learning for Instruction 1. Provide research-based professional learning opportunities focusing on improving instruction and increasing student achievement. 2. Hold teachers and others accountable for their professional learning and expect implementation and application of what was learned. 3. Some instructional-focused professional learning topics include: a. Georgia Performance Standards, b. Differentiated Instruction, c. Hands-on Learning, d. Pyramid of Intervention, e. Math I and II, f. Learning Focused Strategies, g. Training for Mentor Teachers, h. Designing Quality Assessments, i. Instructional Best Practices, j. School Keys, k. Instruction on Georgia Performance Standards, l. Vertical and Horizontal Teaming, m. Analyses of GHSGT and EOCT Data, n. Evidence of Standards Mastery, and o. Standards-based Instruction. Our expectations are high for our students and even higher for ourselves. Professional Learning Communities 1. Implement professional learning communities that meet regularly to examine and apply research-based strategies, analyze student work, create tools, and/or solve problems. 2. Conduct action research. 3. Involve each faculty member in at least one professional learning community. 4. Have professional learning communities research and apply knowledge and strategies gleaned from a particular book or body of research. 5. Use professional learning communities to create common assessments. 6. Host a year-end culminating activity where professional learning communities celebrate what they have learned. 7. Use the professional learning community to apply research-based instructional strategies in the classrooms, with the faculty observing one another s application of these strategies in the classrooms. 8. Plan and implement a year-long focus on areas of improvement designated by the teachers, devoting the first half of the school year to small study groups of teachers who study the research selected and devoting the second half of the year to working in collaborative teams to implement the research findings. Site-Based Professional Learning 1. Develop site-based professional learning based on the needs identified by teachers and administrators. 2. Host an in-house conference, planned and conducted by teachers and administrators. 3. Provide a year-long study and implementation of research selected by the teachers, with teachers earning one Professional Learning Unit (PLU) each year without leaving the school. 4. Structure a process where teachers who are skilled in certain areas are observed on a regular basis by other teachers. 5. Use the Georgia Assessment of Performance on School Standards (GAPSS) Classroom Instruction Observation Form when leaders or teachers observe teachers. 6. Provide professional learning during early release days several times a year. 7. Meet with each professional learning community at least once per quarter or semester. 131

133 External Professional Learning 1. Provide opportunities for the faculty and others to attend high-quality, research-based conferences and workshops, and multi-year school improvement programs and ensure they will teach what they have learned upon their return. Continuous Improvement Mission, Goals, and School Improvement Plans 1. Consider the following for the focus of a school s mission, goals, and plans: a. We have high expectations all students will graduate, b. Our business is continuous improvement, c. We focus on individual students, not subgroups, d. Our goals are focused and clear, e. We focus on ninth grade success, f. Our goal is all students will earn a diploma, g. We focus on work ethics, h. Our goal is 100 percent of students will graduate, i. Our philosophy is students will not just graduate, they will be prepared for life after high school, j. We want every standard mastered, k. Our goal is to equip and inspire our students to graduate, l. We communicate our high expectations to the students, m. Our goal is to attract students who have already dropped out of school even though it will not improve the school s AYP rating, and n. We have guiding principles all follow. 2. In creating mission, goals, and school improvement plans, consider: a. Using strategic thinking what does each student need, b. Creating school improvement committees to develop a school improvement plan, c. Setting goals for the year by department and designing 45-day action plans for each goal, d. Planning each year with the faculty during the summer, sometimes in retreats, and e. Creating a committee structure where the faculty can work to solve problems. Customer Focus 1. Embrace the mindset the student is the identified customer. 2. Measure customer satisfaction and use the data to improve the graduation rate. 3. Survey students, parents, and faculty and use the results to improve the school. 4. Measure student and teacher satisfaction and involvement in the school. 5. Designate a customer satisfaction focus each year. 6. Ensure the school improvement plan guides decision-making. Tools 1. Use one of the following as a tool for continuous improvement: a. The Balanced Scorecard, b. The Baldridge Criteria, Everyone knows our c. Plan-Do-Check-Act, or mission, even the d. Backward Design. students. 2. Develop the school s continuous improvement processes for improving student learning: For example: a. Pretest students, b. Identify strengths and weaknesses, c. Modify and/or adjust the curriculum, d. Use instructional strategies to address the strengths and weaknesses, e. Post-test the students, 132

