Graduation Rates & PostSecondary Paths Tuesday, February 6, - - PowerPoint PPT Presentation

Graduation Rates & Post‐Secondary Paths

Tuesday, February 6, 2018 Joseph Kempisty, Credit Recovery & Re‐Engagement Deborah Kraft, Supervisor of K‐12 Counseling Ken Wong, Supervisor of Equity, Student Success

Judy Buckmaster, E.D. Student Services Shomari Jones, Director of Equity The Bellevue School District Mission:  To provide all students with an exemplary college preparatory education so they can succeed in college, career and life. For additional information regarding this presentation contact: Name – Deb Kraft Email: kraftd@bsd405.org Phone: (425) 456‐4168 1

Agenda

2

• 1. What is our graduation rate? How has it changed over time?
• 2. What are our students doing after graduation?
• 3. For those who go to college, what are the persistence rates?
• 4. Who is not graduating successfully in our current system, and

what are we doing about it?

• 5. How have all of these changed over time?

Highlights (1/4)

3

• What is our graduation rate? How has it changed over time?
• BSD’s 4‐year graduation rate has hovered around 90% for the last 5 years. The 5‐year

graduation rate has increased gradually over time to around 94.5%.

• There is a large and persistent difference in the graduation rates of Black and

Hispanic students (77%‐83%) and Asian, Multi‐Ethnic, and White students (91‐93%).

• There are also graduation rate disparities for ELL students (71% graduation rate),

students with IEPs (73%), and low income students (85%). These disparities are reduced when looking at the 5‐year extended graduation rate (85% for ELL, 76% for students with IEPs, and 86% for low income). Students with 504 plans have a 5‐year graduation rate of 94%.

Slides 7‐9

• What are our students doing after graduation?
• The year after graduating, 73% are enrolled in college (72.5% in a 4‐year college and

1% in a 2‐year college); 20% unknown; and the remainder are engaged in a gap year

• r are in the workforce or military.
• The percent of students enrolled in college during the first year after graduating high

school ranges from 65% of Sammamish graduates to 92% of International graduates.

• The race gap is evident in college enrollments: 76%‐89% of Multi‐Racial, White, and

Asian students enroll in college, compared to 56% of Black students and 53% of Hispanic students.

• Of the Class of 2017 students attending college, 21% are at the University of

Washington and 11% are at Bellevue College.

Slides 10‐15

Highlights (2/4)

4

• For those who go to college, what are the persistence rates?
• For the high school class of 2015, 93% of college freshmen continued into their

sophomore year. Rates were similar across schools, ranging from 90% of Sammamish graduates to 96% of International graduates.

• Ninety‐seven percent of Asian students persisted in college, compared to 93% of

White students and Multi‐Racial students and 88% of Hispanic students. The persistence percentage for Black students was not available for the Class of 2015.

Slides 16‐17

• Who is not graduating successfully in our current system?
• For the Class of 2017, 89 seniors did not graduate in June. Thirty three of these

students are continuing in a 5th year program. Twenty three have since graduated or enrolled in an Open Doors 1418 Youth Reengagement program (ESSHB 1418). The remainder have dropped out or their status is unknown.

• Our 89 non‐graduates were disproportionately Hispanic, low income, receiving

special education services, and/or receiving ELL services. Of these 89 non‐graduates, 21 students receiving special education and/or ELL services continued into a 5th year

• f high school.

Slides 18‐19

Highlights (3/4)

5

• What are we doing to support Student Success?
• This is the second year we have had a Graduation Success Coach at each of our four

comprehensive high schools. These coaches specifically work to support students that we have historically failed as a school system. Our GSCs strive to build a bridge as advocates.

• Our Credit Recovery Program expanded this year to include online credit recovery for

designated students at all six of our high schools. In addition, our After School Credit Recovery Program expanded to all four comprehensive high schools. Based on successes last year and this year, we are continuing to use Apex Learning as our

• nline credit recovery course provider.
• This past summer 2017, our High School Summer School program focus was

redesigned to be very intentional in building positive student‐to‐student and student‐to‐teacher relationships in each classroom. Ninety‐eight percent of students earned credit in at least one summer school course. In total, 495 students earned credit in 717 courses.

