Deeper Learning and Equitable Outcomes: Is the Impact of Deeper Learning Consistent Across Student Subgroups?

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

Abstract

Introduction
Because prior research has found that interventions are less effective for traditionally underserved student populations, the objective of this presentation is to explore whether the impact of attending a deeper learning network high schools on student outcomes significantly differed across student subgroups.
Data and Methods
For this study, each network high school was matched to a non-network high school in the same geographical area that served a similar student population, and outcomes were measured for students who entered Grade 9 between 2007-08 and 2010-11. Various forms of student-level data were collected for study participants:
• District administrative data: demographic and achievement characteristics in Grade 8; high school graduation through summer 2014
• National Student Clearinghouse Data: postsecondary enrollment and completion through spring 2016
• Student survey data: collected in spring 2013, measures students’ opportunities for deeper learning (e.g., opportunities for collaboration and communication) and self-reported deeper learning competencies (e.g., self-efficacy, perseverance) during the 11th and 12th grades
Propensity score weights were calculated to account for systematic differences between students attending network and non-network schools on observable Grade 8 demographic and achievement characteristics. Weighted OLS and logistic regression models were performed separately within each matched pair of schools that included interaction terms between the indicator for attending a network school and the subgroup indicator. The subgroups examined in this study include gender (female versus male), eligibility for free or reduced-price lunch (FRPL; yes versus no), and levels of prior achievement (above versus below the state mean for Grade 8 achievement in English language arts). Pair-specific findings were averaged using a precision-weighted fixed effects meta-analysis.
Results
Opportunities for deeper learning: While the impact of attending a network school on student reports of opportunities for complex problem solving, communication, feedback, creative thinking, and assessments aligned with deeper learning were significant and positive for both male and female students, the impact was significantly stronger among female students.
Deeper learning competencies: While females attending network schools reported significantly higher levels of collaboration skills, perseverance, measures of engagement, and self-efficacy than females attending non-network schools, differences were not significant among males. In addition, attending a network school had a positive impact on measures of engagement among students with higher levels of prior achievement, but the impact was not significant among students with lower levels of prior achievement.
On-time high school graduation: Though the impact was positive and significant for both groups of students, attending a network school had a significantly stronger impact on on-time high school graduation for students who were not eligible for FRPL.
Postsecondary enrollment: While network school attendance had a significant, positive impact on enrollment in postsecondary education (specifically at four-year institutions) among students with lower levels of prior achievement, the impact was not significant among students with higher levels of prior achievement.

Significance
These results demonstrate that attending a school that promotes deeper learning competencies often reduces disparities in students’ academic opportunities and outcomes, but for some outcomes, disparities remained. Implications for expanding the focus on deeper learning in non-network schools will be discussed.

Author

• Kristina Lillian Zeiser, American Institutes for Research