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Todd Litton 1.Pptx The Texas Opportunity The Texas Challenge For every 100 students enrolled in 7th grade in Texas . Source: Report of Select Commission on Higher Education and Global Competitiveness (January 2009), pp. 27-8. www.citizenschools.org 1 How Citizen Schools Helps § Recommendation 1: Give renewed urgency to successfully moving more students through the P-12 education pipeline prepared for postsecondary-level learning § Academic Support § Apprenticeships § Recommendation 2: Promote a REPORT OF THE college-going culture among all generations of Texans SELECT COMMISSION ON HIGHER EDUCATION § College to Career Connections AND GLOBAL § 8GA (8th Grade Academy) COMPETITIVENESS January 2009 www.citizenschools.org 2 Citizen Schools and Expanded Learning Time (ELT) To help low-income students succeed, Citizen Schools provides expanded learning Time (ELT), increased school relevance, and deeper relationships with caring adults. MORE TIME MORE RELEVANCE MORE RELATIONSHIPS Citizen Schools adds 40% more Citizen Schools’ students take Citizen Schools mobilizes adult learning time, which provides four hands-on apprenticeships volunteers and leaders from the additional time for rigorous each year, which ensures what community to teach learning. they do in school is more apprenticeships, bringing new relevant to their lives and future faces and resources into students’ IN-SCHOOL HOURS careers. lives. 20% TEACH DO DISCUSS 80% HEAR RETENTION OF KNOWLEDGE SEE OUT-OF-SCHOOL HOURS THE LEARNING TRIANGLE CITIZEN TEACHERS www.citizenschools.org 3 Our Theory of Change The Shooting Star §SUCCESS §in college & career §LONG-TERM OUTCOMES §Achievement §Graduation §College & career §MID-TERM OUTCOMES readiness §Engagement §Achievement §Selection of a college- §SHORT-TERM OUTCOMES track high school §ACCESS to people and experiences §CITIZEN SCHOOLS PROGRAM §SKILLS, academic and 21st §Apprenticeships century §Academic support §BELIEF in the connection between hard work, §College to career education and future success connections §Culture of achievement www.citizenschools.org 4 Expanded Learning Time (ELT): The learning day, re-imagined MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY REGULAR SCHOOL DAY §Transition around SNACK SNACK SNACK 3pm SNACK AND CIRCLE ACADEMIC SUPPORT ACADEMIC SUPPORT LITERACY & ELA (75 ACADEMIC SUPPORT MIN) ACADEMIC SUPPORT STAFF DEVELOPMENT APPRENTICESHIPS APPRENTICESHIPS COLLEGE TO CAREER COLLEGE TO CAREER CONNECTIONS §Dismissal CONNECTIONS around 6pm www.citizenschools.org 5 Expanded Learning Time (ELT) in Practice § In 2006, Massachusetts launched a state pilot of Expanded Learning Time (ELT). Schools that successfully applied to participate increased learning time for all students by 30-35% and received an additional $1,300 per child in state funding. § The Edwards Middle School in Boston partnered with Citizen Schools through the ELT initiative to turn around school performance and begin to erase – and even reverse – the achievement gap. § The Edwards’ turnaround strategy was to: § Add 35% more learning time § Deeply engage outside partners, led by Citizen Schools § Focus relentlessly on math instruction § Emphasize relevant, real-world learning activities and exposure to college and careers § The following slide shows the percentage of students achieving scores of proficient or advanced on the rigorous state assessment, the MCAS. Scores from 2005 and 2006 are prior to implementation of ELT and scores from 2007-2009 represent the first, second, and third year of ELT implementation. § The graph shows four lines, representing scores for four schools or groups of schools: § The Edwards § The first cohort of seven middle schools, including the Edwards, that began implementing ELT in 2006-07 § All Title I schools in the state whose students are eligible for Supplemental Educational Services (early stages of restructuring under NCLB) § All schools serving grades 6-8 in Massachusetts www.citizenschools.org 6 Short-Term Outcomes: English and Math Proficiency ELT implementation begins www.citizenschools.org 7 Short-Term Outcomes: 8th Grade Math Proficiency Percentage of students achieving scores of proficient or advanced on the MCAS—Expanded Learning Time with all 6th graders started in 2006 www.citizenschools.org 8 Mid-Term Outcomes: High School Choice Results from Houston, TX Attending a high performing high school, with caring adults, and a college-going culture is a key predictor of college matriculation and graduation for individual students. In the 2008-2009 school year, Houston’s 8th Grade Academy students noted what schools they will attend, and Citizen Schools used Children at Risk rankings to assess our work on preparing students for college success through supporting the transition to high school. Schools Houston