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OFFICE OF MULTIPLE PATHWAYS TO GRADUATION:
Developing and strengthening schools and programs that lead to high school graduation and post-secondary opportunities for overage, under-credited youth
JOELLEN LYNCH, Executive Director
THE NEW YORK CITY DEPARTMENT OF EDUCATIONOffice of Multiple Pathways to Graduation
CCSSO Secondary School Redesign Conference
Atlanta, GeorgiaJune 7-9, 2006
2
MISSION: To create a differentiated portfolio of educational options integrated with secondary reform that will provide systemic opportunities to improve student high school graduation rates and the long-term plans of overage and under-credited youth — or multiple pathways to graduation:
Office of Multiple Pathways to Graduation
Universe of overage, under-
credited youth
Transfer Schools
Young Adult Borough Centers
Blended GED Programs
Learning to Work Program
NYS Regentsdiploma
NYS Localdiploma
GED
Post-secondarytraining
Workforceconnections
3
Multiple Pathways options meet New York State graduation requirements
• Click to add Text
• Click to add Text
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Regents Exams: 5
• Comprehensive English
• Global History and Geography
• U.S. History and Government
• Mathematics
• Science
Courses: 44 credits
Area # of Credits
• English 8
• Social Studies 8
• Mathematics 6
• Science 6
• Second Language 2
• Art 1
• Music 1
• Health Education 1
• Physical Education 4
• Elective Areas 7
Total 44
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
GO
AL
AC
TIV
ITY
Office of Multiple Pathways to Graduation Methodology
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
GO
AL
AC
TIV
ITY
Office of Multiple Pathways to Graduation Methodology
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
6
Situation Assessment: Segmented population analysis
Age 16 Fewer than 11 Credits
Age 17 Fewer than 22 Credits
Age 18 Fewer than 33 Credits
Age 19-21 Fewer than 44 Credits
Age Credits
An overage and under-credited student is defined as a student who is 2 years behind his or her expected age and credit accumulation in high school
Segmentation informs strategy:
Who are these students?
What is their experience in the system?
Definition of overage, under-credited students
7
IN- AND OUT-OF-SCHOOL OVERAGE AND UNDER-CREDITED YOUTH, JUNE 2005
Note: Includes District 75 students. Students are counted as out-of-school youth only if they are dropouts (as opposed to other discharges) Source: ATS Data, Parthenon analysis
Focus of MultiplePathways Initiative
Of the nearly 140K overage and under-credited youth in New York City, half are currently in school.
Age 21
70K
Age 20
Age 19
Age 18
Age 17
Age 16 or Younger
Out-of-School Youth In-School Youth
Age 20
Age 19
Age 18
Age 17
68K
0%
20%
40%
60%
80%
100%
Perc
ent
of
Stu
dents
Situation Assessment: Segmented population analysis
8
• Overage / under-credited students have the following demographics:
– Gender: ~60% male (vs. NYC total of 51%)
– Age: ~42% aged 18 or older (vs. NYC total of 22%)
– Ethnicity: ~83% African-American or Hispanic (vs. NYC total of 71%)
Male
Female
21
20
19
18
17
16
Unknown/Other
Caucasian
African-American
Hispanic
Asian
NativeAmerican
Total HSEnrollment
OA-UCPopulation
Total HSEnrollment
OA-UCPopulation
Total HSEnrollment
OA-UCPopulation
312K 70K 312K 70K 312K 70K
0
20
40
60
80
100%
Per
cent
of
Stu
den
ts
Demographics of Overage / Under-Credited Students vs. Total HS Enrollment, June 2005
Source: ATS Data
GenderGender AgeAge EthnicityEthnicity
Situation Assessment: Demographic Profile of Current OA/UC Students
9
• The dropout population is the overage and under-credited population, just at different points in time• By contrast, only 19% of graduates were once overage and under-credited in high school
Nearly all high school dropouts have a history of being overage and under-credited
Graduates and Dropouts by Overage and Under-Credited Status, Class of 2003 Cohort
Note: Excludes District 75 Students; Source: ATS Data
Non-Overage andUnder-Credited
Overage andUnder-Credited
(19%)
Non-Overage and Under-Credited
Overage andUnder-Credited
(93%)
Graduates(Class of 2003 Cohort)
Dropouts(Class of 2003 Cohort)
0
20
40
60
80
100%
Perc
ent
of
Stu
dents
Situation Assessment: Segmented population analysis
19K37K
GO
AL
AC
TIV
ITY
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
Office of Multiple Pathways to Graduation Methodology
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
Segmented population analysis drives Multiple Pathways strategy
Segmentation by student age and credits earned
How far has he or she progressed?
