AIM Light Shines on Emergent ONE-D Branding / Update!

EDUCATION WEEK

Published Online: July 25, 2008
Published in Print: July 30, 2008

Commentary

Raising Graduation Rates in an Era of High Standards

What States Must Do

By Cheryl Almeida & Adria Steinberg

In the waning months of the Bush administration, both public officials and private-sector leaders are demonstrating great interest in addressing the shockingly high dropout rate in many American high schools. In April, U.S. Secretary of Education Margaret Spellings announced that the U.S. Department of Education will begin requiring all states to calculate graduation rates the same way by the 2012-13 school year.

She made the announcement at the same time that former U.S. Secretary of State Colin Powell was helping launch the America’s Promise Alliance’s nationwide campaign to combat the problem, an initiative that will convene dropout-prevention summits in 50 states and 50 cities by the end of 2010.

This is all good news. It is time that the simmering concern about the fate of those who never complete high school comes to a boil. It is also time that policies to prevent students from leaving school and to reduce dropout rates be made as high a priority as policies designed to raise overall academic performance to a college-ready standard.

The National Governors Association accelerated this effort three years ago when it pushed states to voluntarily agree to use common measures of dropping out. For years, states had routinely reported graduation rates of 90 percent or higher. We know that the real average for most states is closer to 70 percent. And as Secretary Spellings’ announcement indicates, still more progress needs to be made. In the next few years, it will be critical for states to move beyond the important task of implementing new standards for calculating cohort graduation rates, to create a range of incentives, supports, and sanctions that can help more high schools graduate many more students ready for college and careers.

Next-generation accountability systems should redress the single-minded emphasis in current systems on meeting high standards by giving weight to graduation as an equally critical goal.

A blueprint for this policy agenda is taking shape. States are beginning to implement legislation and policies that make graduation rates as important an accountability measure as high academic performance. A growing number of state-level efforts seek to identify and support struggling students early, quickly address poorly performing high schools, and support the creation of new schools and programs that work for struggling and out-of-school youths. These efforts are as much a part of the college-ready agenda as setting and raising academic-performance levels for those who make it through high school.

A number of states are taking the lead. Some, like Georgia and Indiana, have passed new dropout-prevention legislation. Others, including Michigan and Kentucky, have set numeric goals for postsecondary completion. Still others, such as Massachusetts, are building P-16 longitudinal-data systems and beginning to study inefficiencies and leaks in the pipeline that links education to economic growth, so that graduation rates can be increased and successful transitions to college maximized.

These first steps are tentative, though. State policymakers worry that the goal of keeping more students in school until they graduate, while also raising expectations for them, may constitute another “mission impossible.” But new research and lessons from the field and from the states have helped outline a coherent set of policy strategies addressing this problem systematically. It is now up to all states to incorporate this framework into their own policies and practices.

_____

During the past several years, our nonprofit organization, Jobs for the Future, has partnered with Achieve Inc. in an initiative funded by the Carnegie Corporation of New York to study how states might best support such efforts to raise standards and graduation rates. In “Raising Graduation Rates in an Era of High Standards,” a report that builds on this work, we call on state policymakers to follow the lead of their most innovative peers and commit to five critical outcomes for their districts, schools, and students. Our work suggests specific steps states can take to focus high school reform efforts on securing the following five outcomes:

• A high school diploma that signifies college- and work-readiness. States must ensure equal access for all young people to academically challenging, high-quality high school programs of study—and do that without stifling local and school-based innovation and flexibility in curriculum design. To have quality, equity, and consistency in the delivery of a college-prep course of study, states will need to monitor coursetaking patterns, disaggregate data for race and income, include student-transcript data in state data systems, and connect K-12 and postsecondary data systems, so that student progress to and through college can be tracked.

Making sure that curricular innovation is not stifled in the quest for consistency will require that states give districts flexibility, holding schools responsible for outcomes while supporting and aiding the innovators who want to create evidence-based instructional programs that will engage particular groups of struggling students and help them succeed.

• Pathways to graduation and college success for struggling and out-of-school students. Effective high schools—particularly those for low-income, African-American, and Hispanic youths—tend to be small and to emphasize relationships, relevance, and academic rigor. There are far too few of these, and few vehicles for their development and support. States need to establish these vehicles, as well as the conditions and funding to ensure that such schools are developed or replicated in communities with concentrations of struggling students and dropouts.

North Carolina stands out in this regard for its effort to support partnerships and other means for spurring new school development. The state’s New Schools Project is the school-development entity for Gov. Michael F. Easley’s ambitious Learn and Earn high schools. It has already created more than 40 new schools whose students can earn both a high school diploma and up to two years of college credit or an associate degree, tuition-free.

