Post on 19-Jan-2016
Our Mission
To significantly improve the postsecondary readiness of low-income students with a focus on students in low performing schools.
Our Strategy
The Texas High School Project develops practical insights and proven solutions that can be scaled in schools and districts throughout Texas based on our evidence and data analysis across the transition from middle school (8-9) through high school (9-12) and into postsecondary programs (four-year, two- year, and technical programs).
THSP: A $375 Million Public-Private Alliance
PhilanthropyState of Texas
Scale
Interventions designed to test impact, measured by
specific improvements over a baseline
Multiple instances of interventions are designed to prove repeatability, measured by narrowed distribution
of results from the intervention proof point
Roll-out is designed for scale, measured by rate of adoption
and achievement of expected impact
Transitions
Feedback and Redesigns
One to a Few Instances Multiple, Varied Instances School Systems Statewide
Manage an R&D Pipeline for Identifying Successful Practices
THSP Focus on Four Key Strategic Areas
StudentSuccess
Education Leadershi
p
Learning Systems
Performance Management
Teacher Effectiven
essAddressing key practices and policies that increase teacher productivity and impact
Hiring and developing campus- and district-level leaders to improve instruction and lead operations efficiently
Identifying and scaling models and practices that support better learning environments for students
Establishing infrastructure and processes for informing data-driven decision-making to increase school and district productivity
• Raise Your Hand Texas
• Texas High School Project
• Communities Foundation of Texas
• The Brown Foundation
• The Meadows Foundation
• Houston Endowment
• Sid W. Richardson Foundation
How we do define and identify effective teachers?
How do we ensure that all students, particularly those who need greater support in the classroom, have effective teachers?
And how do we have this dialogue in a way that is both respectful of the profession, but still asks the right questions about teacher’s
impact on individual student achievement?
• Mathematics classes in high-poverty high schools are twice as likely to be assigned to an out-of-field teacher as are mathematics classes at affluent high schools.
• Science classes in high-poverty high schools are three times as likely to be taught by an out-of-field teacher as science classes at a affluent high school.
Early Findings
• The most critical year-to-year element is the past track record of value add.
• Teachers with high value add promote deeper conceptual understanding.
• Student perception match the value-add and objective data on student performance.
• Teachers do watch videotapes of themselves in the classroom.
THSP Superintendent Networks
Big Ten• Aldine, Austin, Corpus Christi, Dallas, El Paso,
Fort Worth, Houston, Lubbock, San Antonio, Ysleta
Rio Grande Valley• Brownsville, Harlingen, Hidalgo, La Villa, Lasara, Los Fresnos,
McAllen, Mission, Pharr-San Juan-Alamo, Port Isabel
Small and Rural • Athens, Fort Hancock, Fruitvale, Lasara, New Deal, Panola, Roscoe
SRI evaluation of THSP portfolio identified academic improvement in target demographics
• THSP portfolio schools serve more economically disadvantaged, African-American, and Hispanic students compared to average Texas high schools
• T-STEM students performed better than comparison school peers on 2008–09 TAKS-Math and Science scores
• Attending an Early College High School (ECHS) had positive effects on TAKS performance in almost all core subject areas
• ECHS students had higher promotion to 10th grade and higher participation in 11th grade accelerated learning courses than peers
• T-STEM 9th graders and ECHS 9th- 11th graders demonstrated higher attendance than comparison students
‒ Largely attributed to stronger academic culture and higher expectations for T-STEM and ECHS students than peer school students
Source: SRI International “Evaluation of the Texas High School Project - Second Comprehensive Annual Report,” November 2010
THSP focus SRI independent evaluation findings
Low-Income and Minority
Students
Academic Achievement
Student Engagement
STEM program is increasing postsecondary preparation
STEM campuses achieving approximately 12% higher
TSI Math Qualification than peers
* Comparison group based on campuses matched by TEA. **Relationship also holds for reading.Source: AEIS 2010.
Notes: Weighted average based on student count. THSP portfolio does not include SWS or schools with less than two years of continuous STEM operation. TSI performance based on 11th grade exit-level TAKS. N= 13 campuses. % Complete is defined as the number of 9-12th grade students who completed at least 1 advanced course in 2008-09. N= 21 campuses.
STEM Students
Comparison Group*
Statewide
STEM Students; % TSI Math; 78%
Comparison Group*; % TSI Math; 66%
Statewide; % TSI Math; 66%
% Qualified under Texas Success Initia-tive - Higher Education Readiness
Component, Math**
STEM program is increasing postsecondary preparation
STEM students achieving approximately 21% higher rate of Advanced Courses/Dual Credit
completion than peers
* Comparison group based on campuses matched by TEA. **Relationship also holds for reading.Source: AEIS 2010.
