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Early College 101 October 29, 2013. Early College High School Core Beliefs Early College Schools have high expectations for all students Every student.

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Presentation on theme: "Early College 101 October 29, 2013. Early College High School Core Beliefs Early College Schools have high expectations for all students Every student."— Presentation transcript:

1 Early College 101 October 29, 2013

2 Early College High School Core Beliefs Early College Schools have high expectations for all students Every student is capable of college-level work or college and career readiness. Students need acceleration, not remediation. Students learn more when challenged and engaged by instruction and rigorous academic work.

3 WHAT IS EARLY COLLEGE? Early college is an educational transformation model, that was developed and implemented by Jobs for the Future and our national partners, with funding from the Gates Foundation, over the last 10 years. Early colleges are high schools and feeder middle schools that bring college into high school to provide underserved youth with a path to and through postsecondary education.

4 Features include: –Students earn a high school diploma and up to two years of transferrable college credit—tuition free –A rigorous instructional framework aligned to college-ready standards –A strong college-going culture throughout the school –Student-centered learning and student support –Location on or near college campuses to build students’ identity as college goers WHAT IS EARLY COLLEGE?

5 Early College Overview Early college schools expose all students to college coursework, preparing them for college and careers, reducing time and cost toward postsecondary degrees, and building a college- going culture for all students in the school. Early college schools are committed to serving students underrepresented in higher education, including low-income youth, students of color, first- generation college goers, and English language learners.

6 EARLY COLLEGE HIGH SCHOOLS Small, autonomous schools, operated in close connection with postsecondary institutions Students can earn an Associate’s degree or up to 2 years of transferable college credit Schools enroll about 100 students per grade and can start in grades 6, 7, or 9 Can be a STEM or CTE- focused school BACK ON TRACK THOUGH COLLEGE Small, autonomous schools and programs targeted toward older youth who are off track from graduation or out of school altogether Adapts Early College Design to graduate students college and career ready Provides supported transition to and through the first year of postsecondary, in collaboration with a postsecondary partner EARLY COLLEGE PATHWAYS Accelerated pathways for all starting in ninth grade, with course sequences aligned to college-ready standards Designed so that as many students as possible complete a minimum of 12 college credits, including gatekeeper courses in math and English composition: grade 7-13, 9- 13, 7-14, and 9-14 designs Dual enrollment options may also include STEM and CTE options Aligned with postsecondary programs of study 6 THE RANGE OF EARLY COLLEGE DESIGNS

7 Concurrent / Dual Enrollment Programs in which the high school student travels to the college campus or college faculty travel to the high school Programs where the student takes a course from a college instructor via distance education Articulation agreements where student receives high school and college credits for the same course. Early College Models Models Courses are held on college campus Courses are held on high school campus and taught by college staff or teachers who have adjunct faculty status Online / distance learning courses Hybrid Models: combinations of the above

8 REMEDIATION IS A DEAD END Bridge to Nowhere/ Time is the Enemy





13 Ensuring that All Students Are on Target for College and Career Readiness before High School

14 A Strong Start Eighth-grade students’ academic achievement has a larger impact on their readiness for college by the end of high school than anything that happens academically in today’s high schools. The Forgotten Middle, ACT

15 Of Every 100 9 th Graders 68 graduated from high school on time 40 immediately enrolled in college 18 graduated from college on time 7,000 Students dropout every day 41% Of 18 – 24 years old were enrolled in college

16 Six Graders - Indicators 10 – 20 % Chance of Graduating Failed Math English/Reading Attended School Less Than 80% Unsatisfactory Behavior Grade

17 Middle School Students on the Graduation Path Attendance –Measure attendance in informative and actionable manners –Take measures to increase the number of students with very good attendance and decrease the number who are chronically absent. –Recognize and reward good attendance regularly (Whale Done) –Separate attendance from course performance –Be and be perceived as safe and engaging places

