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Southern
Regional
Education
Board
Improving High Schools
Performance Goals and Characteristics of High-
performing High Schools
Louisiana - Baton Rouge 12-01-04 2
Southern
Regional
Education
Board
High-performing High Schools Are About:
Rigor/Focus
Relevance/Engaging Assignments
Relationships/Support
Improved Transitions
Leadership
Louisiana - Baton Rouge 12-01-04 3
Southern
Regional
Education
Board
1. High-performing Schools:Have Functional High School Performance Goals
High school graduates are ready for postsecondary studies and a career – college and career readiness
90% of students entering grade nine graduate four years later with a real diploma – high school graduation
Entering ninth-graders are performing at the basic level and above in reading, mathematics and science on NAEP-like exams – middle to high school transition
Louisiana - Baton Rouge 12-01-04 4
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0.1 0.1
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US MS KY TN OK AR AL LA WV
Co
mp
osi
te S
core
Gai
ns
Southern
Regional
Education
Board
College and Career Readiness:
ACT Gains in SREB States 1994-2004
Louisiana - Baton Rouge 12-01-04 5
Southern
Regional
Education
Board
College and Career Readiness
Fewer than 60% 60% to 74% 75% or more
United States: 66% SREB: 78% Louisiana: 22%
Source: The College Board
Percent of Public High Schools With Students Taking Advanced Placement Exams
2003
Louisiana - Baton Rouge 12-01-04 6
Southern
Regional
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Board
AP Exams per 1,000 Juniors and Seniors*2003
Source: The College Board
*Includes students at public and private schools
College and Career Readiness
225201
51
U.S. SREB LA
Louisiana - Baton Rouge 12-01-04 7
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Regional
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College and Career Readiness: Louisiana
83%
67%
84%
71%76%
56%
SREB Other states LA
Completed curriculum Did not complete curriculum
Percent of Career/Technical Students Scoring At or Above the Basic Level on the
High Schools That Work Reading Assessment by Completion of English Curriculum, 2004
Source: Special Analyses of 2004 High Schools That Work Assessment Data
Louisiana - Baton Rouge 12-01-04 8
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Regional
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College and Career Readiness: Louisiana
75%
40%
85%
46%
71%
30%
SREB Other states LA
Completed curriculum Did not complete curriculum
Percent of Career/Technical Students Scoring At or Above the Basic Level on the
High Schools That Work Mathematics Assessment by Completion of Mathematics Curriculum, 2004
Source: Special Analyses of 2004 High Schools That Work Assessment Data
Louisiana - Baton Rouge 12-01-04 9
Southern
Regional
Education
Board
College and Career Readiness: Louisiana
53%
31%
57%
36%46%
16%
SREB Other states LA
Completed curriculum Did not complete curriculum
Percent of Career/Technical Students Scoring At or Above the Basic Level on the
High Schools That Work Science Assessment by Completion of Science Curriculum, 2004
Source: Special Analyses of 2004 High Schools That Work Assessment Data
Louisiana - Baton Rouge 12-01-04 10
Southern
Regional
Education
Board
Southern
Regional
Education
Board
High School Graduation:
Percentage of Ninth Graders Who Do Not
Graduate - 1990 and 2001 for SREB States
10
20
30
40
50
60V
AM
DO
KW
VA
RD
EK
YTX N
CLA A
LM
STN FL G
AS
C
1990 2001
Louisiana - Baton Rouge 12-01-04 11
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Regional
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SREB States
45%
50%
55%60%
65%
70%
75%80%
85%
90%
FL GA SC TN MS NC AL LA DE TX KY MDOK AR VA WV
2001 Mortenson 2000 Greene
High School Graduation:
Comparison of Two Different Methods
Southern
Regional
Education
Board
Louisiana - Baton Rouge 12-01-04 12
Southern
Regional
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90%
100%
110%
120%
130%N
inth
-gra
de B
ulge
2000 1990
High School Graduation:
