Connecting the high school experience with pathways to postsecondary education, workforce readiness and participation, and overall adult success.

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gradnation90@americaspromise.org
Achieving a 90 percent Graduation Rate: What’s Working to
Connect the High School Experience with Pathways to
Postsecondary Education
Tuesday, June 19, 2018
3:00 - 4:00 PM EST

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Ø Welcome and Webinar Overview
Ø Linked Learning Alliance
Ø Bard High School Early College
Ø Questions and Answers
Ø Closing
Agenda
What would you tell your
high school self about
life after high school?

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Ø Recent data affirms that postsecondary education is
increasingly important to secure a decent paying job.
Ø Those with a postsecondary degree also tend to have
higher levels of employment and wages, as well as
more access to health care and retirement plans, and
greater levels of community and civic engagement
(Ma, Pender, & Welch, 2016).
GradNation Action Platform:
Connecting the high school experience with pathways to postsecondary
education, workforce readiness and participation, and overall adult success.

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“By 2020, 65 percent of all jobs in the
economy will require postsecondary
education and training beyond high
school” (Georgetown Public Policy
Institute)

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“There will be fewer jobs
available to individuals that
only posses a high school
diploma” (Georgetown
Public Policy Institute)

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Ø Youth readiness: Many young people are not
properly prepared for postsecondary pathways
during the high school years
Ø Response - dual enrollment, diverse course offerings
Ø Youth knowledge: Many young people are not
aware of the options that are available to them
after high school and how to navigate them.
Ø Response - college counseling, internships
System Challenges for Pathways

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Table 16. Student Subgroup Representation in AP Courses,
2016
Percent of Public
School Students
Percent of AP Test-
Takers
White 48.5% 52.4%
Black 15.3% 7.3%
Hispanic 26.4% 22.4%
Source: Common Core of Data & College Board
“Black and Hispanic students disproportionately are underrepresented in rigorous
course programs, depriving them of the opportunity to build strong academic
transcripts required at elite universities and of the preparation needed to succeed in
college”. – (Building a GradNation Report, 2018)

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Table 17. Remediation Rates for Select Student Subgroups in 2- and 4-Year Postsecondary
Institutions
Institution Type: 2-Year 4-Year
Student Subgroup
Percent of Students in
Remedial Course
Average
Number
of
Courses
Taken
Percent of
Students in
Remedial
Course
Average
Number of
Courses Taken
Race & Ethnicity
White 63.6% 2.4 35.8% 1.8
Black 78.3% 3.5 65.9% 2.8
Hispanic 74.9% 4 52.6% 2.8
Income Level
Lowest Quartile 75.5% 3.5 51.7% 2.5
Highest Quartile 48.3% 2.1 18.3% 1.4
Pre-college Academic Prep
Weak 75.3% 3 65.9% 3.1
Strong 48.3% 2.1 18.3% 1.4
National Average 68.00% 2.9 39.60% 2.1
Source: Chen, “Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions,”
September 2016
The table also shows
the negative impact
of poor pre-college
academic prep, as
derived from high
school GPA, highest
math course taken in
high school, and
college admission
scores. (Chen, 2016).

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Pathways must be Clear, Connected, and Responsive
Clear
Young people need a full view of their options for learning, serving,
and working, and practicing skills they will need as adults. Young
people need navigational support along the way.
Connected
Systems that serve young people through development should communicate and
collaborate. Systems should create more opportunity for young people who do
not have the resources to easily access and participate in the types of academic
and non-academic experiences they need to for adult life.
Responsive
Young people are more likely to succeed when systems
demonstrate flexibility. Young people start at different points, and
bring different sets of life experiences, impacting their ability to
navigate learning.

10. SYSTEMS OF COLLEGE AND CAREER PATHWAYS
ON- AND OFF-RAMPS AT MULTIPLE POINTS ALONG THE PATHWAY

12. Hilary McLean
Exec Vice President
Linked Learning
Alliance
Cynthia Brown
Director of
Pathways
Porterville Unified
School District
LINKED LEARNING
What, Why, and How

13. A successful approach to education
based on the idea that students
work harder and dream bigger if
their education is relevant to them
LINKED LEARNING

14. LINKED
LEARNING
CORE
COMPONENTS

15. Linked Learning helps
students answer the
question:
“Why do I need to
know this?”

16. One Approach, Many Models

17. Many Delivery Models
Career Pathways
Career Academies
NAF Academies
CA Partnership Academies
Small Schools
Charter Schools
P-TECH
District-Wide Strategy

