Tag Archives: Millions of Unemployed Face Years Without Jobs

Do intense high school programs help students?

22 Jul

Catherine Gewertz reports in the Education Week article, High School Rigor Narrows College-Success Gap

Students from some racial- and ethnic-minority groups and those from low-income families enroll in college and succeed there at lower rates than their white, wealthier peers. But a new study suggests that if teenagers are adequately prepared for college during high school, those gaps close substantially.

The “Mind the Gaps” study, by ACT, draws on the Iowa City, Iowa-based testmaker’s earlier research showing that taking a strong core curriculum in high school and meeting benchmark scores in all four subjects of the ACT college-entrance exam enhance students’ chances of enrolling in college, persisting there for a second year, earning good grades, and obtaining a two- or four-year degree.

The ACT defines a college-ready curriculum as four years of English, and at least three each of mathematics, science, and social studies. The study found that “college-ready” scores on the ACT exam correlate with earning good grades in entry-level, credit-bearing college courses. Fewer than one-quarter of students currently meet those benchmarks in all four subject areas of the exam, however. (“Rate of Minorities Taking ACT Continues to Rise,” Aug. 25, 2010.)

A lot of the foundation for success in high school is built by a solid grounding in the basics during elementary school and that is where we are failing a lot of children.

Joel Vargas has an excellent article in Education Week, Early-College High Schools: ‘Why Not Do It for All the Kids?’

Hidalgo, Texas, has one of the most successful school systems in the United States. The dropout rate is nearly zero, and the high school regularly lands on a top-school list published by U.S. News & World Report. Last June, when members of the high school graduating class crossed the stage to receive their diplomas, 95 percent of them could proudly point to their college credits as well. Two-thirds of the graduating seniors had earned at least a full semester of credits toward a college degree.

It’s time for the nation to pay attention when any community boasts results like these. These are especially remarkable in one of the most economically depressed areas of the United States, just across the Rio Grande River from Mexico, with one of the lowest number of college-educated adults. Nine out of 10 students in the high school are considered economically disadvantaged, 99.5 percent are Hispanic, and 53 percent entered with limited proficiency in English.

The story of Hidalgo is not only one of success, but of turning around an entire school district. In the late 1980s, student achievement in Hidalgo ranked in the bottom 10 percent in Texas. But local leaders took giant steps to improve student performance, and they gained support from every segment of the surrounding community. Over the next two decades, everyone—from bus drivers to principals, from teachers to school board members—began to focus on doing what it takes to raise the achievement levels of all 3,500 young people in the Hidalgo schools.

You can’t be afraid of change,” says school board President Martin Cepeda. “It starts from the superintendent all the way to the custodians. … Everybody counts. Everybody.”

One key to the turnaround came when Daniel King, the superintendent of the school district at the time, enlisted four partners: the University of Texas-Pan American, the University of Texas System, the Communities Foundation of Texas/Texas High School Project, and the Bill & Melinda Gates Foundation. Together, the partnership formulated an innovative plan to create an “early-college high school.”

Over the next two decades, everyone—from bus drivers to principals, from teachers to school board members—began to focus on doing what it takes to raise the achievement levels of all 3,500 young people in the Hidalgo schools.”

The early-college design is a vehicle for providing traditionally underserved students with an opportunity to earn a substantial number of college credits along with a high school diploma. Students spend fewer years and less money achieving a college credential. Hidalgo took this cutting-edge idea and extended it: By embedding a college and career culture in everyday activities, from elementary school through middle school and into high school, the school system motivates all of its students to believe that they can and will go on to postsecondary education.

The Community College Research Center, Teachers College, Columbia University has an interesting report by Katherine L. Hughes, Olga Rodriguez, Linsey Edwards, and Clive Belfield

Here are the policy recommendations of Broadening the Benefits of Dual Enrollment:

Policy Recommendations

Policymakers and community leaders can build on the lessons learned from the Concurrent Courses initiative and further reduce the barriers to program development and student participation. Based on the experience and outcomes attained in high schools and colleges across California, here are three high-value recommendations for state policymakers.

