1. Preparing
Students for
Gateway Courses
and Beyond!
Two Models for
Eliminating
Remedial Courses
Janet Boyle, Assistant Director
Todd Hurst,
Center for Excellence in Leadership of
Learning
April 16, 2013 http://goo.gl/7G6wy
2. How are IN’s
high schoolers doing?
For every 100 ninth-grade students, only
70 will graduate from high school within
four years.
Of those students, only 45 will enter
college the following fall.
By their college sophomore year, just 32
will still be enrolled.
By the end of college, only 16 of those
original 100 students will graduate on time
3. The Reality in Indiana
Less than a third of Indiana's four-year
college students graduate on time and
just over half graduate after six years.
Only4 percent of the state's two-year
college students complete on time and
12 percent graduate within three years.
4. College Remediation
Falling Behind: College Remediation Rates
of Recent High School Graduates (2011)
General Diploma Graduates 66.4%
Core 40 Graduates 37.9%
Core 40 with Honors Graduates 7.0%
One in four Indiana college students
enrolled in remediation will earn a degree
within six years.
5. The Condition of College
and Career Readiness
Only 25 percent—an increase of one
percentage point—of high school
graduates from the Class of 2011 were
considered ―ready‖ for college courses in
English, reading, mathematics, and science,
according to the ACT.
6. NATIONAL NEEDS
Regarding a college education, 4 areas of
focus:
1) Academic preparation to succeed at
the postsecondary level > COLLEGE
READY
2) Access
3) Retention
4) Completion
8. From ―Core Principles for
Transforming Remedial Education‖
(2012)
―A central theme of these innovative
approaches is to accelerate
--mastery of college ready skills,
--completion of gateway courses, and
--enrollment into programs of study.‖
9. New Tech in Indiana
Small school model:
Project-based learning
21st-century skill acquisition
1:1 computing
Culture
Community
SWLOs
10. David Conley’s
College Readiness
Components
1) Self management skills – PBL, 21st-Century
2) Cognitive strategies – PBL, 1:1
3) Content knowledge – Standards based
4) College Knowledge –Dual Credit rich
11. New Tech in action…
Columbus Signature Academy
Partnership with:
Community Education Coalition
EcO15
12.
13.
14. So Why Early College?
National Indicators of Success
80% of Early College schools have a
graduation rate equal to or exceeding their
school district’s.
The average graduation rate for Early
Colleges is 84%.
23.3% of EC graduates earn an associate’s
degree or technical certification.
77% of EC graduates enroll in either a 4-year
college, 2-year college, or technical program
upon graduation. --Early College High School Initiative, 2010
--
15. The Early College Model
Early College high schools
blend high school and college
in a rigorous yet supportive
program, compressing the time it
takes to complete
a high school diploma and
the first two years of college.
16. Philosophy of Early College
Early College high school
is a bold approach,
based on the principle that academic
rigor, combined with the opportunity
to save time and money,
is a powerful motivator for students
to work hard and meet serious
intellectual challenges.
17. Components of
Early College High Schools
Targeted Student Population
Underserved—first generation, different
ethnicities, free/reduced lunch
―Middle of the pack‖
Curriculum & Plan of Study
Designated pathway(s)
Gr. 9-10 core curriculum lays foundation for
gr. 11-12 dual credit
18. Components of
Early College High Schools
Leadership & Staffing
Passionate about this model, these kids
Defined roles & responsibilities,
collaborative
Collaboration & Partnerships
Strong relationship with higher ed partner(s)
Efforts to involve community & area
businesses in supporting EC
19. Components of
Early College High Schools
Rigorous instruction
Preparing students to be able to handle the
challenges of post-secondary education
Increase rigor in HS courses
College-Going Culture
Create a ―sense of place‖ for the EC
Visuals, expectations, involvement
Students need to visit college campuses!
20. Components of
Early College High Schools
Supports for Student Success
Build a gr. 9-12 continuum of supports
Attend to academic, social, emotional needs
Focus on HS success, then college
Data Collection, Analysis, & Use
Monitor & adjust all program aspects along the
way
Evaluate overall program effectiveness
21. Organizations Promoting the
Early College Model
Jobs for the Future (JFF)
Middle College Consortium
Woodrow Wilson Foundation
EDWorks
CELL
22. CELL & Early College
Early College Network
Sessions at CELL’s annual conference
New Schools workshops
EC Endorsement process
