In August and September, Kansas Education Commissioner Randy Watson told the State Board of Education about four districts that had made significant improvement in their postsecondary success rate: the percent of each high school class that graduates in four years and has either completed a college or technical degree or is enrolled in such a program two years after graduation.
That’s one of the top outcomes of the State Board’s Kansans Can vision, because studies show about 75 percent of Kansas jobs will require both a high school diploma and a postsecondary credential, with about half needing a one- or two-year certificate or degree and about half a four-year degree or more. Each step beyond high school results, on average, in higher income, more employment options and less chance of being in poverty.
Since Kansans Can began in 2015, the state postsecondary rate for all districts has increased from 44% to 52% for 2020, using a five-year average each year. The districts highlighted by the Commissioner have risen even faster, and exceed the performance expected for districts with similar student needs. They are Dodge City USD 443, a large district with high rates of poverty, English Language Learners and first-generation college students; Goddard USD 265, a large suburban district with two high schools; Chase County USD 284, a mid-sized rural district in the Flint Hills; and Triplains USD 275, one of the smallest and most rural districts in the state.
I visited with educators, school board members and community members in all four to find out what they were doing to boost postsecondary success, which means thinking seriously about career interests and goals, taking the right courses to prepare, and picking the right postsecondary program. Despite the big differences in those districts, several common themes stood out.
Be intentional. It may seem obvious that you won’t get different results if you keep doing the same things. In each case, leaders talked about “intentionality” in making a commitment to improving student success, developing plans to get different results, and rigorously implementing those changes. It doesn’t just happen.
Get active involvement by the entire staff in assisting and supporting students in postsecondary planning and success. Each district stressed it changed the way teachers and other staff viewed their role, from primarily teaching a high school subject to an equal responsibility for being an advocate for students and partner with families in preparing for a future after school. In most cases, teachers are paired with a student for all four years of high school in the career planning process. That takes additional training and support to help teachers feel comfortable with that role.
Emphasize technical colleges and two-year programs as equal to four-year college programs. Each district said they worked to raise awareness of these programs. Too many students were going off to four-year colleges without adequate preparation and failing, or not trying postsecondary education at all because they couldn’t see the connection. Technical programs are a better fit for many students, and they can “stack” additional degrees on top of first credential if they choose.
Build strong partnerships with postsecondary institutions. Each district also praised the efforts of area colleges and universities to better promote themselves to high school students, increase access to their programs and support dual or concurrent enrollment so students in high school can earn college credit at the same time. These efforts have allowed Kansas to double the number of high school students enrolled in post-secondary programs over the last decade, even as K-12 enrollment has been relatively flat.
Use additional resources strategically to get different results. From 2009 to 2017, Kansas per pupil funding fell behind inflation, resulting in position cuts and lagging salaries. Since 2018, the state has been gradually phasing in additional funding in response to the Gannon school finance case. Each district said they didn’t simply replace previous programs or spend more on doing the same things. Rather, they targeted new funding at specific goals, such as new positions to work with local businesses and college, improving counseling, or lowering class sizes at lower grades to better prepare students for challenging high school and college courses.
Strengthen connections with each student, family and community. Each district stressed that students are most likely to prepare for postsecondary success if they are welcomed by and engaged in school. For larger districts, that means offering a wide range of classes, programs and activities to address individual interests. For small districts, it’s encouraging every student to take part in sports, music, drama and clubs. Each district talked about efforts to actively engage families in their child’s career planning process, from activities at school to home visits.
Finally, while school leaders said they worked hard to support families, each district also credited its success to the support it received from families and the community at large. These districts said their patrons understand they have no future without well-educated citizens, and that depends on a strong school system. To paraphrase what I heard in each place I visited: our schools depend on our community, and our community depends on our schools.
Here is a link to a video discussion of how districts are improving postsecondary success, and to my stories on Dodge City, Goddard, Chase Country and Triplains.
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