Notes: Weighted average based on student count. THSP portfolio does not include SWS or schools with less than two years of continuous STEM operation. TSI performance based on 11th grade exit-level TAKS. N= 13 campuses. % Complete is defined as the number of 9-12th grade students who completed at least 1 advanced course in 2008-09. N= 21 campuses.
STEM Students
Comparison Group*
Statewide
STEM Students; % Completion; 40%
Comparison Group*; % Comple-
tion; 19%
Statewide; % Completion; 25%
% Completion, Advance Course/Dual Credit
STEM programs increase student engagement
* Comparison group based on campuses matched by TEA. Source: AEIS 2010. Measure based on grades 9 – 12 in 2008-09 .Notes: Weighted average based on student count. THSP portfolio does not include SWS or schools with
less than two years of continuous STEM operation. N= 21 campuses.
10X less than the state
STEM Students
Comparison Group*
Statewide
STEM Students; % Drop Out; 0.3%
Comparison Group*; % Drop Out; 1.0%
Statewide; % Drop Out; 2.9%
% Drop Out
STEM programs narrow and close ethnic achievement gaps based on key indicators of college readiness
Hispanic STEM students have demonstrated the ability to close the gap.
Source: AEIS 2010. Notes: Weighted average based on student count. THSP portfolio does not include SWS or
schools with less than two years of continuous STEM operation. TSI performance based on 11th grade exit-level TAKS. % Complete is defined as the number of 9-12 th grade students who completed at least 1 advanced course in 2008-09.
STATE STEM0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
STATE; African American; 49%
STEM; African American; 57%
STATE; Hispanic; 58%
STEM; Hispanic; 78%
% TSI 2010, Math
African American
Hispanic
State average for white stu-dents = 78%
STATE STEM0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
STATE; African American; 18%
STEM; African Amer-ican; 34%
STATE; Hispanic; 21%
STEM; Hispanic; 43%
% Advanced Courses/Dual Credit Completion
African American
Hispanic
State average for white stu-dents = 29%
T-STEM Centers
• Center for STEM Education and Research University of Texas at Dallas
• Transformation 2013 Collaborative of Regions 13 and 20 ESCs, Austin/San Antonio
• Aggie STEM Center Texas A&M University, College Station
• Southeast Regional T-STEM Center University of Texas Medical Branch, Galveston
• El Centro Del Futuro Region 1 ESC, Edinburg
• East Texas STEM Center Ingenuity Center, University of Texas at Tyler
• Texas Tech T-STEM Center Texas Tech University, Lubbock
ECHS program is increasing postsecondary preparation
ECHS campuses achieve approximately 23% higher
TSI Math Qualification than peers
* Comparison group based on campuses matched by TEA. **Relationship also holds for reading.Source: AEIS 2010.
Notes: Weighted average based on student count. THSP portfolio does not include SWS or schools with less than two years of continuous STEM operation. TSI performance based on 11th grade exit-level TAKS. N= 13 campuses. % Complete is defined as the number of 9-12th grade students who completed at least 1 advanced course in 2008-09. N= 21 campuses.
ECHS Students
Comparison Group*
Statewide
ECHS Students; % TSI Math; 81%
Comparison Group*; % TSI Math; 58%
Statewide; % TSI Math; 66%
% Qualified under Texas Success Initiative - Higher Education Readiness Component,
Math**
ECHS program is increasing postsecondary preparation
ECHS students achieving approximately 42% higher rate of Advanced Courses/Dual Credit
completion than peers
* Comparison group based on campuses matched by TEA. **Relationship also holds for reading.Source: AEIS 2010.
Notes: Weighted average based on student count. THSP portfolio does not include SWS or schools with less than two years of continuous STEM operation. TSI performance based on 11th grade exit-level TAKS. N= 13 campuses. % Complete is defined as the number of 9-12th grade students who completed at least 1 advanced course in 2008-09. N= 21 campuses.
ECHS Students
Comparison Group*
Statewide
ECHS Students; % Completion; 64%
Comparison Group*; % Comple-
tion; 22%
Statewide; % Completion; 25%
% Completion, Advance Course/Dual Credit
Where is THSP Heading in 2011?
Stage One
• Teacher Effectiveness• Learning Systems• Postsecondary Access & Completion
Stage Two – Scaling Promising Practices
• STEM & ECHS District-wide Implementation
• Statewide STEM Strategy• Resource, Convener &
Thought Partner