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Getting Our Students To and Through College

Student Support ServicesOffice of College and Career Readiness

Pittsburgh Public SchoolsJanuary 6, 2015

Agenda• Provide an update on the Whole Child Whole

Community Plan’s vision that all students graduate college and career ready

• Reveal an analysis of the postsecondary outcomes of recent Pittsburgh Public School (PPS) graduates

• Share current college and career activities and initiatives to boost high school graduation and college persistence

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Defining College and Career Readiness

The content knowledge, skills, habits, and experiences a student must possess to be successful in postsecondary education and economically viable career pathways in a 21st century economy.

3Source: The Education Policy Improvement Center and Massachusetts Department of Elementary & Secondary Education

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A college education is worth more today. There’s a wider earnings gap between college-educated and less-educated Millennials compared with previous generations.

Our Current Outlook

9th Grade GraduationEnroll In College

College Degree

100

70

49

~22

5

(1) Pathways through College

(2) Intervention: Early Identification

(3) Intervention: College Match

(4) Challenges Start Early

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Pathways Through College

4-YearCollege

2-YearCollege

60% Earn a Degree

440 Delayed Enrollers

(23%)

30% Earn a Degree

15% Complete a

Degree

30% of PPS Grads Earn a Degree

w/in 6 Yrs.

NotEnrolled

44% of Those Who Enroll Earn a Degree

47% Seamlessly

Enroll

To and Through College

9th Grade GraduationEnroll In College

College Degree

100

70

49

~22

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(2) Intervention: Early identification

Early Identification

On-Track Status for 9th Graders GPA Attendance

College Ready ≥ 3.0 AND ≥ 95%Promise-Eligible ≥ 2.5 AND ≥ 90%

At-Risk ≥ 2.0 AND ≥ 80%Critical < 2.0 OR < 80%

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Colleg

e

Ready

Prom

ise-

Eligib

leAt R

isk

Critica

l

9th Grade On-Track Status*Figure is based on 1st time 9th graders from 2005/06 through 2007/08; college persistence is defined as maintaining college enrollment for at least two years

*PSSA scores are NOT a good

indicator of later success:

Of all students that did not graduate

high school within 4 years, 42% scored proficient or above on their 8th grade

reading PSSA

Identifying Students Early:The Transition Through 9th Grade

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End 8th Grade End 9th Grade(2013/14)

~150 of these

students won’t show

up for school this fall

Promise Ready*

Graduation Ready

(≥ 2.5 GPA &≥ 90% Att)

~

* Readiness indicator absences include excused absences. Promise eligibility criteria do not.

Cumulative Readiness Indicators

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2008 2009 2010 2011 2012 2013 2014Q11

2

3

4

Coho

rt A

vg G

PA

2008 2009 2010 2011 2012 2013 2014Q160%

70%

80%

90%

100%

Coh

ort A

vg A

tten

danc

e

* Readiness indicator absences include excused absences. Promise eligibility criteria do not.

Student Cohorts by Indicator

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2010 2011 2012 2013 2014Q10%

20%

40%

60%

80%

100%

Shar

es o

f Stu

dent

s

* Readiness indicator absences include excused absences. Promise eligibility criteria do not.

To and Through College

9th Grade GraduationEnroll In College

College Degree

100

70

49

~22

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(3) Intervention: College Match

“Low-income students with qualifications similar to their more advantaged peers are less likely to attend college,… and less likely to apply to top-tier institutions.”

Students “were more likely to obtain a degree if they attend more selective four-year institutions, even if they were overmatched.”

“Nationally, only about 10% of students who initially enroll in public two-year colleges complete a bachelor’s degree within six years.”

The odds of finishing a bachelors degree were ~80% lower “if a student with qualifications to attend a selective four-year college attended a two-year college instead.”

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Matching Students With the Right Colleges

Source: Roderick, M., Coca, V., & Nagaoka, J (2011). Potholes on the Road to College High School Effects in Shaping Urban Students' Participation in College Application, Four-year College Enrollment, and College Match. Sociology of Education, 84(3), 178-211.

College Match

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To and Through College

9th Grade GraduationEnroll In College

College Degree

100

70

49

~22

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(4) Challenges Start Early

Ensuring Early Intervention

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AA White AA White AA White0%

20%

40%

60%

80%

100%Final Reading Marks

ABCDE

Perc

enta

ge o

f Stu

dent

s

Reading 1 Reading 2 Reading 3

Figure includes student receiving a final grade in 006601, 006602, 006603 in 2012/13

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AA White Other0%

20%

40%

60%

80%

100%

3rd Grade Reading PSSA Scores

AdvancedProficientBasicBelow Basic

Perc

enta

ge o

f Stu

dent

s

For students who are Below Basic on the 3rd grade reading PSSA, only 20% achieve Proficiency by 6th grade.

Ensuring for Early Intervention

Recommendations…Motivating Students to Take AP Courses

2002 2004 2006 2008 2010 20120

500

1000

1500

2000

2500

Ap Seats

Unique Students

Uni

que

Stud

ents

/Sea

ts F

illed

• In the last 10 years, the number of unique students enrolled in AP has tripled and total AP slots have quadrupled.

• Brashear has had a four-fold increase in AP students in the last 5 years.

• There has been a five-fold increase in African American AP students between 2006 and 2013.

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No AP Classes 1 AP Class 2+ AP Classes0%

20%

40%

60%

80%

100%AP and College Persistence

Colle

ge P

ersi

sten

ce

2.0-2.5 2.5-3.0 3.0-3.5 >3.50%

20%

40%

60%

80%

100%AP and College Persistence

No AP Classes

1 AP Class

2+ AP Classes

High School GPA

Colle

ge P

ersi

sten

ce

Students who graduate with two AP courses are twice as likely to persist in college compared to students with no AP courses.

Low GPA students who have taken AP courses are more likely to persist in college than high-GPA students who have not.

*Analysis is based on PPS seniors from 2008/09 through 2010/11; College persistence is defined as maintaining college enrollment for at least two years; number of AP courses is based on the students’ full high school transcript

Motivating Students to Take AP Courses

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Expanding the Promise Readiness Corps (PRC) Model

Current PRC Schools

AllderdiceBrashearCarrick

Proposed 15-16 PRC Schools

PerryU-Prep

Westinghouse

Summary of Recommendations

• Pre-plan interventions and coordinated support to catch students who are falling off track

• Intervene to prevent college “under-matching”• Explore opportunities to improve degree-completion

rates at CCAC• Continue to expand enrollment in Advanced Placement

courses • Expand Promise Readiness Corps model• Plan supports for late postsecondary enrollees and mid-

year transfers

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Summary of Recommendations

• Define college and career readiness indicators for grades K-8

• Establish indicators and measures of career readiness to incorporate into the college readiness model

Predicting Career Readiness Levers of Persistence

PPS graduates complete

their postsecond

ary educational programs,

begin careers,

and become a mentor to

future students.

Paying it Forward

Leveraged by

academic tenacity,

academic prepared

ness, college

knowledge, and career

maturity.

Post-Secondary Persistence

Ability to make

tentative decisions

about careers-

based on knowledge, planning,

and self-appraisal

of abilities.

Career Maturity

Reflects career

choices and

education needed.

Creating a Plan

Connection with a

caring adult to provide college

and career

guidance.

Mentoring

Participate in job

shadowing, work,

and internship

s.

ExplorationInventory

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