Southern Regional Education Board HSTW High Schools That Work Follow-Up Study of 2002 High School Graduates Implications for Improving the Transition from High School to College and Careers Gene Bottoms Senior Vice President [email protected]
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Southern
Regional
Education
Board
HSTW
High Schools That Work Follow-Up Study of 2002High School Graduates
Implications for Improving the Transition from High School to
College and Careers
Gene BottomsSenior Vice President
Southern
Regional
Education
Board
HSTW
Major Questions Answered
Who participated in the study? What have graduates been doing since
high school? How well were graduates prepared for
college, careers or both? What do graduates say their high
schools should have done differently? What actions can schools take to better
prepare future graduates?
Southern
Regional
Education
Board
HSTWWho was more likely to participate in the
follow-up study?
Female students, non-minority students and students from higher socioeconomic backgrounds
Completed a career/technical concentration
Completed the HSTW-recommended academic core
Met the HSTW performance goals in reading, mathematics and science
Planned to pursue postsecondary studies after high school.
Southern
Regional
Education
Board
HSTW
Academic Profile of 2002 Graduates
Academic Profile Students in Follow-
up
All Students in
Assessment
CT Concentration Completed 80% 77%
HSTW-recommended Curriculum
Completed all 3 parts 26 24
Completed 2 or 3 parts 60 55
Met Performance Goal for:
Reading, Mathematics and
Science
65/65/56 54/56/46
Received HSTW Award of
Educational Achievement
26 18
Southern
Regional
Education
Board
HSTWWhat have 2002 graduates been
doing since high school?
78% had taken courses at some kind of postsecondary institution, and 59% were currently enrolled;
90% had worked in some type of job, and 66% were currently employed; and
3% had entered military service.
Southern
Regional
Education
Board
HSTWPost-high School Activities for All
Graduates and CT Graduates - 2002
Activity All Graduates
CT Graduates
School 78% 77%
Work 90 88
Military 3 4
Training Program
11 11
Southern
Regional
Education
Board
HSTWPost-high School Activities Differ
Between Male and Female Graduates
83% of females have taken courses at some type of postsecondary institution, compared to 74% of males.
64% of females are presently enrolled in further study, compared to 53% of males.
59% of females have taken courses at college and universities, compared to 53% of males.
31% of females have worked full-time since graduation, compared to 50% of males.
Southern
Regional
Education
Board
HSTWComparison of Post-high School Activities by Completing and Not
Completing HSTW Curriculum
90% of completers have taken postsecondary courses, compared to 75% of non-completers.
77% of completers are presently enrolled in further study, compared to 52% of non-completers.
68% of completers have taken courses at colleges and universities, compared to 51% of non-completers.
30% of completers who have worked since graduation work full-time, compared to 43% of non-completers.
Southern
Regional
Education
Board
HSTWGraduates’ Current and Past Activities by Gender
Activity All Graduates
Male Female
Unemployed since graduation
24% 24% 25%
Mean number of weeks unemployed
12 wks 13 wks 12 wks
Mean hourly wage employed $8.48 $9.20 $7.98
Mean hourly wage:
Working full-time $9.44 $10.42 $8.49
Working half-time $7.90 $8.06 $7.76
Working part-time $7.79 $7.87 $7.66
Southern
Regional
Education
Board
HSTWGraduates’ Current and Past Activities by HSTW-recommended Academic Core
Activity All Graduates
Completed Ac Core
Did Not Complete Ac Core
Unemployed since graduation
24% 22% 25%
Mean number of weeks unemployed
12 wks 12 wks 12 wks
Mean hourly wage employed since graduation
$8.48 $8.09 $8.66
Mean hourly wage:
Working full-time $9.44 $9.26 $9.62
Working half-time $7.90 $7.69 $7.95
Working part-time $7.79 $7.45 $7.86
Southern
Regional
Education
Board
HSTWGraduates Who Went on for
Further Study
58% were enrolled at four-year institutions – 29% were at two-year institutions.
82% were currently enrolled at the same institution they entered after high school.
87% were full-time students.
Southern
Regional
Education
Board
HSTWOf Those Who Were Employed
Since High School:
77% were currently working. 39% worked full-time, and 19% more
male graduates than female graduates worked full-time.
65% have had two or more jobs, and 28% have had three or more since high school.
11% have participated in an apprenticeship or formal job-training program.
Southern
Regional
Education
Board
HSTWOf Those Who Were Employed Since High School:
34% were employed in business, marketing and information technology-related fields, and 10% in health services.
39% were working and going to school, 25% were only working and 19% were only going to school, and the remaining percentage either had entered the military or their current activities were unknown.
Southern
Regional
Education
Board
HSTWCareer Fields Studies in High School for Work and Study Since Graduation
Activity HS CT Field
Field of Work
Field of Study
Agriculture 10% 4% 3%
Business, Marketing and Information Technology
25 34 22
Manufacturing, Construction, Transportation and Trade-related Occupations
14 12 4
Health-science Occupations
13 10 23
Technical Fields 7 4 11
Southern
Regional
Education
Board
HSTWCT Areas in High School and Work and Study Since Graduation
Activity HS CT Field
Field of Work
Field of Study
Family and Consumer Science
9% 2% 2%
Art, A/V Technology and Communications
5 1 5
Personal Services Occupations
3 2 1
Community Protection and Public Service
2 2 4
Education and Training 0 5 12
Other 12 26 14
Southern
Regional
Education
Board
HSTWHow well were graduates prepared
for college, careers or both?