• Turnaround of low-performing high schools. States need to identify low-performing “dropout factory” high schools, and work with districts to create the conditions and capacities either to turn these schools around or replace them with more-effective options. A few states, such as Florida and Arizona, now provide supports for their lowest-performing schools. These include technical assistance, capacity-building, and funding. Equally important, both states ensure that a lack of reform progress will result in significant state intervention. In an era of limited resources, one of the most important sources of funding for new, effective schools and programs will have to be the replacement of dropout factories with more evidence-based, high-quality options for those schools’ students.

• Increased emphasis on graduation rates and college-readiness in next-generation accountability. Additional accountability indicators, recognitions, and incentives—starting with a set of “on-track metrics” predictive of high school graduation, such as promotion from 9th to 10th grade, or completion of core courses—can help states encourage schools and districts to hold on to struggling students, get them back on track to a diploma, and increase their readiness for college and careers.

Louisiana’s Graduation Index creates incentives for high schools both to keep students enrolled through graduation and to provide a rigorous curriculum through the senior year. Next-generation accountability systems should redress the single-minded emphasis in current systems on meeting high standards by giving weight to graduation as an equally critical goal.

• Early and continuous support for struggling students. Research in Chicago and Philadelphia has identified powerful 6th and 9th grade school-based indicators of the likelihood of dropping out, such as academic performance in core courses, credit accumulation, and attendance. If states strengthened their data systems to include such indicators and also helped school districts develop and use accurate early-warning systems to identify off-track students and target interventions early, far more struggling students would get back on track and succeed in high school and beyond.

The time is right for state action to raise graduation rates at the same time that academic-performance expectations are being raised. The public, increasingly concerned about the country’s economic standing, is beginning to demand action. And policymakers see clearly the economic imperative of increasing the number of residents with postsecondary credentials. These five state-policy commitments point the way to turning what may seem unattainable into a must-win “mission possible” of making high standards achievable for all students.

Cheryl Almeida is a program director and Adria Steinberg is an associate vice president at Jobs for the Future, a nonprofit research and advocacy organization in Boston.



United Way Receives $1 Million from AT&T To Support Local Schools

PRESS RELEASE

For more information, contact:

Cara I. Belton
313-226-9484 or 313-520-8454
or
Laura L. Rodwan
313-226-9484 or 313-477-2750
United Way for Southeast Michigan

Joe Steele
313-223-9759
AT&T

Grant will support Greater Detroit Education Venture Fund

DETROIT, August 4, 2008 – AT&T (NYSE:T), today announced a $1 million contribution to the United Way for Southeastern Michigan Greater Detroit Area Venture Fund. The Venture Fund was created to support school turnaround efforts in high schools that have low graduation rates, based on best practices that have proven effective in other cities nationwide.

"We're pleased to present United Way with the largest gift we’ve ever given of this kind in Michigan," said Gail Torreano, president of AT&T Michigan. "We are proud to be a catalyst for the Venture Fund, and hope AT&T’s contribution will inspire many more companies and individuals to come forward and contribute to support our local students who are the future leaders in Michigan."

The launch of the Venture Fund is an example of United Way for Southeastern Michigan’s commitment to becoming an impact-driven organization in order to better meet the needs of the communities it serves. The Fund is a $10 million initiative to transform high school education in the region.

“As part of our re-alignment into a community-impact organization through the Agenda for Change, United Way will continue to take the lead in unprecedented, innovative work throughout the region,” said Mike Brennan, president and CEO of United Way for Southeastern Michigan. "Through the generosity of AT&T, we will lay the groundwork for long-term success in turning around southeastern Michigan’s low-performing schools.”

Currently, there are 2,000 high schools in America that have graduated less than 60% of their freshmen class for three consecutive years. More than 30 of those schools are located in Southeastern Michigan.

The Venture Fund’s purpose is to turn around the low graduation rates at high schools in the region with dropout rates of 40 percent or higher.

The Venture Fund will financially support partnerships between high schools and proven educational intermediaries working together to create small, personalized learning environments.

In April 2008, AT&T unveiled the “AT&T Aspire” program through which the company and the AT&T Foundation will commit $100 million over the next four years toward high school success and workforce readiness initiatives.

With more than 12,000 employees in Michigan and over 300,000 employees worldwide, AT&T is uniquely positioned to take on this challenge and lead the way in supporting students and schools in our local communities. By focusing on education and workforce readiness, AT&T is looking beyond today, because our nation’s prosperity depends on investing in and supporting the next generation.

United Way president and CEO Mike Brennan accepted the $1 million gift from Torreano on the first day of a two-day school turnaround forum, “Conversations with Intermediaries,” held at Lawrence Technological Institute in Southfield. Representatives from AFT Michigan (AFL-CIO), the Skillman Foundation, and other corporate and community partners are at the forefront of this effort, and are providing generous support to The Venture Fund.

After acknowledging AT&T’s contribution, Brennan expressed the continued need for education reform in our community. “Now, more than ever, the success of the region in the 21st century will require a renewed commitment to a culture of achievement in our schools and communities.”


