Evidence-based Whole School Reform for High Schools: The Truth is Out There Whole School Reform in Support of High School Transformation: An Overview of the Research The Impact of ISA’s Whole School Reform Approach on 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
The ISA Approach: Seven Research-based Principles 1 A college-preparatory instructional program provides all students with rigorous inquiry-based and state-standards aligned curriculum and instruction. 7 Continuous organizational 2 An extended school day improvement facilitated and school year provides through the use of multiple forms additional opportunities for student of data to monitor program enrichment and remediation. implementation and student progress and performance outcomes. 3 Continuous professional development establishes a 6 Parental involvement collaborative professional and engagement in their learning community in which school faculty participate in child’s education. job-embedded coaching and other PD opportunities. 5 A dedicated team of teachers and Distributed Counseling ™ leverages 4 counselors which provides a consistent trusting adult/student relationships to support network and safety net throughout provide a safety net of care and support students’ four years of high school. and to increase achievement.
What makes the ISA approach to high school whole school reform evidence-based? 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 of 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 9 th grade as well as four-year graduation rates by about one-third the size of the gap in graduation rates between white students and students of color. The U.S. Department of Education identified ISA as one of three organizations 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. 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 ra tes . New York: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/full_589.pdf
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 To determine the impact of the ISA model on student high school Research Purpose and postsecondary outcomes. 1. What are the outcomes for ISA students in terms of high school and college achievement? Research Questions 2. How do outcomes for ISA students compare with those of similar students in non-ISA schools? Tracked the outcomes of two cohorts of ISA students (class of 2007 and • Research 2008) through high school. Design 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.
A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes High School Outcomes attendance grade promotion credit accumulation state tests ISA Students Matched Group of Non-ISA 4-year graduation and High School Students 73% free/reduced-priced lunch eligible dropout 81% Black or Latino 9% English language learners 11% special education Postsecondary 36% entered 9 th grade proficient in math Outcomes 31% entered 9 th grade proficient in reading enrollment by institution type persistence Students Enrolled in College Nationwide
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 What the research tells us… ✓ Students who succeed in 9 th grade are more likely to continue to do well in subsequent years and graduate on time. ✓ Being on-track in the 9 th grade is a more accurate predictor of graduation than students’ background characteristics or prior academic achievement (e.g. 8 th grade test scores). ✓ Being on-track in the 9 th 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. 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.
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 ISA’s Effect on Student Attendance in the 9 th Grade ISA students have better 9 th grade attendance than their comparison peers. ISA students have higher average attendance rates in the 9 th grade. • More ISA students attain a minimum 90% attendance in the 9 th grade. • About half as many ISA students are chronically absent in the 9 th grade. • ISA Students Comparison Students Overall Average Regular Attendance Chronic Absenteeism Attendance Rates (90% or higher) (less than 80%) 92% 100% 100% 100% 89% Percentage of students Percentage of Days Attended 75% Percentage of students 68% 75% 75% 75% 50% 50% 50% 25% 17% 25% 25% 8% 0% 0% 0% * Differences are statistically significant at the p =.01 level
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 ISA’s Effect on Student Promotion From 9 th to 10 th Grade ISA students are promoted to the 10 th grade ISA Students Comparison Students at considerably higher rates than their comparison peers . Percentage of students promoted to 10 th grade • Nearly all ISA 9th graders were promoted 100% 91% to 10th grade, compared to less than Percentage of students 71% 75% three-quarters of their counterpart peers. 50% • Controlling for background factors, ISA 9th graders are 5 times more likely to be 25% promoted to 10 th grade than their comparison peers. 0% * Difference is statistically significant at the p =.00 level
A Deep Dive into ISA’s Evidence of Effectiveness: The AED Evaluation of ISA’s Impact on Student Outcomes Progress toward graduation ISA’s Effect on Student Attendance in 10 th 11 th and 12 th Grades ISA students consistently have better attendance than their comparison peers. ISA students have higher average attendance rates in 10 th through 12 th grades. • More ISA students attain a minimum 90% attendance in 10 th through 12 th grades. • Chronic absenteeism rates are lower among ISA students in 10 th through 12 th grades. • ISA Students Comparison Students Overall Average Regular Attendance Chronic Absenteeism Attendance Rates (90% or higher) (less than 80%) 90% 69% 12% 10th 10th 10th Grade 85% Grade 57% Grade 23% 89% 64% 15% 11th 11th 11th Grade 85% Grade 60% Grade 22% 84% 53% 23% 12th 12th 12th Grade 80% Grade 51% Grade 30% 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% 0% 25% 50% 75% 100% * Differences are statistically significant at the p <.05 level or less
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