31% needed remedial course work. 43% took remedial courses in more than one
content area. Of those enrolled in developmental courses,
83% took a remedial course in mathematics and half as many took one in English.
34% of students who did not complete the HSTW-recommended academic core took remedial courses, compared to 24% of completers.
Southern
Regional
Education
Board
HSTWHigh School Course-taking Patterns Affect Students’ Success at the
Postsecondary Level
Of students who completed four or more credits
of college-preparatory mathematics, 81% did
not need a remedial mathematics course.
Of students who completed four credits in
college-preparatory English, 90% did not need a
remedial English course.
13% more graduates who failed to complete the
HSTW-recommended academic core were
employed full-time than were completers.
Southern
Regional
Education
Board
HSTWRemediation in Postsecondary Studies Comparison of All Graduates to CT Graduates
All Graduates
CT Graduates
Took remedial, developmental or support course work
31% 31%
Of all graduates in postsecondary studies, the percentages who took remedial course work in:
Mathematics 25 25
Reading 7 7
English/Language Arts 13 12
Science 3 2
Southern
Regional
Education
Board
HSTWRelationship of High School Academic Rigor to Remedial Course Work in
Postsecondary Studies Pursued PSE
Activity Completed Academic
Core
Did Not Complete Academic
Core
Took remedial, developmental or support course work
24% 34%
Of all graduates pursuing postsecondary education, the percentages who took remedial course work in:
Mathematics 20 28
Reading 7 7
English/Language Arts 8 14
Science 3 3
Southern
Regional
Education
Board
HSTWMathematics Courses Taken in High School
and Remedial Mathematics Study
81% of graduates who had completed four or more credits of college-preparatory mathematics in high school did not need to take remedial course work in mathematics upon entering college.
80% of graduates who had taken a semester or more of Algebra I in middle grades did not need courses in remedial mathematics.
77% of graduates who had completed four years of mathematics in high school did not need remedial course work in mathematics.
76% of students who had completed the 2002 HSTW-recommended curriculum in mathematics did not need to take remedial course work in their mathematics studies.
Southern
Regional
Education
Board
HSTWRelationship of High School English Experiences to Remedial Course Work
90% of graduates who completed four credits in college-preparatory English did not require remedial course work in English.
90% of graduates who prepared short papers each week in their high school English/language arts classes did not require remedial course work in English.
Southern
Regional
Education
Board
HSTWGraduates Say Their High Schools Should Have:
Placed more emphasis on mathematics;
Provided them with information and counseling that would have helped them continue their education;
Placed more emphasis on verbal communication skills;
Placed more emphasis on career/technical programs; and
Assisted them in meeting high academic standards.
Southern
Regional
Education
Board
HSTWGraduates Say Their High School Should Have:
Agree Strongly or Somewhat
Placed more emphasis on oral communication skills.
71%
Placed more emphasis on career/technical programs.
62
Expected me to read in all my classes. 56
Assisted me in meeting high academic standards.
63
Required me to take more courses at a high level.
56
Placed more emphasis on mathematics. 64
Provided information and counseling about continuing my education.
72
Southern
Regional
Education
Board
HSTWCT Students Thought Their CT Teachers Should Have Placed More
Emphasis On:
Using mathematics in specific career/technical areas;
Reading and interpreting technical books and manuals;
Writing technical and service reports and business letters;
Meeting high expectations; and Showing how science is used in specific
career/technical areas.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates Improve students’ academic preparation for
postsecondary studies and a good job. Emphasize instructional practices in mathematics
that connect mathematics concepts to real-life situations and workplace settings and that require students to complete challenging mathematics assignments.
Have all students complete four years of college-preparatory English courses that involve students reading 10 or more books annually, writing short papers weekly, and completing at least one major research paper annually. Have all students read and write for learning in all courses.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates
Use the senior year to get students ready for postsecondary studies and a good job. Require college-ready seniors to earn college-level
credits in academic and career/technical courses. Require students who are not college-ready to take
catch-up courses in mathematics and/or English. Have students who have decided not to go on to
further study complete courses in a high-quality career/technical program that can lead to an employer certification, a postsecondary certificate or an associate’s degree.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates Involve students and their parents in planning
for future career and educational opportunities. Provide information to students and parents
throughout high school that helps them understand what is required for future career and educational opportunities and how to best prepare for them.
Develop a six-year program of study starting no later than the end of the ninth grade that integrates rigorous academic curriculum with opportunities to complete AP courses in mathematics, science or humanities or to complete high-quality career/technical courses in a broad career field.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates
Improve the quality of high school career/technical studies. Place more emphasis on providing students access
to high-quality career/technical programs in high school and with employers and postsecondary institutions that lead to a recognized credential.
Provide opportunities for career/technical teachers to revise their assignments and assessments so that their classes become places where students use mathematics, literacy and science concepts to perform real-world tasks.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates Improve the quality of mathematics
instruction. Provide mathematics teachers instruction and
coaching on how to teach in ways that improve mathematics reasoning skills and the understanding of mathematics concepts.
Provide time for science, mathematics and career/technical teachers to align their curriculum and instruction in ways that enable students to apply what they are learning in mathematics classes to solve problems in science and career/technical labs.
Southern
Regional
Education
Board
HSTWActions Schools Can Take to Better
Prepare Future Graduates (cont’d)
Improve the quality of mathematics instruction (cont’d). Assist mathematics teachers to align their
curriculum to essential standards of readiness for college and careers and to develop multi-day units aimed at aligning teacher assignments, student work and classroom assessments to standards.
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