Students Were Zoned to Attend Schools Houston Students Will Attend YES Prep KIPP Magnet Programs Attended Out of District by 8GA Students Sharpstown Sharpstown International Taylor Bellaire Languages Bellaire Westside Technology Magnet Barbara Jordan for Careers Westside Programs B. T. Washington Engineering Lee Humanities Lamar Westbury CES Tier 1 Schools Magnet/Specialized Programs Charter Schools Tier 4 Schools www.citizenschools.org 9 Long-Term Outcomes: External Evaluation Results, High School Graduation Compared to other students in their district, Citizen Schools alumni are far more likely to graduate from high school on time. Results from PSA Evaluation of Citizen Schools Boston (Phase VI). * Participants outperformed comparison group, p<.05 ** Participants outperformed comparison group, p<.01 *** Participants outperformed comparison group, p<.001 www.citizenschools.org 10 Long-Term Outcomes: Internal Evaluation Results, College Enrollment Among 8GA alumni, nearly all of those who graduated from high school enrolled in college, compared to about 2/3 of high school graduates in the district. §NOTES: As a result of data availability, 8GA numbers include only on-time high school graduates (N = 101). BPS data are from a survey of 2006 BPS graduates by the Center for Labor Market Studies and the Boston Private Industry Council in February-March 2007 (http://www.bostonpic.org/resources/class- 2006-college-enrollment-and-labor-market-outcomes). www.citizenschools.org 11 Citizen Schools in Austin ISD At Bedichek we have loved having Citizen Schools on our campus for the last few years. I really think of them as an “AVID-plus” in that they target working with low-income students and give them great structure in those undefined after-school hours. Citizen Schools provides our kids incredible opportunities for enrichment, real community awareness and involvement, and a means to develop both the study skills and academic skills students need for success in school now and in the future. The bottom line is that they help our students see a clearer link between hard work, academic success and future opportunities, and I would love to have a greater Citizen Schools presence on our campus and would be happy to recommend that other middle schools in the district strongly consider working with them. -- Dan Diehl, Principal Bedichek Middle School www.citizenschools.org 12 Citizen Schools Results April 26, 2010 Overview: Citizen Schools and Evaluation § Citizen Schools has made a commitment to rigorous evaluation of our program. § We have spent $1m+ on evaluation. § We engage Policy Studies Associates, an independent research organization, to evaluate our program. § Students who sign up for Citizen Schools are actually lower-income and have lower academic performance compared to their peers prior to enrolling. § Students who participate in Citizen Schools regularly for one year outperform a comparison group on 6 out of 7 academic metrics. § Most exciting is our data from students who have completed at least two years of the program, including our capstone 8th Grade Academy (8GA) program. They outperform their peers into high school and beyond. Preliminary data indicate that these Citizen Schools alumni graduate on time from high school and go on to four-year colleges at much higher rates than their peers. www.citizenschools.org 1 Our External Evaluation Since 2001, Citizen Schools has commissioned a rigorous external evaluation of its Boston program. § Independent evaluator: Policy Studies Associates (PSA), a leading organization that evaluates education and youth development programs § Longitudinal research design: Follows students from 8th grade through high school § Matched comparison group: Compares Citizen Schools participants to peers who have similar demographic, economic, and academic backgrounds The study has found that Citizen Schools participants outperform their peers on a range of academic outcomes through high school. § Citizen Schools students are more economically and academically disadvantaged than the average public Overall, Citizen Schools is succeeding school student in Boston. in moving a group of low-income, educationally at-risk participants § Compared to similar peers, Citizen Schools alumni: towards its desired outcomes of § Attend school more regularly successful high school completion, advancement to college, and full § Choose high-quality high schools more often participation in the civic and § Perform better on high-stakes exams in 10th grade economic life of their communities. § Are more likely to graduate from high school on time - Policy Studies Associates www.citizenschools.org 2 External Evaluation Results Student Background and Early Gains Early research indicated that Citizen Schools students were equally
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