Engagement Brief FINAL

8/9/2019 Engagement Brief FINAL

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ACKNOWLEDGEMENTS

WashingtonKidsCount(WKC)isaprojectoftheHumanServicesPolicyCenterattheUniversityof

WashingtonsEvansSchoolofPublicAffairs.ThemissionofWKCistoimprovethewellbeingofchildren

andfamiliesinWashingtonStateby:

Providingcomprehensivedataandinformationonthestateschildrenandfamiliesinthefollowingareas:economicsecurity,education,health,family&community,andsafety&

security;

Objectivelyanalyzingdataandconductingpolicyanalysistoinfluencepublicpolicyandprogramsthataffectchildrenandfamilies;

Workingincollaborationwithnational,state,andlocalpartnerstodevelopsolutionsandstrategiesthatimprovethelivesofchildrenandfamilies;and

ConductingoutreachwithkeyplayersinthepolicycommunitytobuildawarenessandunderstandingoftheissuesfacingchildrenandfamiliesinWashingtonState.

Wewould

like

to

thank

the

following

individuals

for

their

thoughtful

comments

and

assistance

in

preparingthispolicyreport:

LindaBecker

WashingtonStateDepartmentofSocialandHealthServices

KimBobby

UniversityofPugetSound

PeterBylsma

IndependentConsultant

JuliaDilley

MultnomahCountyHealthDepartment/OregonDepartmentofHumanServices

RobinFleming

FranklinHighSchoolandSchmitzParkElementary,SeattlePublicSchools

MariOffenbecher

SchoolsOutWashington

AntonySmith

UniversityofWashington,Bothell

Wewouldliketothankthefollowinggroupsandindividualsfortheirassistanceinprovidingdatafor

thispolicyreport:

LillianBensley

WashingtonStateDepartmentofHealth

DennisJones,

Patrick

Kelly

NationalCenterforHigherEducationManagementSystems

DavidPrince

WashingtonStateBoardofCommunityandTechnicalColleges

ThisreportwasmadepossiblebygeneroussupportfromtheAnnieE.CaseyFoundationandtheBill&

MelindaGatesFoundation.


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1

Introduction

Manyofusprobablyrememberatimewhen,asstudents,weweredeeplyengagedinwhatwe

werelearning.Maybeitwasthemomentwhenwefinallyunderstoodadifficultmathconcept.

Orperhapsitwaswhenwelearnedtoplaythatfirstsongonaninstrument,orthedaywefelt

inspiredby

alively

book

discussion

in

an

English

class,

or

the

time

our

soccer

team

won

a

pivotalmatch.Wemayfondlyrecalltheinfluenceofacaringteacherwhonoticedourtalents.A

commonthreadacrosstheseexperiencesistheattentionandpurposethatwebroughtto

thesetasks.Whenstudentsareengagedtheyaremorelikelytolearn,whichimprovestheir

chancesforsuccessinschoolandinlife.

PoliciesandprogramsaimedatimprovingstudentengagementcancontributetoPresident

ObamasgoalforallAmericanstoattendatleastoneyearofcollege. Studentswhoaredeeply

engagedinhighschoolhavehigherachievementrates,greatercommitmenttolearning,and

areless

likely

to

drop

out

than

students

with

low

engagement.

Most

importantly,

students

who

areengagedinschoolaremorelikelytoattendcollege,anincreasinglycriticalcomponentto

futureeconomicsecurity.

Forevery100studentsentering9thgradeinWashington,just17willgoonto

obtainacollegedegreewithinsixyearsofgraduatingfromhighschool.

BothnationallyandinWashingtonState,currenttrendssuggestthateffortstoimprovestudent

engagementcouldhaveasignificantimpact. Currently,lessthanthreequarters(73percent)of

9thgradersintheU.S.graduateinfouryears.1Only35percentofournations12

thgraders

scoreatoraboveproficiencyontheNationalAssessmentofEducationalProgressinreading.2

Further,theachievementlevelsofU.S.studentsofallageslagbehindmanyoftheirpeers

aroundtheworld.ComparingeducationstatisticsfromtheOrganisationforEconomicCo

operationandDevelopment3nations,15yearoldsintheUnitedStatesareranked15

thof29

countriesforreadingandinthebottomsixnationsinmathematicsperformanceonthe

Program

for

International

Student

Assessment.

4

DataonWashingtonshighschoolstudentsparallelnationaltrendsinachievementand

attainment,butWashingtonisdoingworsethanmanystatesinsupportingstudentsthrough

theeducationalpipeline.Figure1illustratesthatasizableproportionofourstudentsexit

schoolpriortocompletinghighschoolorcollege.Forevery1009thgradersenteringhigh

schoolin1996,only69earnedadiploma,and33enrolledincollege.Ofthose33students,just


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2

24enrolledintheirsecondyearofcollege,and17ultimatelygraduatedwitheitheran

associatesorbachelorsdegree.WashingtonStateisranked33rd

lowestinthecountryfor

supportinghighschoolstudentsthroughtheeducationalpipeline.Inhighlyrankedstateslike

Massachusetts,NewHampshire,andSouthDakota,closeto30percentof9thgradersearnan

AAwithinthreeyearsoraBAwithinsixyears.5

Figure1:WashingtonsLeakyEducationalPipeline

Forevery100studentsentering9th

gradeinWashington

WashingtonStateismakingaconcertedefforttoinvestinprogramsthatmayinfluence

adolescentengagementandimprovehighschoolgraduationandcollegeenrollment.For

example,BasicEducationlegislationpassedin2009authorizedanincreaseinhighschool

graduationrequirements.Recentpublic,private,andphilanthropicpartnershipswillbroaden

accesstoNavigation101andAdvancementviaIndividualDetermination(AVID),twoprograms

aimedatenhancingacademicguidanceandstudentstudyskills.ThroughtheBuildingBridges

Program,school

districts

have

piloted

the

use

of

early

warning

systems

in

order

to

identify

studentsatriskofdroppingoutandreengagetheminschool.SchoolsOutWashingtonisinthe

processofimplementinganumberofinitiativestoimproveoutofschooltimeandafterschool

programsacrossthestate.

ThispolicyreportshareswhatweknowaboutstudentengagementinWashingtonState.To

contributetodiscussionsaboutstateleveleducationalreformefforts,wefirstdiscussthe

Source:NationalCenterforHigherEducationManagementSystems2009


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3

conceptofschoolengagementandidentifythefactorsassociatedwithit.Wethenshare

evidencefromWashingtonStatesHealthyYouthSurvey(HYS),adatasetthatcaptures

studentsperceptionsoftheconditionsinfluencingengagementinlearninginsideandoutside

ofschool.Wesummarizecurrentandemergingstatepoliciesandprogramsthatwillinfluence

adolescentschoolengagementintheyearstocome.Finally,weconcludewithadiscussionof

howafocus

on

student

engagement

can

improve

learning

opportunities,

performance,

and

attainment.