• We are partnering with Graduation Alliance and other Open Doors 1418 Youth

Reengagement programs (ESSHB 1418) to reengage students in a graduation or career pathway to earn their high school diploma, general education diploma (GED), Associates of Arts degree, or career certificate.

• A Transitional Coach meets with and tracks progress of all Transitional Multi‐lingual

students at the secondary level to ensure success toward graduation. These are students who recently exited ELL services and still need support. Seventy‐seven high school students are served by this coach.

Slides 21‐26

Highlights (4/4)

6

• Additional supports for Student Success
• College & Career Advisors work collaboratively with counselors to

ensure students receive information regarding multiple pathways for post‐secondary plans;

• Case management for Unaccompanied Minors in high schools ensuring

face‐to‐face adult support and formation of supportive network for academic and personal/social needs;

• Regular check‐in with Supervisor of Pupil Management regarding truancy

issues; participation on Truancy Board to support students and families; Slides 27

• How has it all changed over time?
• 4 and 5 year Grad Rates overtime (slide 7)
• Grad Rates by Race overtime (slide 8)
• Grad Rates by sub‐groups overtime (slide 9)
• Enrollments in college in first year after graduating h.s. overtime (slide 14)
• Persistence in the second year overtime (slide 16)

Graduation Rates Over Time

7

Class 4yr Grad Rate 5yr Grad Rate Class of 2017 91.1 N/A Class of 2016 89.5 94.0 Class of 2015 90.4 94.5 Class of 2014 91.6 94.9 Class of 2013 88.9 91.0

Graduation Rates Over Time by Race

8

40% 50% 60% 70% 80% 90% 100% 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Trends by Race

Black Asian Hispanic Multi‐Ethnic White

Class of 2017 Graduation Rates by Subgroup

9

*Important to note that the On‐Time and Extended rates are for two different cohorts. On‐Time is for the class of 2017; extended is for the class of 2016 in their fifth year.

Class of 2017 On‐time (4 year) Extended (5 year)* Total 91 94 Asian 93 97 Black 77 85 Hispanic 83 86 Multi‐Ethnic 96 92 White 91 94 ELL 71 85 Special Ed 73 76 504 87 94 Low income 85 86 Malen 90 92 Female 92 96

What did the Class of 2017 do after graduating high school?

10

We have two ways of collecting information on students’ post‐graduation choices:

• Each spring we give a senior survey asking students about

their plans

• In the fall, we receive college enrollment data from the

National Clearinghouse

By combining these two data sources, we see the number of students who indicated a plan to go to college versus those who actually entered. We currently learn about the status of students who do not enter by making individual calls and connecting when possible.

Class of 2017: Self‐Reported Post‐Graduation Plans as

• f Spring 2017

11

Self‐ReportedPlans on the Senior Survey, Spring 2017

Notes: The percentages show what percent of students in the subgroup chose each option. For example, 80% of Asians reported they were planning to attend a 4-year college, 13% reported they planned to attend a 2-year college, etc. Note that the data shown here are self-reported from the spring 2017 senior survey, and may differ from the actual college enrollment data collected from Naviance and the National Clearinghouse in the fall. Additionally, Naviance classifies Bellevue College as a 2 year college, but the National Clearinghouse classifies them as a 4 year college.

Choice Total White Black Asian Hispanic Multi 4 Yr College 67% 67% 44% 80% 32% 71% 2 Yr College 20% 20% 40% 13% 42% 21% Non US College 2% 2% 0% 1% 2% 3% Military 0.4% 1% 0% 0% 1% 0% Employed 2% 2% 0% 0% 5% 1% Year Off 2% 3% 2% 1% 3% 2% Other 1% 1% 2% 1% 3% 1% Unknown 5% 4% 12% 3% 11% 2% Total Students 1541 683 43 495 152 151

Class of 2017: Post‐Graduation Choices as of Fall 2017

12 Spring senior survey data combined with Fall National Clearinghouse data

• n college attendance

Data Sources: College attendance data are from the National Clearinghouse and reflect actual enrollments. Other categories are from self‐reports on the senior survey. Students who said they plan to enroll in college but were not in the National Clearinghouse data are listed as Other/Unknown (they may be attending international universities).