Ninth Grade Bulge in SREB States 1990-2000
Southern
Regional
Education
Board
Louisiana - Baton Rouge 12-01-04 13
Southern
Regional
Education
Board
High School Graduation:Percentage of 12th-Grade Enrollment and Diplomas Awarded in Spring/Summer
1996 2001
Louisiana 87% 91%
Highest SREB state -- MD 97 97
Lowest SREB state -- SC 87 87
Louisiana - Baton Rouge 12-01-04 14
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Regional
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High School Graduation:9th-Grade and 8th- Grade Bulge in Louisiana
9th- Grade Bulge
8th-Grade Bulge
1998 115% 92%
2002 95 104
Drop by20
Increase by 12
Louisiana - Baton Rouge 12-01-04 15
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Southern
Regional
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High School Graduation:
Number of Low-promotion Schools
State State
Texas (243) Mississippi (60)
Florida (163) Kentucky (39)
Georgia (156) Virginia (26)
North Carolina (107) Maryland (17)
South Carolina (100) Oklahoma (15)
Louisiana (73) Delaware (8)
Alabama (71) West Virginia (6)
Tennessee (63) Arkansas (5)
Louisiana - Baton Rouge 12-01-04 16
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Regional
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75 High- and Low-performing Schools with Comparative Students
High Sites Low Sites
African-American
28% 27%
White 57 59
Other 15 14
Parent-No college
35 37
Louisiana - Baton Rouge 12-01-04 17
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Regional
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2. High Performing Schools:Higher Percentage of Students Completing Recommended Academic Core – Rigor
Four credits in college-prep/honors English
Four mathematics credits – Algebra I, geometry, Algebra II and above
Three science credits at the college-prep level; four credits with a block schedule
Three years of social studies Mathematics in the senior year
Louisiana - Baton Rouge 12-01-04 18
Southern
Regional
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High-performing Schools:Comparison of High- and Low-performing Schools by Recommended Curriculum Areas – Rigor
68%
29%
63%
41%
79%
55%
85%
English Mathematics Science Goal
Top Sites Low Sites
Louisiana - Baton Rouge 12-01-04 19
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3. High-performing Schools:Students Complete a Concentration – Focus
Mathematics and science concentration – four credits in each field, with at least one at the Advanced Placement level
Humanities concentration – four credits each in college-prep-level language arts and social studies, with at least one at the Advanced Placement level and four additional credits from foreign language, fine arts, journalism, debate, etc.
Career/technical concentration – four credits in a planned sequence of courses within a broad career field – pre-engineering, health/medical science, etc.
Louisiana - Baton Rouge 12-01-04 20
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Regional
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High-performing Schools:Completion of Concentrations at High- and Low-performing Schools – Focus
Louisiana - Baton Rouge 12-01-04 21
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Regional
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4. High-performing Schools:Higher Percentage of Students Experience High Expectations
Specific Practices High Low
State amount and quality of work for an “A” or a “B” (often)
53% 41%
Teachers’ availability for extra help (frequently)
67 53
One or more hours of homework (daily)
32 20
Revise written work (often) 44 32
Work hard to meet high standards (often)
52 40
Louisiana - Baton Rouge 12-01-04 22
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5. High-performing Schools:Higher Percentage of Students Have Intensive Literacy Experiences – Engaging Instruction
Literacy practices High Low
Revise written work for quality (often)
44% 32%
Write in-depth explanations (sometimes/often)
63 51
Complete short writings in English (monthly)
82 68
in science (monthly) 38 28
in social studies (monthly) 50 38
