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Whole School Reform in Support of High School Transformation: An Overview of the Research The Impact of ISA’s Whole School Reform Approach

• n Student Achievement: A Review of the Evidence

Fenot Aklog, Ed.D Director of Research and Development National Center for Restructuring Education Schools and Teaching (NCREST) Teachers College Columbia University

Evidence-based Whole School Reform for High Schools: The Truth is Out There

Parental involvement and engagement in their

child’s education.

6

A dedicated team of teachers and counselors which provides a consistent

support network and safety net throughout students’ four years of high school.

5

Distributed Counseling™ leverages

trusting adult/student relationships to provide a safety net of care and support and to increase achievement.

4

Continuous professional development establishes a

collaborative professional learning community in which school faculty participate in job-embedded coaching and

• ther PD opportunities.

3

Continuous organizational improvement facilitated

through the use of multiple forms

• f data to monitor program

implementation and student progress and performance

• utcomes.

7

A college-preparatory instructional program

provides all students with rigorous inquiry-based and state-standards aligned curriculum and instruction.

1

An extended school day and school year provides

additional opportunities for student enrichment and remediation.

2

The ISA Approach: Seven Research-based Principles

Sources: Fancsali, C. & Bat-Chava, Y. (2010). Findings from the Institute for Student Achievement outcome evaluation final report. New York: Academy for Educational Development. Retrieved from https://www.studentachievement.org/wp-content/uploads/AED_06242010_6-yr-final.pdf Fancsali, C., Snipes, J., Zhang, Y., Stoker, G., Ortiz, L., Orellana, E. (2012). ISA outcome study final report. IMPAQ International LLC. Retrieved from https://www.studentachievement.org/wp-content/uploads/whole_school_reform_in_high_schools.pdf Bloom, H. S., Levy Thompson, S. & Unterman, R. (2010) Transforming the high school experience: How New York City’s small schools are boosting student achievement and graduation rates. New York: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/full_589.pdf

Two external and quasi-experimental design evaluations found that the ISA

approach to whole school high school reform has large and positive effects on student achievement, significantly improving attendance, grade promotion, credit accumulation four-year graduation rates, and college enrollment and persistence rates.,

A rigorous study of the effects of New York City’s small public high schools

• f choice (including 12 ISA schools) found that these schools significantly increased

the percentage of students who were on track toward graduation by the end of 9th grade as well as four-year graduation rates by about one-third the size of the gap in graduation ratesbetween white students and students of color.

The U.S. Department of Education identified ISA as one of three

• rganizations nationwide with a demonstrated record of success in whole-

school transformation. A review of ISA’s evidence by the What Works Clearinghouse

showed that the ISA model met the Department’s requirements for evidence-based, whole-school reform. ISA was the only high school whole school reform provider selected under the School improvement Grant (SIG) program.

What makes the ISA approach to high school whole school reform evidence-based?

What makes the ISA approach to high school whole school reform evidence-based?

A Deep Dive into ISA’s Evidence of Effectiveness: Findings from the AED Evaluation of the ISA’s Impact on Student Outcomes

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

• 1. What are the outcomes for ISA students in terms of high school

and college achievement?

• 2. How do outcomes for ISA students compare with those of similar

students in non-ISA schools?

Research Questions

• Tracked the outcomes of two cohorts of ISA students (class of 2007 and

2008) through high school.

• Compared high school outcomes of 1529 students in 8 ISA schools in

New York City to a matched group of 1560 comparable students in 12 non-ISA schools in New York City.

• Compared postsecondary enrollment and persistence outcomes of

graduates from 5 ISA schools to nationwide rates.

Research Design

To determine the impact of the ISA model on student high school and postsecondary outcomes.