Remove funding penalties: To encourage dual enrollment, California should adopt a “hold harmless” funding model for dual enrollment, in which neither participating institution loses any ofits per-pupil funding for dually-enrolled students. State policy should also require, rather than allow, colleges to waive student fees.

Make dual credit earning consistent and portable: State policy should mandate that dualenrollment students automatically earn dual credit — both high school and college credit — forcollege courses they complete. In addition, a statewide system that facilitates the portability of college credits would ease student transfer and help ensure that students do not repeat courses theyhave already taken. This would benefit all California college students.

Standardize broad student eligibility: At present, California policy sets no statewide academic

eligibility criteria for dual enrollment participation but stipulates that participating colleges may do so. Following the standard of student eligibility for community colleges, the state should encourage broad access and prevent students from being disqualified by grades or test scores alone. The experience of dual enrollment implementation partners leads to five recommendations for institutions.

Continue to make dual enrollment available on both the high school and college campuses.Courses on the college campus provide a fuller and more authentic college experience; college opportunities must also be available at high school for students who lack transportation.

Explore ways to ensure authenticity of the high school-based program format. Courses delivered at high school must have the same rigor and quality as college campus-based courses, andstudents must be held to the same standards of achievement as those in campus-based programs.

Provide professional development to dual enrollment instructors. High school teachers mayneed greater assistance in creating a college-like atmosphere, and college instructors may need insights into scaffolding and other pedagogical strategies to support high school students.

Identify dedicated college staff to smooth logistical challenges. In particular, colleges should identify a student services staff member knowledgeable about and responsible for registration of dual enrollment students.

Obtain student consent to share college records. High school administrators and counselors need to be aware of how students are doing in their college coursework; monitoring progress is essential to providing needed interventions.          http://www.concurrentcourses.org/files/CCI_policy_brief_2012jul16.pdf

Citation:

Broadening the Benefits of Dual Enrollment

By: Katherine L. Hughes, Olga Rodriguez, Linsey Edwards & Clive Belfield — July 2012. New York: Community College Research Center, Teachers College, Columbia University

This study suggests that career-focused dual enrollment programs—in which high school students take college courses for credit—can benefit underachieving students and those underrepresented in higher education. The study found that California students who participated in dual enrollment as part of their high school career pathway were more likely than similar students in their districts to graduate from high school, enroll in four-year colleges, and persist in college. They also accumulated more college credits and were less likely to take remedial classes. The three-year study, funded by The James Irvine Foundation, examined the outcomes of almost 3,000 students participating in eight dual enrollment programs across California. Sixty percent of participants were students of color, forty percent came from non-English speaking homes, and one third had parents with no prior college experience.
–A practitioner brief and a policy brief are available at:
http://www.concurrentcourses.org/publications.html.

–Read the technical report at: http://www.postsecondaryresearch.org/index.html?Id=News&Info=New+NCPR+Working+Paper+on+Outcomes+for+Dual+Enrollment+Students.

As with anything there are pros and cons for each student regarding whether a dual enrollment program should be part of their school experience.

Studypoint has a great article, Dual Enrollment Programs: The Pros and Cons:

There are a number of benefits to dual-enrollment programs. Earning college credit while still in high school sounds like a dream for many students. In addition, these programs introduce students to the rigors of college coursework early, and recent studies have shown that students who participate in dual-enrollment programs are more likely go on to get a college degree. But is dual enrollment right for your child?

Why Should My Child Consider a Dual-Enrollment Program?

  • Dual enrollment gives students an idea of what full-time college coursework will be like, says ecampustours.com. By trying out a few classes while still in high school, your child can get used to the academic environment before he or she leaves the comfort and support of home.
  • Your child may be able to take classes that aren’t offered at his or her high school.
  • College courses can give your student a closer look at his or her area of academic interest. If your child is currently loving AP history, a college course next year on the Civil War or the Great Depression will help him or her explore that period in greater depth and precision.
  • According to collegeboard.com, most students change their majors at least once. Taking a college class as a high school senior can help your child find his or her area of interest before the pressure is on to declare a major.
  • If your student didn’t qualify to take AP courses, or if those courses weren’t available at your child’s high school, taking a college-level class will help him or her demonstrate the ability to handle more difficult coursework, according to ecampustours.com. This ability is something every college admissions officer wants to see.
  • Due to the large number of online and virtual classes offered by many schools, dual-enrollment courses may be conducted right at your child’s high school, says ecampustours.com. Ask your student’s guidance counselor about dual-enrollment options in your area.
  • Perhaps the biggest benefit of dual enrollment is that your student may start accumulating college credits, helping him or her graduate on time or even early.

