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High School
Success Stories
Cleveland Program to Close Achievement Gap Shows Proof of Success
Story posted February 9, 2011
Results:
• In the 2008-09 school year, 62% of participating students advanced one grade level, compared to 43% of the male freshman class
• For the 2008-09 school year, just 9.1% of the first program class did not return, compared to nearly 40% of peers not in the program
In an effort to improve the academic achievement of black males and close the racial achievement gap, four years ago the Cleveland Metropolitan School District participated in a program sponsored by Ohio Gov. Ted Strickland.
Since its inception, the Closing the Achievement Gap (CTAG) initiative has proven successful in increasing the number of participants who were promoted to 10th grade and are now seniors scheduled to graduate in June.
The CTAG program targets low-achieving black males in eighth grade who are deemed most likely to drop out of school. These include students who have failed two or more subjects, are absent 36 or more days, are over age for their current grade level and/or have been suspended five or more days from school.
The program works in collaboration with parents, school administrators, principals, teachers and the community. Mentors, called linkage coordinators, are ...
Story posted January 27, 2011
Results:
• More than 95% of the graduating class of 2010 earned college hours, with two-thirds of students earning at least a semester of college credit
• 82% graduation rate for the class of 2008 (the most recent for which data is available), compared to 79% for the state as a whole and 75% for the district's region
In the late 1980s, the Hidalgo Independent School District ranked in the bottom 10 percent of Texas districts in student achievement. But during the next two decades, Hidalgo’s leaders took a series of steps that improved student performance and gained support throughout the community. Chief among these transformations were efforts to focus everyone—from bus drivers to principals and from teachers to school board members—on doing what it takes to raise student achievement. This included shifting the board to be more open to innovation and change. It also featured efforts to get principals, assistant principals, and teachers working together in teams to improve instruction and curriculum.
When Dr. Daniel P. King became superintendent in 1999, one of his most visible early actions was to require students to wear uniforms. The decision was made in order to end discipline problems associated with gang colors, put all students on an equal footing, and develop a positive and inclusive school identity.
According to former Hidalgo students, there were changes in attitudes immediately. Former student Susana Phillips, who now has a Bachelor’s degree from the University of Texas-Austin, said, “The gangs died down. It was a joke to ...
Story posted January 3, 2011
Results:
• Alabama is among the top states in improving its graduation rate - nearly 7% over the past six years (nationally, the graduation rate has increased approximately 3% over the past seven years)
School districts across the country are working hard to stem the dropout crisis by developing multifaceted programs that involve teachers, parents, and community agencies. Given the myriad of reasons that students decide to leave school - from poor academic performance and student-teacher conflicts to teen pregnancy and family issues - the use of graduation coaches has proven effective in increasing the number of high school graduates and in preparing the next generation of students for the world of work, particularly in the state of Alabama. ...
An Overnight Miracle, Seven Years in the Making
Story posted August 27, 2010
Results:
• On-time graduation rate is just under 84%, up from 53% seven years ago
• Extended graduation rate is just over 90%
• College-going rate is 54%, up from 17% in 2004
Seven years ago, Washington’s Everett School District awoke to a harsh reality. A change in how the state calculated graduation rates revealed that only 53% of the district’s students graduated on-time. Officials were shocked and embarrassed. They sprang into action.
Today, Everett’s on-time graduation rate is just under 84%. Its extended graduation rate is just over 90%. And the improvement has occurred across the board, in all ethnic groups and special populations.
To what do they credit their success? Getting a group of committed adults focused on the problem and meeting regularly to try to solve it. And they also moved from numbers to names—getting personal about who is not on track to graduate and what they can do about it. Everett’s Chief Academic Officer Terry Edwards recently told us more.
Public School Insights: Your district has recently gotten some press because of its improved graduation rates. Could you tell me a bit about the success you have had?
Edwards: It is something that I call “An overnight wonder that took seven years to get here.”
About seven years ago, in 2003-2004, the state of Washington changed how it calculated graduation rates. It moved from looking at the number of graduates in the senior class plus those who dropped out over the past four years to a cohort model, the on-time model that the federal government has adopted. This model looks at the number of kids who enter in ninth grade and the number who graduate four years later.
When we converted to that model, our district’s graduation rate was 53%. That was very hard for Everett to accept, because we had always believed that we were a very good school district and doing a good job. 53% was shocking and embarrassing. And it did not seem to follow what we perceived as reality. We did not see hundreds of children standing around on street corners in ...
Story posted August 3, 2010
Results:
• The eligibility of high school graduates for admission to California's public universities increased by 12 percent between 2004 and 2007
• The college-going rate increased from 35 percent to 62 percent over that same period
In California’s rural mountainous region of Shasta and Siskiyou counties, a problem emerged. Local students had low college-going rates, despite the comparatively low 13 percent poverty rate among the population, which was 90 percent white.
The communities are separated from the closest colleges by vast distances and mountain roads. The regional culture values strong family ties and intergenerational commitment to family farms or businesses, which came with an unspoken concern that once youngsters left for college, they might not return, stripping these isolated communities of an educated workforce. Many students in Shasta Union High School District never had set foot on a college campus.