Whiledroppingoutofschoolisthemostextremeformofdisengagement,itis

oftenthefinalstageofalongprocessofdisconnectingfromschoolthatbegins

intheearliestyearsoflearning.

WhatisEngagement?

Schoolengagementcomprisesthebeliefsandbehaviorsthatdemonstratethatstudentsvalue

learninginsidetheclassroom.Engagementhasbeenfoundtoimprovestudentsacademic

performance,6promoteschoolattendance,andinhibitriskyadolescentbehavior.7Theconcept

helpsillustratethecomplexityoftherelationshipthatstudentshavewiththeireducation.By

exploringstudentengagement,wecanbetterunderstandadolescentsspecificactions,values,

andinvestmentsinlearning.Nurturingstudentengagementisalsocompellingbecause

researchpoints

to

numerous

effective

approaches

in

schools

and

communities

to

improve

this

condition.

DimensionsofEngagement

Therearethreeinterrelateddimensionsofschoolengagement(Figure2).8Behavioral

engagementreflectsstudentsinvolvementinacademicandextracurricularactivities.Examples

ofbehavioralengagementincludestudentsschoolattendanceandwhetherstudents

participatein

school

clubs

or

teams.

Emotional

engagement

includes

positive

and

negative

reactionstoteachers,peers,academicsubjects,andschooloverall.Indicatorsofemotional

engagementincludethewaysthatstudentsseetheirschoolsascaring,safeenvironmentsor

thewaystheyhaveavoiceinimportantschoolmatters.Whilebehavioralengagementis

viewedascriticalforfosteringpositiveacademicoutcomes,emotionalengagementcan

strengthenschooltiesandinfluencestudentswillingnesstodotheirwork.Cognitive


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4

engagement,whichrepresentsstudentsmotivationtoexerttheeffortnecessarytomaster

difficultskills,mayincludemeasuresofparticipationinrigorousprograms.

Figure2:DimensionsandKeyInfluencesofEngagement

Whileschoolengagementiscriticalforallstudents,theconsequencesofdisengagementvarya

greatdealacrossdifferentgroupsofstudents.9Disadvantagedstudentsarelesslikelytogetthe

secondchancesthattheiradvantagedpeersreceivewhentheybecomedisengaged.When

disadvantagedstudentsfailtoearnbasiccredentialsordeveloptheskillsrequiredtoflourishin

thelabormarket,theyhaveanincreasedriskofpoverty,poorhealth,andinvolvementwiththe

criminaljusticesystem.Whiledroppingoutofschoolisthemostextremeformof

disengagement,itisoftenthefinalstageofalongprocessofdisconnectingfromschoolthat

beginsintheearliestyearsoflearning.10

KeyInfluencesofEngagement

Thesenseofpurposethatcomeswithschoolengagementispresentwhenthreecritical

psychologicalneedsamongadolescentsaremet.Adolescentsbeliefsaboutcompetenceand

controlreflectwhethertheyseethemselvesasabletomasterchallengingintellectualtasks.

Studentsvaluesandgoalsaretiedtowhethertheyaremotivatedtocompleteschoolwork.

Lastly,socialconnectednessillustratestheirsenseofbelonginginschool.11

Families,peersand

communitiescanallhelpmeettheseneeds.


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Familiesplayacriticalroleinhelpingadolescentsthriveinschool.12

Warm,responsive

parenting,13parentalattemptstotakeresponsibilityfortheirchildrenslearning,andeffortsto

bringparentstotheschoolphysically,14

15arerelatedtoacademicsuccess.Parentingstylesvary

byincomelevel16

andracial/ethnicbackground,17

requiringschoolstodevelopculturally

competentapproachestooutreach.

Likeparents,peerscanbothpositivelyandnegativelyinfluenceadolescents'school

engagement.Highschoolstudentsfrequentlydevelopfriendshipswithintheiracademictrack

orgroupofcourses.18

Onestudythatfollowedhighschoolstudentsovertimeconcludedthat

thepositiveeffectsofhighachievingandlowachievingfriendswereofsimilarmagnitude.19

In

somecases,however,thenegativeinfluencesofpeerrelationshipsmaybereinforcedwhen

groupsofdisengagedstudentsspendalotoftimetogether.20

Emergingevidencehighlightsthe

importanceofsocialmediatechnologiesliketexting,Facebook,andTwitterinadolescents

lives. Socialmediamayofferuniqueopportunitiestoengagepeersincultivatingschool

engagement.21

Thelargercommunitieswherestudentsattendschoolalsoexertanimportanteffectonschool

engagement.Whiledisengagementisachallengeinallsettings,theproblemisgreatestin

communitiesthatareeconomicallyandsociallymarginalized.22

Arangeofapproaches,

includingoutofschooltimeprograms,23

schoolcommunityconnections,andservicelearning24

arepromisingwaystoimprovestudentengagement.Notonlycantheseprogramsdecreasethe

unsupervisedactivitieswhereadolescentsmaydevelopnegativeattitudesaboutschool,they

canofferopportunitiesforadolescentstodemonstratecompetenceandfeelasenseof

belonging.25

StudentEngagementinWashingtonState

Tobetterunderstandadolescentsschoolengagement,werevieweddataabout(a)how

studentscharacterizetheircommitmenttoschooland(b)theaspectsoftheirschools,families

andcommunitiesthatarelinkedtoschoolengagement.iTable1providesasummaryofthe

itemswereviewedandhowtheyarelinkedtokeyschoolengagementconcepts.We

summarizeresponses

from

all

participating

grades,

but

focus

specifically

on

10th

graders

when

makingcomparisonsbasedongender,race,ethnicity,homelanguage,andsocioeconomic

status.Inaddition,wereportonschoolengagement,familyinvolvement,andcommunity

supports.26

iFortechnicalnotesontheanalysis,pleasevisithttp://www.hspc.org/topics/TechAppendixI_HYSData.pdfand

http://www.hspc.org/topics/TechAppendixII_HYSVariableCodes.pdf.ThesenotesprovidedetailsoftheHYSsample,theitemsweselectedfor

analysis,andthestatisticaltechniquesweusedtoexplorethedata.


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6

DespitetherichnessoftheHYS,therearetwolimitationstotheanalysisinthisreport.