Louisiana - Baton Rouge 12-01-04 23
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Regional
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Literacy practices High Low
Use word processor (often) 60% 43%
Discuss topics with other students (monthly)
58 44
Read books outside of class (monthly)
48 31
Read technical materials in class (monthly)
48 37
Read non-school materials outside of school (two hours weekly)
23 20
High-performing Schools:Higher Percentage of Students Have Intensive Literacy Experiences – Engaging Instruction
Louisiana - Baton Rouge 12-01-04 24
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Regional
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6. High-performing Schools:Higher Percentage of Students Have Intensive Numeracy Experiences – Relevance/Engaging
Numeracy Practices High Low
4 courses, Algebra I and higher
63% 41%
Mathematics the senior year 79 73
4 or more mathematics courses
77 65
Louisiana - Baton Rouge 12-01-04 25
Southern
Regional
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Numeracy Practices High Low
Teachers link mathematics to real-life problems (sometimes)
75% 67%
Work-related mathematics problems (monthly)
35 27
Use of mathematics in career/technical assignments (monthly)
52 41
Solve problems outside textbook (monthly)
74 59
High-performing Schools:Higher Percentage of Students Have Intensive Numeracy Experiences – Relevance/Engaging
Louisiana - Baton Rouge 12-01-04 26
Southern
Regional
Education
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High-performing Schools:Higher Percentage of Students Have Intensive Numeracy Experiences – Relevance/Engaging
Numeracy Practices High Low
Orally explain processes. (monthly) 36% 27%
Work with others on assignments. (monthly)
54 38
Groups brainstorm to solve problems. (monthly)
63 46
Solve open-ended problems. (monthly)
76 61
Use graphing calculator. (weekly) 67 50
Louisiana - Baton Rouge 12-01-04 27
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Regional
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High Low
Completed at least 3 of the following: CP physical science, CP biology, Biology II, anatomy, CP chemistry, Physics, AP science
50%
23%
Took science the senior year 70 57
Take 4 or more science courses 58 36
7. High-performing Schools:Higher Percentage of Students Have Intensive Science Experiences – Relevance/Engaging
Louisiana - Baton Rouge 12-01-04 28
Southern
Regional
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High-performing Schools:Higher Percentage of Students Have Intensive Science Experiences – Relevance/Engaging
High Low
Use science equipment to do science activities (weekly)
39% 26%
Use science equipment to do science activities in the classroom (monthly)
77 63
Shown how scientific concepts are used in real-life situations (often)
39 28
Louisiana - Baton Rouge 12-01-04 29
Southern
Regional
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High-performing Schools:Higher Percentage of Students Have Intensive Science Experiences – Relevance/Engaging
High Low
Worked with one or more students in class on science work (monthly)
74% 58%
Prepared a written report on science project (monthly)
55 42
Read an assigned book or article dealing with science (monthly)
46 35
Louisiana - Baton Rouge 12-01-04 30
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Regional
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8. High-performing Schools:Higher Percentage Have Intensive Extra Help – Relevance/Relationship
High Low
Can get extra help from teachers when needed (often)
48%
36%
Teachers available (frequently) 67 53
Helps me to understand material (often)
49 39
Extra help often helps to get a better grade
44 33
Louisiana - Baton Rouge 12-01-04 31
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Regional
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Offer before/after school teacher-led extra-help sessions
Tutorial classes during the school day
Peer tutoring
Computer-based instruction
Immediate retake opportunities for
failed courses – after school, summer
Web-based instruction.
