Sponsored by the Kansas City Area P-20 Council and REL Central at McRELin partnership with the Kansas City Area Research Consortium (KC-AERC)

Helping Students Navigate the Path to

College: What High Schools Can Do

"Lifting graduation rates. Preparing our graduates to succeed in this economy. Making college affordable. That's how we'll put higher education within reach for anyone who wants it. That's how we'll reach our goal of once again leading the world in college graduation rates by the end of this decade.” President Obama, 2010

“It's an economic issue when nearly eight in 10 new jobs will require workforce training or higher

education by the end of this decade.”President Obama, 2010

Georgetown’s Center on Education and the Workforce predicts for 2018

Missouri’s Need: 59% of 1.8 million jobsKansas’ Need: 64% of 1 million jobs

Both states will need 185,000 additional people completing post-secondary degrees

than we currently have by 2018.

“In a single generation, we’ve fallen from first to 12th in college graduation rates for young adults. That’s unacceptable, but not irreversible.” President Obama, 2010

1970 NOW

15%

85%

College Grads

USARest of World

30%

70%

College Grads

USARest of World

Source: Education Equality Project

The Completion AgendaPRESIDENT OBAMA’S GOAL“Education is the issue of our time.” Increase the college graduate rates in the United States from 40% to 60% by 2020.Produce 8 million additional college graduates among 25-34 year olds.

LUMINA FOUNDATION’S BIG GOAL“Increase the proportion of Americans with high quality degrees and credentials to 60 percent by the year 2025.”

Why this, why now in Kansas City?

Kansas City Area P20 Council

Overview of P20 Asset Mapping

Missouri Department of Elementary & Secondary Education Support

Contracted with Kansas City Area Education Research Consortium (KC-AERC) to Conduct Asset Map of Region

Collected core asset information 10 educational sectors 9 regional counties

Missouri – Cass, Clay, Jackson, Platte, Ray Kansas – Johnson, Leavenworth, Miami, Wyandotte

Compiled information into database

Conduct a SWOT Analysis (strengths, weaknesses, opportunities and threats) of collected data

Kansas City Area P20 CouncilProposed Focus Areas

1. Increase the number of high school graduates successfully transitioning to post-secondary institutions.

2. Increase the number of post-secondary students attaining degrees and other credentials needed for career employability.

Next Steps for Kansas City P20

Focus on five counties including: Jackson, Clay, Platte (in Missouri); Wyandotte and Johnson (in Kansas).

Create a large, comprehensive coalition comprised of business, civic, labor, government, political, educational and nonprofit leaders in the five county region to address two work on focus areas.

Why this, why now in Kansas City?

Partners with P20 Council for today’s event YOU as the participants Greater Kansas City P20 Council Steering Committee

Honorable Cindy Circo, Thalia Cherry, Debbie Goodall, Laura Loyacono, Linda Washburn

Kansas City Area Education Research Consortium (KC-AERC) Dr. Leigh Anne Taylor Knight, Dr. Joseph Heppert & Sarah Frazelle

Central Region Educational Laboratory (REL Central at McREL) Susan Lopez & Heather Hoak

Dr. Jeff WilliamsVice President for Higher Education, Kauffman Scholars, Inc., and Member, Mid-continent Research for Education

and Learning (McREL) Board of Directors

Post-Secondary Access and Success

Matter to the Kansas City Area

Bob Marcusse

President and CEOKansas City Area Development Council

Post-Secondary Access and Success

Matters to the Kansas City Area

Terry Akins, Business Manager, IBEW Local 124

Scott Anglemeyer, Executive Director, Workforce Partnership

Dr. Terry Barnes, Assistant to the Provost, Community CollegePartnerships and Workforce Development, MU

Cindy Circo, Kansas City, Missouri, Councilwoman

Laura Evans, Talent Strategist, Cerner Corporation

Greg Graves, Chairman of the Board, Greater KC Chamber of Commerce, and President  and CEO of Burns & McDonnell

Bob Marcusse, President and CEO, Kansas City Area Development Council

Regional Educational Laboratory System

Regional Educational Laboratory System

To serve the educational needs of designated regions—using

applied research, development, dissemination, and training and

technical assistance—to bring the latest and best research to school

improvement efforts.