1127 15 4 28 9 41 11 6 12 322 200 400 600 800 1000 1200

Where are our graduates going?

• Total college – 1142 (of 1325 who indicated they were going to college
• Other/Unknown – 322 (including 225 who indicated college but there is no record of enrollment)

Top 50 Colleges for the Class of 2017

13

Source: Naviance, as of winter 2017. *Univ. of Washington campuses reported together College Applied Attending College Applied Attending

• Univ. of Washington

817 332 * Northeastern Univ. 52 5

• Univ. of Washington, Bothell

215 * Oregon State Univ. 70 5 Bellevue College 331 168 Stanford Univ. 185 5 Washington State Univ. 425 77

• Univ. of Arizona

73 5 Western Washington Univ. 350 48

• Univ. of Colorado at Boulder

118 5 Central Washington Univ. 157 25

• Univ. of Illinois at Urbana

40 5

• Univ. of California, Berkeley

213 24 Whitman College 74 5 Seattle Univ. 167 22 Cornell Univ. 114 4 CA Polytechnic State U, San Luis Obispo 105 15 Evergreen State College 24 4 New York Univ. 114 14 Johns Hopkins Univ. 85 4 Santa Clara Univ. 137 14

• Univ. of Denver

45 4 Gonzaga Univ. 119 11

• Univ. of Portland

61 4 San Diego State Univ. 64 11 Washington Univ. in St. Louis 81 4 Seattle Pacific Univ. 70 10 Yale Univ. 86 4 Arizona State Univ. 53 9 Boise State Univ. 33 3

• Univ. of Southern California

234 9 Brigham Young Univ. ‐ Idaho 10 3 Dartmouth College 61 7 Case Western Reserve Univ. 35 3 Montana State Univ. ‐ Bozeman 47 7 Colorado State Univ. 29 3 Carnegie Mellon Univ. 77 6 Duke Univ. 92 3 Chapman Univ. 85 6 Emory Univ. 44 3 Eastern Washington Univ. 77 6 Harvard Univ. 97 3 Purdue Univ. 64 6 Indiana Univ. at Bloomington 18 3

• Univ. of California, Los Angeles

210 6 Loyola Marymount Univ. 52 3

• Univ. of Oregon

80 6 Pomona College 48 3

• Univ. of San Diego

89 6 Seattle Central Community College 6 3 Brigham Young Univ. 14 5

• Univ. of California, San Diego

131 3 Lake Washington Institute of Tech. 25 5

• Univ. of California, Santa Barbara

101 3

• Mass. Institute of Technology

72 5 Vanderbilt Univ. 64 3

% of High School Graduates Enrolled in College in the First Year After Graduating, by School

14

2012 2013 2014 2015 2016 2017 BHS 83 81 85 81 78 83 IHS 79 76 82 81 79 73 IS 92 83 93 86 86 92 NHS 86 87 83 81 82 82 SHS 74 74 71 75 63 65 50 55 60 65 70 75 80 85 90 95 100

% Enrolled in College

BHS IHS IS NHS SHS

% of High School Graduates Enrolled in College in the First Year After Graduating, by Race

15

53% 56% 76% 81% 89% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% HISPANIC BLACK WHITE MULTI ETHNIC ASIAN

% of Each Race Enrolled in College, First Year After Graduating HS Class of 2017

Average: 78%

College Persistence from Freshmen to Sophomore Year, by School

16

2010 2011 2012 2013 2014 2015 BHS 95% 93% 94% 94% 95% 94% IHS 94% 95% 93% 94% 92% 96% IS 94% 98% 100% 100% 98% 92% NHS 94% 96% 95% 97% 93% 95% SHS 90% 89% 90% 88% 92% 90% 70% 75% 80% 85% 90% 95% 100% BHS IHS IS NHS SHS