Research Purpose

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

ISA Students

 73% free/reduced-priced lunch eligible  81% Black or Latino  9% English language learners  11% special education  36% entered 9th grade proficient in math  31% entered 9th grade proficient in reading

Matched Group of Non-ISA High School Students High School Outcomes

 attendance  grade promotion  credit accumulation  state tests  4-year graduation and dropout

Students Enrolled in College Nationwide Postsecondary Outcomes

 enrollment by institution type  persistence

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

The first year of high school: A critical transition period for students

Allensworth, E. (2005). Graduation and dropout trends in Chicago: A look at cohorts of students from 1991 through 2004, Chicago: Consortium on Chicago School Research. Roderick, M., Nagaoka, J., Coca, V., Moeller, E.; with Roddie, K., Gilliam, J., & Patton, D. (2008). From high school to the future: Potholes on the road to college. Chicago: Consortium on Chicago School Research. Easton, J.Q., Johnson, E., & Sartain, L. (2017) The predictive power of ninth-grade GPA. Chicago, IL: University of Chicago Consortium on School Research.

✓ Students who succeed in 9th grade are more likely to continue to do well in subsequent years and graduate on time. ✓ Being on-track in the 9th grade is a more accurate predictor of graduation than students’ background characteristics or prior academic achievement (e.g. 8th grade test scores). ✓ Being on-track in the 9th grade is dependent on factors like high attendance rates. ✓ 9th graders who are promoted to 10th grade are 3.5 times more likely to stay in school and graduate in four years than are students who are not promoted. What the research tells us…

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

ISA’s Effect on Student Attendance in the 9th Grade

ISA Students Comparison Students

*Differences are statistically significant at the p =.01 level

8% 17%

0% 25% 50% 75% 100%

Percentage of students

Chronic Absenteeism (less than 80%)

ISA students have better 9th grade attendance than their comparison peers.

• ISA students have higher average attendance rates in the 9th grade.
• More ISA students attain a minimum 90% attendance in the 9th grade.
• About half as many ISA students are chronically absent in the 9th grade.

75% 68%

0% 25% 50% 75% 100%

Percentage of students

Regular Attendance (90% or higher) 92% 89%

0% 25% 50% 75% 100%

Percentage of Days Attended

Overall Average Attendance Rates

The first year of high school: A critical transition period for students

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

ISA’s Effect on Student Promotion From 9th to 10th Grade

ISA Students Comparison Students

*Difference is statistically significant at the p =.00 level

91% 71%

0% 25% 50% 75% 100%

Percentage of students

Percentage of students promoted to 10th grade

ISA students are promoted to the 10th grade at considerably higher rates than their comparison peers.

• Nearly all ISA 9th graders were promoted

to 10th grade, compared to less than three-quarters of their counterpart peers.

• Controlling for background factors, ISA 9th

graders are 5 times more likely to be promoted to 10th grade than their comparison peers.

The first year of high school: A critical transition period for students

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

ISA’s Effect on Student Attendance in 10th 11th and 12th Grades

ISA Students Comparison Students 80% 85% 85% 84% 89% 90%

0% 25% 50% 75% 100% 12th Grade 11th Grade 10th Grade

Overall Average Attendance Rates 51% 60% 57% 53% 64% 69%

0% 25% 50% 75% 100% 12th Grade 11th Grade 10th Grade

Regular Attendance (90% or higher) 30% 22% 23% 23% 15% 12%

0% 25% 50% 75% 100% 12th Grade 11th Grade 10th Grade

Chronic Absenteeism (less than 80%)

ISA students consistently have better attendance than their comparison peers.

• ISA students have higher average attendance rates in 10th through 12th grades.
• More ISA students attain a minimum 90% attendance in 10th through 12th grades.
• Chronic absenteeism rates are lower among ISA students in 10th through 12th grades.

*Differences are statistically significant at the p <.05 level or less

Progress toward graduation

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

Progress toward graduation

ISA’s Effects on Student Promotion to 11th and to 12th Grades

ISA students have higher grade promotion rates in their second, and third years of high school than their comparison peers.

• ISA student are promoted to 11th and to

12th grades at considerably higher rates, than their counterpart peers.