134 f. Modify and/or adjust the curriculum and instruction for those who do not master the standards, and g. Return to step one. Use of Data 1. Use reliable data from all sources possible to make decisions about the school, particularly to: a. Make decisions about instruction in the classroom, b. Place students in the appropriate courses and classrooms, c. Analyze the academic needs of students, especially rising ninth grade students, and d. Solve problems. 2. Implement professional learning communities, school improvement teams, or data teams to collect, disaggregate, and analyze data. 3. Create vertical and horizontal teams to collect and analyze data about students, subject areas, and grades to refine the instructional process. 4. Use technology to analyze academic and other data and to track test data to determine by standard and domain if each student has mastered the curriculum standards. 5. Conduct analyses of data on students each year before the school year begins. 7. Useful data are: a. SAT scores, b. AP scores, c. GHSGT and EOCT and re-test scores, d. Number of Pass Plus scores on the GHSGT, e. Graduation rates, f. Benchmark assessment data, g. Pass/fail rates of each course and each grade, h. Survey results, i. CRCT scores from middle and elementary schools, j. Discipline records, and k. Attendance records. School Culture High Expectations for All Students and Faculty 1. Ensure high expectations for all students and faculty members are a driving force in the school. 2. Communicate high expectations continually to all students, teachers, and others in the school. 3. Indoctrinate new teachers and new students with high expectations before they arrive on campus. 4. Create a zero tolerance for failure. 5. Celebrate successes. Focus on Academics 1. Emphasize academics and student learning, focusing on mastery of all standards. 2. Protect the time of core academic teachers by giving them fewer before school and after school duties and expect them to spend time working with students. 3. Hold everyone accountable for student learning, beginning with the principal. 4. Focus on a culture that encourages innovation. 5. Conduct transition classes and other activities with a focus on the culture of the school, especially high expectations and strong work ethic. Every Student, A Place 1. Focus on developing personal relationships with every student. 2. Find each student a place to feel safe and to belong. 3. Emphasize the school will not give up on any student. 4. Provide each student a genuine caring environment. Every adult in the building adopts at least one senior. 133

135 5. Use the advisement program as a tool in developing personal relationships with students. 6. Focus on the teachers departmental structure and their ownership for the learning of all students taking their courses. 7. Engage all students in some activity in the school. 8. Create opportunities for each student to be involved. 9. Find the talent, skill, and/or strength of each student and teacher and use these to enrich the school s culture. 10. Involve students in the governance of the school. 11. Emphasize extracurricular and co-curricular activities as means to develop relationships with students. Knowledgeable, Dedicated Faculty 1. Build a dedicated faculty that goes beyond expectations to focus on all students and their learning. 2. Expect teachers to be available after hours and outside of the classroom. 3. Create an expert, knowledgeable, stable faculty with low faculty turn-over, and good teacher morale. 4. Insist each faculty member has strong content knowledge and uses varied, research-based instructional strategies. 5. Train committees of teachers and others to interview potential employees to determine if they have the knowledge and skills necessary to work in the school and if they would fit the school s culture. Open, Respectful Family Atmosphere 1. Create an open atmosphere where all individuals feel safe to voice concerns to the administration. 2. Demand a respectful student body and faculty. 3. Create a family atmosphere with everyone knowing and caring for each other. Family Involvement Communications with Parents 1. Emphasize frequent, regular contacts with parents, especially when things are going well. 2. Use the graduation coaches, counselors, teachers, social workers and administrators in communicating with parents. 3. Expect teachers to call all parents at the beginning of the year to start school on a positive note. 4. Conduct home visits, as needed. 5. Use web-based technology where parents can access their students grades and teachers can communicate about upcoming projects and tests. 6. Use blast s. 7. Communicate with parents when their children are absent from school. 8. Create and maintain a website and use it as a communication tool. 9. Be mindful of those families who do not have access to technology. 10. Communicate the following to parents: a. Test dates, b. Tutorials available, c. High expectations for students and staff, d. Advisement sessions, e. Financial aid for postsecondary education, f. Scholarships, g. Open houses, orientations, and other activities in the school, h. Sports, and i. Upcoming events. We contact all soon to-be ninth graders and their parents and welcome them to our school. 134