17

College Persistence from Freshmen to Sophomore Year, by Race (Class of 2015)

Average: 94%

88% 93% 93% 97% 82% 84% 86% 88% 90% 92% 94% 96% 98% HISPANIC WHITE MULTI ETHNIC ASIAN

Class of 2015 College Enrollment Persistence from Year 1 ‐ Year 2, by Race

Non‐Graduates

• For any given cohort of students starting 9th grade in BSD,

ideally we would like to know how many students drop out each year, why they drop out, and where they go. Our information for this group is inconsistent and incomplete.

• When students leave our district, we may not know why or where they are going

unless they tell us or we get a records request from another school district.

• What we do know: Of the BSD students who started their

senior year in the Fall of 2016, 89 did not graduate in June, 2017.

• 18 of these students have since graduated
• 33 are continuing in a 5th year
• 5 are currently enrolled in an Open Doors 1418 Youth Reengagement program
• 11 have dropped out
• 22 are unknown

18

What are the demographics of seniors who don’t graduate?

19

Class of 2017: Demographic composition of non‐graduates compared to graduates

The 89 seniors who did not graduate in June were: Class of 2017 graduates (for comparison purposes):

• 25.8% Asian (23)
• 10.1% Black (9)
• 23.6% Hispanic (21)
• 38.2% White (34)
• 31.5% ELL (28)
• 23.6% Special Ed (21)
• 41.6% Low Income (37)
• 41.6% Female (37)
• 58.4% Male (52)
• 32.9% Asian
• 2.4% Black
• 8.7% Hispanic
• 45.4% White
• 2.7% ELL
• 7.0% Special Ed
• 17.7% Low Income
• 47.8% Female
• 52.2% Male

Graduation Success Coaches

• Graduation Success Coaches provide a structured and trusting

relationship that brings students together with school staff to provide mentoring, support and opportunities with the goal of developing the competence and skills needed to graduate that are tailored to their specific needs.

• Currently 126 students are being served.

20 Served Seniors Students of Color Bellevue HS 15 10 10 Interlake HS 18 12 17 Newport HS 29 18 18 Sammamish HS 47 17 34 Highland MS 17 15 Totals 126 57 94

Grad Success Coach Impact

• “I’ve never gone a semester without failing a class – until this last

semester!” ‐ Asian female student (12th grade)

• "Thanks for having faith in me, and yes of course I'll do my

homework." ‐ text from Latina student (12th grade)

• “My Grad Coach is doing more to help me than other adults have

done in my school.” ‐ Latino student (12th grade)

• "They (other school staff) want to get to the point and solve it as

fast as possible. With him, it's like 'Let's set a goal, and let's go toward the goal.'" ‐ Latina student (11th grade)

• “I like coming here (GSC office) because we can be ourselves and

have real, respectful conversations and be treated like an adult.” ‐ White male student (11th grade)

• "(GSC) is my favorite because he doesn’t sugar coat anything and it

comes from a place of love like when I’m at home. I never feel judged.” ‐ Black female student (11th grade)

• “(GSC) motivates me to do better, and he doesn’t just say he

believes in us, he shows us.” ‐ Latina student (11th grade) 21

In‐District options supporting Student Success

Credit Recovery

• BSD is implementing an online credit recovery program for students that did

not earn credit in a course required for graduation. This year, the credit recovery program expanded to include an in‐school program (during the day) for designated students at all six high schools and an after school program at all four comprehensive high schools.

• In 2016‐17, 76.2% of students that started a credit recovery course online

earned credit in at least one course. In total, these 96 students recovered 169 courses in our credit recovery program.

• As of January 18th of this school year, 76 students have already earned credit

for 106 courses through our online credit recovery program.

