the bill & melinda gates foundation – an overview of what we know now in washington state
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The Bill & Melinda Gates Foundation – An Overview of What We Know Now in Washington State. May 11, 2006. THE PROBLEM. Only 32% of American high school students will graduate with skills they need to succeed in college or work. - PowerPoint PPT PresentationTRANSCRIPT
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The Bill & Melinda Gates Foundation – An Overview of What We Know Now in Washington StateMay 11, 2006
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THE PROBLEMOnly 32% of American high school students will graduatewith skills they need to succeed in college or work.
• Only 1/4th of high school graduates are prepared for college-level classes in English, math, reading and science (ACT)
• Only ½ half the graduates are prepared for college-level reading and 40 percent for math.
Out of 3.9 million ninth grade students .... (2001-2002)
...1.2 million will drop out of high school.
...1.5 million will graduate unprepared for college or work.
...only 1.2 million will graduate ready for college
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OUR GOALAll Students College Ready: Improve graduation and college readiness, especially for low income and minority students
Short-term outcome indicators: Climate-3 R’s Attendance Progression rates Achievement gains
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GRANTS OVERVIEW• Over $1 Billion in Education to date
• Major investments in Chicago, New York City, California, Ohio, Texas, and Washington state
• 1,700 new and re-designed schools in more than 40 states
• Networks: e.g. New Schools Venture Fund, New Visions, KnowledgeWorks, NCLR, Early College High Schools, others
• Gates Millennium Scholarships
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3 LEVEL FOUNDATION STRATEGYStates• College ready policies• Support capacity
Districts• Alignment and options• Effective services
Schools• New school networks• Improvement models
Knowledge, evidence & tools
Public will & improved public policy,
Improvement momentum
80% College Ready Graduation Rate
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STRUCTURE AND INSTRUCTIONEffective Schools
Common Focus High Expectations Personalization Respect and
Responsibility Time to Collaborate Performance Based Technology as a Tool
Powerful Teaching and Learning
Rigor Conceptual Understanding Problem Solving or Reasoning Effective Communication
Relevance Real-world Connections Student Involvement in Crafting
Assignments
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WEB SOURCES OF REPORTS
www.norc.org/gatesscholars www.gatesfoundation.org/Education/
ResearchAndEvaluation/
http://www.waedfoundation.org/
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EVALUATION• Launched in Spring 2001 • AIR and SRI
• Mandate: “Tell the story”
• Three interlocking studies:– Implementation– Student outcomes– System outcomes
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DATA SOURCES & SAMPLE SIZES (2002-05)
School Type Number in Survey Sample
Number in Site Visit Sample
Model Schools 5 5
New Schools 29 26
Schools Not YetRedesigned
16 11
Redesigned Schools 26 16
Comparison Schools 3 0
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WASHINGTON STATE ACHIEVERS (WSA)
Middle SchoolEarly CollegeAwareness
High School ImprovementPrepares All Students for
College
College Access& Scholarships
All StudentsCollege Ready
35+ Middle Schools 16 High Schools+ Mentoring
500 Scholarship per year
+ Summer bridge+ College mentor
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SUPPORT PROGRAMS FOR ACHIEVERS CANDIDATES AND SCHOLARS
•College Awareness Curriculum•Achievers College Experience (ACE)•Higher Education Readiness Opportunity (HERO)•Community College Retention Activities•College-Readiness Campaign•Achievers Scholars Alumni Association•Additional Partnerships: WA State Legislation, HEC Board, GEAR-UP and UW Summer Honors Academy
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IMPROVING WASL READING SCORES: 16 ACHIEVERS HIGH SCHOOLS
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005
10th Grade
WASL-Reading
Percent Passing
Average of All Achievers High Schools
State Average (student level data)
16.8%
12.6%
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IMPROVING WASL MATH Scores: 16 ACHIEVERS HIGH SCHOOLS
0
10
20
30
40
50
60
70
80
90
100
2000 2001 2002 2003 2004 2005
10th Grade
WASL-Math
Percent Passing
Average of All Achievers High Schools
State Average (student level data)
12.4%
14.0%
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% of Graduates Meeting High School Course Requirements for Admission to a Washington
4-Year College
34.1%
65.9%
34.7%
65.3%
40.7%
59.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Students meeting all entrancerequirements
Students not meeting all entrancerequirements
200220042005
Figure 12. Percent of Graduates Meeting High School Course Requirements for Admission to a Washington 4-year college
IMPROVING RIGOR: 16 ACHIEVERS HIGH SCHOOLS
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“COLLEGE DIRECT” GRADUATES IN ALL ACHIEVERS HIGH SCHOOLS
50%
37%
45%49% 49% 47%
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004
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“COLLEGE DIRECT” GRADUATES IN ACHIEVERS HIGH SCHOOLS
0
10
20
30
40
50
60
70
80
90
100
1999 2000 2001 2002 2003 2004
% college direct students attending a2-year college first year
% college direct students attending a4-year college first year
First Achievers Scholarships
Awarded
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HIGH SCHOOL COLLEGE PREPARATION AND ATTENDANCE OUTCOMES FOR STUDENTS IN WSA AND NON-WSA SCHOOLS: 2000-2004
• Initial difference between WSA and Non-WSA schools in 2000
• Rates at achiever schools increasing
• Rates at non-achiever schools stagnant or decreasing
46.8%
52.0%53.3%
62.3% 62.9%
60.5%
59.7%
61.9%60.4%
63.9%
60.2%
67.9%69.6%
72.2%
69.8%69.8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2000200220032004
Taken SAT or ACT Attend 4 or 2-Year College
Achiever Schools
Achiever Schools
Non-Achiever Schools
Non-Achiever Schools
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0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
All Schools 67.60% 71.00%
Non-WSA Schools 75.00% 77.20%
All WSA Schools 57.60% 61.30%
Non-Applicants of WSA 50.20% 50.70%
Applicants but Non-awardees of WSA 59.40% 71.60%
Awardees of WSA 84.40% 88.70%
2003 2004
KEY FINDING: IMPROVED COLLEGE ENROLLMENT: ACHIEVERS HIGH SCHOOLS AND SCHOLARS
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PROGRESS TO DATE:
• Increases in percentage of students passing WASL math and reading exams;
• Increase in number of students graduating with course requirements for admission to Washington four year colleges;
• Increases in number of students taking the SAT/ACT
• Increases in students enrolling in four year colleges
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2006 WASHINGTON INTEGRATED WORKPLAN
Advance the state’s college/work-ready practices and policies Support district and school improvement focused on the college-and
work-ready agenda Expand the Transition Math Project (TMP) Utilize research, communications and community outreach efforts
Strengthen the state’s support system for low-performing schools and districts Support OSPI’s district and high school improvement model Build capacity in Educational Service Districts
Strengthen alternative high school models
Inform the school finance conversation Help inform Washington Learns Look for additional advocates on school finance issues