136 11. Use the following tools to communicate with families: a. Newsletters, b. s, c. Newspaper columns, and d. Local cable shows. Activities for Parents and Other Family Members 1. Provide parent/student advisement for students and their parents. 2. Organize a report card night where parents come into the school, meet with teachers, and get their student s report card. 3. Hold open houses at the school or in places frequented by the community. 4. Conduct career fairs. 5. Encourage parents to attend parent night and follow their student s schedule, meeting all their child s teachers, 6. Hold spaghetti suppers for families. 7. Develop strong PTSAs. 8. Open the computer labs after school hours for students and their families. 9. Employ a bilingual member of the faculty whose focus it is to work with English as a Second Language learners and their parents. 10. Hold a counselor/parent night and/or senior/parent night. 11. Create academic, athletic, and fine arts booster clubs. 12. Provide a specific time each week when teachers are available for parent conferences. 13. Provide Thanksgiving lunch. 14. Plan and conduct health fairs. 15. Assist seniors in applying for financial aid and to postsecondary schools. 16. Offer senior/parent suppers. 17. Provide back yard barbecues on campus. 18. Encourage parents to lunch with students. 19. Conduct junior year evaluations with parents of the student s progress toward graduation. 20. Conduct festivals. Community Involvement Our families love to come to our schools and we are building relationships with the next generation of high schoolers. 1. Create an effective Partners in Education Program. 2. Organize career fairs with involvement from local businesses and postsecondary schools. 3. Work closely with Georgia Family Connection Partnership. 4. Create local cable television shows. 5. Work with the juvenile court judge on student attendance and other issues. 6. Encourage volunteers in the school. 7. Participate in work-ready community activities. 8. Organize a football camp for young children. 9. Host meetings of local employers and vocational department teachers. 10. Seek opportunities to involve students in state and national curricular programs and service organizations. 11. Involve banks, Lions Clubs, Rotary Clubs, Chambers of Commerce, and other organizations. 12. Create an advisory body comprised of business partners, mentors, and other community members. 13. Emphasize alumni involvement and support. 14. Encourage community organizations to develop programs for high school students. 15. Consider creating a school foundation. 16. Involve at least one of the following in tutoring and other activities: a. Colleges and universities, b. State and local governmental agencies, 135

137 c. Local and state businesses, d. Churches, and e. Civic organizations. Policies and Procedures Identification of Potential Dropouts 1. Develop technology that will analyze the profiles of the school s dropouts and more effectively and efficiently identify potential dropouts. 2. Ensure checklists are research-based if they are used to identify potential dropouts. 3. Ensure potential dropouts are provided support based on individual needs. Student Attendance 1. Contact parents each day their children are absent. 2. Create a tiered structure that escalates communication with students and parents as the number of days absent increases. 3. Create mechanisms that when the student returns from a long absence it is possible to complete the work and earn credit for the days missed. 4. Create teams, including the school resource officers, counselors, graduation coaches. administrators, focused on getting students back in school. 5. Notify the juvenile justice system of truant students. 6. Organize a Saturday school that provides opportunities for students to complete the assignments missed due to absences. 7. Develop contracts among the student, parents, and school when the student is absent for a certain number of days. Withdrawing Students 1. Create procedures to use if students decide to drop out of school before graduation. 2. Use a team approach to meet with the students and their parents. 3. Present options to students for staying in school, such as attending night school or alternative school or earning a GED. 4. Discuss the realities of life without a diploma and give statistics about the future earning power and employment potential of those who drop out of school. 5. Locate every student who is absent for more than a certain number of days, contacting friends and/or family members to determine where the student is. 6. Track the students records to determine if another school has requested them. 7. Ensure the coding procedures for students who leave school prior to graduation are effective. 8. Ensure the individuals who actually code the students in the student information system are trained and accurately enter the data. 9. Create a mechanism for follow-up and review at the school district level to ensure the data are correct. Discipline 1. Create discipline procedures which result in fewer out-of-school suspensions. 2. Eliminate or reduce the number of students who are out-of-school for disciplinary reasons. Support from the Board of Education and the School System Our challenge is to get students into our school. If we can get them here, they will learn. 136