Regional Educational Laboratory ProgramU.S. Department of ED

Provide analytic help to states and districts in each of ten regions

REL Central serves Kansas and Missouri, along with Colorado, Nebraska, North Dakota, South Dakota, and Wyoming

RELs conduct: Rigorous Studies Fast Response Project Reports Bridging Research to Policy and Practice Events

Create opportunities for practitioners and policymakers to learn about the latest evidence-based research

Provide a forum for educators to engage with researchers and each other to improve practice

Inspire the development of communities of practice as a strategy for providing on-going technical assistance

Bridging Research and Practice Events

IES Practice Guides

PurposeTo provide practical recommendations for educators to address everyday challenges

Practices Guides:• Are developed by a panel of nationally recognized

researchers and practitioners

• Provide a systematic review of research on topics challenging to educators

• Include actionable recommendations, concrete how to steps, roadblocks and solutions, and indicators of the strength of evidence supporting each recommendation

IES Practice Guides Selected Titles

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle SchoolsAssisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary GradesUsing Student Achievement Data to Support Instructional Decision Making

Strong Requires (1) studies whose designs can support causal conclusions (internal validity) and (2) studies that in total include enough of the range of participants and settings on which the recommendation is focused to support the conclusion that the results can be generalized to those participants and settings (external validity).

Moderate Requires (1) studies that support strong causal conclusions but where generalization is uncertain or (2) studies that support the generality of a relationship but where the causality is uncertain.

Low Based on expert opinion derived from strong findings or theories in related areas and/or expert opinion buttressed by direct evidence that does not rise to the moderate or strong level. Low evidence is operationalized as evidence not meeting the standards for the moderate or high level.

Levels of Evidence

• Publishes Practice Guides

• In-Depth Research Reviews in Critical Areas

• Quick Reviews of Recently Released Studies

• Resources for Supervisors and School Leaders and Classroom Teachers

What Works Clearinghouse

• Recommendations for use by educators to develop practices to increase access to higher education

• Target audience is individuals who work in schools and districts

• Dr. William Tierney is the chair of the expert panel for this Practice Guide

IES Practice Guides

Improving Access to College

William G. TierneyUniversity Professor,

Wilbur Kieffer Professor of Higher EducationDirector,

Center for Higher Education Policy Analysis

http:/www.usc.edu/dept/chepa/

Source: Organisation for Economic Co-operation and Development (2003)

Percentage of 15- to 19-year olds enrolled in tertiary education for 11 OECD Countries in 2001

81.175

85.389.4

80.9 79.3

41

86.4

74.7 77.6

0

10

20

30

40

50

60

70

80

90

100

OECD Countries

Pe

rce

nt

In today’s dollars, bachelor’s degree recipients can expect to earn about 1 million more during working careers than high school graduates.

Median income of workers with a bachelor’s degree or higher is about double the income for those with only a high school degree.

$0$5,000

$10,000$15,000$20,000$25,000$30,000$35,000$40,000$45,000$50,000

YearlyEarnings

64% OF ALL JOBS IN KANSAS WILL REQUIRE A

POSTSECONDARY DEGREE OR CERTIFICATE BY 2018.

Source: The Kansas Commitment/Georgetown University

Source: Kansas System Enrollment Report to Regents January 19, 2011.

Kansas System of Higher Education: Fall 2010 Preliminary Report

Headcount Enrollment by Percentage

Public Universities Community Colleges Technical Colleges0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

53.9%

43.5%

2.6%

Kansas System of Higher Education: Fall 2010 Preliminary Report

Headcount Enrollment

Source: Kansas System Enrollment Report to Regents January 19, 2011.

Public Universities Community Colleges Technical Colleges0

20000

40000

60000

80000

100000

120000

Percent of adults age 24-64 with an associate’s degree of higher: United

States and Kansas

Source: Jones & Kelly (2007) based on U.S. Census Bureau 2005 American Community Survey

United States Kansas32

33

34

35

36

37

38

39

40

41

42

Age 25-34 Age 35-44 Age 45-54 Age 55-64

Percent of adults with a bachelor’s degree or higher: United States,

California, and Kansas

Source: U.S. Census Bureau. American Community Survey, 2006-08 3 Year Estimates

United States California Kansas0

5

10

15

20

25

30

35

98.1

9.2

29.228.4

31.130.4 3132.6

28.8

31.5 31

19.4

24.1

19.4

Age 18-24 Age 25-34 Age 35-44 Age 45-64 Age 65 & over

There are known knowns. These are things we know that we know. There are known unknowns. That is to say, there are things that we know we don't know. But there are also unknown unknowns. There are things we don't know we don't know.

Donald Rumsfeld

Known Knowns

Recommendation 1

Offer courses that prepare

students for college-level

work.

Ensure that students

understand what constitutes a

college-ready curriculum by

9th grade.

Recommendation 2

Utilize assessment measures

throughout high school.

Assist students in overcoming

deficiencies as they are

identified.

Recommendation 3

Surround students with adults

and peers who support

college-going aspirations.

