Marty Walsh Plan for High School Reform

We released this plan earlier today. Would love to hear any feedback. We’re not ceding the education issue, in case anyone was wondering!

Joyce

Marty Walsh’s Plan for High School Reform

As Mayor, I will work to ensure that every Boston Public School is a quality school. We can’t wait to address one of most difficult challenges facing Boston Public Schools, which is reforming large district high schools.

Currently:

• 16 percent of incoming 9^th graders drop out of school before graduation. The percentage is 21 for English language learners and students with disabilities.
• Graduation rates are lowest for African American and Latino students, specifically, 35% of entering African American 9^th graders and 41% of entering Latino students do not complete high school in four years.
• Only 75 percent of graduating students enroll in a two or four year college, and of these, only 33 percent graduate with a two or four-year degree within six years.
• On average, 40 percent of 10th graders at our large district high schools scored needs improvement/warning/failure in English language arts, as did 51 percent in mathematics.
• Students graduate high school not prepared for high-paying, high demand jobs.

My administration will design and implement a long-term strategy for improving large district high schools. The strategy will include, but not be limited to, the following:

1. 1.      Ensure that every entering 9^th grader, by the end of the 10^th grade, has academic and social-emotional skills to be successful in an 11^th and 12^th grade course of study that prepares them for success in college and a career. Currently, too many students entering 9^th grade are not ready for high school level work. The first semester of high school is a critical transition period during which students either acclimate to high school or start on a path of frustration and failure. Part of the answer is to establish 9^th and 10^th grade academies in every large district high school to ensure that every entering 9^th grader, by the end of the 10^th grade, gains the academic knowledge and 21^st century skills necessary for success in college and careers in four years.

Academies will increase opportunities for teachers and guidance counselors to know students well, so that they can serve them well. Schools are accountable for committing to do all they can to strengthen literacy programs, ensure students have the strong foundation in mathematics to complete Algebra 1 by the end of 9^th grade, expand summer programs that prepare entering 9^th graders, provide support to English language learners and students with disabilities, and provide counseling and support for social and emotional growth and academic skills. Each 9^th grader will have an individualized achievement plan that describes a course of study leading to successful high school graduation, which in some cases, may include a fifth year of high school. Academies will be held accountable for the success of their students through a data monitoring system that tracks progress in reading, mathematics skills, and other contributing factors such as attendance and interventions. Students are accountable to make good use of supports available to them.

1. 2.      Entering 11^th grade students can choose a course of study leading to a liberal arts college experience, or choose a course of study that prepares them for careers in high-need, high-paying industries. Armed with a solid academic foundation by the end of 10^th grade, students entering into their junior year should have a robust set of options that lead to career pathways. They should have options for quality college preparatory course of study. The course of study would build upon opportunities rigorous courses, including at least one advance placement course in their junior year, so they can compete for college admission.

Also beginning in the junior year, students should have options to enter academic and career pathways leading to viable careers in high-need and high-paying industries. Each high school should provide rigorous academic core curriculum, high quality career/technical courses that blend academic and technical knowledge with hands-on projects, 21^st-century skills such problem solving, critical thinking, effective communication, and adult mentors and advisors for every student[1]. As a start, we should consider career pathways in construction technology, engineering/sustainable energy, health care, early childhood education, computer science/computer design and financial services. Each of these career pathways makes sense because (1) they are in areas projected to have unfilled employment opportunities in Boston, (2) the areas contribute to community and employment development across neighborhoods and (3) students would be prepared to continue their education with advanced training in a career field, or go on to a community/four year college for a degree.

1. 3.      Transform Madison Park Vocational Technical High School to a national model career and technical high school. Madison Park must become a model career and technical high school, on par with Boston’s best schools, that prepares students interested in technical, high-need and high-paying industries. The transformation begins with a strong 9^th and 10^th grade academic program similar to the 9^th and 10^th grade academies proposed for the large district high school. Students explore and enter career pathways that lead to graduation with a high school diploma, certification in a trade, and the skills to attain an advanced degree.

 

We do not have to travel far to know that career and technical education could provide a different future for Boston’s students. Worcester Technical High School, which was created five years ago, is an example of what success looks like. Worcester Tech boasts of that: “In English Language Arts, 77% of our students scored in the advanced/proficient categories, an increase of 50%, with a 3% failure rate. In mathematics, 74% of our students scored in the advanced/proficient categories, an increase of 42%, with a 4% failure rate. In science, 96% of our current 10th and 11th grade students passed with a 4% failure rate. Presently, our students have a 95.8% four year graduation rate with a 1.1% drop out rate. … The profile of our 2012 graduates is: 77% went on to higher education, 18% went directly into the world of work, and 3% joined the military.[2]” It can be done. Worcester Technical High School is recognized as a national model that raises expectations for students and supports them to meet expectations. We owe it to Boston students and families to do as well.

 

1. 4.      Create strong alternative school options. Traditional large district high schools do not meet the needs of every student. My experience in Building Pathways and other community-based educational programs has demonstrated that focused instruction and support can prepare students for post-secondary success or high paying jobs in high-skill trades. As a state legislator, I have worked to secure funding for alternative pathways to learning that provide a continuum of supports to help adolescents be successful in post-secondary education. If we want to support all students, especially those who struggle in a traditional setting, we need to strengthen mentorship programs, support alternative education and competency-based education models, and provide a vast array of ways for young people to be successful. We must commit to meeting the needs of all students.

 

1. 5.      Engage parents as partners. Too often, parents of high school age students step back from engaging in their child’s education. There are many reasons for this. As mayor, I will insist that parents have information on their child’s progress by establishing an online system that allows students and parents to follow progress in meeting grade-level expectations on milestones connected to high school graduation. The system, similar to those now operating in other large urban districts, will use early warning indicators to alert parents, students, and their teachers that students are not on track for timely graduation. BPS schools will expand their use of research-based approaches to foster successful school-family partnership. The approaches include making parents feel welcome, included and respected; reinforcing the importance of parent/family engagement through critical middle-high school years; assisting parents in setting expectations and aspirations for their children and reinforcing the importance of homework to academic success; and providing information to parents about school and community resources available to support their child’s education.

 

Reforming Boston’s large district high schools begins with a new vision anchored in a serious assessment of student needs. To correct the disappointments of the past, a bold comprehensive approach is needed. As mayor, I will act in the short-term and plan for the long-term.