Dual Enrollment Sounds Great! Is There Any Reason My Child Shouldn’t Participate?

  • If a course is already available at your child’s school, it might be best to take it there. Colleges may wonder why a student has chosen to take an intro class at a community college if there’s an AP class in the same subject available at the high school level. (High school AP classes may well prove more challenging than an intro-level college course.) If the college course won’t give your student something above and beyond what’s available at his or her high school, take a pass.
  • If a college class will interfere with your child’s regular coursework or extracurriculars, it may not be a good idea. A college course should enhance a student’s resume, but not at the expense of other resume-enhancing activities. When considering scheduling, be sure to take into account not just the normal class schedule but breaks as well, cautions Nevada’s Great Basin College; your local high school and community college may not operate on the same academic calendar. A different holiday schedule could cause conflicts with class trips, family vacations, or out-of-town athletic commitments.
  • A college course in music appreciation is a great resume booster—as long as your child plans to go into music. If he or she is planning a career in chemistry, the music class won’t help, and could raise questions about the academic rigor of your child’s senior year courses. Carefully consider the academic value of any class your child is considering.
  • Dual-enrollment courses are real college courses for real college credit; the grades will go on your student’s permanent record. Before enrolling, make sure your student is ready for the demanding work a college class will require, or it could hurt his or her chances at college acceptance down the line, recommends Florida’s Valencia Community College. Furthermore, if a student fails a dual-enrollment course, it could mean he or she won’t graduate high school on time.
  • If your child is considering a dual-enrollment program for the purpose of earning college credits, be sure of the value of the credits. For each college where your child may apply next year, check to see how many credits (if any) a dual-enrollment class would earn your child. The credit policy will depend on the school.

Where Should We Start?

  • Rules for dual-enrollment eligibility vary from state to state, so students should check with their high school guidance counselors to find out if they qualify, says ecampustours.com. Usually, students must be at least 16 years old and have a GPA of at least 2.5; they may also have to take placement tests. Students will also need permission from parents/guardians and a guidance counselor or principal.
  • Your child’s guidance counselor will also be able to provide information about financial obligations. Many states pay for dual enrollment; in other states, students must pay. http://www.studypoint.com/ed/dual-enrollment/

In The GED as a door to the future, moi said:

This world is in a period of dislocation and upheaval as great as the period of dislocation which ushered in the “industrial revolution.” The phrase “new, new thing” comes from a book by Michael Lewis about innovation in Silicon Valley. This historical period is between “new, new things” as the economy hopes that some new innovator will harness “green technology” and make it commercially viable as the economy needs the jump that only a “new, new thing” will give it. Peter S. Goodman has a fascinating article in the New York Times, Millions of Unemployed Face Years Without Jobs

Unless, children are given a meaningful education which provides them with basic skills to adapt to a changing environment, the education system is producing a permanent underclass which will not be able to participate in the next “new, new thing. https://drwilda.wordpress.com/2011/11/17/the-ged-as-a-door-to-the-future/

Resources:

Dual enrollment may not benefit every student http://today.msnbc.msn.com/id/30867913/ns/today-parenting_and_family/t/dual-enrollment-may-not-benefit-every-student/#.UAw88JFDS1R

Do high school dual-enrollment/AP classes push kids too far ahead in college? http://blogs.ajc.com/momania/2012/05/17/do-high-school-dual-enrollmentap-classes-push-kids-too-far-ahead-in-college/

Dr. Wilda says this about that ©

Report: Some good news about high school graduation rates

30 Jun

If children are to have a chance to participate not only in society, but in the economy, they must graduate from high school. In A B.A., not a high school diploma is the new threshold degree, moi said:

