Tab L - High School Graduates Report
AGENDA ITEM SUMMARY
AGENDA ITEM
High School Graduates Report
Coordinating Board for Higher Education
April 23, 2009
DESCRIPTION
The Coordinating Board for Higher Education provides an annual report to the State Board of Education detailing the preparation, persistence, and eventual completion / graduation of public high school graduates who enroll at Missouri's public two- and four-year postsecondary institutions. Further background on the history and structure of the report is available in Attachment A. Statewide summary data are detailed below; additional data are included in Attachment B, and trend tables for individual high schools will be posted at http://www.dhe.mo.gov/hsgradreport.shtml. The intent of this board item is to provide a summary of the 2009 Missouri High School Graduates Performance Report.
Enrollment and Preparation
Overall enrollment of this cohort continues to grow, by 3.9 percent over the class of 2007, to 25,307 first-time freshmen. A bare majority of the total cohort (50.6 percent) enrolled at public two-year institutions again this year. Further demographic information is available in Attachment B.
As has been the case nationally in recent years, much interest in Missouri has focused on the enrollment of recent high school graduates in remedial coursework. For the class of 2008, we find decreases in enrollments in remedial math coursework, although the total percentage of students enrolled in remediation has increased since 2007:
- Overall: 37.5 percent (2008) compared to 36.6 percent (2007)
- Math: 29.6 percent (2008) compared to 30.1 percent (2007)
- English: 18.0 percent (2008) compared to 17.5 percent (2007)
- Reading: 10.6 percent (2008) compared to 10.2 percent (2007)
Related findings include:
- A decrease in remedial math is encouraging, but this is the second straight year of at least a half-point increase in remedial English/writing enrollment, which contributes to an increase in overall remedial enrollment
- Coursework and rigor do make a difference; completion of the CBHE Recommended High School Core Curriculum, four years of math, and achievement of at least the cohort average on the ACT (22.2) all have a dramatic impact on remedial enrollment. Further detail is available in Attachment B.
- Gaps in student preparation do persist across racial / ethnic groups, but there are also high-performing schools in challenged regions and districts.
To this last point, MDHE staff investigated enrollment in remedial coursework by graduates of schools with high-poverty populations, to identify schools from which enrollment in remediation is below statewide averages. MDHE staff identified high schools in which free and reduced lunch participation was above 50 percent for the 2007-08 school year, which selects approximately a quarter of the state's high schools. Although based on limited data, this analysis spotlights schools at which best practices may be in place which may be transferable to other schools, and, mirrors national interest in identifying similar success stories. The nationally recognized Education Trust, for instance, presents annual "Dispelling the Myth" awards to recognize academic excellence in high-poverty and/or high minority schools.
The following tables identify high schools with at least 25 graduates in the class of 2008 enrolled in public colleges or universities in fall 2008, and from which the percentage of those students enrolled in remedial coursework were below state averages:
High School |
Students |
Percent Enrolled in Remedial Math |
LINCOLN COLLEGE PREP, KANSAS CITY |
68 |
6.6% |
CENTRAL R-3 HIGH SCHOOL, PARK HILLS |
57 |
15.8% |