First,lessthanhalfof12th

gradestudentseligibletoparticipateinthesurveyresponded,

limitingthereliabilityofdataforthisgroup. Therefore,weinterpretthedataon12th

graders

withcaution. Second,the10th

and12th

gradesamplesdonotincludetheperspectivesof

studentswhohavealreadydroppedout,sotheperspectivesofourmostdisengagedstudents

fromlearning

are

not

included.

Table1:EngagementConceptsIncludedintheHealthyYouthSurvey

DimensionofEngagement HYSTopic

Behavioral DaysofschoolstudentmissedinlastmonthWhetherstudenttriedbestinschoollastyear

Emotional HowmuchstudentenjoysbeinginschoolHowmuchstudenthatesbeinginschool ImportanceofschoolworkforfutureMeaningfulnessandimportanceofschoolwork

Cognitive Gradeslastyear Levelofinterestinschoolcourses

InfluencesofEngagement

Peers QuestionsaboutfourbestfriendsFamilies Parentstellstudentstheyaredoingagoodjob

ParentswouldcatchstudentskippingschoolParentsaskstudentiftheycompletedhomework

Schools SchoolletsparentsknowwhenstudentisdoingwellOpportunitiesforextracurricularactivities Teacherletsstudentknowhe/sheisdoingagoodjobOpportunitiesforoneononetimewithteachers

Communities Opportunitiesforcommunityactivities

Findings:Behavioral,

Emotional,

and

Cognitive

Engagement

in

School

TheWashingtonStateHealthyYouthSurvey(HYS)

Studentperspectivesareavaluableandunderutilizedwaytogainanunderstandingof

conditionsin

schools.i

The

Washington

HYS

is

the

richest

source

of

statewide

data

capturing

thevoicesofstudentsinthe6th,8th,10th,and12thgrades.Administeredbiannually,the

surveyasksstudentsaboutarangeofriskandprotectivefactors,includingschool

engagement.TheHYSisusedforarangeofpurposes,includinglocalandstateplanning,

schoolandcommunityimprovementefforts,preventionprograms,andresearch.


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7

Nearly40percentofstudentsin6th,8th,10th,and12thgradesinWashington

areathighriskofdisengagementfromschool.

Findings:Behavioral,Emotional,andCognitiveEngagementinSchool

Adolescentsschoolengagementdecreasesinthehighergrades. Nearly40percentof

studentsin6th,8th,10th,and12thgradesareathighriskofdisengagementfromschool.This

riskisdefinedthroughaseriesofHYSquestionsaboutbehavioral,emotional,andcognitive

engagementthatindicatehowstudentsvaluetheirexperiencesinschool.Reinforcing

conclusionsfromotherstudies,27

Chart1illustratesthatafewcriticalaspectsofschool

engagementdecreaseinthehighergrades.Forexample,while81percentofsixthgraders

reportthattheybelievewhattheyarelearninginschoolwillbeimportantlaterinlife,just53

percentof10thgradersand46percentof12thgradersreportthisbelief.Similarly,declining

percentageofstudentsagreethatassignedschoolworkisusuallymeaningfulandimportant.

Tenthand12thgradersarealsomorelikelytoreporttheyhavecutschoolinthelastmonth

thanstudentsinlowergrades.

Chart1

PercentofStudentsResponding"Yes"toSelectEngagementIndicatorsbyGrade

Washington2008

57%

81%

92%

45%

66%

79%

38%

53%

73%

33%

46%

69%

0%

20%

40%

60%

80%

100%

SchoolworkUsually

Meaningful

LearningImportantforFuture TryBestinSchoolMostof

Time

6th 8th 10th 12th

Source:HealthyYouthSurvey2008


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8

Black,Latino,NativeHawaiian,andNativeAmericanstudentshaveamoretenuous

connectiontoschoolthantheirWhiteandAsiancounterparts.Overonethird(38percent)of

10thgradestudentsreportlowengagementinschool,butstudentsfromcertainracialand

ethnicbackgroundsareespeciallyatrisk.28,29

Over40percentofBlack,Latino,NativeHawaiian,

andNative

American

students

reported

that

their

grades

last

year

were

mostly

Cs,

Ds,

and

Fs,

comparedto29and14percentofWhiteandAsianstudents,respectively.Inaddition,closeto

onethirdofBlack(33percent),andLatinostudents(31percent)andoveronequarterof

NativeHawaiian(29percent)andNativeAmericanstudents(26percent)reportedskipping

schoolatleastonceinthepreviousmonth,ascomparedwith20percentofWhitestudentsand

17percentofAsianstudents.30

NativeAmerican(27percent),Black(25percent),andLatino(23

percent)studentsaremorelikelytoreportfeelingunsafeinschoolthanAsian(20percent)and

White(16percent)students.

Childrenin

immigrant

families

see

greater

purpose

in

what

they

are

learning

in

school.

By

comparingtheresponsesofstudentswhospeakEnglishathometotheresponsesofthosewho

speakanotherlanguage,Chart2suggeststhatchildreninimmigrantfamiliesmayseegreater

purposeinwhattheyarelearninginschool.

Chart2

Percentof10th

GradeStudentsReporting"Yes"onSelectEngagementIndicators

byLanguageSpokeninHome,Washington2008

36%

51%47%

67%

0%

20%

40%

60%

80%

100%

SchoolworkUsuallyMeaningful LearningImportantforFuture

EnglishSpokeninHome OtherLanguageSpokeninHome



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9

Forexample,overtwothirds(67percent)ofstudentswhospeakalanguageotherthanEnglish

athomereportedthatlearningisimportantforthefutureascomparedwithhalf(51percent)

ofstudentswhospeakEnglishathome.However,studentswhodidnotspeakEnglishathome

alsohavehigherratesoftruancythanstudentslivinginEnglishspeakinghouseholds(33

percentvs.21percent). MoreresearchisneededonwhythismightbethecaseinWashington,

butnational

studies

suggest

that

parental

behaviors

supporting

childrens

education

differ

by

racialandethnicbackground. Inaddition,studentsofcertainracial/ethnicbackgroundsare

morelikelytoworkgreaterthan20hoursperweek. AmongWashington10th

graders,for

example,9percentofstudentsfromnonEnglishspeakinghouseholdsworkmorethan20

hoursperweek,comparedtojust2percentofthosefromEnglishspeakinghouseholds.

Studentslivinginfamilieswithlowersocioeconomicstatus(SES)aremorelikelytoreport

poorgradesandskippingschoolthanhigherSESstudents. Whilestudentsfrombothlowand

highSESfamiliesreportedsimilarlevelsofschoolengagement,surveyresponsesshow

differencesbetween

these

groups

in

school

achievement.