Laura Pappano reports in the New York Times article, The Master’s As the New Bachelor’s

Call it credential inflation. Once derided as the consolation prize for failing to finish a Ph.D. or just a way to kill time waiting out economic downturns, the master’s is now the fastest-growing degree. The number awarded, about 657,000 in 2009, has more than doubled since the 1980s, and the rate of increase has quickened substantially in the last couple of years, says Debra W. Stewart, president of the Council of Graduate Schools. Nearly 2 in 25 people age 25 and over have a master’s, about the same proportion that had a bachelor’s or higher in 1960.

“Several years ago it became very clear to us that master’s education was moving very rapidly to become the entry degree in many professions,” Dr. Stewart says. The sheen has come, in part, because the degrees are newly specific and utilitarian. These are not your general master’s in policy or administration. Even the M.B.A., observed one business school dean, “is kind of too broad in the current environment.” Now, you have the M.S. in supply chain management, and in managing mission-driven organizations. There’s an M.S. in skeletal and dental bioarchaeology, and an M.A. in learning and thinking.

Alexander Eichler is reporting in the Huffington Post article, Many With Only High School Degree Laid Off During Weak Recover:

Among those Americans with only a high school degree who have lost a job since 2007, a third became unemployed after the official end of the recession, according to The Washington Post.

It’s a troubling statistic in its own right — job seekers without a college degree are having serious difficulty finding work in the current market, and the unemployment rate for high school graduates is more than twice that of college grads — but it also underscores the fact that, for many Americans, the recovery hasn’t felt very different from the recession that preceded it.

Economists consider the Great Recession to have ended in the summer of 2009, nearly three years ago. That’s the point when the economy stopped outright shrinking and began growing again. But the subsequent period of modest expansion has been marked by job cuts, uncertainty and a gradual erosion of financial security for many Americans. These conditions are expected to remain pronounced for a long time to come.

U.S. employers cut 529,973 jobs in 2010, according to the outplacement company Challenger, Gray & Christmas. In 2011, that number rose to 606,082. At the same time, wages and benefits barely grew, with the high jobless rate giving employers little incentive to pay workers more. Today, there are still nearly 13 million Americans looking for work.

It’s not that life has gotten much better for those with a job either. All together, median household incomes have now fallen more in the recovery than they did during the recession. http://www.huffingtonpost.com/2012/02/07/jobless-recovery_n_1260678.html?ref=email_share

https://drwilda.wordpress.com/2012/02/07/a-b-a-not-a-high-school-diploma-is-the-new-threshold-degree/

So, the Education Week report about improved high school graduation rates is welcome news.

Here is the press release about the Education Week report:

FOR IMMEDIATE RELEASE 

CONTACT: Carrie Matthews, (301) 280-3190, CommDesk@epe.org

National Graduation Rate Keeps Climbing; 1.1 Million Students Still Fail to Earn Diplomas

Report Examines Challenges Facing Latino Students; Identifies Promising Strategies and Districts Beating the Odds 

Individualized Graduation Reports Issued for All 50 States and D.C. 

WASHINGTON—June 7, 2012—A new national report from Education Week and the Editorial Projects in Education (EPE) Research Center finds that the nation’s graduation rate has posted a solid gain for the second straight year, following a period of declines and stagnation. Amid this continuing turnaround, the nation’s graduation rate has risen to 73 percent, the highest level of high school completion since the late 1970s. The report shows that the nation’s public schools will generate about 90,000 fewer dropouts than the previous year. Nationwide improvements were driven, in large part, by impressive gains among Latino students.

“It’s no exaggeration to say that the educational and economic future of the nation will hinge on our ability to better serve the nation’s large and growing Latino population, which faces unique challenges when it comes to success in high school and the transition to college and career,” said Christopher B. Swanson, Vice President of Editorial Projects in Education, the nonprofit organization that publishes Education Week. “Given what’s at stake, it is heartening to see that graduation rates for Latinos are improving faster than for any other group of students.”

