Early College

• PACE – (Promoting Accelerated College Entry)

• Started in the Fall of 2003

• We approached this as a research project

– Could we increase college completion and career readiness and at the same time change the 13 years before it?

Citations1. http://www.studentclearinghouse.org/2. http://www.osac.state.or.us/oda/2002summary_tables.pdf3. http://www.ous.edu/irs/factbook04/contents.html4. National Summit on 21st Century Skills for 21st Century Jobs5. SREB Southern Regional Education Board February 20016. U.S. Dept of Labor, Bureau of Labor Statistics7. Giving Children Hope and Skills for the 21st Century” 19968. Tony Wagner “PAF Reality Check 2002 -Percent giving high school grads "poor" or "fair" ratings9. Table A8 Number of Graduates, Dropouts, ODE10. www.e3smallschools.org11. Al Newman, Institutional Researcher, Oregon Colleges and Workforce Development Department12. http://www.manhattan-institue.org/html/ewp_03.htm13. Answers in the Tool Box by Cliff Adelman, June 199914. Fast Track to College: Increasing Postsecondary Success for All Students, Hilary Pennington,

December 200415. Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 199716. www.higheredinfo.org

2007 Study Innovation in Oregon High Schools

Innovation in Oregon High Schools

Our Problem…• Twelve years ago no one could schedule home release as a class.

– Then seniors could schedule one period of home release.

– Then it was juniors

– Finally Sophomores that walk to school could schedule a period of home release.

– Class sizes had increased from 18 to 33, and the staff has decreased from 18 to 12 in less than 6 years.

• As a Result

• Senior attendance was poor.

• Seniors were not challenging themselves.

• High School was less rigorous.

• Fewer electives available.

• Students that did not have a 3.5 GPA or higher were not taking the courses necessary for eligibility in post secondary or employment their Junior and Senior Years.

• Students placed little or no value on passing their State Tests or completing their Certificate of Initial Mastery.

• There was a growing GPA gap between those students with at least 3.5 GPA and the rest of the high school.

The Basics – Perception GapDiploma Means Students Have Learned the Basics

• Source: Tony Wagner “% Saying a high school diploma means students have learned the basics (PAF Reality Check 2000)

77% 74%66%

39%33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Students Teachers Parents Employers Professors

Breaking Ranks II, Rick Dufour, Bill Daggot

• When time is the constant

• Learning will be the variable

Breaking Ranks II, Rick Dufour, Bill Daggot

• When learning becomes the constant

• Time has to be the variable

Starting Statistics• Prior to PACE - 2002-2003 School Year

• Graduated High School– 80.33%– State 2008 74.84% National 70.06%

• Entered Post Secondary– 36.73%– State 2008 46.5% National 63.3%

• College Persistence– 77.78%– State 2008 2yr 47.6 4yr 74.1– National 2008 2yr 53.5 4yr 74.7%

• Completing a Degree or Certificate– 27.78%– Associates 2008 State 25.1% National 27.5%– Bachelors 2008 State 56.6% National 55.91%

• Measurement of those that started college how many completed by year six

As a Tool For High Student Achievement

• Goals of the Program

– Provide more options for students

– 4th Grader to do their homework

– Break cycles of poverty

– Improve school climate

– Increase Certificate of Initial Mastery (CIM) completion (Now Essential Skills and State Tests

– Increase student achievement

– Increase value of the senior year

– Increase college retention and degree completion.

– Make K-12 more rigorous

– Provide a highly educated work force

– Get more 2.5 – 3.5 Students College Ready

– Provide a linkage and smooth transition between high school and community college

Met With Our Education Partners• Before Expanded Options

• Linn Benton Community College

• Oregon Department of Education

• Department of Community Colleges and Workforce Development

• Linn-Benton-Lincoln Education Service District

• Chemeketa Community College (Currently)

• Oregon State University (Currently)

• Western Oregon University (Currently)

• University of Oregon (Currently)

• Testified before the House Education Committee - twice

• Presented in the State and Nationally  

FrameworkScio High School (w/ LBCC)

PACE Program6/29/2011

Reg

ula

r

Reg

w/

hon

or

(3.5

GP

A)

Adv

ance

d

Adv

w/

hon

ors

(3.5

GP

A)

Reg HS Diploma AAS

Oregon Transfer Module

OTM AAOT AS (to OSU)

