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Navigating the Path to College: What High Schools Can Do

Hilton Norfolk Airport


Norfolk, Va November 5, 2012

Welcome & Event Overview


Dr. John Nunnery, The Center for Educational Partnerships at Old Dominion University Dr. Deborah Jonas, Associate Director for Education, CNA Dr. Lydotta Taylor, President, The EdVenture Group

Agenda
Welcome and introductions Overview of the REL Helping Students Navigate the Path to College: What High Schools Can Do A Practice Guide School Self-Analysis Building a College-Ready Curriculum Lunch Critical Steps for College Entry School Planning Session Wrap-up

Whats a REL?
Authorized by the Education Sciences Reform Act of 2002 Regional applied research and analysis capacity supporting state, district ,and local needs Under the auspices of the Department of Education, Institute of Education Sciences (IES)

What are REL Appalachias goals?


Assess regional research needs by monitoring emerging education issues and challenges Maintain and refine research alliances through ongoing dialogue between educators in each region and researchers Provide analytic technical support to increase use of data and analysis to understand policies and programs, make decisions, and support effective practice Conduct research and evaluation studies of rigor and method appropriate to the questions the studies attempt to answer Distribute results of REL research across the region Coordinate and partner with other RELs and education research and technical assistance organizations at the federal, state, and local levels

REL Appalachias Mission


Support the applied research and technical support needs of Kentucky, Tennessee, Virginia, and West Virginia Conduct empirical research and analysis Bring evidence-based information to policy makers and practitioners Ultimate goal, improve student achievement Inform policy and practice for states, districts, schools and other stakeholders Focus on discrete high priority issues and build, over time, a body of knowledge www.relappalachia.org
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Overall REL Appalachia Theory of Change

Three Major Thematic Areas Unify REL Appalachias Work


Ensuring College and Career Readiness
How can we better utilize extant data to improve student success? How prepared are students to progress through transition points in secondary education? What access and enrollment opportunities in higher-level academic courses exist in rural areas? Can schools better employ dropout prevention tools? Can we better understand the characteristics of these schools and their students, and thereby better target support? Are schools implementing research-based improvement practices in the REL Appalachia region? Has research identified additional promising strategies (e.g., increased learning time)? Are there examples of human capital practices and trends that might help inform recruiting and retention efforts? How can data improve working conditions and school culture?

Improving Low-Achieving Schools


Supporting Effective Teachers and Leaders


Todays Workshop: Navigating the Path to College: What High Schools Can Do
Presented by the REL Appalachia in collaboration with The Center for Educational Partnerships at Old Dominion University

Workshop Goals
Understand the Practice Guide recommendations and how they can be used to develop practices to increase access to higher education. Apply research recommendations in the context of your school environment, drawing on information presented in the practice guide and by the expert practitioners.

Formulate next steps of a college readiness action plan based on IES practice guide and suggested recommendations.

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Helping Student Navigate the Path to College: What High Schools Can Do
Dr. William Tierney

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Yes We Can: What High Schools Can Do to Increase Access to College


William G. Tierney University Professor, Wilbur Kieffer Professor of Higher Education Director, Pullias Center for Higher Education pullias.usc.edu

Pullias Center for Higher Education

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Pullias Center for Higher Education

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Pullias Center for Higher Education

Hi William, How have you been? My summer was great I made lots of money and did good in my Psychology 127A class. It was my first upper-division class and I am pretty sure I got a A- or B+ I was disappointed because I was close to an A by 5 points. Your going to get mad but I didn't listen and I worked two jobs making $1,150 dollars every 2 weeks. It is good though cause I have no debt and helped my dad and got to buy nice clothes and college essentials. I have not grown my hair yet because I don't want to spend money on gel or waste time combing my hair. I was a B/ C+ student my first year, but this year things are going to be different, I learned from my mistakes. Unfortunately I don't know when we will be able to get coffee this week since I am working crazy hours due to move- in. I forgot to mention I got hired in lots of places but I choose to work at the Front Desk at Sproul where I am going to be living for this year.