High-performing Schools:Extra-help Strategies – Support/Relationship
Louisiana - Baton Rouge 12-01-04 32
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Regional
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9. High-performing Schools:Higher Percentage of Students Have Intensive Guidance Experiences – Focus/Support/Relationship
Guidance Practices High Low
Planned program by end of grade 9
53 47
Talked with parents about high school plans (semester)
72 62
Spoke with someone in an aspired career field
73 62
Louisiana - Baton Rouge 12-01-04 33
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Regional
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High-performing Schools:Higher Percentage of Students Have Intensive Guidance Experiences – Focus/Support/Relationship
Guidance Practices High Low
Talked with teachers about plans after high school
85% 78%
Annual meeting to review program of study
71 62
Assigned adult adviser for all 4 years
44 38
Talked to college representative 87 79
Parents and I received information and assistance for college
70 57
Louisiana - Baton Rouge 12-01-04 34
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Regional
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10. High-performing Schools: Higher Percentage of Students See Importance of High School – Relevance/Focus/Relationship/Rigor
High Low
Courses are exciting and challenging (often)
23%
15%
I tried to do my best (often) 61 52
Failed to turn in assignment (sometimes/often)
26 32
Teacher encouraged me to do well (often)
58 45
Teachers would not let me get by without doing the work (often)
36 27
Louisiana - Baton Rouge 12-01-04 35
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Regional
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High-performing Schools: Higher Percentage of Students See Importance of High School – Relevance/Focus/Relationship/Rigor
High Low
It is very important to get good grades
77% 68%
It is very important to participate in class
66 57
It is very important to attend all classes
85 79
It is very important to take college-preparatory classes
54 46
Louisiana - Baton Rouge 12-01-04 36
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Regional
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11. High-performing Schools:Provide More Students Access to High-quality Career/Technical Studies – Relevance
Industry-certified teachers and programs
Students working for college credit and/or
employer certification exam
Active advisory committees
Access to off-campus career/technical
courses – Web-based, etc.
Offer youth apprenticeship opportunities
Integrate academic studies
Louisiana - Baton Rouge 12-01-04 37
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Regional
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12. High-performing Schools:Have Developed Middle Grades to Ninth Grade Transition Program – Transition
Getting students ready for CP English: a ninth grade catch up course
Getting students ready for real Algebra: a ninth grade catch-up course
Summer Program Curriculum alignment with middle
grades schools Orientation of students and parents to
the demands of high school
Louisiana - Baton Rouge 12-01-04 38
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Regional
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13. High-performing Schools:Have Developed a High School to College and Career Transition Program – Transition
Use the senior year to: Allow students who are ready to earn
college credit Get unprepared students ready for
college Prepare those not planning for college
to earn a certificate or pass an employer certification exam
“Save the seniors”
Louisiana - Baton Rouge 12-01-04 39
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Regional
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14. High-performing Schools:Higher Percentage of Teachers Report Intensive School Improvement Efforts – Leadership
Destrehan High School, LA
Continuous Improvement Practices
Goals are clear. 65%
Teachers maintain a demanding and supportive environment.
63%
Principals meet with teachers toexamine student work. (monthly)
69
Louisiana - Baton Rouge 12-01-04 40
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Regional
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High-performing Schools:Higher Percentage of Teachers Report Intensive School Improvement Efforts -- Leadership
Destrehan High School, LA
Continuous Improvement Practices
Teachers continue to learn and seek out new ideas
78%
Teachers/administrators work as a team 55
Teachers use data to evaluate school and classroom practices
93
Louisiana - Baton Rouge 12-01-04 41
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High-performing Schools:
What can states do to increase graduation rates and achievement?
Louisiana - Baton Rouge 12-01-04 42
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Regional
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High-performing Schools:
1. Hold schools accountable to increase annually the percentage of graduates completing the recommended academic core and who complete a mathematics and science, humanities or career concentration.
2. Require schools to have an effective transition program from middle grades to high school.
Louisiana - Baton Rouge 12-01-04 43
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Regional
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High-performing Schools:
3. Require schools to develop an extra-help system aimed to assist students to recover when they fail a grade or a course and to pass high-stakes exams.
Louisiana - Baton Rouge 12-01-04 44
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Regional
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4. Require that every student
develop a five-year program
of study that covers four
years of high school and one
year beyond.
High-performing Schools:
Louisiana - Baton Rouge 12-01-04 45
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Regional
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5. Provide students access to quality career/technical studies in high-demand, high-paying career fields.
High-performing Schools:
Louisiana - Baton Rouge 12-01-04 46
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Regional
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6. Require every high school teacher – academic, technical, fine arts and other – to be trained in how to use content-literacy skills and study skills to help students become independent learners in the teacher’s subject matter.