18 Belief, Behavior and Effort –High engagement electives that provide avenues for short-term success and positively recognized asymmetrical skill levels –Activities that honor and use middle grades students’ desire for adventure and camaraderie –Recognition at both the individual and group level for positive behavior –Teaching organizational and self-management skills Middle School Students on the Graduation Path

19 Course Performance –Encouraging quality coursework may require new forms of assessment –Accept and acknowledge the implications of course grades being more predictive of eventual success than test scores –Create developmentally appropriate high school/college readiness indicators that are meaningful and engaging to middle grades students and understood by parents –Get extra help right. Middle School Students on the Graduation Path

20 Early Warning and Intervention Systems Focus on effective intervention, not just identification Recognize and build on student strengths Provide time, training, and support and intervention systems Match resources to student needs but practice intervention discipline Evaluate the effectiveness of interventions Teachers and administrators can get started with just data currently available in their schools

21 Challenges Getting the ratio of skilled adults to students in need right Getting teacher buy-in and support for the mission of keeping middle grades students on the graduation path Strengthening the family-student-teacher support triangle


23 Back on Track Through College


25 Phase One: Enriched Preparation College-Going and Career-Ready Culture College- and Career-Ready Curriculum & Instruction Intentional Use of Time to Customize Instruction & Accelerate Learning Personalized Guidance and Support

26 Phase Two: Postsecondary Bridging Supported Dual Enrollment A Focus on College Knowledge and Success Strategies Personalized Guidance and Connection to Best Bets

27 Phase Three: First-year Supports Support for Students to Earn Credits Predictive of Completion Just-in-Time Support to Ensure Persistence Building Attachment to Postsecondary Education

28 JFF’S EDUCATION AGENDA ENSURING UNDERPREPARED YOUTH & ADULTS EARN POSTSECONDARY CREDENTIALS WITH LABOR MARKET VALUE LEAKS IN THE PIPELINE: EDUCATION LOSS POINTS Enter High School 30% of low income young people drop out of high school 77% of low income high school grads are not college ready 38% of low income high school grads do not enter college Only 3% of ABE students obtain a post secondary credential 86% of adults needing remediation drop out 57% of traditional aged students drop out of PS Only 21% of low income young people and 14% of low skilled adults attain a postsecondary credential or degree Acceleration Through 9-14 Alignment & Integration JFF SOLUTIONS Acceleration Through Postsecondary & Labor Market Alignment COLLEGE&CAREER READY: Incent early college/back-on-track designs Expand early assessment/HS reach back Increase low-income student momentum to college/career readiness Support all students to meet Common Core standards, aligned with college first year/gatekeeper courses POST-SECONDARY SUCCESS : Create career pathways to accelerate learning Integrate basic skills curriculum into credit- bearing programs of study Develop articulated programs of study that offer stackable credentials through AS/BA Build system capacity to support innovative learning strategies CAREER ADVANCEMENT: Develop industry-based career pathways and workforce partnerships that align supply with employer demand in regions and states Use of career counseling and labor market outcome data for planning, choice, accountability Achieve College Readiness Pass or By-Pass Developmental Ed / Remediation Enter Postsecondary Attain Credentials or Degree with Value in the Labor Market THE EDUCATION TO ECONOMIC OPPORTUNITY PIPELINE 28

29 ALL REALLY DOES MEAN ALL! What Does it Mean to Prepare All Students to be Career and College Ready?

30 All Really Does Mean All! Student Success Professional Development System for Non- Traditional Students Postsecondary and Career Pathways Community, Business and Postsecondary Partnerships Curricular Alignment Academic and Social Interventions

31 All Really Does Mean All! Developing a system of postsecondary and career pathways that lead to: –Associate’s or Higher Degrees –Significant College Credits –Career Certifications Developing Community, Business and Postsecondary Partnerships –Business partnerships related to pathways –Develop system of internships and mentoring Curricular Alignment –Common Core / College Readiness Standards –Middle and high school focus