CENTRAL HIGH SCHOOL, SPRINGFIELD |
72 |
16.7% |
CLEARWATER R-1 HIGH SCHOOL, PIEDMONT |
30 |
16.7% |
ELDON HIGH SCHOOL, ELDON |
39 |
20.5% |
PIERCE CITY HIGH SCHOOL, PIERCE CITY |
33 |
21.2% |
ARCADIA VALLEY HIGH SCHOOL, IRONTON |
37 |
21.6% |
DONIPHAN SENIOR HIGH SCHOOL, DONIPHAN |
44 |
22.7% |
MCDONALD COUNTY R-I SR HIGH SC, ANDERSON |
57 |
24.6% |
SOUTHERN REYNOLDS CO R-II H S, ELLINGTON |
26 |
26.9% |
WARSAW HIGH SCHOOL, WARSAW |
28 |
28.6% |
High School |
Students |
Percent Enrolled in Remedial English |
LINCOLN COLLEGE PREP, KANSAS CITY |
68 |
1.5% |
MCDONALD COUNTY R-I SR HIGH SC, ANDERSON |
57 |
1.8% |
ELDON HIGH SCHOOL, ELDON |
39 |
5.1% |
ARCADIA VALLEY HIGH SCHOOL, IRONTON |
37 |
5.4% |
HICKORY COUNTY R-1 SCHOOL, URBANA |
25 |
12.0% |
CENTRAL HIGH SCHOOL, SPRINGFIELD |
72 |
13.9% |
CENTRAL R-3 HIGH SCHOOL, PARK HILLS |
57 |
14.0% |
WARSAW HIGH SCHOOL, WARSAW |
28 |
17.9% |
High School |
Students |
Percent
Enrolled
in
Remedial
Reading |
LINCOLN COLLEGE PREP, KANSAS CITY |
68 |
0.0% |
MCDONALD COUNTY R-I SR HIGH SC, ANDERSON |
57 |
0.0% |
CENTRAL R-3 HIGH SCHOOL, PARK HILLS |
57 |
1.8% |
ELDON HIGH SCHOOL, ELDON |
39 |
2.6% |
ARCADIA VALLEY HIGH SCHOOL, IRONTON |
37 |
2.7% |
PIERCE CITY HIGH SCHOOL, PIERCE CITY |
33 |
3.0% |
CLEARWATER R-1 HIGH SCHOOL, PIEDMONT |
30 |
3.3% |
SOUTHERN REYNOLDS CO R-II H S, ELLINGTON |
26 |
3.8% |
HICKORY COUNTY R-1 SCHOOL, URBANA |
25 |
4.0% |
CENTRAL HIGH SCHOOL, SPRINGFIELD |
72 |
4.2% |
NEW MADRID CO CENTRAL HIGH SCH, NEW MADRID |
34 |
5.9% |
DONIPHAN SENIOR HIGH SCHOOL, DONIPHAN |
44 |
6.8% |
MOUNTAIN GROVE HIGH SCHOOL, MOUNTAIN GROVE |
40 |
7.5% |
KENNETT HIGH SCHOOL, KENNETT |
42 |
9.5% |
MALDEN HIGH SCHOOL, MALDEN |
30 |
10.0% |
High School |
Students |
Percent
Enrolled
in
Remediation |
LINCOLN COLLEGE PREP, KANSAS CITY |
68 |
7.4% |
CENTRAL HIGH SCHOOL, SPRINGFIELD |
72 |
22.2% |
CENTRAL R-3 HIGH SCHOOL, PARK HILLS |
57 |
22.8% |
ARCADIA VALLEY HIGH SCHOOL, IRONTON |
37 |
24.3% |
ELDON HIGH SCHOOL, ELDON |
39 |
25.6% |
MCDONALD COUNTY R-I SR HIGH SC, ANDERSON |
57 |
26.3% |
CLEARWATER R-1 HIGH SCHOOL, PIEDMONT |
30 |
30.0% |
PIERCE CITY HIGH SCHOOL, PIERCE CITY |
33 |
30.3% |
DONIPHAN SENIOR HIGH SCHOOL, DONIPHAN |
44 |
34.1% |
WARSAW HIGH SCHOOL, WARSAW |
28 |
35.7% |
Of course, practices differ across these schools, and not all will prove transferable, but administrators and staff may be able to share expertise or strategies which may benefit nearby schools. In addition, this analysis illustrates the potential value of further development of linked longitudinal student data systems and value-added research capacity in this area. The MDHE is currently involved in pilot research, funded through the Kauffman Foundation and the National Governor's Association, which is intended to develop a technical and governance framework for the linkages of separate data systems to address persistent P-20 challenges and public policy issues. In addition, conversations have begun which MDHE staff hope will result in the broader participation of Missouri's private colleges and universities in these data systems.
Performance and Retention in College
The report also provides data on the persistence of first-year Missouri public high school graduates who entered Missouri public two- and four-year institutions. Additional data is provided in Attachment B and at http://www.dhe.mo.gov/hsgradreport.shtml, but summary highlights include:
- Freshman-to-sophomore ("fall-to-fall") retention improved by a percentage point overall over the class of 2006. It will be interesting to monitor the extent to which gains in persistence might eventually impact recent declines in graduation rates by this cohort.