The Shasta Partnership, launched by the Shasta County Office of Education, used grant-funded studies to determine how to increase interest in attending college and improve the college-going rate. The outcome is a program known as College OPTIONS, whose partners include the two county offices of education; the Shasta Union High School District; two regional community colleges; Chico State University; the University of California-Davis; and two private universities, National and ...
Story posted July 8, 2010
Results:
• Black, Hispanic, ELL and economically disadvantaged students consistently outperform their peers across the state on standardized reading and writing arts tests
• Emphasis on equity and teacher collaboration has created a positive school environment
• Named a 2010 Breakthrough School by NASSP
Entering the lobby of Park View High School in Sterling, VA is like entering another world. The diversity in the student body is reflected in flags from 63 of the 80 countries that are represented in the student population and in a special project for Hispanic Heritage Month, which covers the walls of an entire hallway.
The school walls, hallways, and stairwells are a celebration of outstanding achievement, featuring students’ academic work, photos of high achievers on Virginia state tests, student honors and trophies, class murals, paintings, sculptures, and other artwork. Diversity is also reflected among class officers and student representatives and by a notable sense of friendship among different cultures and races.
Evidence of the commitment to supporting all students is abundant. In the ESL Department, which works with 20% of the 1,200 students in the school, there are eight teachers, nine assistants, a dedicated counselor, and a parent liaison. An equity facilitation team that is composed of counselors and classroom teachers provides basic equity training to help teachers create culturally responsive classrooms. One of the school’s goals is to provide equal access and ...
Taking the Cool School Challenge
Story posted April 22, 2010
Results:
• School greenhouse gas emissions are now 44% below the Kyoto protocol
• School has saved well over $100,000 over the past three years
• AP Environmental Science scores are well above state and district averages
Mike Town is a man with a mission. This Washington state environmental science teacher has spent the past 25 years educating students on environmental issues. His students do real-world projects designed to show the relevance of science, get them thinking about the environmental impact of their actions, and introduce them to the emerging green job sector. ...
Opening the Door for a New Generation of Students
Story posted December 16, 2009
Results:
• Over 90% graduation rate
• 85% college-going rate
Built in 1898, John Spry School has served kindergarten through eighth-grade children from southwest Chicago’s Little Village community, where the majority of the population is bilingual, for many years. But historically many of Spry’s students would graduate in the 8th grade, get a job to help support their families, and never complete high school.
In 2003, former principal of Spry, Dr. Carlos Azcoitia, approached the District CEO about adding a high school to Spry, creating a comprehensive community school from preschool through secondary school. After getting the go-ahead, Azcoitia met with community members, parents, the local school council, teachers, and students to discuss the design of a shared community building with an innovative, “no failure” high school. Today, Spry’s Community Links High School, which serves a student population that is 100% Hispanic and over 93% free or reduced price lunch, is opening new doors for the area’s children.
Committing to Post-Secondary Success
As a public, neighborhood school, Spry’s Community Links High School (CLHS) provides a unique opportunity for students and families from the community who are committed to success. Spry has designed a ...
Story posted September 3, 2009. Results updated August 27, 2010.
Results:
• 97.5% graduation rate in 2009, compared to 83% for the state as a whole
• 85% college acceptance rate in 2008, with at least 70% attending
“A college education is the key to a bright future." That's the message that Principal Sharon Johnson sends to prospective students in an introductory letter. "It's also a serious commitment that requires focus, preparation, and support," she continues. "Join us and reach for your college dreams!" With that introduction and the school motto--"Where every student is college bound"--there is no mistaking the goal for graduates of Withrow University High School in Cincinnati, OH.
Here, high expectations mean that every student is expected to attend college or a postsecondary program. In fact, all seniors must apply to the University of Cincinnati and are expected to complete four college applications before winter break. Even the school's architecture, which bears a likeness to a university campus, seems to echo the message that if a student can buckle down and focus, then the future will indeed be bright.
Since the opening of the school in 2002, Johnson has been steadfast in her belief that creating an atmosphere of success and high expectations is key to helping students achieve their college dreams. While most students arrive at Withrow lacking in some skills, the school quickly begins to ...
Story posted July 24, 2009
Results:
• In 2008, 92% of 10th graders met or exceeded state standards in reading, 65% did so in math and 84% did so in writing, compared to 63%, 42% and 54%, respectively, in 2005 (well surpassing state gains over that time of 8%, 2% and 12%, respectively)
• Precalculus enrollment jumped from 10 students eight years ago to 50 last year, with 23 continuing to calculus
It’s the start of the school year. A senior student and his mother are meeting with Chelan High School principal Barry Depaoli in his office. The student is not on track to graduate.
“Francisco, let me tell you my dream,” the mother says to her son. “My dream is to see you in your cap and gown on the stage.”
Depaoli smiles at the student. “Your mother loves you more than anybody else in the world. Now you know her dream. If that doesn’t motivate you, something’s wrong.” The student nods, and Depaoli goes to work. He arranges for additional tutoring and instructional support from Francisco’s teachers. He suggests to classified staff that ...
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A VISION FOR GREAT SCHOOLS
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