Chart

3illustrates

that

students

from

lowSESfamiliesweremorelikelytoreportlowgradesandskippingschoolduringtheprevious

month,keyriskfactorsfordroppingoutofschool.31

Chart3

Percentof10th

GradeStudentsReportingLowGradesandSkippingSchoolbyMothersEducation

Washington2008

40%

29%28%

18%19%

22%

0%

20%

40%

MostlyCs,

Ds,

Fs

Last

Year Skipped/Cut

At

Least

One

Day

Last

Month

LessthanHighS chool S omeCollege BAorHigher

Adolescentboysarelesslikelytobeengagedthangirls. Consistentwithnationalconcerns

abouteducationaldisparitiesbetweenboysandgirls,32

ourfindingssuggestthatmale10th



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10

gradersarelesslikelytobeengagedinschoolthantheirfemalecounterparts.Overall,girlshad

higherratesofschoolengagement,withthemostpronounceddifferenceshowninstudents

reportsoftryingtheirbestinschool. Seventyninepercent(79percent)offemale10th

graders

reportedtheytriedtheirbestinschoollastyearcomparedto66percentofmale10th

graders

(Chart4).Inaddition,agreaterpercentageofgirls(73percent)thanboys(63percent)reported

goodgrades

(mostly

As

and

Bs)

in

the

previous

year.

Chart4

Percentof10th

GradeStudentsReportingTheyTriedTheirBestinSchoolMostoftheTimeLastYear

bySex,Washington2008

66%

79%

0%

20%

40%

60%

80%

100%

Male Female

Findings:SchoolandParentSupportsforEngagement

Parentandschoolsupportsdeclineasstudentsgetolder. Parallelingschoolengagement

trends,parentengagementandschoolsupportalsodecreaseinlatergrades(Chart5).For

example,whilecloseto80percentof6thgradersreportthatteacherstellthemwhentheyare

doingagood

job,

this

is

only

the

case

for

70

percent

of

10th

and

12th

graders.

Furthermore,

studentsexpressthatschoolsarenotsharinggoodnewswiththeirfamilies.Fiftyonepercent

of6thgradersreportthattheirschoolletstheirparentsknowwhentheyhavedonewell

comparedwith28percentof12thgraders.Comparedto12th

gradestudents,studentsin8th

gradearealsomorelikelytoreportthattheirparentsaskiftheyhavedonetheirhomework(90

percentand75percent,respectively)orwouldcatchthemiftheyskippedschool(85percent

and62percent,respectively).



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11

Chart5

Percent

of

Students

Reporting

School

Lets

Parents

Know

When

They

Have

Done

Well

by

Grade

Level,

Washington2008

51%

39%

29% 28%

0%

20%

40%

60%

80%

100%

6th 8th 10th 12th

Studentsof

color,

low

SES

students,

and

female

students

are

least

likely

to

have

parents

monitoringschoolwork. Disparitiesinparentalmonitoringbehaviorwerepresentfordifferent

racialandethnicgroups,SESgroups,aswellasforgirlsandboys.While58percentofBlack

studentsand67percentofNativeAmericanstudentsreportedtheirparentswouldcatchthem

iftheyskippedschool,nearlythreequarters(74percent)ofstudentsfromothergroupsnoted

thiswasthecase.Black(72percent)andLatino(77percent)studentswerelesslikelytoreport

thattheirparentswouldaskiftheirhomeworkwasdonethantheapproximately8in10

studentsfromothergroupsnotingthisparentalbehavior.

Economically

disadvantaged

students

also

reported

lower

levels

of

parental

monitoring

of

their

schoolattendanceandschoolwork.Forexample,studentsfromlowSESfamiliesnotedthat

theirparentswerelesslikelytocatchthemwhentheyskippedschool(68percentlowSESvs.

77percenthighSESstudents)oraskiftheirhomeworkwasdone(79percentlowSESvs.88

percenthighSESstudents).Whilenearly70percentofhighSESstudentsreportedtheirparents

noticedgoodwork,thiswastrueforonly56percentoflowSESstudents.Whilegirlsreported



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12

higherlevelsofschoolengagement,boysnotedmorefrequentlythattheirparentswereproud

andnoticedgoodworkmoreoften(bothquestions:63percentboysvs.57percentgirls).

Findings:School

and

Community

Involvement

Lessthantwothirdsofstudentsreportparticipatinginsupervisedafterschoolactivitieseither

atschoolorawayfromschool. Whileotheraspectsofengagementdecreaseinthehigher

grades,opportunitiesforschoolandcommunityinvolvementappeartobesimilaracrossgrade

levels.Chart6illustratesthatamajorityofstudents(84percent)reportthatsportsand

recreationalopportunitiesareavailableintheircommunities.Otheroutofschooltime

opportunitiesareavailabletoalesserdegree71percentofstudentsreportthepresenceof

activityclubs(e.g.,BoysandGirlsClubsorYMCA)67percentofstudentsreportopportunities

toparticipate

in

service

clubs

(e.g.,

4H

or

Girl

Scouts).

Despite

these

opportunities,

less

than

twothirdsofstudents(61percent,64percent,and65percentof12th,10th,and8thgraders,

respectively)reportparticipatinginsupervisedafterschoolactivitieseitheratschooloraway

fromschool.

Chart6

PercentofStudentsinGrades6,8,10,and12ReportingOpportunitiesforActivitiesinthe

Community,Washington2008

84%

67%71%

0%

20%

40%

60%

80%

100%

Sports&Recreation CommunityServiceClubs(4H,

Scouts)

CommunityActivityClubs

(YMCA,Boys&Girls)



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13

Latinostudentsarelesslikelytoparticipateinextracurricularactivitiescomparedtostudents

fromotherracialandethnicgroups.Tenthgradersfromcertainracialandethnicbackgrounds

weremorelikelytoreportalackofopportunityforcommunityservice.Approximately50

percentofBlack,Latino,andNativeAmericanstudentsreportedthepresenceofcommunity

serviceopportunitiescomparedwithapproximately70percentofAsianandWhitestudents,

and60

percent

of

Native

Hawaiian

and

Pacific

Islanders.

While

there

were

slightly

lower

participationratesinsupervisedafterschoolactivitiesamongunderservedracialandethnic

groups,thelackofparticipationamongLatinoswasstriking.Justoverhalf(53percent)ofLatino

studentsreportedparticipationinextracurricularactivitiescomparedwithroughlytwothirds

(between63percentand70percent)ofstudentsfromotherracialandethnicgroups(see

Chart7).

