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Bosse High School

Bosse High School. B89T - Answer to Failing Students and Increasing Graduation Rates. Question?. What data is the best predictor of whether a student will fail to earn credits in the 9 th grade?. National High School Center Research.

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Bosse High School

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  1. Bosse High School B89T - Answer to Failing Students and Increasing Graduation Rates

  2. Question? • What data is the best predictor of whether a student will fail to earn credits in the 9th grade?

  3. National High School Center Research • • Ninth grade attrition is far more pronounced in urban, high-poverty schools: 40% of dropouts in low-income • high schools left after ninth grade, compared to 27% in low poverty districts (EPE Research Center, 2006). • • Racial disparities highlight the ninth grade bulge and tenth grade dip—these figures are the most pronounced • for African American and Latino students. For example, grade nine enrollment is 23–27% higher than grade • eight, and attrition between grades nine and ten hovers around 20% for African American students; for their • white peers, grade nine enrollment is 6–8% higher than grade eight, while attrition between grades nine and ten • is stable around 7% (Wheelock & Miao, 2005).

  4. National High School Center Research • More than one semester “F” in core subjects and fewer than five full course credits by the end of freshman year are key indicators that a student is not on track to graduate (Allensworth & Easton, 2005). Low attendance during the first 30 days of the ninth grade year is a stronger indicator that a student will drop out than any other eighth grade predictor, including test scores, other academic achievement, and age (Jerald, 2006).

  5. National High School Center Research • Require and fund high schools to identify eighth graders who are not ready to take college-prep English and math in grade nine and provide a rich summer school experience • Provide guidance on how to offer double-doses of catch-up courses—courses that are designed to help students meet the demands of more rigorous high school work, specifically algebra and English, when necessary—in the first semester of high school and enroll them in high school work by the second semester

  6. Bosse Statistics • Mathematics • Using a statistical test for independence, the only 2 variables that reflected dependence were letter grades for 8th and 9th grade. • 44% of all students earned the same letter grade in both 8th and 9th grade • 82% of all students earned the same or within one letter grade from 8th to 9th grade

  7. English Language Arts • Using a statistical test for independence, the only 2 variables that reflected dependence were letter grades for 8th and 9th grade. • 33% of all students earned the same letter grade in both 8th and 9th grade • 74% of all students earned the same or within one letter grade from 8th to 9th grade

  8. The following graphs represent comparison between Freshmen Math letter grades and 8th grade letter grades, Acuity results and ISTEP results.

  9. The following graphs represent comparison between Freshmen ELA letter gradesand 8th grade letter grades, Acuity results and ISTEP results.

  10. Accountability • If students are held accountable for grades and testing in the 8th grade will there be a change in the motivation of the middle school student and the success of the student in high school?

  11. Bosse 8th to 9th Transition ProgramB89T • Goal: To identify students who are at risk of failing 9th grade classes, retain them in 8th grade and reteach standards of core courses to better prepare them for high school work. The students will remain in the 8th grade for the entire year and not enter a cohort for graduation until the next year. An ISP will be initiated. Students will be taught at Bosse High School by the Bosse faculty licensed to teach 8th grade standards.

  12. Bosse 8th to 9th Transition ProgramB89T • Who: Students will be identified as possible candidates based on December failures and 7th grade ISTEP failures. Students and parents will conference and be explained the transition program. Students who fail 8th grade math and English, Fail both ISTEP exams will be reviewed for the selection in the program. • Appeal: Student and parent will conference with a transition team consisting of middle school teacher middle school counselor, high school teachers, freshman counselor, and Assistant Principal, Program to reassess data, review student work, and discuss plan for success in high school.

  13. Appeal Requirements • 95% attendance for 2nd semester • No out of school suspension • Recommendation of the math and English teachers • Transition committee consensus of projected success of the student • Students meeting these critera will be admitted to Bosse High School as 9th grade students.

  14. Curricululm • Core classes of 8th grade English, math, science and social studies • Social and study skills required for success • Consideration of high school credits as successful transition is accomplished: • Courses considered: • Preparing for College and Careers • Physical Education I, II • Digital Communication Tools • Basic Developmental Skills-Developmental Reading • English 9 • US History

  15. Schedule • Students will not be in the hallways, in class or lunch with the high school students • Class size will be approximately 10 to allow for individualized goals and achievement • A special entrance into Bosse will be arranged.

  16. Program Logistics • A special program number will be assigned to identify students, create gradebooks, and to keep within the middle school State accountability while identifying them in the High School transition program. • Students will take the 8th grade ISTEP with their home school. • Students will take NWEA and Acuity as members of the transition school.

  17. Faculty • High School teachers will need to have summer professional development to prepare and create the curriculum and remain as members of the high school faculty • State licensure requirements will be met • Bosse administration will supervise the program • Bosse social worker will present programs • Bosse freshman counselor will serve the students and present programs • Bosse Freshman Academy will review progress of the students for successful skills to enter 9th grade • Bosse SICAN mentoring staff will be accessed

  18. Concerns • Retention research indicates retention in the same program is not successful • In the last 30 years, the bulge of students in grade nine has more than tripled, from approximately 4% to 13% • (Haney et al., 2004). • Graduation data at Bosse indicates there is a definite credit deficit that begins in the 9th grade that prohibits a student from graduating in the normal cohort time. • Data indicate that if a student is failing in the 8th grade they are most likely to fail in the 9th grade and not earn credits required for graduation

  19. Concerns Continued • Students that do not succeed in the transition program will need to move on with other support • Other high schools will need to honor the retention program to prevent students from entering high school before they are able to succeed • Students will not work their way out to 9th grade during the transition program, but will be able to earn high school credits • Students will not be eligible for extracurricular activities

  20. Positives • Students will have an extra year to transition to earning credits in high school • Students will not enter a cohort until they are ready to earn credits for graduation • Students will be able to earn high school credits as an eighth grade student which will assist them in “on time” graduation. • Students will be more prepared to take the ECA graduation qualifying exams preventing retesting situations

  21. Positives Continued • Students will be able to earn high school credits and actually catch up to graduate with their original class • Students have a better chance of being academically eligible to participate in extracurricular activities when they begin 9th grade • Middle Schools may push the concept down to ensure success from 6th grade through 8th

  22. Questions? • Staffing numbers • Professional development funding • Entering and exiting the building • Enough support available

  23. If we had the program last year……. • Based on the criteria data from our current freshmen, there were approximately 42 8th grade students that would have been on the radar for this program.  Focusing just on those students, and their math and English grades for the first grading period this year, they earned a total of 17 grades of C or above, 22 grades of D, and 45 grades of an F. These 84 grades represent 54% F's, 26% D's and 20% C or better.  With just a few exceptions, these students are enrolled in English 9 with dev reading and Pre-Algebra.  Academically they are a similar group. Bosse’s Freshman Academy believes this is the missing link to a successful freshman program.

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