High-performing Schools:
Louisiana - Baton Rouge 12-01-04 47
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7. Require every high school to
develop a formalized
initiative for the transition
from high school to college
and careers.
High-performing Schools:
Louisiana - Baton Rouge 12-01-04 48
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8. Expand the use of technology in high school to improve achievement in core academic courses to help students recover when they fail a course and to meet standards on exit exams.
High-performing Schools:
Louisiana - Baton Rouge 12-01-04 49
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High School Graduation:
9. Examine state policies and their impact on improving graduation rates.
Louisiana - Baton Rouge 12-01-04 50
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Regional
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High School Graduation:
Does allowing 16 and 17 year-old
students to take the GED encourage
dropping out?
Louisiana - Baton Rouge 12-01-04 51
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Less than one in five 16 and 17 year-olds who drop out get a high school equivalency.
GED recipients with no additional education earn only 1% more than dropouts.
12% of male GED holders complete one year of college; 2% four years of college; 3% an associate’s degree; 18% on-the-job training.
Allowing teenagers to leave school for a GED lowers completion rates by 5%.
High School Graduation:
Facts to Consider
Louisiana - Baton Rouge 12-01-04 52
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Does linking driver’s licenses to school attendance work?
High School Graduation:
Drivers’ Licenses and High School Completion Rates
Louisiana - Baton Rouge 12-01-04 53
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Regional
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High School Graduation:
Drivers’ Licenses and Student Dropout Rates
West Virginia
Year Student Licenses Suspended
Dropout Rate (1)
1999 856 3.4%
2000 733 2.9
2001 791 2.5
2002 570 2.5
2003 490 NA
(1) Dropout rate is calculated by dividing the number of dropouts for the year by the second month’s enrollment grade nine to 12.
Source: West Virginia’s Department of Education
Louisiana - Baton Rouge 12-01-04 54
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High School Graduation:
Drivers’ Licenses and Student Dropout Rates
North Carolina
Year Student Licenses Suspended
Dropout Rate (1)
1998 2,558 6.78%
1999 5,255 6.43
2000 5,845 5.72
2001 6,327 5.25
(1) Dropout rate is calculated by dividing the number of dropouts for the year by the average enrollment of the current year grade nine to 12 and previous year.Source: NC Department of Public Instruction Web site.
Louisiana - Baton Rouge 12-01-04 55
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Do we need to adopt flexibility in our assessment for high school graduation? Giving students easy access to retaking examUsing national employer certification as a way to demonstrate performance; and
High School Graduation:
Examine State Policies and Their Impact on Improving Graduation Rates
Louisiana - Baton Rouge 12-01-04 56
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Regional
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Does your state accountability policy give equal emphasis to raising achievement and holding students in school?
Examine State Policies and Their Impact on Improving Graduation Rates
Louisiana - Baton Rouge 12-01-04 57
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Southern
Regional
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10. Develop a special emphasis on the lowest-performing high schools?
Require schools to adopt a research-based school improvement design.
• High Schools That Work• Talent Development• First Things First
Louisiana - Baton Rouge 12-01-04 58
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Southern
Regional
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38%43%
28%
60%55%
45%
Reading Mathematics Science
2002 Meeting Goals 2004 Meeting Goals
All gains are significant at the .01 level.Source: 2004 HSTW Assessment Data
High School Graduation:
Improvement at Low-performing Schools Adapting HSTW with a Comprehensive School Reform Grant
Louisiana - Baton Rouge 12-01-04 59
Southern
Regional
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Southern
Regional
Education
Board
Develop a special emphasis on the lowest-performing high schools.
Organize large, impersonal schools into Small Learning Communities.
Louisiana - Baton Rouge 12-01-04 60
Southern
Regional
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Southern
Regional
Education
Board
Develop a special emphasis on the lowest-performing high schools.
Create a state leadership academy focused on developing a TEAM of district and school leaders.
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