TwootherdemographicgroupslowSESstudentsandmalestudentsalsonotedfewer

communityopportunitiesandlessextracurricularparticipation.Threequarters(76percent)of

highSES

students

reported

participation

in

weekly

supervised

after

school

activities,

this

was

thecaseforonly56percentoflowSESstudents.Girlswerenotonlymorelikelytoreport

opportunitiesintheircommunitiesforathletics,service,andactivityclubsbutalsotonote

participatinginsupervisedafterschoolactivitiesingreaternumbers(67percentvs.61percent).

Chart7

Percentof10th

GradeStudentsReportingTheyParticipatedinSupervisedAfterschoolActivitiesAt

LeastOneDayaWeek,Washington2008

70% 69% 68% 66% 63%

53%

0%

20%

40%

60%

80%

100%

Asian NativeHawaiianorPacific

Islander

AfricanAmerican White Nativ eAmerican LatinoorHispanic



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14

KeyReformsAffectingAdolescentsinWashingtonState

In2008,morethanoneinfour(27percent)ninthgradersinWashingtonStatedidnotgraduate

withinfouryears.33

Toaddressthisconcerningtrend,WashingtonStatehasimplementeda

numberofthereformslistedbelowtoimproveadolescentsengagement,achievement,and

postsecondary

opportunities.

The

goals

of

these

policies

and

programs

are

threefold

(a)

to

increasetherigorofinstruction;(b)topersonalizethelearningexperienceforyouthandensure

thateachhasaccesstoaconsistent,caringadult;and(c)toseektoimprovethesystemof

providingsupporttoyouththroughprofessionaldevelopmentandtechnicalassistancefor

instructors.

AnumberofK12reformsalsoholdpromiseforimprovingadolescentengagement.For

example,theAchievementGapOversightandAccountabilityCommitteehasputforward

promisingstrategiesforaddressingtheachievementgapforhistoricallyunderserved

students.34Recent

legislation

was

passed

to

intervene

in

the

states

lowest

performing

schools.

ImprovementstoWashingtonStateseducationaldatasystemwillenableanalysisofcourse

takingpatterns,linkagesacrosssecondaryandpostsecondarysettings,andtheuseofdatain

earlywarningsystemstoidentifystudentsatriskfordroppingoutofschool.

AdvancementviaIndividualDetermination(AVID).In2008,OSPIandCollegeSparkannounced

anineyear,$9.5millionCollegeReadinessInitiativethatwillsupportwidespread

implementationofAVIDandNavigation101(seebelow).AVIDaimstoincreasestudents

abilitiestosucceedincollegepreparatorycourses.Inadditiontoelectivecourses,students

attendpeer

tutorials

with

atrained

tutor

facilitator,

and

participate

in

time

management,

study,andorganizationalskills.AVIDteachersalsoaccessprofessionaldevelopmentactivities

thatenablethembettersupporttheirstudentsinrigorouscoursework.35

BuildingBridgesProgram.Between20092010,BuildingBridgesmadegrantsthroughOSPIto

partnershipsofschools,families,andcommunitiestosupportdropoutprevention,

intervention,andretrievalsystemsthatidentifystudentswhoareatatriskforleavingschool

beforegraduationandtoprovidetimelyinventionsandsupports.BuildingBridgesserved36

schooldistrictsin85identifiedbuildingsandprograms.36

Beginninginthesummerof2010,

BuildingBridges

will

convene

aworkgroup

to

make

recommendations

to

develop

astate

school

improvementmodelthatfocusesonintegratedstudentsupportsandinterventionsthat

improvestudentachievementbylinkingstudentstocommunityresourcestomeettheir

academicandsocialserviceneeds.


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15

CollegeSuccessFoundation(CSF).CSFworkstoexpandeducationalopportunitiesbygrowing

thenumberofcollegegraduatesamonglowincomeyouth.InWashingtonState,CSFprovides

academic,informational,andfinancialsupportstostudentsandtheirfamilies,andadvocates

forincreased

college

readiness

and

college

access.

In

2010,

CSF

launched

Washington

College

AccessNetwork(WCAN),whichwasdevelopedtoimprovepreparationandaccesstohigher

educationthroughsupportingbestpractices,trainingopportunities,andpublicpolicies.37

CORE24.Core24isasetofnewhighschoolgraduationrequirementsthatisdesignedto

providestudentswithasolidacademicfoundationtopreparethemforarangeofpost

secondarypaths.PartoftheWashingtonStateBoardofEducationsMeaningfulHighSchool

DiplomaInitiative,CORE24willincreasethenumberofcoursesthatstudentswillneedtotake

inmanyschooldistrictstograduate,alteringrequirementsthathavenotchangedsince1985.

Currently,the

CORE

24

Task

Force

of

educators

across

the

state

is

working

on

an

implementationstrategyfortheprograms2013phasein.38

Navigation101.Navigation101offerspersonalizedsupporttohighschoolstudentsandtheir

familiesandhelpsthemexploretheirpostsecondaryopportunities.ComponentsofNavigation

101includecurriculumdrivenadvisorycourses,studentplanningportfoliosthatsetgoalsand

monitorprogress,studentledconferenceswithfamilymembersandtheiradvisoryleader,and

studentdrivenscheduling,inwhichstudentsarepromptedtoselectchallengingcoursesand

schoolwork.EvaluationoftheCollegeReadinessInitiative,criticaltoprogramoptimization,will

informthe

integration

of

Navigation

101

within

acomprehensive

guidance

and

counseling

program.39

SchoolsOutWashington(SOWA).SOWAworkstoincreasethenumberofaffordableand

qualityafterschoolandyouthdevelopment(AYD)programsfor518yearoldsinthestate

throughtraining,advocacyandleadership. SOWAcurrentlysupportsarangeofreform

projects. Theseincludeeffortstoimprovethequalityofcarethroughrevisingtheminimum

licensingrequirementsforschoolagechildcare,effortstoimplementandevaluate

professionaldevelopmentforAYDprovidersthroughthePathwaytoExcellence,andthe

ImprovingProgram

Quality

projects

that

offer

on

site

coaching

support.

The

Feed

Your

Brain

projectsupportsthestateshighpoverty,ruralcommunitiesthroughprovidingliteracy

activitiesandnutritiousmealsduringthesummermonths.40

SOWAworkswith12school

districtsthroughtheRefugeeSchoolImpactProjecttosupporttheacademicperformanceof

refugeestudents.41


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ThreePrioritiesforIncreasingStudentEngagementinWashingtonState

ThefindingspresentedinthisbriefhighlighttheschoolengagementneedsofWashingtonState

adolescents.Asizableproportionofyouthinourstateareatgreatriskofdisengagementfrom

school,andthisriskincreasesinthehighergrades.Ourcomparisonsacrossincome,race,

ethnicity,and

sex

highlight

noteworthy

disparities

in

engagement

and

related

parent

and

communitysupports.ButthelowlevelsofschoolengagementamongbothhighandlowSES

10thgradersindicatethatdisengagementisaproblemacrosstheboardforthestatesschools

andcommunities.

