Transcript Statewide System of Support

The N.C. Learn and Earn
Early College Initiative
J.B. Buxton, The Education Innovations Group
ADP Network State Leadership Meeting
September 10, 2009
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NORTH CAROLINA’S GOALS
• Address workforce competitiveness issues
• Dramatically increase percentage of young
people completing high school and college
• Offer new high school pathway with a
college and career focus
• Change the high school to college/career
“delivery system”
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EARLY COLLEGE IN NC
Background and Timeline
2001-02
• Major economic dislocation and transition
• College-going rate 65%, but HS grad rate 60%
2002-04
• Launched high school innovation agenda with Gates
Foundation support. Started with economic
development-themed redesigned schools
• Launched Learn and Earn early colleges in 5 sites
2005-09
• Total of 69 Learn and Earn sites now in operation
• Launched Learn and Earn Online (“every high school
a satellite college”) to offer free college-credit courses
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Early college campus sites
• 60 community colleges
• 4 universities
• 4 virtual sites
• 1 private college
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LEARN AND EARN SITES
• Approved by NC State Board of Education
• Partnership between district and IHE partner
• Accountable to local board of education
• Autonomous HS of choice located on college campus
• Course of study leads to HS diploma and AA or 2 years
of transferable university credit in 4-5 years
• Work-based learning experiences
• Targeted student population (first generation, lowincome)
• Same HS accountability and graduation requirements
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BUDGET BASICS
• $40K per site for planning year
• Roughly $320K per site annually
– Positions: principal, IHE liaison, counselor, workbased experiences coordinator
– School support: coaching, teacher and principal
professional development, small amount of local cash
• District provides teachers from state and local funding
allotments
• Tuition-free: funding for community colleges part of their
FTEs; budget for university courses built into budget
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SCHOOL DEVELOPMENT PARTNER:
The NC New Schools Project
• Initiative of the Governor’s Office and the Education
Cabinet
• Launched with support from The Bill & Melinda Gates
Foundation
• Independent, non-profit organization
• Collaboration with State Board of Education/Department
of Public Instruction, Higher Education, Business and
Philanthropic Groups
• 5 state-funded positions “detailed” from state department
to NCNSP to administer Learn and Earn sites.
• Lead on all professional development, coaching
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RESULTS TO DATE
• The 9th grade promotion rate was 96% in 2007-08,
compared to 82% for all NC high schools.
• Early colleges’ combined dropout rate was less than 1%
in 2007-08, compared to a statewide dropout rate of
4.97%.
• The dropout rate for 9th graders in Learn and Earn
schools in 2007-08 was 0.35 percent, compared to 5.5
percent for all high schools statewide. 79% reported zero
9th grade dropouts.
• Of the 34 schools for which discipline data is available,
29 had fewer short-term suspensions than their
comparison schools.
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STUDENT ACHIEVEMENT
• 59% of Learn and Earn early college high schools met
Expected Growth targets in the ABCs system in 200809, compared to 61% of high schools statewide.
• 29% had High Growth in 2008-09, compared to 28% of
all high schools statewide.
• 86% outperformed comparison high schools in their
school districts
• Of the 58 schools in 2008-09 subject to AYP under No
Child Left Behind, 97% (56 schools) met the goals for
student performance.
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KEY LESSONS FROM NC
• Drive agenda with executive/legislative leadership.
Gubernatorial priority brings K-12, IHE, business, and
legislative engagement. Creates state-wide agenda and
holds stakeholder feet to the fire.
• Develop external partners. Ensure focus, innovation,
and stability through leadership transitions. In NC,
responsibility for program approval and implementation
in state agency, but personnel detailed to nonprofit
(NSP) for support and administration.
• Fund models and provide deep support. Invest in
developed models and provide ongoing support through
teacher and principal prof. dev’t, coaching, schools visits.
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KEY LESSONS FROM NC
• Spur innovation. In NC, legislation (S656) provides
schools with charter-like status and the SBE and IHE
boards with waiver authority to support innovation.
• Require local skin in the game. District fiscal
involvement promotes sustainability and priority.
• Align strategy. Align key state-level efforts (e.g., school
turnaround effort) with best practices and new pathways
approach.
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ISSUES TO CONSIDER
• How to reach the tipping point? Moving all districts to
multiple pathways/options for high school.
• How to engage students and parents to spur demand?
• Are adjustments to HS accountability system needed?
Don’t strangle innovation.
• How to bring IHEs to the table and keep them there?
• How to provide needed web of services (coaching,
teacher and principal PD, school visits)?
• What does your data show about need for pathways?
Data will facilitate local districts and legislative buy-in.
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LEARN AND EARN ONLINE
• Free online college credit courses
• 44 community college and the UNC system
(through the iSchool) offer courses
• Available at all high schools
• Initiative housed with NC Virtual Public School
for alignment
• Enrollment up to more than 5,400 in 2009,
compared with about 1,400 in 2007
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COMMUNICATION
• Website for parents, students and
educators:
http://www.nclearnandearn.gov/
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Design Principles Define Schools
Where All Students Graduate
Ready for College, Careers and Life
Redefined
professionalism
Powerful teaching
and learning
Ready for college
Personalization
Purposeful design
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Integrated System
Of School Support Services (IS4)
Peer network of schools
Coaching
• District
leaders
Ongoing staff
support
Web-based resources
Schools
implement
Design
Principles to
achieve strong
student
outcomes
Teaching
For Results
• Principals
• Teachers
Leadership
Institute
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