22

In‐District options supporting Student Success

HS Summer School

• Our key focus: intentional positive student‐to‐student and student‐to‐teacher

relationships in each classroom.

• Of the students who attended summer school, 40% do not speak English at
• home. Teachers used a phone interpreter service (Language Line Solutions) to

contact parents – welcoming students to summer school, and having direct, meaningful conversations in multiple languages, e.g., Bosnian, Turkish, Spanish, and many more. These conversations were the first time that many of these families had heard directly from a high school staff member in a language they could understand without relying on their child to interpret for them.

• Approximately 90% of our HS summer school students had previously failed

courses during the regular school year.

• 495 high school students attended; 98% of these students earned credit in a

summer school course. In total, 717 credits were recovered during summer school courses.

23

Graduation Alliance

• In 2010, the “Open Doors” ESS House Bill 1418 was enacted to

encourage community providers and school districts to re‐ engage students at risk of dropping out by creating additional graduation pathway programs or career pathway programs.

• BSD chose to use Graduation Alliance, a company that offers
• nline education, as one key partner for youth reengagement
• efforts. Students who complete their remaining courses

through this program earn a BSD diploma.

• 80 students have enrolled since our partnership with Graduation

Alliance began in 2014.

• 9 students have graduated with a BSD diploma or GED. Five

students returned to their previous high school to continue their courses.

• Currently 18 Bellevue resident students are enrolled.

24

"Open Doors 1418" programs

As of January 18th of this school year, 86 former BSD students are actively enrolled in an Open Doors 1418 Youth Reengagement program including the following:

• Graduation Alliance
• Bellevue College Career Education Options (CEO) Program
• Learning Center Seattle
• Lake Washington Technical Academy
• Gateway to College at Lake Washington Institute of Technology
• Eastside Reengagement Center (Friends of Youth)
• Washington Youth Academy

25

Transitional Students

• Students formerly classified as ELL can have trouble

accessing core content delivered in English and consequently, may have trouble excelling in mainstream classes.

• Transitional students receive support for two years after

transitioning out of ELL services.

• Students may need additional academic support or they

may need social/navigational support.

• The Transitional Coach is an advocate.
• Seventy‐seven high schools students are on the roster and

receive support through face‐to‐face meetings with the Transitional Coach tracking and reviewing grades and attendance, accessing tutoring, and other supports as needed.

26

Additional Supports

• College & Career Advisors and counselors work collaboratively to

ensure students receive information regarding multiple pathways toward post‐secondary plans, e.g., participation in WANIC courses, career opportunities, apprenticeships, military, etc.

• Case management for Unaccompanied Minors in high schools

ensuring 1:1 adult support and formation of supportive network for academic and personal/social needs;

• Partnerships with 1:1 mentoring programs: Treehouse for Foster

Care students; Rainier Athletes; Big Brothers Big Sisters; VIBES mentors; and, Boys and Girls Club of Bellevue‐‐Be Great: Graduate!

• Grad Success staff serve on Truancy Board to provide support to

students and families; regular check‐ins with Supervisor of Pupil Management regarding truancy issues.

• Grad Success staff push‐into the Algebra/Geometry block classes

to support students through already developed relationships.

27

Next Steps

• Partner with our schools and central departments to:
• Improve our tracking and coding practices for students who have

withdrawn from each of our high schools.

• Improve, share, and systematize our student early warning systems to

inform staff and provide opportunities to offer support for students before they drop out.

• Improve data‐entry district‐wide to ensure reliable reporting of students

leaving the system.

• Research additional Open Doors 1418 Youth Reengagement programs in
• ur area with the intent of providing training to school counselors and

administrators on the 'best fit' student profiles for each program.

• Explore partnerships with successful Open Doors 1418 Youth

Reengagement programs to provide additional pathways within the BSD community.

• Continue to emphasize the need for classroom staff to develop

meaningful relationships with our most marginalized students; listening to student experiences is impactful, informative and something all staff need to make time for. Student voice is powerful!

28

Questions?

29