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Pullias Center for Higher Education

Sorry for all the misspellings! I wont let it happen again! I am at work right now. I am happy because I know what I want to do with my life after I graduate and I have been networking a lot. It is nice knowing a lot of important people from UCLA. While networking I was offered scholarships See you soon, I hope! Eduardo

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Pullias Center for Higher Education

By 2020, America will once again have the highest proportion of college graduates in the world.
President Obama, February 2009

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Pullias Center for Higher Education

Percentage of 15- to 19-year olds enrolled in tertiary education for 11 OECD Countries in 2001
100 90 80 70 60 50 40 30 20 10 0 89.4 80.9 79.3

81.1 75

85.3

86.4 74.7 77.6

Percent

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OECD Countries

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

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Pullias Center for Higher Education

"The added value of a bachelors degree over a high school diploma or GED has increased to $1.2 million."

Kantrowitz, M. (2007). The financial value of a higher education. Journal of Student Financial Aid, 37(1),1927.

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Pullias Center for Higher Education

Median income of workers with a bachelors degree or higher is about double the income for those with only a high school degree.
$60,000 $50,000 $40,000
Yearly Earnings

$30,000
$20,000 $10,000 $0

U.S. Census. (2012, July 24). Back to school: 20122013. Washington, DC: Author. Retrieved from http://www.census.gov/newsroom/releases/pdf/cb12ff15_backtoschool.pdf

State Contributions

Pullias Center for Higher Education

To reach a 60% college-going rate by 2025, the U.S. must produce 23 million more college graduates than are expected at present rates of production. That means:
2.75 million more in California 1.45 million more in New York 476,000 more in Arizona

Lumina Foundation for Education. (2009). Lumina Foundations strategic plan: Goal 2025. Retrieved from http://www.luminafoundation.org/goal_2025/Lumina_Strategic_Pla n.pdf

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Pullias Center for Higher Education

Remediation Quick Facts


100%
80%

60%
40%

Percentage of Students in Remediation

20%
0%

Nation

UC System

Cal State System

California Community Colleges

Aud, S., Hussar, G., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K. (2011). The condition of education, 2011 (NCES 2011-033). Washington, DC: National Center for Education Statistics, U.S. Department of Education. California Legislative Analyst Office. (2011, March). Higher education: Answers to frequently asked questions. Are entering freshmen Prepared for college-level work? Retrieved from http://www.lao.ca.gov/sections/higher_ed/FAQs/Higher_Education_Issue_02.pdf

Pullias Center for Higher Education

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

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Pullias Center for Higher Education

Known Knowns:

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Recommendation 1

Pullias Center for Higher Education

Offer courses that prepare students for college-level work. Ensure that students understand what constitutes a college-ready curriculum by 9th grade.

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Recommendation 2

Pullias Center for Higher Education

Utilize assessment measures throughout high school. Assist students in overcoming deficiencies as they are identified.

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Recommendation 3

Pullias Center for Higher Education

Surround students with adults and peers who support college-going aspirations.

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Pullias Center for Higher Education

How to:

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Recommendation 1

Pullias Center for Higher Education

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 that students understand what constitutes a college-ready curriculum by 9th grade.
Develop a four-year course trajectory with each 9th grader.

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Recommendation 2

Pullias Center for Higher Education

Utilize assessment measures throughout high school.


Utilize performance data to inform students about their proficiency. Create an individualized plan for students.

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Recommendation 3

Pullias Center for Higher Education

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.

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Pullias Center for Higher Education

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Recommendation 4

Pullias Center for Higher Education

Assist students in completing critical steps for college entry.

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Recommendation 5

Pullias Center for Higher Education

Increase financial awareness.


Help students apply for aid.

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Pullias Center for Higher Education

How to:

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Recommendation 4

Pullias Center for Higher Education

Assist students in completing critical steps for college entry.


Assist students in completing the application. Assist students in their college search.

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Recommendation 5

Pullias Center for Higher Education

Increase financial awareness.


Help students and parents complete financial aid forms. Organize workshops about college affordability, scholarship, and financial aid.

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Pullias Center for Higher Education

Roadblocks on the Road to Reform:

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Roadblocks

Pullias Center for Higher Education

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.

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Roadblocks

Pullias Center for Higher Education

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.

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Pullias Center for Higher Education

Unknown Knowns:

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Pullias Center for Higher Education

Prepare students for cultural and social challenges in college. Foster relationships with middle schools, community colleges, and four-year institutions.

