A high-poverty, nearly all-minority district near the Texas-Mexico border, Pharr-San Juan-Alamo had a high dropout rate. Now dropouts and high-risk students are finishing high school while they start career training. All students can take rigorous “early college” courses and the college-going rate doubled in three years, according to a new report from Jobs for the Future.
Superintendent Daniel King came to PSJA from nearby Hidalgo, where he’d pioneered early college and career pathways for all students. “The dropout rate was horrendous,” King said. In partnership with South Texas College, the district created the College, Career, and Technology Academy to help former dropouts complete high school and “seamlessly transition into college courses” when ready. The dropout recovery campaign’s slogan: “You didn’t graduate from high school? Start college today!” Now students who lack the credits to graduate on time can go to CCTA the summer or fall after their four-year graduation rate, instead of returning to high school for a fifth year or dropping out.
PSJA then opened an early college high school with a STEM focus, again partnering with South Texas College. PSJA will become an Early College High School District, writes King on the JFF blog. Eventually, the college-going culture will start at the elementary level.
We have increased expectations for all students. Our goal is not just to hand out high school diplomas, but to see that our students have the skills they need to move onto college, obtain a college degree and have a prosperous life and career.
Through Early College coursework, students can graduate from high school with at least 12 college hours, a technical certificate, or even an Associate’s degree that prepares them for high-wage employment.
Virtually all PSJA students are Hispanic and 90 percent come from low-income families. Most parents are not well-educated.
CTE State Directors- New Blog Series: CTE Research Review June 19, 2013
- State CTE Policy Updates June 18, 2013
- Legislative Update: ESEA Update; New CTE-Related Bills Proposed June 14, 2013
- Why CTE?
- Ed Week: Beyond School
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- Math app allows students to work at their own pace June 19, 2013
- Momentum builds around computer-coding programs for students June 19, 2013
- Public Policy Institute of California
- COMMENTARY: Parents Weigh School Fundingand Goals April 29, 2013
- EVENT: The James Irvine Foundation Briefing SeriesCollege Readiness as a Graduation Requirement: An Assessment ofSan Diego's Challenges April 25, 2013
- PUBLICATION: College Readiness as a Graduation Requirement: An Assessment of San Diegos Challenges April 24, 2013
- Edutopia
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- Digital Youth Portrait: Luis June 19, 2013
- How to Have a Healthy, Brainy and Fun Summer June 19, 2013
- Professor Van Ry
- Diversity in Education June 19, 2013
- Senators Condemn For-Profit Colleges’ Use of Military Tuition Aid June 18, 2013
- AAUP Sees MOOCs as Spawning New Threats to Professors’ Intellectual Property June 18, 2013
‘You didn’t graduate from high school? Start college today!’
March 29, 2012 — Veronica Van Ry2012 Funds Now Available for Third Round of Investing in Innovation (i3) Scale-up and Validation Grants
March 28, 2012 — Veronica Van RyThe U.S. Department of Education released [yesterday]the 2012 notice inviting applications for new “Scale-up” and “Validation” grants available through the Investing in Innovation (i3) fund.
“This next round of i3 projects will build on the fund’s growing portfolio of promising education programs that help close achievement gaps, personalize learning, and accelerate student achievement,” said U.S. Secretary of Education Arne Duncan.
School districts and nonprofit organizations in partnership with school districts or schools are eligible to compete for nearly $150 million. Grant awards will be made to those with the strongest proposals for expanding promising or effective educational practices to improve learning for high-need students.This is the third i3 competition, and the Department expects that this year’s funding opportunity will draw hundreds of applications. As Assistant Deputy Secretary for the Office of Innovation and Improvement Jim Shelton said, “The interest in i3 proves there is widespread need for new approaches to help students reach greater levels of achievement, and that a wealth of ideas exists for how to do so. We are pleased to support new efforts to increase student learning and enhance our collective knowledge of how to tackle persistent challenges in public education.”
Grants of up to $25 million, termed “Scale-up” grants, will be awarded to projects with strong evidence of improving student achievement, and up to $15 million in “Validation” grants will be available to those with moderate evidence.
The i3 fund also provides smaller grants—up to $3 million—for “Development” projects that support promising practices to improve student learning that merit further exploration and research. A pre-application for this category was announced last month.
The 2012 Scale-up and Validation competitions will fund projects across five priority areas: supporting effective teachers and principals; promoting science, technology, engineering and mathematics (STEM) education; supporting the implementation of high academic content standards and high-quality assessments; turning around low-performing schools; and improving graduation rates in rural schools.
In addition, competitive preference will be given to applications that focus on up to two of these priorities: improving early learning outcomes, increasing college access and success, addressing the unique needs of students with disabilities and those with limited English proficiency, improving productivity, or using technology.
Applications for the Scale-up and Validation grants are due May 29. Pre-applications for i3 Development grants are due April 9. Peer reviewers will determine the highest rated applicants in all three categories.
The Department plans to announce highest rated applicants in the fall. Each potential grantee will then be required to secure a private sector match of 15% for Development grants, 10% for Validation grants, and 5% for Scale-up grants in order to receive an i3 award. Awards will be announced no later than December 31, 2012.
To access the Scale-up application package, go to:
http://www.gpo.gov/fdsys/pkg/FR-2012-03-27/pdf/2012-7362.pdf
.For the Validation application package, go to:
http://www.gpo.gov/fdsys/pkg/FR-2012-03-27/pdf/2012-7365.pdf
.To learn more about the Investing in Innovation Fund, visit:
http://www2.ed.gov/programs/innovation/index.html
.
College Costs Have Lifetime Effects
March 26, 2012 — Veronica Van RyCollege graduates tell The Atlantic they’re afraid to buy homes because they can’t handle more debt.
Courtesy of: Online College News; Via Community College Spotlight.
California Colleges Face $149M Funding Shortfall
March 23, 2012 — Veronica Van RyCalifornia community college leaders have warned of an unexpected budget shortfall that could lead to more cuts in courses, staff and services.
The 112-campus system faces an additional $149 million deficit because of lower-than-expected property tax revenues and greater demand for student fee waivers, said California Community Colleges Chancellor Jack Scott.
The shortfall comes on top of a $400 million reduction in state funding for the current fiscal year and a $102 million midyear cut triggered when state revenues fell below projections.
About $107 million of the latest shortfall comes from a dramatic increase in cash-strapped students receiving fee waivers because of the weak economy, officials said. The percentage of fees covered by waivers has risen to 62 percent, up from 57 percent in last fiscal year.
“It’s just one more blow to the investments we need in higher education to have a sound economic recovery,” said Dan Troy, vice chancellor of finance.
The budget deficit could force community colleges to cut course sections, most likely in the summer, reduce teaching staff and increase borrowing, Troy said. That means more students won’t be able to get the classes they need to complete degree and certificate programs.
School administrators are working to convince the governor and Legislature to step in to cover the budget shortfall.
State finance officials said it was premature to discuss additional funding for the community colleges, noting that tax revenue projections are often wrong.
“We want to make sure that we have more data in hand before we make any policy decisions,” said H.D. Palmer, a spokesman for the state Department of Finance.
Over the past three years, the state has cut funding for the community college system by $809 million, or 12 percent, reducing the number of students served from 2.9 million to 2.6 million despite strong demand, officials said.
Via Terence Chea, Associated Press on Community College News.