18. 850,000
STUDENTS FALLING THROUGH THE CRACKS
Source: Annie E. Casey Foundation, Youth and Work: Restoring Teen and Young Adult Connections to Opportunity, 2013
California high
school students
who do not
graduate in four
years

19. By 2030, California needs an
additional one million career-ready
college graduates, however:
• Only 40% of California young adults
hold an associate degree or higher
• Only 15% of students graduate high
school prepared for college

20. LINKED LEARNING CORE PRINCIPLES
All students should have…
• Access to an education that prepares them
for college and career.
• Choice and opportunity, not an imposed
track.
• The ability and support to make informed
choices about the future.

21. LINKED LEARNING DISTRICT INITIATIVE
+
RIGOROUS EVALUATION

22. LINKED LEARNING DISTRICT INITIATIVE
• Enhance Linked Learning practice
• Determine what makes Linked Learning
successful at a systemic level
• Demonstrate the viability of Linked
Learning as a comprehensive approach for
high school reform

23. SRI’S EVALUATION FOUND
Students in certified Linked Learning pathways are…
• Less likely to drop out and more likely to graduate
• Earning more credits, which is key for on-time
graduation
• Demonstrating greater academic success,
particularly among those with lower prior
achievement scores
• Reporting greater confidence in their life and career
skills, and say they are experiencing more rigorous,
integrated, and relevant instruction

24. STUDENTS WITH LOW PRIOR ACHIEVEMENT

25. DISTRICT STRATEGIES
DISTRICT STRATEGIES
Miya Warner
Senior Researcher
SRI Education
STRATEGIES TO SUCCESSFULLY
IMPLEMENT LINKED LEARNING
Cynthia Brown
Director of
Pathways
Porterville Unified
School District

26. Key strategies for Linked Learning
SRI’s evaluation surfaced a set of strategies to:
• Inform district and pathway leaders who are
building or expanding Linked Learning
opportunities for students.
• Promote successful implementation of Linked
Learning by both school districts and individual
pathways.

27. Practice Guide:
WHAT IT TAKES TO CREATE
LINKED LEARNING
Lessons Learned from Evaluating
the Approach in Practice
http://LinkedLearning.org

28. Strategies for Districts:
• COMMON VISION
• LEADERSHIP
• HUMAN RESOURCES POLICIES
• CONTINUOUS IMPROVEMENT
• SUPPORT FOR WORK-BASED LEARNING
• BROAD-BASED COALITION
• ATTENTION TO EQUITY

29. Strategies for Districts:
• COMMON VISION
• LEADERSHIP
• HUMAN RESOURCES POLICIES
• CONTINUOUS IMPROVEMENT
• SUPPORT FOR WORK-BASED LEARNING
• BROAD-BASED COALITION
• ATTENTION TO EQUITY

30. Strategies for Pathways:
• PRINCIPAL LEADERSHIP
• SUPPORT FOR PATHWAY LEADS
• MASTER SCHEDULES
• COLLABORATIVE TEAM OF TEACHERS
• PATHWAY-LEVEL ADVISORY BOARDS

31. Strategies for Pathways:
• PRINCIPAL LEADERSHIP
• SUPPORT FOR PATHWAY LEADS
• MASTER SCHEDULES
• COLLABORATIVE TEAM OF TEACHERS
• PATHWAY-LEVEL ADVISORY BOARDS

32. Linked Learning Certification
Hilary McLean
Executive Vice
President
Linked Learning Alliance

33. As the Linked Learning field grows,
are we fulfilling the promise of
Linked Learning pathways of
engaging students in their learning
and preparing them for college and
career?
LINKED LEARNING COMMITMENT
TO QUALITY AND SCALE

34. We needed a
clear standard
for excellence

35. I N T R O D U C I N G
L I N K E D L E A R N I N G
C E RT I F I C AT I O N
A new online certification
platform that encourages
collaboration, tracking
data, and reflection.