Greater Detroit Education Venture Fund Funding Partnerships for Turnaround Schools Q & As

What is the Venture Fund?

The Greater Detroit Education Venture Fund (“the Venture Fund”) was created to support eligible school turnaround efforts in high schools that have low graduation rates. These turnaround efforts are based on best practices that have proven effective in other cities nationwide.

The Purpose of the Venture Fund IS NOT:

to create charter schools
take over schools
to break up unions
limited to schools only in the city of Detroit

Where did the idea for the Venture Fund originate?

A recent Johns Hopkins study identified 78 high schools in Michigan (more than 30 of which are in Southeastern Michigan) as “dropout factories,” meaning that less than 60% of the students graduated with their class for at least three years in a row. Yet since 2001, a wave of urban high school transformation efforts has swept across the country, and some cities and intermediary organizations have shown amazing results.

Who is involved in the Venture Fund?

The AT& T Foundation, the Skillman Foundation and the United Way for Southeastern Michigan.

Why has the United Way for Southeastern Michigan created the Venture Fund?

The issues facing families and individuals in our communities have become greater in number and more acute. As a result, the United Way for Southeastern Michigan is changing the way it does business in order to meet the needs of the communities it serves. The Venture Fund is a part of that change. United Way’s shift in function and focus is an agile, swift response to rapidly changing community needs, including the area of education.

How is United Way changing the way it is doing business?

United Way has implemented its Agenda for Change and is transforming into an impact-driven organization seeking to create measurable and lasting change in the areas most critical to the well being of Southeastern Michigan communities. The Agenda’s three impact areas are:

Educational Preparedness
Financial Stability
Basic Needs

What is role of United Way in the Venture Fund?

In addition to creating the Venture Fund, United Way will act as its fiduciary, marking a non-traditional role and progressive approach by the organization. As part of its re-alignment into a community-impact organization, United Way will continue to take the lead in unprecedented, innovative work throughout the region.

What is the goal of the Venture Fund?

The Fund will financially support partnerships between high schools and proven educational intermediaries working together to create small, personalized learning environments.

Why the need?

There are 2,000 high schools in America that have graduated less than 60% of their freshmen class for three consecutive years—and more than 30 of those schools are in Southeastern Michigan. The schools listed below have been invited (via school district leaders) to submit a School Turnaround Proposal.

How will the funds be allocated?

Grants up to $80,000 per year per small high school (500 students or fewer) or $320,000 per large high school (1,500 to 2,000 students) will be made to support comprehensive turnaround efforts. Grants are renewable for up to five years based on annual performance objectives. Funds will be paid directly to the intermediaries identified by the school.

Will the Funds go directly to the schools?

No. Funds will be paid directly to the intermediaries identified by the school.

Which schools are eligible?

Academy for Business and Tech.

East Detroit

Osborn

Cass Technical

Ecorse

Pershing

Central

Finney

Pontiac Central

Chadsey

Hamtramck

Pontiac Northern

Cody

Hazel Park

Redford

Communication & Media Arts

Henry Ford

River Rouge

Cooley

Kettering

Southeastern

Davis Aerospace

Lincoln Park

Southwestern

Denby

Melvindale-Northern Allen Park

Van Dyke Lincoln

Detroit School of Industrial Arts

Northwestern

Western International


What is an eligible intermediary?

An educational intermediary is a non-profit organization that partners with a school district to help its leadership and teachers improve student achievement. Intermediaries eligible for funding must have a proven record of improving student achievement and graduation rates in high poverty high schools, as measured by an external evaluator.

What is the strategy behind the Venture Fund school turnaround efforts?

Other cities have shown that urban school districts, union leadership, and community members can transform large, failing high schools into smaller, successful ones. The purpose of the Venture Fund is to incentivize those partnerships and best practices to turn around schools in Southeastern Michigan. This includes the following key components:

Changing Conditions

Conditions in the lowest-performing schools must be changed so that school leaders have the authority to make decisions in the best interests of the students. Changing conditions also means being accountable for increased achievement rates.

Increasing Capacity

Increasing capacity means that one lead external partner (or “intermediary”) works with the school district and school staff to implement proven school turnaround and student engagement strategies.

Creating Clusters

To be effective, school turnaround cannot occur in small, isolated pockets. School leaders and teachers involved in turnaround need both collaboration and competition.

What are the criteria that indicate success in school turnaround efforts?

If a school’s district office is supportive of the turnaround efforts.
The school has a plan for effective site-based management.
The school has selected a partner with a proven record of improving graduation rates.

There have been failed efforts in the past. How is this different?

In the last few years we have begun to see the development of successful strategies for improving low graduation rates throughout the country. The strategies will create the foundation for change in our failing schools. In addition, The Venture Fund is unique in that labor and school leaders, as well the corporate and philanthropic community, are working together to tackle this critical issue.