WashingtonStatespoliciesandprogramssupportingschoolengagementareunderfunded.

Currently,certainpromisingeffortsarenotpresentinschooldistrictsorregions,andwould

benefitmorestudentsiftheywerebroughttoscale.Forexample,duringthe200910school

year,Navigation101isbeingimplementedin82ofthestatesschool295schooldistricts.42

Fortyone

school

districts

and

128

sites

are

using

the

AVID

program.43

Due

to

the

economic

downturn,fundingforsupportingprogramsthroughBuildingBridgesisuncertainafterthe

summerof2010.DespitecutstoanumberofprogramsintheStateEducationbudgetduring

thelastlegislativesession,boththefederalRacetotheTopandInvestinginInnovation

applicationscouldbringnewresourcesintothestatethatwouldsupportschoolengagement

initiatives.

ThelowlevelsofschoolengagementamongbothhighandlowSES10thgraders

indicatethatdisengagementisaproblemacrosstheboardforschoolsand

communitiesinWashingtonState.

Boththeeconomicdownturnandpossibilityofnewfederalfundingineducationreflectan

evolvingpolicyagendaaroundschoolengagement.Weputforwardthreeprioritiesforcurrent

andfuturepoliciesandprogramsinWashingtonStatethatemergedfromourstudyfindings.

Together,thesereflectacomprehensiveapproachwhichdrawsontheresourcesofschools,

families,and

communities

to

meet

adolescents

needs.

First,

students

need

academic

supports

tobesuccessfulinrigorousacademicwork.Second,studentsneedindividualizedattention

fromcaringadultsinarangeofsettings.Third,coordinationbetweenK12,postsecondary,and

outofschooltimeprogramscanenhanceschoolengagement.


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17

Priority1:Studentsneedacademicsupportstobesuccessfulinrigorousacademicwork.

Whileincreasingrigorcanhelpaddressconcernsaboutboredomamongadolescents,many

highschoolstudentsareunderpreparedforchallengingwork.44

InWashingtonState,10th

grade

boys,studentsofcolor,andlowSESstudentsreportedbothhigherlevelsofCs,Ds,andFsand

skippingschool,

raising

serious

concern

about

the

risk

of

disengagement

and

dropping

out

amongthesegroups.Thismaybepartiallytheresultoflowlevelsofparentalengagementin

school,communityopportunities,andextracurricularparticipation.Aschildrenofimmigrants

nowcompriseclosetoonefourth(22percent)ofthestatespopulationunder18,45

thegreater

purposeinschoolingseenbychildrenwithahomelanguageotherthanEnglishreflectsan

opportunityforschoolsandoutofschooltimeprogramstorespondtotheiroptimism.

Statewidepoliciesandprogramsincludearangeofapproachesaimedatimprovingstudent

achievementandpreparationforpostsecondarysuccess.However,someinvolveonlyafraction

ofthe

students

who

can

benefit

from

supports.

Black,

Latino,

and

American

Indian/Alaskan

NativestudentsaresignificantlyunderrepresentedinAPcourses,suggestingthatequitable

accesstorigorisaprobleminWashingtonState.46

Torespondtothisissue,AVIDincludes

classesandtutoringdesignedtoimprovestudentsperformanceincollegepreparatory

coursework.

Whenimplemented,CORE24willbepoisedtoincreasetherigorininstructionacrossthestate.

However,theAchievementGapOversightandAccountabilityCommitteeraisesconcernsabout

theimplicationsofthispolicybecauseahighpercentageofhistoricallyunderservedstudentsof

colorare

either

dropping

out

or

not

meeting

current

graduation

requirements.

The

Committee

alsorecommendsareviewofthecomponentsofthehighschoolgraduationpolicy,including

thepotentialimpactonstudents,funding,andschoolanddistrictcapacity.47

TheCORE24

ImplementationTaskForcehasalsorespondedtoconcernsaboutstudentsworkingbelow

gradelevel,andhasrecommendedthatthephaseinofCORE24includeapproachestoprovide

strategiestoassiststrugglingstudentssotheycanretrieveacademiccreditsandworktoward

reachinggradelevelintheirskills.48

Priority2:Studentsneedindividualizedattentionfromcaringadultsinarangeofsettings.

Youthneedgreaterautonomyastheygetolder,buttheguidanceofadultsiscriticalwhenthey

arefacedwithchoicesthatcanpotentiallyaffecttheirsubsequentopportunities.Ourstudy

findingscallforacloserlookathowhighschoolsinWashingtonStatecaneffectivelyreachout

tofamilies,especiallyinthehighergrades.Fewerthan3in10highschoolsophomoresreport

thattheirschoolshareswiththeirparentswhentheyhavedoneagoodjob.Responsestothis

onequestionaboutschoolcommunicationtoparentshighlightthatschoolsanddistrictscould


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18

benefitfromfurtherinvestigationoftheeffectivenessoftheirbroadereffortstocommunicate

andengagefamilies.

Anumberofpoliciesandprogramsincludefeaturesthataredesignedtoenhanceadultsrolein

schoolengagement.Forexample,Navigation101fosterspersonalrelationshipsbetween

studentsand

adults

in

schools.

Building

Bridges

has

supported

programs

that

provide

individualizedhealth,mentalhealth,andacademicinterventionswhenstudentswithhigh

probabilityofdroppingouthavebeenidentified.Evidenceofthepositiveeffectsofadolescent

participationinoutofschooltimeprograms49

underscorestheimportantrolethatprogram

leaderscanplayinprovidingstudentswithopportunitiestodiscovertheiracademicand

nonacademicstrengths.

Priority3:CoordinationbetweenK12,postsecondary,andoutofschooltimeprogramscan

enhanceschoolengagement.