36. Linked Learning Pathway Excellence
A N I N T E G R AT E D
P R O G R A M O F
S T U D Y
W O R K - B A S E D
L E A R N I N G
O P P O RT U N I T I E S
S T U D E N T
S U P P O RT S

37. Candidate Pathway
You have the basic program
elements in place to provide
students with a rich, integrated
college and career prep experience.
Certified Pathway
Your pathway provides the core
Linked Learning experience—and
you are using data about your
pathway to inform program design.
Advanced Certified Pathway
You have exceptional program
offerings and can present clear
evidence that your pathway is
achieving impressive outcomes
with students.
Three levels
of certification
Each unlocks a
new set of
benefits.

38. PAT H WAY S A R E
R E WA R D E D F O R
T H E I R E X C E L L E N C E
Educators have a collaborative
platform to work toward a
clearly defined vision.

39. A N D S T U D E N T S
G E T M O R E
O P P O RT U N I T I E S
Students receive additional
benefits, such as scholarships,
internships, and preferential hiring
and university admissions.

40. INTERESTED IN LEARNING MORE
ABOUT LINKED LEARNING
CERTIFICATION?
https://certification.linkedlearning.org

41. LINKEDLEARNING.ORG

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Clara Haskell Botstein
Associate Vice President
Bard High School Early
College Baltimore
Dr. David Guba
Faculty in History
Bard High School Early
College Baltimore
The Bard Early Colleges

43. The Bard Early Colleges
An Authentic, Free Head Start on College

44. Our Challenge
The United States faces a fundamental misalignment between secondary and
postsecondary education. As a result, students face a college access, affordability,
and completion challenge that hampers their ability to succeed.
● An overwhelming number of students who step foot on college campuses never
complete degree. Only 39% of students enrolling in 2-year colleges graduate with
any kind of credential within 6 years. For 4-year colleges, the national graduation
rate is only 59%.
● For low-income students, the outlook is even worse: research shows that nearly half
of low-income, first-generation students at 4-year colleges drop out before
earning a degree.
● Our country needs a new vision for high school to improve the transition to college
and help students complete degrees, on time or early and without substantial debt.
We believe early college is a critical component of that new vision.

45. College in High School: An Evidence-Based Model
Early college high schools:
● 90% of early college students receive a high school diploma compared to 78% of
students nationally
● 30% of early college students earn an associate’s degree or certificate
● One year past high school, 21% of early college students had earned a college degree,
compared to 1% of comparison students. Two years past high school, 25% of early
college students had earned a degree, compared to 5% of comparison students
Dual enrollment:
● Based on a nationally representative sample of students who started college in 2003,
students who took dual enrollment courses were 10% more likely to complete a
bachelor’s degree than the comparison group
● Students entering four Texas public universities with dual credit were 30% more likely
to earn bachelor’s degrees within six years than students who had not earned college
credit in high school. Dual-credit students also were 42% more likely to complete
bachelor’s degrees within four years, the traditional undergraduate time period.

46. Best Practices for College in High School
● A structured program of study that includes
transferable courses and a pathway to a degree
or credential
● Academic and socio-emotional support services
to help students succeed
● College-credentialed instructors, with graduate
degrees in the discipline and college teaching
experience
● Courses offered at low or no cost to students
● Formal partnerships between local educational
agencies and institutions of higher education
● Targeted recruitment of low-income, first
generation college students, and students
underrepresented in higher education

47. WHO
Who are we, and why do we believe in early
college education?

48. The Bard Early Colleges are a network of schools and programs whose mission is to
provide adolescents with a rigorous, credit-bearing, tuition-free college course of study
in the liberal arts and sciences following the 9th and 10th grades. Our students receive up
to 60 college credits and an Associate in Arts (A.A.) degree from Bard College,
alongside a high school diploma. As satellite campuses of Bard College, an independent,
nonprofit college of the liberal arts and sciences in New York’s Hudson Valley, the Bard
Early Colleges partner with public school systems across the country to provide a high-
quality college education to adolescents, at no cost to them.
Who We Are

49. OUR MISSION
Through a tuition-free, engaging college program in the liberal arts and sciences with
robust supports, the Bard Early Colleges help high school students, particularly those at
risk of not completing postsecondary education, access, afford, and complete college
prepared to contribute to the workforce and civic life. The Bard Early Colleges
simultaneously work to create the conditions in which early college education can thrive
and expand to serve more students across the country.

