“No excuses’ students struggle in college

“No excuses” charter schools send most or all of their low-income, minority students to college. But do “no excuses” students graduate from college? In Education Next, Robert Pondiscio looks at what charter schools are doing to improve their graduates’ college graduation rates.

KIPP is the largest and best known of a class of charter-management organizations (CMOs) that includes Achievement First, YES Prep, Uncommon Schools, Mastery, Aspire, and others. This group shares a set of familiar characteristics: more and longer school days, with a college preparatory curriculum for all students; strict behavioral and disciplinary codes; and a strong focus on building a common, high-intensity school culture. Classrooms and halls are awash in motivational quotations and college banners, typically from the alma maters of the inevitably young, hard-charging teachers who staff the schools. The signature feature is high behavioral and academic expectations for all students, the vast majority of whom are low-income, urban black and Hispanic kids.

Both KIPP and YES Prep track their graduates and report on how well they’re doing. One third of former KIPP middle schoolers have graduated college within six years — four times the average for disadvantaged students, but way below KIPP’s goals.

Black graduates of YES Prep average 1556 in reading, writing and math on the SAT, “far above the national average of 1273 for African Americans, and significantly higher than the 1500 national average for all students.” All graduates have passed at least one AP class. Less than 5 percent of YES Prep grads require remediation in college. Yet the six-year graduation rate is only 41 percent .

 “It wasn’t the academic piece that was holding our kids back,” notes senior director of college initiatives at YES Prep Donald Kamentz. “What we found hands down was it was the noncognitive piece—that tenacity, that grit—that allowed kids to harness those skills and persist when they faced difficulty.”

“What we’ve found with the ‘whatever it takes’ or ‘no excuses’ mentality is that it was very teacher-driven and less student-driven,” says Kametz, acknowledging this is a controversial line of thought in his own halls. A typical No Excuses approach might involve giving demerits or detention for missed assignments or turning in work that’s not “neat and complete.” Kamentz questions whether this tough-love approach helps create the self-advocacy in students they will need to be successful in college. “It’s the largest gaping hole with our kids in college,” he says. “They will constantly say, ‘You structured my life so much that I had to do very little thinking and structuring myself.’”

The no-excuses charters are trying to develop ways to strengthen students’ perseverance, “growth mindset” and grit. Some send  “posses” of students to “right-match” colleges that provide mentoring to first-generation-to-college students. (I love Pondiscio’s phrase: “in helicopter parentis.”)

KIPP, which started with middle schools, is adding elementary and high schools to strengthen academic preparation. The network also is following its alumni through college to help them cope with academic and social challenges. Now there are 1,000 KIPP graduates in college. In a few years, there will be 10,000. KIPP hopes to raise the college graduation rate to 75 percent, as high as students from upper-income families. The short-term goal is a 50 percent graduation rate.

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Comments

  1. A 75% college graduation rate for the entire US population would mean that individuals with IQ’s as low as 90 would be receiving college degrees. A 75% rate for the entire black population of the US would mean that individuals with IQ’s as low as 75 would be receiving college degrees. Such a college graduation rate probably could not be attained even by a large population of Ashkenazi Jews.

    This is fantasy land thinking.

  2. I think you have to structure schools so that kids have to accept more responsibility for planning and carrying out their academic tasks each year, but this population would undoubtedly benefit from some specific instruction, in HS, on college professor’s expectations of students and on the non-cognitive aspects of college. I remember reading and copying an excellent article on that topic, but can’t find it right now, so have no citation. I remember specific mentions of academic language, professor expectations of out-of-class prep, expecting students to approach them with question if they have them, checking out resources like tutoring center, meeting with advisors and planning schedules and course sequences etc. One of the strongest recommendations, for this student population, was the need to place academic responsibilities ahead of family ones (which is typically done in upper-middle class families but is likely to be much more difficult in urban poor families); writing the English paper or studying for the math exam is more important than taking care of younger siblings, running errands or having a full-time job. I think I remember specific advice to live separately from family, even if attending a local school, to make this separation easier.

    • Actually, there is no reason to expect the college completion rate to go up in the next 20 years. The current trend shows that only 25-37% of the population has a bachelor’s degree (and that’s over the last 40 years of tracking such data).

      Most students (esp. ones who need two or more classes in remedial coursework) will never make it past the first two years of college or even the first year due to the cost and the lack of application that remedial coursework has towards a certificate, associate’s, or bachelor’s degree.

      In some cases, 70-80% of community college admits require remediation, and unless they take it very seriously, they’ll never make it to graduation.