Connecting Deeper Learning to High School Graduation

• In Event: 34.038 - Fostering Deeper Learning in High Schools and Examining Its Effects on Student Outcomes

Abstract

Introduction
This presentation explores the connections between deeper learning opportunities, deeper learning competencies (in the interpersonal, intrapersonal, and cognitive domains), and high school graduation. We do this in two ways. First, we present an overview of the relationships by looking at a composite measure of students’ opportunities for deeper learning and two composite measures of deeper learning competencies. Second, we provide a more detailed look at how specific types of deeper learning opportunities and competencies are related to students’ probability of graduating from high school within four years of high school entry.
Data and Methods
We examined student survey data, test score data, and high school graduation records for 473 third-year (11th grade) high school students (in 18 schools) during the 2012-13 academic year. The schools are located in New York City and in five districts in California. Analyses are based on nine measures of opportunities for deeper learning (e.g., opportunities for interdisciplinary learning), eight measures of interpersonal and intrapersonal competencies (e.g., collaboration skills), and three measures of cognitive competency (mathematics, reading, and science achievement scores).
To provide an overview of the relationships among deeper learning opportunities, competencies, and graduation, we use a structural equation model (SEM) that estimates composite measures of deeper learning opportunities and competencies and how these composite measures are related to high school graduation. To provide a more detailed examination of these relationships, we estimated separate linear regression models for each specific opportunity and competency measure. These analyses allow us to test whether each of the individual measures are related to high school graduation, taking into account factors such as prior student achievement and student background characteristics. We conducted separate analyses for California and New York schools.
Results
The findings indicate that students’ opportunities to engage in deeper learning and the deeper learning competencies they developed were positively associated with graduating on-time from high school. The ways in which deeper learning opportunities and competencies were connected to graduation differed across study locations, however (see Figure 1 in the appendix). For example, the composite measure of interpersonal and intrapersonal competencies was significantly related with high school graduation for students in California, but not for students in New York City. Conversely, the composite measure of cognitive competencies was significantly related with high school graduation for students in New York City, but not for students in California.
Significance
The general pattern of results support the idea that there is a connection between students’ deeper learning competencies and graduating from high school. The different findings for California and New York City, however, raise questions about how state and local contexts may hinder or promote the connection between deeper learning and graduation. In particular, differences in high school graduation requirements between the two states may explain why cognitive competencies had a stronger relationship with graduation in New York (where students must pass Regents exams) than in California (where most students in our sample already passed the state’s exit exam in the 10th grade).

Author

• Jordan Rickles, American Institutes for Research