50. Founded in 1860, Bard College is a nonprofit,
selective, independent college with its main
campus in Annandale-on-Hudson, NY. Bard
enrolls approximately 2,000 students on its
main campus.
A Tradition of Excellent Teaching
In 2018, the Princeton Review ranked Bard in
the top 10 among colleges in the U.S. for best
classroom experience and for well-rated
professors.
A Tradition of Innovation in the Public
Interest
Bard College has a strong public interest
mission and tradition of bringing high-quality
liberal arts education to underserved
populations, including through international
programs, prison education, and early colleges.
About Bard College

51. History of Our Organization
• 1979: Simon’s Rock becomes part of Bard College,
inspiring Bard’s involvement and leadership in the early
college movement
• 2001: Bard High School Early College (BHSEC)
Manhattan opens after the New York City Department of
Education approached Bard College and Simon’s Rock
about a partnership
• 2008: BHSEC Queens opens at the request of the
NYCDOE
• 2011: BHSEC Newark opens at the request of the City of
Newark; Bard Early College New Orleans is established
• 2013: Bard Early College at the Harlem Children’s
Zone Promise Academy is established
• 2014: BHSEC Cleveland West opens through a
partnership with the Cleveland Metropolitan School
District
• 2015: BHSEC Baltimore opens through a partnership with
Baltimore City Public Schools
• 2017: BHSEC Cleveland East and Bard Early College
Hudson are established

52. Our Work To Date
● Since the first Bard High School Early College
was founded in 2001, the Bard Early Colleges
have served over 6,000 students and awarded
2,668 associate’s degrees, tuition-free.
● Our college faculty has grown to over 200
instructors, supported with engaged early
college pedagogy training to offer high-quality
liberal arts education to younger students.
● Bard Early Colleges have brought our unique
model to nine campuses in five states and
sparked interest in early college education
beyond our campuses.

53. The Bard Early Colleges intentionally recruit diverse student
populations that reflect their cities
The Bard Early Colleges’ admissions process screens for motivation and intellectual curiosity through
an interview and faculty-designed assessment. We believe prior GPA and test scores are not the best
predictors of a student’s ability to learn. Our admissions process prioritizes quality of mind over
quality of preparation.
37%
First-generation college students
64%
Free or reduced-price lunch
eligible students
(based on available data)

54. The Bard Early Colleges are successful in large part because of their
faculty, the vast majority of whom hold the highest degree in their
field
I was respected and treated as an adult by the faculty and administration, and this culture of respect was one that
made its way into the classroom and the social experience. There is a truly unique love of learning at BHSEC,
the teachers teach because they love what they're teaching and the students learn because they love what
they're learning. It's a really special place.”
— BHSEC NYC Student

55. OUTCOMES
What is our impact on students?

56. Bard Early College graduates are prepared for success in higher
education
● Over 98% of seniors complete their high school diploma
● 82% of students earn a tuition-free Associate’s degree by the end of high school
(Class of 2017)
● Associate’s degree recipients receive 60 or more college credits from Bard; even
students who do not complete the A.A. graduate with an average of 40 college
credits
● More than 85% of alumni enroll in college within 18 months of graduation

57. The Bard Early Colleges have consistently had strong results,
particularly in students’ college outcomes

58. Rates of Associate’s degree attainment for BHSEC students are fairly
consistent across campuses

59. Once our alumni enroll in four-year colleges, they persist for multiple
years

60. WHAT
What does early college education look like
for our students?

61. Bard HS Early College Baltimore At a Glance
• Established in 2015
• Location in West Baltimore
• Partnership between Bard College and Baltimore City Public Schools
• 400 students, growing to 500 in SY 2018-19
• 25 full-time faculty, growing to 33 in in SY 2018-19
• 60% of faculty hold the highest degree in their field, 80% have at least a Master’s
degree
• Students come from every zip code in the city
• Students are selected through an inclusive, qualitative admissions process on the
basis of an interview and a writing assessment, with no consideration of prior academic
or behavioral record
• In the first graduating class, 71% of students earned an Associate’s degree alongside
a high school diploma, and 92% earned a high school diploma and at least one year of
transferable college credit on average

62. 2 years of
high
school
Up to 2
years of
college
High school
diploma & up to
60 College
credits and a
Bard College
A.A. degree
• Free college credits up to an Associate’s degree that transfer to bachelor’s degree
programs across the country
• Formal partnerships between Bard and the local public school system
• College faculty recruited nationally from institutions of higher education and
teaching all grade levels at the school
• *Comprehensive faculty training in early college pedagogy and effective
classroom management
• A robust and engaging liberal arts and sciences curriculum
• *Writing- and discussion-based seminar classes
• *Student supports and counseling
• Qualitative admissions process that selects students based on their motivation and
intellectual curiosity
• Diversity in the student body
Core Components of Our Model