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Pullias Center for Higher Education

Known Unknowns:

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Pullias Center for Higher Education

Understand how technology is transforming our lives and education.

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Pullias Center for Higher Education

Unknown Unknowns:

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Pullias Center for Higher Education

Accept the importance of innovation

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Pullias Center for Higher Education

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Pullias Center for Higher Education

Pullias Center for Higher Education


Website: http://pullias.usc.edu/ Blog: http://www.21stcenturyscholar.org/

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School Self Analysis

Dr. Lydotta Taylor, Facilitator Dr. John Nunnery, Moderator Dr. William Tierney, Expert Researcher

School Self Analysis

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Expert Researcher Question & Answer

Dr. John Nunnery, Moderator Dr. William Tierney, Expert Researcher

Panel Discussion: College-Ready Curriculum and Instructional Practices


Presentation: College-ready Curriculum and Instructional Practices: Learning Enhanced through the Nature of Science (LENS) Dr. Joanna K. Garner, The Center for Educational Partnerships, Old Dominion University Ms. Melani Loney, Virginia Beach City Public Schools Panelists Mr. Greg Frank, Tidewater Community College Dr. Leslie Grant, College of William and Mary Mr. Keith Leonard, Landstown High School Mr. Michael Lyle, Tidewater Community College Ms. Cathy Miekina, First Colonial High School Dr. Camilla Walck, Princess Anne High School

College Ready Curriculum and Instructional Practices in Science: Learning Enhanced through the Nature of Science (LENS)
Joanna K. Garner, Ph.D.
The Center for Educational Partnerships Old Dominion University

Melani Loney, M.S.


Virginia Beach City Public Schools

The LENS project was supported by a Math Science Partnership award from Virginia Department of Education

Overview
Review of Practice Guide recommendations (1 & 2)
Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade Utilize assessment measures throughout high school so that students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified

Example of recommendations in action: Learning Enhanced through the Nature of Science (LENS) Early results of the LENS program

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Recommendation Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade Suggested Approach Teachers should have access to professional development opportunities that sharpen their skills so that the curriculum they teach is as rigorous and engaging as possible

Roadblock 1.1. Teachers may not be trained to teach advanced courses

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Analysis of division data revealed discrepancies in high school achievement that could impact college readiness

Percent Pass Advanced*


Biology Chemistry

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26.2

10.5

8.6

Earth Science in grade 8

Earth Science in grade 9

*Data from 2010-2011 school year, Virginia Beach City Public Schools
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Low percentages of teachers indicated that students could use scientific investigation and analysis skills independently
100

80
60 40 57.6 20 18.5 0 Design Design Transfer experiment experimental science from procedure to reasoning hypothesis test from one hypothesis curriculum unit to another Apply math Draw Explain why skills to conclusions data or science from a graph observations classroom are important 19.6 29.4 25 67.4

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Recommendation Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade Suggested Approach Teachers should have access to professional development opportunities that sharpen their skills so that the curriculum they teach is as rigorous and engaging as possible

Roadblock 1.1. Teachers may not be trained to teach advanced courses

Response Interdisciplinary professional development to increase teachers ability to integrate scientific investigation and analysis skills into the curriculum; vertical alignment of skills and expectations

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Recommendation Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade

Recommendation Utilize assessment measures throughout high school so that students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified Roadblock 2.2. Some school staff do not have the time or the training to collect or analyze data Suggested Approach Provide technical assistance to staff in interpreting and acting on findings from student assessments

Response Increase assessment literacy of teachers; collaborative development of cornerstone assessments

Overview
Review of Practice Guide recommendations (1 & 2)
Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade Utilize assessment measures throughout high school so that students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified

Example of recommendations in action: Learning Enhanced through the Nature of Science (LENS) Early results of program

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The LENS project brings higher education faculty and high school science teachers together
Faculty support teachers as they complete interdisciplinary, inquiry-based investigations

Teachers refine skills and deepen their content knowledge

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Education faculty work alongside scientists to promote the translation of institute experiences into the classroom
Teachers increase their assessment literacy and analyze division data

Teachers generate performance standards to guide assessment development

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Teachers are supported to explore and commit to changes to their instructional practices