Researchdemonstratesthatschoolscannotworkinisolationtonurtureengagement.50

PartnershipsbetweenK12,postsecondary,andoutofschooltimeprogramsrepresenta

strategytocapitalizeontheexpertiseofeducatorsandyouthdevelopmentprofessionalsand

tocultivateanawarenessofopportunitiesafterhighschoolgraduation.Evidencefromthis

studyraisesurgentneedtofosterandsustainpartnershipsamongschools,parents,

communitybasedorganizations,andreligiousinstitutions.Supervisedextracurricularactivities

canprotectstudentsagainstdisengagementfromschoolandotherriskybehaviors,butone

thirdof8th,10th,and12thgradersdonotparticipate.SchoolsOutWashingtonsprofessional

networksand

projects

aim

to

further

professionalize

the

field

of

out

of

school

time

programs

andbroadenaccesstotheyouthwhoareinthegreatestneed.TheCollegeSuccessFoundation

providesinformationandsupportthroughschools,colleges,andnonprofitstotargetsupports

foreconomicallydisadvantagedstudents.Theimpactoftheseprogramscanbeamplifiedby

strongpartnershipswithschoolsanddistrictswhichmaybedevelopedthroughstaterequired

SchoolImprovementPlans.51


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Conclusion

PresidentObamaschallengeforallAmericanstoattendatleastoneyearofcollegewillrequire

educators,parents,andcommunitiestoconsidercreativesolutionsthataddressstudent

performance,andtomakeprogressonlongstandinggapsinachievementandattainment.Such

anambitiousgoalbringsneededattentiontoimprovingeducationforhighschoolstudents.As

theconnectionbetweenschoolengagementandachievementhasbeenproveninmultiple

studies,focusingonschoolengagementpromisestoencourageprogresstowardsthisnational

goal.Increasingsupports,caring,andcoordinationacrossorganizationsservingyouthare

criticalstepstonurturethesenseofpurposethatadolescentsmustbringtoschool.

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Sciences,U.S.DepartmentofEducation.Washington,DC.2Planty,M.,Hussar,W.,Snyder,T.,Kena,G.,KewalRamani,A.,Kemp,J.,Bianco,K.,Dinkes,R.(2009).3OECDnationsincludeAustralia,Austria,Belgium,Canada,CzechRepublic,Denmark,Finland,France,Germany,

Greece,Hungary,Iceland,Ireland,Italy,Japan,Korea,Luxembourg,Mexico,theNetherlands,NewZealand,

Norway,Poland,Portugal,SlovakRepublic,Spain,Sweden,Switzerland,Turkey,UnitedKingdom,andtheUnited

States.4Provasnik,S.,Gonzales,P.,andMiller,D.(2009).U.S.PerformanceAcrossInternationalAssessmentsofStudent

Achievement:SpecialSupplementtoTheConditionofEducation2009(NCES2009083).NationalCenterfor

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April5,

2010,

from

http://nces.ed.gov/pubs2009/2009083.pdfSee

Tables

3and

6.

5NationalCenterforHigherEducationManagementSystems.(2009).[WashingtonStateandnationalpipeline

data].Unpublishedrawdata.Note:StaffatNCHEMSclaimthatacaveatofthepipelinedataisthatRunningStart

(astateprogramwhichenableseleventhandtwelfthgradestudentstotakecommunitycollegecourses)arenot

includedinthecountofstudentswhoimmediatelyenrollinpostsecondaryeducation,whichleadstoan

underreportingofstudentsatthismilestoneintheeducationpipeline.Approximatelysevenpercentofeligible

juniorsandseniorsparticipatedinRunningStartduringthe19967schoolyear.

SeeEwell,P.T.,Jones,D.P.,&Kelly,P.J.(2003).ConceptualizingandResearchingtheEducationalPipeline.

RetrievedDecember,15,2009,fromhttp://www.nchems.org/pubs/docs/Pipeline%20Article.pdfforadiscussionof

educationalpipelinepolicies6Fredricks,J.A.,Blumenfeld,P.C.,&Paris,A.(2004).Schoolengagement:potentialoftheconcept:stateofthe

evidence.ReviewofEducationalResearch,74,59119.

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Research

Council

and

the

Institute

of

Medicine.

(2004).

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schools.

Washington,

D.C.:

The

NationalAcademiesPress.8Fredricks,J.A.,Blumenfeld,P.C.,&Paris,A.(2004).9NationalResearchCouncilandtheInstituteofMedicine(2004)10

Rumberger,R.W.&Lim,S.A.(2008).Whystudentsdropoutofschool:Areviewof25Yearsofresearch.Santa

Barbara:CaliforniaDropoutResearchProjectReport#15,UniversityofCalifornia,SantaBarbara.RetrievedApril1,

2010,fromhttp://cdrp.ucsb.edu/dropouts/pubs_reports.htm11

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12Kreider,H.,Caspe,M.,Kennedy,S.,Weiss,H.(2007).Familyinvolvementinmiddleandhighschoolstudents'

education.Cambridge:HarvardFamilyResearchProject.RetrievedApril4,2010,from

http://www.hfrp.org/publicationsresources/publicationsseries/familyinvolvementmakesadifference/family

involvementinmiddleandhighschoolstudentseducation13

Moore,K.A.,Guzman,L.,Hair,E.,Lippman,L.,&Garrett,S.(2004).Parentteenrelationshipsandinteractions:

Far

more

positive

than

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Brief,

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DC:

Child

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Wong,E.,Wiest,D.,&Cusick,L.(2002).Perceptionsofautonomysupport,parentinvolvement,competenceand

selfworthaspredictorsofmotivationalorientationandacademicachievement:Anexaminationofsixth and

ninthgraderegulareducationstudents.Adolescence,37(146),255266.14

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Patrikakou,E.N.(2004).Adolescence:Areparentsrelevanttostudentshighschoolachievementandpost

secondaryattainment?Cambridge,MA:HarvardFamilyResearchProject,HarvardUniversity.RetrievedApril5,

2010,fromhttp://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/adolescence.html16

Lareau,A.(2003).Unequalchildhoods:Class,raceandfamilylife.Berkeley,CA:UniversityofCaliforniaPress.17

Spera,C.(2005).Areviewoftherelationshipamongparentingpractices,parentingstyles,andadolescentschool

achievement.EducationalPsychologyReview,17(2),125146.18

Oakes,J.,Gamoran,A.,&Page,R.N.(1992).Curriculumdifferentiation:Opportunities,

outcomes,andmeanings.InP.W.Jackson(Ed.),Handbookofresearchoncurriculum(pp.570608).NewYork:

Macmillan.19

Epstein,J.L.(1983).Theinfluenceoffriendsonachievementandaffectiveoutcomes.InJ.L.Epstein&N.Karweit

(Eds.),Friendsinschool:Patternsofselectionandinfluenceinsecondaryschools(pp.177200).NewYork:

AcademicPress.20

Dishion,T.J.,McCord,J.,&Poulin,F.(1999).Wheninterventionsharm:Peergroupsandproblembehavior,

AmericanPsychologist,54,755764.21

Alvermann,D.,&Eakle,A.J.(2007).Dissolvinglearningboundaries:Thedoing,redoing,andundoingofschool.

InA.CookSather&D.Thiessen(Eds.),Internationalhandbookofstudentexperienceinelementaryandsecondary

school(pp.143166).TheNetherlands:Springer.22

Balfanz,R.(2000).Whydosomanyurbanpublicschoolstudentsdemonstratesolittleacademicachievement?