63. • Summer Bridge: A summer orientation for incoming 9th grade students
• *Writing & Thinking Workshop: a weeklong immersion into writing techniques, including
“focused free-writes” and “text explosions”, that are referenced throughout the curriculum
• *Seminar: Bard’s signature Great Books course, four semesters in total, modeled on the
University of Chicago’s humanities core
• Matriculation: The college entrance ceremony for Year 1 College (11th grade age equivalent)
students
• Advisory: Students are part of an advisory group that meets weekly and helps students strengthen
their socio-emotional skills
• *College Transfer Office: A curriculum for Year 1 and 2 College students to help them identify
and apply to strong four-year college matches
• Student-led clubs. All clubs are student-driven. Popular clubs include debate, Model UN, literary
magazine, dance and club sports, and social justice groups
• Experiences on Bard’s Annandale campus: This includes the annual Hannah Arendt academic
conference, debate tournament, and Model UN
• Commencement: The Bard Early College graduation includes a commencement ceremony at
which students are awarded the Associate’s Degree from Bard College
Bard Signature Experiences

64. Based on interviews with students, they most value the following about the Bard experience:
● The free Associate’s degree and opportunity to accelerate their college education
● The close relationships with caring professors
● The close-knit and diverse community at Bard
● The independence and freedom given to students
● The high standards and expectations
● The strong support system
● The challenge

65. Faculty Perspective
● Maryland Approved Alternative Teacher
Preparation Program
● Bard Institute of Writing & Thinking
● Bard College Affiliation
● Baltimore City Public Schools Partnership
● Counseling Support (Spero)
Source: Picture from Emily Deruy’s piece on Bard Baltimore in The Atlantic on 7 December 2016,
entitled “Where Students Get Two Years of College in High School for Free.”

66. "To be a BHSEC graduate means to love
learning. No matter the subject, topic, or situation.
The desire to expand your knowledge in any
and every opportunity given to you is how it
feels to be a BHSEC graduate navigating through
the world."
- Anthony Lloyd, 2017 BHSEC Baltimore
Graduate, currently attending Bard College

67. "Learning to think for myself was a lot harder than
learning how to get good grades or test scores. BHSEC
has allowed me to unlock an intellectual vitality and
curiosity within myself that I carry with me everywhere.
- Taylor Spann, 2017 BHSEC Baltimore Graduate,
currently attending Stanford University

68. GROWTH
& IMPACT
Building a national movement for early
college education

69. College in High School Alliance: Advancing a National
Movement
There are currently ~2 million students in enrolled in dual enrollment programs
nationwide, including in over 400 early college high schools
CHSA is a coalition of over 75 leading national, state and local organizations committed to
policies that support high-quality dual enrollment, concurrent enrollment, and early college
high schools.
Mission: In ten years, 5 million students annually will participate in a high-quality
college in high school experience. Member organizations will work to advance policies so
that the five million participants reflect the demographic and economic makeup of the
nation’s high school students.

70. Policy Challenges
Funding
● Early college is a cost-effective model for providing postsecondary education, but early
colleges can have costs above traditional high schools
○ College tuition and fees (waived for students)
○ Professor salaries
○ Student support services
○ College textbooks and STEM course materials
○ Transportation
Regulation
● Early college sits between K-12 and higher education and the regulatory systems do
not always align
○ Reporting and accountability systems
○ Teacher licensing and certification
○ Dual credit and credit transfer policies

71. Policy Opportunities
CHSA believes that greater support for college in high school models models at the
federal, state, and local levels will significantly improve the secondary and postsecondary
outcomes of students, particularly those from low-income and underserved backgrounds
Key Opportunities:
● Every Student Succeeds Act
● Higher Education Act
● Perkins Act
● State Policy (Financial and Regulatory)
collegeinhighschool.org

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Questions
&
Answers

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The GradNation campaign:
http://gradnation.americaspromise.org/
For all things GradNation, email the team at
gradnation90@americaspromise.org
Linked Learning Alliance
http://www.linkedlearning.org/en/
The Bard Early Colleges
http://www.bard.edu/earlycollege/
For more information: