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Early College PACE – (Promoting Accelerated College Entry) Started in the Fall of 2003 We approached this as a research project –Could we increase college.

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Presentation on theme: "Early College PACE – (Promoting Accelerated College Entry) Started in the Fall of 2003 We approached this as a research project –Could we increase college."— Presentation transcript:

1 Early College PACE – (Promoting Accelerated College Entry) Started in the Fall of 2003 We approached this as a research project –Could we increase college completion and career readiness and at the same time change the 13 years before it?

2 Citations 1. 2. 3. 4. National Summit on 21 st Century Skills for 21 st Century Jobs 5. SREB Southern Regional Education Board February 2001 6. U.S. Dept of Labor, Bureau of Labor Statistics 7. Giving Children Hope and Skills for the 21 st Century” 1996 8. Tony Wagner “PAF Reality Check 2002 -Percent giving high school grads "poor" or "fair" ratings 9. Table A8 Number of Graduates, Dropouts, ODE 10. 11. Al Newman, Institutional Researcher, Oregon Colleges and Workforce Development Department 12. 13. Answers in the Tool Box by Cliff Adelman, June 1999 14. Fast Track to College: Increasing Postsecondary Success for All Students, Hilary Pennington, December 2004 15. Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997 16.

3 2007 Study Innovation in Oregon High Schools

4 Innovation in Oregon High Schools

5 Our Problem… Twelve years ago no one could schedule home release as a class. –Then seniors could schedule one period of home release. –Then it was juniors –Finally Sophomores that walk to school could schedule a period of home release. –Class sizes had increased from 18 to 33, and the staff has decreased from 18 to 12 in less than 6 years. As a Result Senior attendance was poor. Seniors were not challenging themselves. High School was less rigorous. Fewer electives available. Students that did not have a 3.5 GPA or higher were not taking the courses necessary for eligibility in post secondary or employment their Junior and Senior Years. Students placed little or no value on passing their State Tests or completing their Certificate of Initial Mastery. There was a growing GPA gap between those students with at least 3.5 GPA and the rest of the high school.

6 The Basics – Perception Gap Diploma Means Students Have Learned the Basics Source: Tony Wagner “% Saying a high school diploma means students have learned the basics (PAF Reality Check 2000)

7 Breaking Ranks II, Rick Dufour, Bill Daggot When time is the constant Learning will be the variable

8 Breaking Ranks II, Rick Dufour, Bill Daggot When learning becomes the constant Time has to be the variable

9 Starting Statistics Prior to PACE - 2002-2003 School Year Graduated High School –80.33% –State 2008 74.84% National 70.06% Entered Post Secondary –36.73% –State 2008 46.5% National 63.3% College Persistence –77.78% –State 2008 2yr 47.6 4yr 74.1 –National 2008 2yr 53.5 4yr 74.7% Completing a Degree or Certificate –27.78% –Associates 2008 State 25.1% National 27.5% –Bachelors 2008 State 56.6% National 55.91% Measurement of those that started college how many completed by year six

10 As a Tool For High Student Achievement Goals of the Program –Provide more options for students –4 th Grader to do their homework –Break cycles of poverty –Improve school climate –Increase Certificate of Initial Mastery (CIM) completion (Now Essential Skills and State Tests –Increase student achievement –Increase value of the senior year –Increase college retention and degree completion. –Make K-12 more rigorous –Provide a highly educated work force –Get more 2.5 – 3.5 Students College Ready –Provide a linkage and smooth transition between high school and community college

11 Met With Our Education Partners Before Expanded Options Linn Benton Community College Oregon Department of Education Department of Community Colleges and Workforce Development Linn-Benton-Lincoln Education Service District Chemeketa Community College (Currently) Oregon State University (Currently) Western Oregon University (Currently) University of Oregon (Currently) Testified before the House Education Committee - twice Presented in the State and Nationally

12 Framework

13 There is a Plan for my Success

14 The PACE Plan Students who complete the entrance requirements are allowed to enroll at Scio High School and a community college until they complete either a 24.5 credit diploma or a 32.5 credit diploma. Students who have met the program requirements, can attend Scio High School and a Community College simultaneously Students graduate with a Regular or an Advanced Diploma from Scio High School and potentially a Degree or a Certificate from a Community College. All at essentially no cost to the student.

15 Program Requirements PACE Requirements 3.0 High School GPA Certificate on Initial Mastery (CIM) (Now State tests, work samples, essential skills, extended application) Taken Placement Tests Mentor/Mentee Completion –Scio High School’s Mentor Mentee Program is the key to success of the PACE Program. The Mentor/Mentee Program links a student to a teacher throughout their middle and high school careers to help them achieve their career goal. Apply Interview (Only to make sure they understand the requirements) Be Accepted

16 Diploma Choices Regular Diploma 24.5 Credits Advanced Diploma 32.5 Credits Both can be a mixture of High School classes and Community College classes There is an Honors Component with each one.

17 At Risk Populations Free and Reduced Lunch Special Education Essential Skills Remedial Students Certificated Programs

18 Extension of our Hallway

19 Extent of education has a direct effect on lifetime earnings.

20 Earning Power Per Year Earn an Associates Degree you make $6,292 More Per Year Earn a Bachelors Degree you make 21,060 More Per Year U.S. Dept of Labor, Bureau of Labor Statistics

21 Economics For every $1 that the educational enterprise invests there is a return of $4 future dollars to the state and $2 to the educational enterprise. Students that have training past high school have increased lifetime earnings Some College $1.18 per hour $40,477 lifetime earnings Associates $3.48 per hour $202,862 lifetime earnings Bachelors $12.58 per hour $806,499 lifetime earnings In addition ~$90,000 a year can be used to grow our economy Students are finishing earlier and enter the workforce

22 Cost / Benefit As a State –Best Educated Workforce –Lowest Cost –Highest Success

23 What We Provide 15 credits (Per Term) Books Fees Transportation

24 Funding Entered in the ADM report with a Program 12 code 36 credits per year is 1 FTE 12 credits in a year would be.33 FTE

25 Benefits to having a District / College Partnership Structure Parent Support Student Support Counseling Enable students to work less than 20 hours a week.

26 Items to Consider It has changed the Senior Year –It is not the Senior year I had It has changed our Leadership Structure and Hierarchy –If you were a teacher that got to work with the top seniors, that motivation has changed. It is not less work Point of Contact –High School –Community College Honors –Honor Roll, Valedictorian, Academic Letters Things From Students –Grades, Schedules, Books, Progress Reports, Communication Information to the State –Attendance, ADM Things we need to do better –Scheduling availability –It is a tool to help change a system. Counts against us for OSAA classification Counts against us for graduation rate OTM is not a degree or certificate

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