1. High School Reform: Learning From Rigorous Research Prepared for the U.S. Department of Education High School Initiative Regional High School Summit St. Louis, Missouri – April 23-24 Contact: Janet Quint at janet.quint@mdrc.org Archived Information

2. How Research Can Help You It can clarify the problem and help you focus on key points to intervene. It can clarify the problem and help you focus on key points to intervene. It can identify promising approaches to address the problems you face. It can identify promising approaches to address the problems you face. It can help you figure out whether what you’re doing is making a difference. It can help you figure out whether what you’re doing is making a difference. In this presentation, In this presentation, –Zero in on a key point for intervention- 9 th grade –Discuss some program design principles emerging from existing research

3. Dropped Out 20 Promoted On Time 56 Retained in Grade 24 Promoted On Time 36 9th Grade Entrants10th Grade Year StatusSummary After Three Years Transitions From 9th Grade to 12th Grade In Four Large Urban School Districts 9th-Grade Students in Comprehensive High Schools, 1999 Dropped Out 20 Three Years Later Retained in Grade 19 Dropped Out 45 Retained in Grade 7 Promoted on Time 36 Dropped Out 13 Retained in Grade 12 Dropped Out 12 All 9th Grade Students 100

4. Ninth Grade: A Critical Transition Point Therefore: High school reforms should address the problems of ninth-graders. High school reforms should address the problems of ninth-graders. Successful completion of ninth grade is an early marker of a reform’s success. Successful completion of ninth grade is an early marker of a reform’s success.

5. Research Insights on What to Do Some kinds of research offer more convincing findings about program effectiveness than others Some kinds of research offer more convincing findings about program effectiveness than others –Highlight the current discussion on standards of evidence Examples of “gold standard” studies and their lessons Examples of “gold standard” studies and their lessons Insights on design principles from other research Insights on design principles from other research

6. The “Gold Standard”: Experimental Studies Using Random Assignment Provide the most solid evidence about whether an intervention caused the outcomes observed Provide the most solid evidence about whether an intervention caused the outcomes observed Are feasible when there are more students/schools that need or want the intervention than can be served Are feasible when there are more students/schools that need or want the intervention than can be served Require close coordination between evaluators and district/school administrators Require close coordination between evaluators and district/school administrators

7. The Career Academies Concept Schools within schools -- small groups of students and teachers who remain together Schools within schools -- small groups of students and teachers who remain together Organized around a career-related theme, with students taking both academic and career-, oriented classes Organized around a career-related theme, with students taking both academic and career-, oriented classes Employer partnerships Employer partnerships

8. The Career Academies Evaluation Involved 9 schools Involved 9 schools 1,764 students randomly assigned to program and control groups 1,764 students randomly assigned to program and control groups Follow-up for eight years Follow-up for eight years

9. Career Academies’ Effects on Students In-School Experiences Those in the program group Reported more support from teachers Reported more support from teachers Participated in more vocational classes but didn’t reduce their academic course load Participated in more vocational classes but didn’t reduce their academic course load Got more work experience Got more work experience

10. Career Academies’ Effects on Educational and Labor Market Outcomes Higher post-high school earnings for young men, especially those at high risk of dropping out Higher post-high school earnings for young men, especially those at high risk of dropping out No impacts on high school graduation No impacts on high school graduation No effects on college enrollment No effects on college enrollment BUT rates for controls were already high. BUT rates for controls were already high.

11. Other Random Assignment Studies: Upward Bound and Career Beginnings Reduced dropout rates/increased college enrollment among low-income students Reduced dropout rates/increased college enrollment among low-income students Offered program enrollees academic counseling, tutoring in high school subjects, enrichment activities Offered program enrollees academic counseling, tutoring in high school subjects, enrichment activities

12. “Silver-Standard Studies” Expeditionary Learning, High Schools That Work, Talent Development High School Expeditionary Learning, High Schools That Work, Talent Development High School Rigorous curriculum requirements Rigorous curriculum requirements Professional development to strengthen instruction Professional development to strengthen instruction Expeditionary Learning: project-based Expeditionary Learning: project-based HSTW: college prep + vocational courses, workplace learning HSTW: college prep + vocational courses, workplace learning TD: “Success Academy” for 9 th Graders, Career Academies for grades 10-12 TD: “Success Academy” for 9 th Graders, Career Academies for grades 10-12

13. Small Schools Important for enabling, facilitating other changes: more personalization, more challenging instruction, more accountability, a safer environment Important for enabling, facilitating other changes: more personalization, more challenging instruction, more accountability, a safer environment

14. What’s Important – A Summary Strong student-teacher ties Strong student-teacher ties Special attention to the needs of ninth-graders Special attention to the needs of ninth-graders Demanding curricula and high teacher expectations Demanding curricula and high teacher expectations Tutoring and other opportunities for students who are behind to catch up Tutoring and other opportunities for students who are behind to catch up Individual counseling around academic as well as personal matters Individual counseling around academic as well as personal matters High-quality work-based learning High-quality work-based learning Professional development to support teachers’ efforts to deliver rigorous, engaging instruction Professional development to support teachers’ efforts to deliver rigorous, engaging instruction MORE RESEARCH! MORE RESEARCH!