32 All Really Does Mean All! Develop Academic and Social Interventions –Middle school indicators –Restructure high school schedule For example – doubling up on math and English in 9 th grades –Afterschool and in-class academic supports Intensive and Robust Professional Development –Leadership development system Developing leadership teams –Teacher development system Content Instructional strategies Externships (business, community, postsecondary) –Paraprofessional development system

33 All Really Does Mean All! Develop a System for Non-Traditional an Out of School Youth –Synchronous and asynchronous E-Learning –Develop work-based experiences –Postsecondary and career pathways

34 Bibliography Afterschool Alliance (2013). Defining youth outcomes for STEM learning in afterschool. Asunda, P. (2012). Standards for technological literacy and STEM education delivery through career technical education programs. Journal of Technology Education, 23(2), 44-60. Balfranz, Robert (2009). Putting middle school grades students on the graduation path. National Middle School Association. Barakos, L., Lujan, V., & Strang, C. (2012). Catalyzing change amid the confusion. Center on Instruction at RMC Research Center. catalyzing-change-amid-the-confusion. catalyzing-change-amid-the-confusion Beede, D., Julian, T., Khan, B., Lehrem, McKittrick, G., Langdon, D. and Doms, M. (2011). Education supports racial and ethnic equality in STEM. Office of the Chief Economist of the Chief Economist of the U.S. Department of Commerce Economic and Statistics Administration. Brown, R., Brown, J., Reardon, K., & Merrill, C. (2011). Understanding STEM: current perceptions. Technology and Engineering Teacher, March 2011. Current-Perceptions. Current-Perceptions Business Higher Education Forum (2011). Creating the workforce of the future: the STEM interest and proficiency challenge. ConnectED (2010). Designing multidisciplinary integrated curriculum units. The California Center for College and Career. DeBaun, B. (2012). Inseparable imperatives: equity in education and the future of the American economic. Alliance Excellence Education. Franco, S., Patel, N. & Lindsey, J. (2012). Are STEM high school students entering the STEM pipeline? NCSSSMST Journal, 2012 Issue 1.

35 Bibliography Gerlach, J. (2012). STEM: Defying a simple definition. NSTA Reports, 4/11/12. Herschbach, D. (2011). The STEM Initiative: constraints and challenges. Journal of STEM Education, 48(1), 96- 122. Hossain, M. & Robinson, (2012). How to motivate US students to pursue STEM careers. US-China Education Review, A4, 442-451. Langdon, D., McKittrick, G., Beede, D., Khan, B. and Doms, M. (2011). STEM: good jobs now and for the future. Office of the Chief Economist of the Chief Economist of the U.S. Department of Commerce Economic and Statistics Administration. Light, J. (2001). Rethinking the digital divide. Harvard Educational Review, 71(4). Margolis, J., Estrella,T., Goode, J., Holmes, J. & Nao, K. (2011). Stuck in the Shallow End: Education, Race, and Computing. The MIT Press, Cambridge, MA and London, England. National Center for Public Policy and Higher Education (2010). Beyond the rhetoric: improving college readiness through coherent state policy. June 2012. National Center on Education and the Economy (2013). What does it really mean to be college and work ready? A Report from the National Center on Education and the Economy, May 2013. content/uploads/2013/05/NCEE_ExecutiveSummary_May2013.pdf. content/uploads/2013/05/NCEE_ExecutiveSummary_May2013.pdf National Research Council (2011). Successful K-12 STEM Education. The National Academies Press, Washington, D.C. Roberts, A. (2012). A justification for STEM education. Technology and Engineering Teacher, May/June 2012. Tsui, Lisa (2007). Effective strategies to increase diversity in STEM fields: a review of the research literature. Journal of Negro Education, 76(4), 555-581. Williams, P. (2011). STEM education: proceed with caution. Design and Technology Education: An International Journal, 16.1.

36 CAESAR MICKENS JR., DIRECTOR 617.728.4446 x225 TEL 617.728.4446 FAX 617.728.4857 88 Broad Street, 8 th Floor, Boston, MA 02110 122 C Street, NW, Suite 650, Washington, DC 20001 WWW.JFF.ORG

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