Language Arts*4.5 4.5 5.5 5.5

Writing 2 2 2 2

WR 95, 121, 122, 123 WR 121

Two Writing Classes

WR 121, 122, 123

WR 121, 122, 123

Reading 2 2 2 2

ENG 104, 105, 106

Wr 121, Reading 105 Required

ENG 104,105, 106

RD 90, 115, 120

Speech 0.5 0.5 0.5 0.5

SP 111, 218

SP 111,218 Sp 111

SP 111, 218

SP 111, 218

Math * 2 3 3.75 3.75

Mth 60, 65, 95, 105, 111

Science * 2 3 4 5

Physicl Science 1 2 1 2

G 101, 102, 103

Three Courses

G 101, 102, 103

G 101, 102, 103

ChemistryGS 104, 105, 106

At Least One From Each

GS 104, 105, 106

GS 104, 105, 106

Physics PH 104Physical and PH 104 PH 104

Biology 1 1 1 1

BI 101, 102, 103

Biological Sciences

BI 101, 102, 103

BI 101, 102, 103

Social Studies*3 3 4 4US History 1 1 1 1 HST 203 HST 203 HST 203 HST 203

Global Studies 1 1 1 1 ANTH 103 ANTH 103 Three ANTH 103 ANTH 103

HST 101, 102, 103

HST 101,102,103 Courses

HST 101,102,103

HST 101,102,103

Government 0.5 0.5 0.5 0.5

PS 201, 203, 252

Social Sciences

PS 201, 203, 252 PS 201

Economics 0.5 0.5 0.5 0.5 ECON 115

Mth 61, and one higher class

MTH 105 or higher

MTH 105 or higher

MTH 105 or higher

There is a Plan for my Success

The PACE Plan

•Students who complete the entrance requirements are allowed to enroll at Scio High School and a community college until they complete either a 24.5 credit diploma or a 32.5 credit diploma.

•Students who have met the program requirements, can attend Scio High School and a Community College simultaneously

•Students graduate with a Regular or an Advanced Diploma from Scio High School and potentially a Degree or a Certificate from a Community College. All at essentially no cost to the student.

Program Requirements• PACE Requirements

• 3.0 High School GPA

• Certificate on Initial Mastery (CIM) (Now State tests, work samples, essential skills, extended application)

• Taken Placement Tests

• Mentor/Mentee Completion– Scio High School’s Mentor Mentee Program is the key to success of the PACE Program. The Mentor/Mentee Program

links a student to a teacher throughout their middle and high school careers to help them achieve their career goal.

• Apply

• Interview (Only to make sure they understand the requirements)

• Be Accepted

Diploma Choices

• Regular Diploma

• 24.5 Credits

• Advanced Diploma

• 32.5 Credits

• Both can be a mixture of High School classes and Community College classes

• There is an Honors Component with each one.

At Risk Populations• Free and Reduced Lunch

• Special Education

• Essential Skills

• Remedial Students

• Certificated Programs

Extension of our Hallway

Extent of education has a direct effect on lifetime earnings.

Earning Power Per Year

Earn an Associates Degree you make $6,292 More Per YearEarn a Bachelors Degree you make 21,060 More Per YearU.S. Dept of Labor, Bureau of Labor Statistics

20,176

27,87232,084 34,164

48,932

0

10,000

20,000

30,000

40,000

50,000

60,000

No Diploma HS Diploma SomeCollege

AssociatesDegree

4 YearDegree

Economics• For every $1 that the educational enterprise invests there is a return of $4 future dollars to

the state and $2 to the educational enterprise.

• Students that have training past high school have increased lifetime earnings

• Some College $1.18 per hour $40,477 lifetime earnings

• Associates $3.48 per hour $202,862 lifetime earnings

• Bachelors $12.58 per hour $806,499 lifetime earnings

• In addition ~$90,000 a year can be used to grow our economy

 

• Students are finishing earlier and enter the workforce

 

Cost / Benefit• As a State

– Best Educated Workforce

– Lowest Cost

– Highest Success

What We Provide

• 15 credits (Per Term)

• Books

• Fees

• Transportation

Funding• Entered in the ADM report with a Program 12 code

• 36 credits per year is 1 FTE

• 12 credits in a year would be .33 FTE

Benefits to having a District / College Partnership

• Structure

• Parent Support

• Student Support

• Counseling

• Enable students to work less than 20 hours a week.

Items to Consider• It has changed the Senior Year

– It is not the Senior year I had

• It has changed our Leadership Structure and Hierarchy– If you were a teacher that got to work with the top seniors, that motivation has changed.

• It is not less work

• Point of Contact– High School– Community College

• Honors– Honor Roll, Valedictorian, Academic Letters

• Things From Students– Grades, Schedules, Books, Progress Reports, Communication

• Information to the State– Attendance, ADM

• Things we need to do better– Scheduling availability– It is a tool to help change a system.

• Counts against us for OSAA classification

• Counts against us for graduation rate

• OTM is not a degree or certificate