How much time does the student have to complete the requirements for credential?
STRATEGIC IMPLICATIONS
Segmentation by level of academic preparation at high school entrance
To what extent can programs at the high school level be effective?
What potential strategies have preventive versus recuperative power?
12
Transfer Schools are small, academically rigorous diploma granting high schools for students that have been enrolled in a NYC public high school for at least one year and are far from promoting on grade level in their current high school.
Essential elements of Transfer Schools:
• personalized learning environment• integration of youth development practices with rigorous academic instruction• student-centered pedagogy • support to meet instructional and development goals • focus on connections to college
OMPG Transfer School Portfolio:
The Office of Multiple Pathways to Graduation supports and strengthens NYC DOE’s network of 22 Transfer Schools, and is developing tools for new Transfer School start-up.
Differentiated Portfolio: Transfer Schools
13
Transfer Schools produce differentiated outcomes regardless of 8th grade ELA levels
278% 145% 109% 111% 137% 278% 145% 109% 111% 137%Improvement vs. Comp HS
Overage and Under-Credited Seven-Year Graduation Ratesby Reading Level: Comprehensive High Schools vs. Transfer Schools
Note: Comprehensive HS data is for students who are OA-UC in each segment in June 2001 and end in a comprehensive HS; Transfer school data is calculated based on student credits and age at entry for the 2001-02 transfer school cohort; Graduation rate excludes IEP diplomasSource: ATS DataSimilar analysis based on math level is unavailable, given change in 8th grade math test
10%
19%
25%28% 30%
36%
46%
51%
59%
71%
0%
20%
40%
60%
80%
100%
Relative improvement in performance is greatest for
lowest-level students
Relative improvement in performance is greatest for
lowest-level students
Gra
duat
ion
Rat
e
Level 1 Low Level 2 High Level 2 Level 3 Level 4
Tra
nsf
er
Sch
ool
s
Com
preh
ensi
ve
HS
Differentiated Portfolio: Transfer Schools
14
Differentiated Portfolio: Transfer Schools
Overage and Under-Credited Seven-Year Graduation Rates byStudent Segment: Comprehensive High Schools vs. Transfer Schools
…and outperform comprehensive high schools for students across a range of age and credits.
9%5%
26%
33%37% 38%
51% 53%
0%
20%
40%
60%
80%
100%
Tra
nsf
er
Sch
oo
ls
Co
mp
reh
en
sive
H
S
Age: <18Credits: <11
Age: 18, Credits: <11Age: 19+, Credits: <22
Age: 17-18Credits: 11-22
Age: 18+Credits: 22+
Gra
duat
ion
Ra
te
15
Differentiated Portfolio: Blended GED Programs
OMPG is developing models of blended GED programs tailored for overage, under-credited youth. The model will serve as a lab school for further research and development of GED programs for overage, under-credited youth.
Essential Elements of GED Blend Model:• Youth development approach • Integrated learning cycles • Portfolio creation process• Innovative systems for student engagement, assessment, and progression• Pathways to post-secondary training and other opportunities• In-depth, sector-specific career exploration with individualized career strands
OMPG GED Blends Portfolio:• 3 programs launched at Learning to Work sites in 2005-2006• 1 full-time, stand-alone program with a Learning to Work component will be launched in Fall 2006, with a capacity of 150 students
16
Differentiated Portfolio: YABCs
Housed in host high schools, Young Adult Borough Centers are full-time programs for students who are 17½ or older and have at least 17 credits. The instructional model of YABCs allows students to concentrate only on the credit portfolio they need for graduation through a non-traditional block schedule.