138 1. Ensure support for school improvement efforts by the local board of education and central office administrators. 2. Eliminate bureaucracy that may exist. Georgia Assessment of Progress on School Standards (GAPSS) 1. Volunteer to have a GAPSS analysis conducted at the school. 2. Use the results in continuous improvement processes. 3. Volunteer administrators and teachers to participate as team members in the GAPSS process so they can learn about the school standards. 4. Use the GAPSS Classroom Instruction Observation Form when administrators or teachers observe teachers. 137

139 Appendix M State Education Agency Actions To Create a State Longitudinal Data System 138

140 Appendix M State Education Agency Actions 36 To Create a State Longitudinal Data System The Data Quality Campaign recommends the following specific State education agency actions associated with the following 10 elements necessary to create a State longitudinal data system. The State is moving toward these essential elements through the work of the Georgia DOE, OSA, and the Alliance of Education Agency Heads. 1. A Unique Statewide Student Identifier The State assigns each student a unique statewide student identifier that can be used to match records accurately across databases and years. The State develops procedures to ensure that two identifiers of the same type are not assigned to the same student (e.g., when the student moves, she/he keeps the same identifier) and that two students are not assigned the same identifier. The State assigns an identifier that will follow each student from kindergarten (or prekindergarten when applicable) through 12th grade as he or she moves across campuses or districts and leaves and re-enters the State s public education system. 2. Student-Level Enrollment, Demographic and Program Participation Information The State collects information at least, annually on each student s: o Campus of enrollment, o Grade level, o Gender, o Ethnicity, o Socioeconomic status, o English language learner status, o Participation in bilingual or English as a Second Language program, o Special education status, o Migrant status, o Title I status, and o Gifted and talented status. At least one enrollment data collection takes place in the fall. At least one data collection for each of these items occurs at a different time from when the State tests are administered. The information is stored permanently in a State database. (If the information is used to populate the test database and then discarded, the State loses track of enrollment over time.) The State collects student attendance data either daily or over a small period of time (e.g., over a six- or nine-week period) that includes at a minimum campus of attendance, number of days absent, and number of days present. 3. The Ability To Match Individual Students Test Records from Year to Year To Measure Academic Growth The State updates its student test database with demographic and program participation information collected earlier in the school year rather than updating it at the time of the test administration. (This assumes a student identifier is available to connect the two databases.) The State collects and permanently stores information on each student s test score in each subject for year to year comparisons. The information may be disaggregated by skill or skill area for each student (e.g., reading comprehension, ability to identify the main idea). The State makes the data available and/or uses the statewide database to conduct research and program evaluation activities (e.g., the measurement of year to year student academic growth). 36 Data Quality Campaign, Creating a Longitudinal Data System: Using Data to Improve Student Achievement, 2006, p

141 At the beginning of the year, the State makes available to each teacher student test score information on State assessments that can be broken out by specific skill areas within each subject for each of the teacher s students. 4. Information on Untested Students The State maintains a record for each untested student in a tested grade, including information on why the student was not tested. The State matches information on untested students to demographic, program participation, and attendance information. The State conducts analyses of patterns among untested students across campuses and districts. 5. A Teacher Identifier System with the Ability To Match Teachers to Students The State assigns each teacher a unique statewide identifier that can be used to match records accurately across databases and years. The State develops procedures to ensure that two identifiers of the same type are not assigned to the same teacher and that two teachers are not assigned the same identifier. The State collects information on each teacher s college major, graduate school degrees by degree type and subject, types of certification or credentials, certification exam scores, salary, and experience. The State collects data from each school district that match each teacher to the students taught in each of the teacher s classes, by teacher and student identifier. 6. Student-Level Transcript Information, Including Information on Courses Completed and Grades Earned The State adopts or develops and maintains an ongoing electronic course classification system (including standard course numbers, titles, and descriptions). The State collects individual course completion records for all courses taken in middle and high school. These include: o Courses taken during the regular fall or spring semesters, o Courses taken in summer school, o Courses taken in middle school for high school credit (e.g., Algebra I), o Courses taken at local colleges for dual credit, o Credits transferred from private high schools or home school, and o Credit received for distance learning. The State also collects the grade the student earned in each course and the student s overall grade point average. Individual student records in the course completion database can be connected to the same students records in the enrollment, demographic, program participation, and test databases. 7. Student-Level College Readiness Test Scores The State acquires and permanently stores student-level results by individual assessment for each of the following: Scholastic Aptitude Tests (SAT), Scholastic Aptitude Tests II (SAT II), American College Tests (ACT), AP tests, and International Baccalaureate (IB) scores. The State is able to connect the student-level test data mentioned above to the enrollment, demographic, program participation, and test databases. 8. Student-Level Graduation and Dropout Data The State collects and stores graduation and dropout data at the student level. The State collects and stores student-level graduation data by diploma type. For students in grades 7 12 who were enrolled in one year, not enrolled the next year and did not graduate, the State collects information from local school districts on where each departing student went. The evidence on departing students can be used to determine whether students graduated, dropped out, transferred to another school, district or State, earned a General Education Diploma (GED), or are missing (they cannot be located, and no evidence exists on where they went). 140

