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Community Resources and Educational Opportunities in Detroit: Baseline Assessment of Academic Progress Using the 2005-2009 Cohort of High School Students

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Community Resources and Educational Opportunities in Detroit: Baseline Assessment of Academic Progress Using the 2005-2009 Cohort of High School Students Community Resources and Educational Opportunities in Detroit: Baseline Assessment of Academic Progress Using the 2005-2009 Cohort of High School Students Final Report, March 2019 Edward P. St. John Cindy Veenstra Jiyun Kim Malisa Lee Leanne Kang Victoria J. Bigelow Henry Meares Center for the Study of Higher and Postsecondary Education Acknowledgements: This report was prepared with financial support from the Ford Foundation, as part of a planning project for the Detroit Schools-Higher Education Consortium (DSHEC). This report also includes analyses funded by four grants from the Projects Promoting Equity in Urban and Higher Education (projects were housed in the University of Michigan’s National Center for Institution Diversity and School of Education). The analyses and interpretations in this report are the authors’ and are not intended to represent official policies or positions of the DSHEC, DPS, or the Ford Foundation. Suggested citation: St. John, E. P., Veenstra, C., Kim, J., Lee,M., Kang, L., Bigelow, V., & Meares, H. (2019). Community Resources and Educational Opportunities in Detroit: Baseline Assessment of Academic Progress Using the 2005-2009 Cohort of High School Students. Ann Arbor: School of Education, University of Michigan. Abstract With many companies accepting only job applicants with some college education, the past two decades have shown that k-12 school systems need to prepare students to not only complete a high school education, but also to be academically prepared to enroll in college credit courses. Urban areas often have higher drop-out rates and low rates of academic readiness for college. Education social justice issues, poverty and inequality in educational opportunity across school systems can contribute to lower levels of academic achievement and success in high school and college in urban areas. It is evident that there is a need for new approaches that will help urban students with academic achievement. This research report contributes to this need with a community resource theory of change applied to a Detroit Public Schools (DPS) case study of high school students. In southeast Michigan, there is much concern about improving the educational achievement of students in the Detroit Schools to both graduate on time and be college-ready. In support of this goal, the Detroit Schools Higher Education Consortium (DSHEC) was created; its members included the Detroit Public Schools and seven Michigan colleges and universities. The Consortium shared research and best practices to improve the quality of education for the City of Detroit students. The research discussed in this report was one of their projects. This baseline assessment research study examines changes in Detroit education from 2000 to 2010, including policy and demographic changes which caused some schools to close. We also examined the impact of community resources on educational opportunities using a 2005-09 student cohort database, Census data, and information on community resources. We examined three student outcomes: on-time graduation rate, grade point average (GPA) and school transfer during high school. The study proposes and tests a community resources theory of educational opportunity supporting Detroit students. The resulting analyses suggest strategies for further continuous improvement efforts for academic student success. In addition, qualitative school- based assessments and evaluations complemented the quantitative analyses in support of community-school partnerships. To develop a baseline assessment of the factors that contributed to high school student success, the University of Michigan’s School of Education worked with the DPS to collaborate on a 2005-2009 student cohort database. The student database included schools attended, academic performance, achievement tests results, and courses taken merged with Census and community resources data. This research approach provided an extensive analysis supporting a community resources theory of change. Regression analyses showed statistical significance for community-based organizations providing support of student educational outcomes. The presence of community organizations was positively associated with both on time high school graduation rate and GPA. However, for the outcome of student transfer to another high school, there was a negative association with the number of community organizations. More results are discussed in the executive summary. The appendix includes the regression analyses. Of additional interest, graphs showing the variation between and within schools for the state-level achievement tests are also included in the appendix. The results support the community resource theory of change that leads to recommendations that include more community-school partnerships in neighborhoods. The baseline assessment provided by the 2005-2009 student cohort database yielded compelling evidence that community resources contribute to student success including on-time graduation and higher GPA. It is recommended that this research is followed up with additional studies in Detroit. Special Note for this 2019 Final Report The analyses associated with the baseline assessment of the 2005-2009 student cohort database were conducted in 2013, with a draft report written and reviewed in 2013 and 2014. The analyses in this report were shared with and used by the DSHEC Consortium. However, this report was not formally released as a final report. With the solicitation of a book for the Palgrave book series on Neighborhoods, Communities, and Urban Marginality by its editors, and some analyses in this report providing a basis for the forthcoming book, Detroit School Reform in Comparative Contexts: Community Action Overcoming Policy Barriers (Palgrave, expected 2019) by Edward P. St. John and Feven Girmay, the decision was made to release this research report as a final report. Minor editing of the draft 2013 report includes relabeling the draft report as a final report with a publication date of 2019, and revision of tables to ensure that statistics related to small sample size groups were not reported. In addition, the title page and acknowledgements were revised, and a suggested citation, an abstract and this note were added. Edward P. St. John was principal investigator for the research reported. For this research, as well as for good practice, we note that this report does not represent official policies of partner organizations. Cindy P. Veenstra Edward P. St. John 2013 Research Fellow Fulbright Scholar, Trinity College Dublin (2017-18) Center for the Study of Higher and Postsecondary Education Professor Emeritus, School of Education School of Education Algo D. Henderson Collegiate Professor (2005-16) University of Michigan, Ann Arbor Center for the Study of Higher and Postsecondary Education University of Michigan, Ann Arbor Executive Summary This baseline assessment study examines change in Detroit education from 2000 to 2010. We also examine the impact of community resources on educational opportunities using a 2005- 09 student cohort database, census data, and information on community resource. The study proposes and tests a community resources theory of educational opportunity. The Detroit Context From 2000-2010, there were three distinct periods of reform: a mayoral takeover of schools coupled with state control for financial reasons; a brief period of local control through governance by a newly-elected school board; and a more recent period of state control due to worsening financial conditions throughout the decade. Like most other urban districts, Detroit had extensive development of new charter schools, along with school closures attributable to population decline, budget deficits, and low test scores. Using publically available data on schools, population, and student trends, we reached the following conclusions: Population Change: Analyses of changes in the population during the decade showed decline in population, increased poverty, increased unemployment and other population shifts associated with decline in educational attainment in national studies. School Change: Analyses using national data sources found that newly opened charter and public schools did not differ in achievement test scores from older schools. An Emergent Challenge: We hypothesized that the urban education swirl of students and schools may have been detrimental to educational achievement and student success in Detroit high schools during the decade. Community Resources Theory of Change Extant theories of change were not sufficient for building an understanding of the roles community organizations currently play, along with the potential role of community-school partnerships in promoting educational outcomes. Economic theories and econometric methods have been used to examine links between pockets of poverty and educational outcomes in cities, while social and educational attainment theories have guided studies of high school and college outcomes used to inform educational policy. We constructed a theory of community resources and community outcomes that carried forward and further tested assumptions in the widely used frameworks while also building a foundation for examining the role of community organizations in educational improvement. Our logical model considered: Student Background using indicators related to socio-economic status and race/ ethnicity consistent with both social attainment and economic research tradition. Community Resources, combining community-based indicators using
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