Recommendation 4

Assist students in completing

critical steps for college entry.

Recommendation 5

Increase financial awareness.

Help students apply for aid.

How to

Recommendation 1

Offer courses that prepare

students for college-level work.

Implement a curriculum that

prepares all students for

college.

Include opportunities for

college-level work for

advanced students.

Ensure students understand

what constitutes a college-

ready curriculum.

Develop a four-year course

trajectory with each 9th grader.

Recommendation 2

Utilize assessment measures

throughout high school.

Utilize performance data to

inform students about their

proficiency.

Create an individualized plan

for students.

Offer courses and curricula

that prepare students for

college-level work.

Recommendation 3

Surround students with adults

and peers who support

college-going aspirations.

Provide mentoring for students.

Facilitate student relationships

with peers who plan to attend

college.

Provide hands-on opportunities

for students to explore different

careers.

Recommendation 4

Ensure students prepare for,

and take, the appropriate

college entrance exam.

Assist students in their college

search.

Assist students in completing

applications.

Assist students in completing

critical steps for college entry.

Recommendation 5

Increase families’ financial

awareness.

Help students and parents

complete financial aid forms.

Organize workshops about

college affordability,

scholarship, and financial aid.

Roadblocks on the Road to Reform

Teachers may not be trained

to teach advanced courses.

Enrolling students who are not

prepared for academic rigor in

college prep classes is seen

As counterproductive.

Mentoring relationships between

students and mentors do not last;

the availability of mentors

changes over time.

Ninth-grade students are not

interested in discussing

their career interests.

The school already offers

many extracurricular activities.

There are insufficient

resources to offer college

access programs, or that bring

together college-going peers.

Counselors have large caseloads

The time and distance

required to travel to test prep

sites is a problem.

Staff do not have current

information about college

requirements.

Parents have limited time to

participate in college visits

The school does not have staff

who are trained on financial

aid policy.

Unknown Knowns

Prepare students for cultural

and social challenges in

college.

Foster relationships with

middle schools, community

colleges, and four-year

institutions.

Known Unknowns

Understand how technology is

transforming our lives – and

education

Unknown Unknowns

Accept the Importance of Innovation

Center for Higher Education Policy Analysis

www.21st Century Scholar.org

Q&A

Schools and School DistrictsOver thirty public school districts,

as well as additional private, parochial and charter schools, spread over the five-county Kansas City metropolitan area

Collaborating Universities

KC-AERC has early-stage funding from the Kauffman Foundation.

Mission Statement Our shared goal is to improve P-20 education for all students

in the Kansas City metropolitan area by providing powerful tools for

data-driven educational research, evaluation and implementation.

Leading Community Organizations

Collaborative efforts are ongoing with local education agencies, foundations, chambers and economic development entities,

as well as the state education departments of Kansas and Missouri.

Pilot Research Projects: Transitions to Higher Education and Attainment

Two parallel studies linking district data to college attendance and attainment data provided by the National Clearinghouse.

Blue Valley School District—KU Olathe School District-UMKC

Questions developed by key personnel within the two participating school districts.

Olathe QuestionsHow do patterns of college enrollment and persistence vary by gender, ethnicity, and free/reduced-lunch status?How do these patterns compare to national data?How do these patterns vary for students who have participated in the 21st Century Program?

Blue Valley QuestionsWhat are academic factors (courses taken, grades) that determine the selectivity of the post-secondary institution that students attend?

What are the academic factors that predict persistence at highly selective institutions?

What’s Working in the KC Metro?

Dr. Gretchen SherkDirector of Secondary Programs

Olathe Public Schools

Dr. Elizabeth Parks Director of Assessment & Research

Blue Valley School District

What’s Working in the KC Metro?

Beth CollinsKCMSD A+ Coordinator & MCAC Site Supervisor

Paseo Academy of Fine & Performing Arts

Cherelle WashintonMCAC College Adviser

Paseo Academy of Fine & Performing Arts

Meaghan BrougherMCAC College AdviserVan Horn High School

Processing and Providing InputNo forgone conclusionsResearch to informLocal context

Identify collective issues and ideas Next steps: Actionable items at individual sites and

as a metropolitan community

Kansas City Area P20 CouncilProposed Focus Areas

1. Increase the number of high school graduates successfully transitioning to post-secondary institutions.

2. Increase the number of post-secondary students attaining degrees and other credentials needed for career employability.

Processing and Providing InputRate the Focus AreasIdentify Actions Needed to address Focus AreasIdentify one or all of the following:

Resources Gaps Other Key Stakeholders Strategies YOU want to see employed at your site

and/or in the metropolitan area

Helping Students Navigate the Path the College