142 The State makes every effort to track reported dropouts back to other schools in the State via the enrollment, test, and/or attendance databases. The State has standards for the types of evidence that may be used to determine where departing students went. The State has standards for the percentage of departing students that school districts should be able to locate. The State applies consequences to school districts that do a poor job of accounting for missing students (e.g., lower accountability rating). 9. The Ability To Match Student Records Between P 12 and Postsecondary Systems The State works with the postsecondary system to match student-level records among all institutions of the State s P 12 and public higher education systems. The postsecondary information to be matched includes, but is not limited to, student records on: o Enrollment, o Course completion, o Graduation, o Degrees and certificates received, and o Performance on mandated State tests administered by the postsecondary system. 10. A State Data Audit System Assessing Data Quality, Validity, and Reliability The State develops a clear set of data standards and definitions that apply to all data received by the State education agency. The State provides training on these data standards to local school district personnel. The State performs statistical checks on data submitted by school districts. The State has criteria established for determining when data submitted by school districts are likely to be in error. The State has a system for investigating the accuracy of data that are flagged by the statistical checks. The State has a system for occasionally spot-checking the accuracy of data in cases that are not flagged by statistical checks. The State has a system of selecting districts for on-site audits and performs on-site audits in the selected districts. The State imposes consequences on school districts that do a poor job of collecting and submitting accurate and complete information. 141

143 Appendix N Georgia Receives $8.9 Million Grant to Improve Education Data System 142

144 Appendix N Georgia Receives $8.9 Million Grant to Improve Education Data System MEDIA CONTACT: Ga OE Communications office, (404) , [email protected] April 7, Georgia has been awarded an $8.9 million grant by the federal government to improve its statewide educational data system. Georgia was one of 27 states that received a 2009 Statewide Longitudinal Data System Grant from the Institute of Educational Sciences, a division of the U.S. Department of Education. "This grant will allow the state, our schools and school systems to use data more efficiently and effectively to guide policy and instruction," said State Superintendent of Schools Kathy Cox. "We have already made tremendous progress in this area, but this grant will allow us to go the next level." Georgia will use the grant money over the next four years to improve data exchanges between the state and local districts as well as other areas of education, such as pre-k and higher education. The State Board of Education has identified the improvement of statewide data tools and resources as one of its key initiatives in its strategic plan. The Statewide Longitudinal Data System Grants were created to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records. The data systems developed with funds from these grants should help states, districts, schools, and teachers make data-driven decisions to improve student learning, as well as facilitate research to increase student achievement and close achievement gaps. MORE INFORMATION: - Learn more about the Statewide Longitudinal Data System Project: - Learn more about Georgia's plan for using the LDS funds: - GaDOE/State Board of Education Strategic Plan, Goal 6: 143

145 REFERENCES 144

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153 GeorgiaPartnership For Excellence In Education 233 Peachtree Street Suite 2000 Atlanta, Georgia OUR MISSION Inform and influence Georgia leaders through research and non-partisan advocacy to impact education policies and practices for the improvement of student achievement.