InM.

G.

Sanders

(Ed.),

Schooling

at

risk:

Research,

policy,

and

practice

in

the

education

of

poor

and

minority

adolescents(pp.3050).Mahwah,NJ:ErlbaumAssociates.23

Dotterer,A.M.,McHale,S.M.,&Crouter,A.C.(2007).Implicationsofoutofschoolactivitiesforschool

engagementinAfricanAmericanadolescents.JournalofYouthAdolescence,36,391401.24

Melchior,A.(2000).CostsandBenefitsofServiceLearning.SchoolAdministrator,57(7),2631.25

NationalResearchCouncilandInstituteofMedicine,200226

Weoptedtoexcludefindingsaboutpeersasthesewerelesslikelytobeshapedbystatepoliciesandprograms.

ResponsestotheseandotherHYSmaybefoundathttp://www.askhys.net/layout.asp?page=analyzer27

Stipek,D.J.(2002).Motivationtolearn:Integratingtheoryandpractice.Boston:AllynandBacon.28

Amongchildren,parentseducationisacriticaldeterminantofhealthoutcomes,butmotherseducationis

especiallypredictive.Morehighlyeducatedmothersaremorelikelytohavehigherincomeandhaveapartner

withahigher

income,

providing

greater

economic

security

for

children

than

lower

educated

mothers.

As

mothers

educationincreases,achildslanguageskillsandhomeenvironmenthavebeendemonstratedtoimprove

(Magnuson2007).See:Magnuson,K.(2007).Maternaleducationandchildrensacademicachievementduring

middlechildhood.DevelopmentalPsychology,43,14971512.29

Reflectingresearchthatindicatesthatstudentsdonotprovidevalidreportsoffamilyincome,theDepartmentof

HealthrecommendsmotherseducationasaproxyforSES.Studentswithmotherswithoutahighschooldiploma

arethemostlikelytobelowSESwhilethosewithaBAorhigherarelikelytobehighSES.30

However,whencontrollingforsocioeconomicstatus,HispanicorLatinostudentswerelesslikelythanwhitesto

reportskippingschoolinthepreviousmonth.


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31Neild,R.C.,Balfanz,R.,&Herzog,L.(2007).Anearlywarningsystem.EducationalLeadership,65(2),2833.

32Mead,S.(2006).Thetruthaboutboysandgirls.Washington,DC:TheEducationSector.RetrievedApril7,2010,

fromhttp://www.educationsector.org/usr_doc/ESO_BoysAndGirls.pdf

Note:TheEducationSectorreportaimstodebunkthemythofaboycrisisthatwasprevalentinthemedia.It

providesananalysisofnumerouseducationaloutcomes,notingsexbaseddisparitiesinachievementandcollege

enrollment.It

highlights

the

concern

about

the

underachievement

of

African

American

and

Hispanic

or

Latino

males.33

While73percentofninthgradersgraduatedontime,77percenttookgreaterthanfouryearstograduate.There

aresignificantdisparitiesingraduationratesbasedonrace,ethnicity,sexandsocioeconomicstatus.Ireland,L.

(2009).GraduationandDropoutStatisticsforWashingtonin200708.OfficeofSuperintendentofPublic

Instruction.Olympia,WA34

Studentsfromhistoricallyunderservedracialandethnicandgroupshavehadlessaccesstohighqualitypublic

educationintheUnitedStatesthantheirpeers.ThesepopulationsincludestudentswhoareAfricanAmerican,

Latino,NativeAmerican,NativeHawaiianorAsianPacificIslanders,SoutheastAsianandmixedraceorethnic

heritage.35

Seehttp://www.avid.org/formoreinformation36

SeeBuildingBridgesWorkgroupReporttotheLegislature(December2009)formoreinformation

http://www.k12.wa.us/BuildingBridges/pubdocs/BBWrkGrp.pdf37

Seehttp://www.collegesuccessfoundation.org/formoreinformation38

SeeCORE24FrequentlyAskedQuestionsathttp://www.sbe.wa.gov/default.html?tab=4&panel=2#core2and

Flyer,OpeningDoorswithCore24http://www.sbe.wa.gov/documents/CORE24FinalGraphic_000.pdf formore

information.39

SeeNavigation101FrequentlyAskedQuestionshttp://www.k12.wa.us/navigation101/FAQs.aspxand

Navigation101Multimediahttp://www.k12.wa.us/navigation101/Multimedia.aspx formoreinformation40

Seehttp://schoolsoutwashington.org/formoreinformation.

41Seehttp://schoolsoutwashington.org/formoreinformation.

42PersonalcommunicationwithMikeHubert,Navigation101Supervisor,OfficeoftheSuperintendentofPublic

Instruction.43

AVID200910WashingtonFactsheet.(2009,November).RetrievedMay15,2010from

http://www.avid.org/dl/wd/wd_qg_washington.pdf44

Neild,R.C.,Balfanz,R.,&Herzog,L.(2007).45

TheCenterforSocialandDemographicAnalysis.(2009,September).ChildreninImmigrantFamiliesin

WashingtonFactsheet.Baltimore,MD:AnnieE.CaseyFoundation.46

AchievementGapOversightandAccountabilityCommittee(2010a).Closingopportunityandachievementgaps

inWashingtonseducationsystem.RetrievedApril6,2010,from

http://www.capaa.wa.gov/documents/AgapLegReportFinal.pdf47

AchievementGapOversightandAccountabilityCommittee(2010b).Recommendations:Memorandumtothe

StateBoardofEducation.RetrievedApril6,2010,from

http://www.k12.wa.us/cisl/pubdocs/StateBoardMemo1.10.pdf48

WashingtonStateBoardofEducation.(2010).Core24ImplementationTaskForceFinalReporttotheWashingtonStateBoardofEducation.RetrievedMay14,2010,from

http://www.sbe.wa.gov/documents/Core%2024%20ITF%20Final%20Rpt%20April%202010.pdf 49

Jordan,W.J.&Nettles,S.M.(1999).Howstudentsinvesttheirtimeoutofschool:Effectsonschoolengagement,

perceptionsoflifechances,andachievement.Baltimore:CenterforResearchontheStudentsPlacedatRisk.

RetrievedApril5,2010,fromhttp://www.csos.jhu.edu/crespar/techReports/Report29.pdf50

NationalResearchCouncilandtheInstituteofMedicine.(2004).51

AchievementGapOversightandAccountabilityCommittee(2010b).

Engagement Brief FINAL

Documents

Transcript of Engagement Brief FINAL