The nation’s 12.1 million Latino schoolchildren encounter significant barriers on the road to educational success: language challenges, poverty, lagging achievement, low rates of high school and college completion, and, more recently, a wave of state laws targeting illegal immigrants that have put additional strain on Hispanic students, families, and communities. The 2012 edition of Diplomas CountTrailing Behind, Moving Forward: Latino Students in U.S. Schools—takes a closer look at the state of schooling for this population of students, the challenges they face, and the lessons learned from some of the schools, districts, organizations, and communities that work closely with Latino students.

The report—part of an ongoing project conducted by the Bethesda, Md.-based Editorial Projects in Education—also tracks graduation policies for all 50 states and the District of Columbia and presents an updated analysis of graduation patterns for the nation, states, and the country’s 50 largest school systems. The new analysis focuses on the class of 2009, the most recent year for which data are available.

GRADUATION RATE TRENDING UPWARD

The national public school graduation rate for the class of 2009 reached 73.4 percent, an increase of 1.7 points from the previous year. Much of this improvement can be attributed to a rapid 5.5 point rise in graduation rates among Latinos and a 1.7 point gain for African-Americans. These increases more than offset modest drops in graduation rates for Asian-American and Native American students. Rates for white students remained largely unchanged. Diplomas Count 2012 www.edweek.org/go/dc12

The class of 2009 marked the end of a decade—punctuated by periods of sluggish growth and some troubling reversals—during which the nation’s graduation rate rose by more than 7 percentage points. These improvements have been widespread. Forty-four states have posted gains ranging from a fraction of a point to more than 20 points. All major demographic groups have also improved, with the drive toward higher graduation rates led by African-Americans and Latinos, both of which have posted improvements of 10 percentage points over the last 10 years.

While such signs of progress are reason for encouragement, that optimism is tempered by the reality that far too many young people are still failing to complete a high school education. Diplomas Count projects that 1.1 million students from this year’s high school class will not graduate with a diploma. That amounts to 6,000 students lost each school day, or one student every 29 seconds.

LATINOS IN FOCUS

Because the Latino graduation rate, at 63 percent, lags substantially behind the U.S. average, this group makes up a disproportionate number of the students who do not finish high school. Of the 1.1 million members of the class of 2012 that we project will fail to graduate with a diploma, about 310,000 (or 27 percent) will be Latinos. Two states—California and Texas—will produce half the nation’s Hispanic dropouts.

The educational experiences of Latino students are largely reflected in—if not directly driven by—the characteristics of the communities in which they live and the school systems by which they are served. Latinos are much more likely than whites to attend districts that are large and highly urbanized, that serve high proportions of English-language learners, and that struggle with high levels of poverty and racial and socioeconomic segregation. Yet some schools, districts, and communities—including those profiled in the report—have demonstrated records of success serving diverse Latino populations.

In a special analysis conducted for Diplomas Count 2012, the EPE Research Center identified a nationwide group of large, majority-Hispanic districts that are beating odds when it comes to graduation rates. Topping the list is California’s Lompoc Unified School District, which graduated 89 percent of its Latino students, compared with an expected rate of 67 percent. Three other districts “overachieved” by at least 15 percentage points: the Ceres Unified and Merced Union districts in California and Arizona’s Yuma Union High School District. High-performing systems outside the West and Southwest included those serving Providence, R.I., and Yonkers, N.Y.

SPECIAL WEB-ONLY FEATURES AVAILABLE AT EDWEEK.ORG

 The full Diplomas Count 2012 report and interactive tools: http://www.edweek.org/go/dc12.

 State Graduation Briefs for the 50 states and the District of Columbia featuring detailed data on current graduation rates and trends over time, definitions of college and work readiness, and state requirements for earning a high school diploma: http://www.edweek.org/go/dc12/sgb.

 The public release event for Diplomas Count 2012 will be streamed live in a simulcast from Washington, D.C. The webcast will be available at 10 a.m., EDT, on June 8 on edweek.org: http://www.edweek.org/ew/dc/2012/dc-livestream.html.

 EdWeek Maps, a powerful online database, lets users access graduation rates and other information for every school system in the nation and easily compare district, state, and national figures at maps.edweek.org.