Essential elements of YABCs, provided by a Community Based Organization at each program site:• youth development support• career and college counseling• assistance with job placement
OMPG YABC Program Portfolio:• 18 YABC Programs, with 9 new programs launched in 2005-2006
17
Differentiated Portfolio: Learning to Work
Learning to Work (LTW) is an integrated workforce readiness and student support program that prepares overage, under-credited students for the workforce, connects them to jobs and post-secondary, and enables them to earn a high school diploma or GED through:
CAREER PREPARATION
WORKFORCE CONNECTIONS
• Vocational/Work Readiness Workshops• Career Exploration and Planning
• Internship Placements• Job Placements
ACADEMIC SUPPORT
• Tutoring and Attendance Outreach• Post-secondary Exploration and Advising
SUPPORT SERVICES
• Individual and Group Counseling• Referral to Services
18%
23%
15%12%
11%
21%Business & Retail (18%)
Education (22%)
Government/Public Sector (15%)
Health Care (12%)
Media & Communications (11%)
Nonprofit & Social Services (21%)
LTW INTERNSHIP PLACEMENT BY SECTOR
• To date, 1403 students from LTW programs have made workforce connections • 833 students placed in LTW internships• 570 students are currently working in positions secured outside of the LTW internship
program• Preliminary data shows that 50 LTW students have already turned their LTW internships
into paid jobs
Learning to Work connects students to a broad array of employment sectors throughout New York City
Learning to Work also empowers students to make their own connections:
Differentiated Portfolio: LTW Workforce Connections
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
Research best practices and design models for schools and
programs
Create a differentiated
portfolio informed by analytics
STRATEGY
GO
AL
AC
TIV
ITY
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
Build capacity system-wide
Develop tools to start, sustain,
and strengthen schools and
programs
IMPLEMENTATION
Office of Multiple Pathways to GraduationMethodology
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
Define and understand
student population
SITUATIONASSESSMENT
Conduct a segmented population analysis
20
• STARTING NEW SCHOOLS/PROGRAMS– Developing new models
• Adolescent literacy• GED blends
– Replicating successful models– Creating tools for implementing models
• SUSTAINING EXISTING SCHOOLS/PROGRAMS– Bolstering networks of schools and programs to capture and share learnings,
identify best practices, and disseminate information
• STRENGTHENING THE SYSTEM– Managing performance– Developing resources– Sharing knowledge and disseminating information
• Network meetings for YABC/LTW program directors
Implementation and Capacity-Building
21
Year 1Year 1 Year 2Year 2 Year 3Year 3 Year 4Year 4 Year 5Year 5 Year 6Year 6
Comprehensive High School
Transfer School
On average, students…
…Are retained for two years, earning 6 credits/yr
…Become disengaged, attending at a <50% rate
On average, students…
…Are retained for two years, earning 6 credits/yr
…Become disengaged, attending at a <50% rate
On average, students…
…Re-engage with school, attending at a 78% rate
…Find academic success, earning 9-10 credits/yr
On average, students…
…Re-engage with school, attending at a 78% rate
…Find academic success, earning 9-10 credits/yr
Average Enrollment = 2.7 years
Average Enrollment = 1.9 years
When students become OA-UC in Comprehensive HS, they are on a path toward dropout
Transfer Schools re-engage OA-UC students and put them on track for graduation
When students become OA-UC in Comprehensive HS, they are on a path toward dropout
Transfer Schools re-engage OA-UC students and put them on track for graduationSource: ATS Data
90% of students have a final outcome within 6 yrs
80% have moved to Transfer School by halfway through 4th year
Path of Transfer School Students in the Current System
Implementation and Capacity-Building: Accountability
22
Implementation and Capacity-Building: Accountability
The Office of Multiple Pathways to Graduation is exploring accountability measures that reflect added value of Transfer Schools. Areas under consideration include:
PERFORMANCE MEASURES:
Value-added system captures:Average prior to admission1st year in Transfer School2nd year in Transfer School3rd year in Transfer SchoolRelative change versus prior schools
PROGRESS MEASURES:
• Graduation rate by type of diploma:• Regents diploma• Local diploma
• School environment•Safety•Parent/Teacher student survey
• Graduation rate by credits at admission:• 0-11 credits• 11-22 credits• 22+ credits
• Attendance• Credits earned toward diploma• Regents performance
23
Questions?
Universe of overage, under-
credited youth
Transfer Schools
Young Adult Borough Centers
Blended GED Programs
Learning to Work Program
NYS Regentsdiploma
NYS Localdiploma
GED
Post-secondarytraining
Workforceconnections