- Freshman-to-sophomore retention of African-American and Hispanic students each increased by five percentage points over the 2006 cohort.
- Here as well, completion of four years of math and achievement of an average-or-better ACT score have a clear impact.
Degree Completion
The MDHE also includes reporting here reflecting students' eventual completion of a two-year degree, a four-year degree, or both. Current data details the completion rates of the public high school graduating class of 2002. General highlights include:
- 48.1 percent of the entering cohort had earned a degree from a Missouri public institution through spring 2008
- 32.7 percent of fall 2002 degree-seeking freshmen were awarded a baccalaureate degree, 11.4 percent earned an associate's degree, and 3.9 percent earned both
- The percentage of students enrolled in the public sector through fall 2008 without having apparently completed a degree remained basically stable. Interestingly, the renewal of the federal Higher Education Authorization Act last year required postsecondary institutions to begin reporting graduation rates within "200 percent" time-to-degree, e.g. within eight years of first-time enrollment for baccalaureate students. Clearly, there is national interest in monitoring this measure.
- In addition, the tables include the percentage of students who are "out of the public system". These students did not complete a two- or four-year award from a public institution, and are no longer enrolled in the public sector, but it again bears repeating that data is not yet available which would track these students into private or out-of-state institutions. The percentage of students classified as out of the public system (44.9 percent of the fall 2002 cohort), continued a slight upward trend.
Conclusion
MDHE staff believes that the Missouri High School Graduates Performance Report is one of many useful and informative measures of the preparation, enrollment, persistence, and completion of Missouri's public high school graduates in public Missouri colleges and universities. The 2008 report would appear to reflect that the overall enrollment of remediation of past-year high school graduates increased slightly this year, but declined a bit in mathematics. The report may suggest potential strategies in this area; the impact of the 2010 high school graduation requirements and revised CBHE recommended core curriculum will especially merit ongoing analysis. Review of individual high schools' data may also point toward engaged discussion among educators, as well as potential sharing of best practices in instruction, and continued work in alignment of expectations across educational sectors.
In addition, the report continues a trend spotlighted in the 2008 report, in which short-term student retention and long-term completion rates appear to be moving slightly but persistently in different directions. Future reports will illustrate the extent to which improving retention, especially among certain traditionally disadvantaged students, might eventually positively impact completion. In the short term, the timeline reflected in the current six-year graduation rate cohort certainly correlates with increases in remedial enrollment of first-time students, as well as significant increases in average tuition and fees.
Finally, MDHE staff believes that the Missouri High School Graduates Performance Report illustrates the importance of continued development and value-added research of linked longitudinal P-20 data systems in contributing to high-interest public policy discussions. Interagency staff is currently working under the guidance of the statewide P-20 Council to develop governance and technical frameworks for the analysis of linked higher education, K-12, and workforce participation data, and MDHE staff plan additional work with the state's comprehensive independent institutions to enrich postsecondary data and analysis.
STATUTORY REFERENCE
Section 173.750 RSMo, Annual reporting of performance of graduates, furnishing of report - procedure - data included
ATTACHMENTS
Attachment A: History and Background
Attachment B: Additional Data (See Entire Board Book (PDF - Tab L)
Attachment A
History and Background
Missouri High School Graduates Report
The Missouri High School Graduates Performance Report tracks Missouri public high school graduates entering the state's public two- and four-year postsecondary institutions as first-time freshmen in the fall semester following high school graduation.
In accordance with Section 173.750, RsMO, the Missouri High School Graduates Performance Report should provide information to individual high schools, and should be disaggregated by race and gender. No data identifying individual students should be included. The governing statute is available in its entirety at http://www.moga.mo.gov/statutes/c100-199/1730000750.htm. The report should include:
- Grade point average after the initial year in college
- Percent of students returning to college after the first and second semester
- Percent of students taking remedial courses in the basic academic subjects of English, mathematics, or reading
- Other data as determined by rule and regulation of the Coordinating Board for Higher Education
Currently, data comprising the report is drawn solely from student data provided annually by in-state public colleges and universities; no data is currently included in the report from either the state's private institutions, or by the Missouri Department of Elementary and Secondary Education (DESE), although additional collaborative analyses are currently underway.