• Controlling for background factors, ISA

10th graders are 5 times more likely to be promoted to 11th grade, and ISA 11th graders are 3 times more likely to be promoted to 12th grade than their comparison peers.

ISA Students Comparison Students

*Differences are statistically significant at the p = .05 level or less

88% 90% 71% 76%

0% 25% 50% 75% 100% Promoted to 11th grade Promoted to 12th grade

Percentage of students promoted to 11th and to 12th grades

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

Over their four years in high school, ISA students attempt and earn more credits than their comparison peers and fail fewer core subjects credits.

• ISA students earned an average of 10.3 more credits and attempted 7.8 more

credits than their comparison peers.

• ISA students failed to earn on average 1.1 fewer core subject credits than their

comparison peers. After controlling for student background characteristics, ISA students are 42% less likely than comparison students to fail any core subject.

Progress toward graduation

ISA’s Effects on Student Cumulative Credit Accumulation

*Differences are statistically significant at the p ≤. 001 level

49.9 42.4 5.8 42.1 32.1 6.9

10 20 30 40 50 Credits Attempted Credits Earned Core Subject Credits Failed Number of Credits

Average Number of Credits Attempted and Earned

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

By the end of 12th grade, nearly all ISA students pass all five required state test required for graduation.

• ISA students had slightly higher state

test passing rates in all five required subjects (93%) than their comparison peers (92%).

Progress toward graduation

ISA’s Effects on Student State Test Performance

ISA Students Comparison Students

Differences are statistically significant at the p = .000

93% 92%

0% 25% 50% 75% 100%

Percentage of students passing all five state test in all required subjects

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

Progress toward graduation

ISA’s Effects on Student Four-year Graduation and Dropout

ISA Students Comparison Students

Differences are statistically significant at the p = .02 level

79% 7% 63% 14%

0% 25% 50% 75% 100% Graduated Dropped out Percentage of Students

Cohort Four-Year High School Completion

ISA students graduate in four years at considerably higher rates then their comparison peers.

• Over three-quarters of ISA students

graduated on time, versus less than two-thirds of comparison students.

• Fewer ISA students than their

comparison peers dropped out of high school within their four years. After controlling for student background characteristics, ISA students are 49% less likely to drop out than comparison students.

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

Post-secondary Participation

ISA’s Effects on Student College Enrollment Type

67% 64% 44%

0% 25% 50% 75% 100% ISA National National: Black & Latino Percentage of Students

Enrollment in Four-Year Colleges

The majority of ISA graduates who enroll in postsecondary institutions attend four-year colleges (67%) compared to two-year colleges (33%). The ISA four-year college enrollment rate is higher than the rate for all students nationally (64%) and the national rate for Black and Latino students (44%).

A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes

Post-secondary Participation

ISA’s Effects on Student College Persistence

The majority of ISA college students persisted through their third semester at both four-year institutions (94%) and at two-year institutions (74%). ISA college persistence rates to the third semester are considerably higher than the national persistence rate at both four-year and two-year colleges.

94% 74% 76% 53%

0% 25% 50% 75% 100% Enrolled in Four Year College Enrolled in Two-Year College Percentage of Students

Persistence to the third semester of college ISA Students National

A Deep Dive into ISA’s Evidence of Effectiveness: The IMPAQ Evaluation of ISA’s Impact on Student Outcomes

Post-secondary Participation

ISA’s Effects on Student College Completion

A large majority of ISA college students were still enrolled or had graduated three and four years later (for the class of 2008 and 2007 respectively). About 20% of ISA college students dropped out. This rate is lower than the estimated 25% national dropout rate for students in four-year colleges and 50% national dropout rate for students in two-year programs

81% 80% 19% 20%

0% 25% 50% 75% 100% Class of 2007 Class of 2008 Percentage of Students

ISA Student Post-secondary Completion Graduated or still enrolled Droped out