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Overview
Review of Practice Guide recommendations (1 & 2)
Offer courses and curricula that prepare students for college-level work, and ensure that students understand what constitutes a college-ready curriculum by 9th grade Utilize assessment measures throughout high school so that students are aware of how prepared they are for college, and assist them in overcoming deficiencies as they are identified

Example of recommendations in action: Learning Enhanced through the Nature of Science (LENS) Early results of program

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Teachers expressed confidence in their ability to retain and apply what they learned at the LENS Institute
10 9 8

Post-institute mean confidence rating (10 point scale)

7 6 5 4

3
2 1 0

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Variations in teachers pedagogical reactions to issues in science to teaching parallel the emphasis on daily activities

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Variations in teachers pedagogical reactions to issues in science teaching parallel the emphasis on daily activities

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Although it is in the early stages of implementation, the LENS project represents a local application of IES recommendations

Suggested Approach Teachers should have access to professional development opportunities that sharpen their skills so that the curriculum they teach is as rigorous and engaging as possible

I enjoyed working within the disciplinespecific areas to look at areas of opportunity and working across the disciplines to examine how their disciplines tie in with my own. This will definitely play an important part in my teaching style this year.

Suggested Approach Provide technical assistance to staff in interpreting and acting on findings from student assessments

I really enjoyed the opportunity to work on the cornerstones assessment. I appreciate being guided through the process of unpacking the standards, of revisiting Bloom's Taxonomy, and of going through what it means to evaluate an assessment for validity.

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Discussion
What changes have taken place in the classroom as a result of LENS? How has this project increased the ability of schools to prepare students for college? Have changes been made to the curriculum as a result of LENS? How has this program had an impact on the availability of advanced courses in science in high schools and increased college opportunities?

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Lunch
Provided by The Center for Educational Partnerships at Old Dominion University

Critical Steps for College Entry


Panel Discussion: Old Dominion University and Tidewater Community College
DARDEN
T H E C E N T E R

CO LLEGE
F O R

O F

EDUCATION
P A R T N E R S H I P S

E D U C A T I O N A L

Recommendation 4: Engage and assist students in completing critical steps for college entry.
Suggestions for this recommendation: 1. Ensure students prepare for, and take, the appropriate college entrance or admissions exams early. 2. Assist students in their college search. 3. Coordinate college visits. 4. Assist students in completing college applications.

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Our Undergraduate Admission webpage contains all the information parents and students need, including links for potential freshman, university facts and figures, and campus visits.

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ODUs Freshman webpages contain detailed information on the application process.

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The Application Process webpage includes info on academic requirements, testing, due dates, and a checklist to assist students and parents through the application process.

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Recommendation 5: Increase families financial awareness, and help students apply for financial aid.
Suggestions for this recommendation: 1. Inform parents and students prior to 12th grade about college affordability, scholarship, and aid sources; and financial aid processes. 2. Help students and parents complete financial aid forms prior to eligibility deadlines.

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The Freshman webpage also provides links to financial information, including a Tuition Calculator and available financial aid.
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Additionally, the universitys Financial Aid webpage contains a video presentation of Frequently Asked Questions and links to a variety of resources, forms, and assistance through the Financial Aid process.

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Tidewater Community Colleges (TCC) Admissions process differs from that of four-year colleges and universities. Our Admissions webpage details the steps students and parents will take for admission to the college. This page also contains links to Open House events at our four campuses and counseling services available at TCC.

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TCCs Advising and Counseling Services webpage provides information on services to assist students in defining and achieving their education and career goals.

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Tidewater Community College also provides information to promote financial awareness for parents and students through its Financial Aid webpage. This page includes a video presentation of Frequently Asked Questions, links to the Free Application for Federal Student Aid (FAFSA), eligibility determination checklists, and a college cost calculator.

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Small Group Planning

Dr. Lydotta Taylor, Facilitator

Wrap-up and Next Steps


Thank you for participating in this workshop! Please fill out the Stakeholder Feedback Survey before you leave. Please let us know how REL Appalachia can continue to support you. Dr. Lydotta Taylor (lmtaylor@edvgroup.org)

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REL Appalachia Tools & Resources


Online Resources:
Website: Events information: IES REL Website: Monthly newsletter: www.RELAppalachia.org
www.RELAppalachia.org/news-events

http://ies.ed.gov/ncee/edlabs/ To received our newsletter, email: RELAppalachia@cna.org


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