What Works And Is Hopeful Grover J. (Russ) Whitehurst, Ph.D. Director Institute of Education Sciences United States Department of Education About High School Improvement Archived Information

Historical Perspective 1957 Soviets launch Sputnik 1959 James Conant’s The American High School Today –decries localism and small size –Schools should serve the national interests and promote meritocracy 1983 A Nation at Risk (failure to teach math and science equivalent to disarmament) –High-school graduation requirements should be strengthened –Schools and colleges should adopt higher and measurable standards for academic performance. –The amount of time students devote to learning should be significantly increased. –The teaching profession should be strengthened by raising standards for training, entry, and professional growth 1994 Goals 2000, Educate America Act 2001 No Child Left Behind –By the year 2000, the high school graduation rate will increase to at least 90 percent. –By the year 2000, all students will leave grades 4, 8, and 12 having demonstrated competency over challenging subject matter including English, mathematics, science

How are we doing? Problems –Math and science –Dropouts (timely completion) –College preparation (ACT) Progress –College Enrollment –More rigorous standards

Problems

TIMSS Math 1995

NAEP Math 2000 Proficiency

Dropouts: event rate (NCES)

Timely Graduation

Students Ready for College (ACT)

Progress

College Enrollment

Trends in Math Course Taking

What Works: How do we know? The counterfactual –The outcomes participants would have experienced had they not participated in a program A comparison of 2 or more conditions –Small high schools work (counterfactual = what would have happened to students if they had gone to large HS) Selection Bias –Participants differ across conditions at the time of selection on outcome-related characteristics

Selection bias: School size

Selection bias: NAEP

Selection bias: Course Taking

Randomized Trials: The gold standard The essence –An education program or practice that is thought to work –Two or more conditions that differ in exposure to the program or practice –Random assignment to conditions –Tests for differences in outcomes Randomization eliminates selection bias

Rare Randomized Trials HS Career Academies Upward Bound Dropout prevention

Career Academies: Characteristics Small Learning Communities to promote interpersonal supports Career theme to combine academic curriculum with career-related courses Employer partnerships to support career awareness and development activities and work-based learning

Career Acad: Academic Outcomes

Career Acad: Employment

Career Acad: Male Employment

Career Acad: Implications Employer partnerships and career theme may be critical to employment outcomes Smaller learning communities do not enhance academic outcomes Males are better served by the program

Dropout Programs: Characteristics Counseling Smaller school settings –Alternative schools –Schools within schools Spend more Regular schools: Restructured vs. Targeted

Dropout Programs: Impacts GED programs increased percentage of students receiving GED or diploma from 24% (control) to 39% (prevention program) Alternative high schools had no effect on completion or dropout rate Restructured schools appeared to have no effects

Dropout Programs: Implications For high school students, the short path is best (GED) Restructured schools and alternative schools and schools within schools appear to be ineffective

Upward Bound Characteristics Upward Bound is ED program to help disadvantaged HS students prepare to enter and succeed in college. (44 thousand students in 563 projects around the country) Services include instruction, tutoring, and counseling during school year and a summer program

Upward Bound: Impacts Overall impacts were nonexistent or very small, e.g., no overall difference in high school graduation or college enrollment Large impact on enrollees with the lowest educational aspirations (and boys) –course-taking (17% increase in total credits) –high school graduation (13% difference) –college enrollment (12% difference in 4 yr college)

Upward Bound: Implications Focus on those with lowest aspirations Focus on boys Effects for highly at-risk high school students can be obtained without major restructuring of schools

Promising Programs & Influences Standards and accountability –California competency exams –MCAS Teacher preparation and professional development in math and science

CA Standards-Based Reforms

MA Competency Test

Evidence Still Out Comprehensive school reform models Smaller schools District-wide reform Remedial tutoring and instruction Vocational focus Charters and vouchers

Suggestions High school reform needs specificity and focus on problems and particular solutions –Dropouts –College preparation –College entry and success –Vocational success –Preparation for citizenship