# # #

The EPE Research Center is the research division of the Bethesda, Md.-based nonprofit Editorial Projects in Education. It conducts policy surveys, collects data, and performs analyses that appear in the annual Quality Counts, Technology Counts, and Diplomas Count reports. The center also conducts independent research studies and maintains the Education Counts and EdWeek Maps online data resources. The EPE Research Center is on the Web at http://www.edweek.org/rc.

In Is mandating 18 as the dropout age the answer? Moi said:

History is a race between education and catastrophe.

H. G. Wells

This world is in a period of dislocation and upheaval as great as the period of dislocation which ushered in the “industrial revolution.” The phrase “new, new thing” comes from a book by Michael Lewis about innovation in Silicon Valley. This historical period is between “new, new things” as the economy hopes that some new innovator will harness “green technology” and make it commercially viable as the economy needs the jump that only a “new, new thing” will give it. Peter S. Goodman has a fascinating article in the New York Times, Millions of Unemployed Face Years Without Jobs Unless, children are given a meaningful education which provides them with basic skills to adapt to a changing environment, the education system is producing a permanent underclass which will not be able to participate in the next “new, new thing.” The U.S. Department of Education has issued the following Press Release which describes the new method for calculating graduation rates.

Henry M. Levin and Cecilia E. Rouse opine in their New York Times opinion piece, The True Cost of High School Dropouts:

If we could reduce the current number of dropouts by just half, we would yield almost 700,000 new graduates a year, and it would more than pay for itself. Studies show that the typical high school graduate will obtain higher employment and earnings — an astonishing 50 percent to 100 percent increase in lifetime income — and will be less likely to draw on public money for health care and welfare and less likely to be involved in the criminal justice system. Further, because of the increased income, the typical graduate will contribute more in tax revenues over his lifetime than if he’d dropped out.

When the costs of investment to produce a new graduate are taken into account, there is a return of $1.45 to $3.55 for every dollar of investment, depending upon the educational intervention strategy. Under this estimate, each new graduate confers a net benefit to taxpayers of about $127,000 over the graduate’s lifetime. This is a benefit to the public of nearly $90 billion for each year of success in reducing the number of high school dropouts by 700,000 — or something close to $1 trillion after 11 years. That’s real money — and a reason both liberals and conservatives should rally behind dropout prevention as an element of economic recovery, leaving aside the ethical dimensions of educating our young people….

Proven educational strategies to increase high school completion, like high-quality preschool, provide returns to the taxpayer that are as much as three and a half times their cost. Investing our public dollars wisely to reduce the number of high school dropouts must be a central part of any strategy to raise long-run economic growth, reduce inequality and return fiscal health to our federal, state and local governments.                                                                                 http://www.nytimes.com/2012/01/26/opinion/the-true-cost-of-high-school-dropouts.html?_r=1&emc=eta1

In order to compete internationally, the U.S. must have an educated workforce and high school is the first step for college and additional vocational training.                                                        https://drwilda.wordpress.com/2012/01/26/is-mandating-18-as-the-dropout-age-the-answer/

Related:

Is there a ‘model minority’ ??                                                                                 https://drwilda.wordpress.com/2012/06/23/is-there-a-model-minority/

Title IX also mandates access to education for pregnant students                        https://drwilda.wordpress.com/2012/06/19/title-ix-also-mandates-access-to-education-for-pregnant-students/

Helping at-risk children start a home library                                                      https://drwilda.wordpress.com/2012/06/13/helping-at-risk-children-start-a-home-library/

Research papers: Student Motivation: An Overlooked Piece of School Reform                                           https://drwilda.wordpress.com/2012/05/30/research-papers-student-motivation-an-overlooked-piece-of-school-reform/

Study: When teachers overcompensate for prejudice                                   https://drwilda.wordpress.com/2012/05/10/study-when-teachers-overcompensate-for-prejudice/

A baby changes everything: Helping parents finish school                               https://drwilda.wordpress.com/2011/12/26/a-baby-changes-everything-helping-parents-finish-school/

Dr. Wilda says this about that ©