District of Columbia plans “ninth-grade academies” to separate new ninth-graders from repeaters with bad attitudes, reports the Washington Post. First-time high school students will get extra support in small schools within the school while repeaters may go to after-school “twilight academies,” evening credit-recovery programs or alternative schools.
(Chancellor Kaya) Henderson says she will be more aggressive about removing overage, credit-short students from neighborhood schools and assigning them to programs, such as the city’s two STAY schools for adult learners, that can provide a different and perhaps more successful path to graduation.
In short, triage.
D.C. elementary and middle schools promote students who lack grade-level skills in reading and math, reports the Post. Then they hit high school: 40 percent of first-time ninth graders have to repeat the grade because they’ve failed English, algebra or more.
The result is a history of freshman classes that bulge with challenged students. There were nearly 4,000 ninth-graders in the city’s traditional schools in fall 2012, compared with just 2,200 eighth-graders and fewer than 2,600 10th-graders.
Dunbar High used a grant to lengthen the school day by an hour and a half for freshmen. Ninth-grade teachers work with a counselor and social workers to help struggling students. The promotion rate for first-time ninth-graders jumped from 47 percent in 2011 to 71 percent in 2012 and could hit 90 percent this year. Truancies and suspensions are down too.
Repeaters go to a four-hour “twilight” (afternoon) program. They can’t return to day classes till they make up their missing credits. Dunbar officials couldn’t give the Post information on how many caught up, dropped out or transferred.
Ninth grade is a make-or-break year for many students, reports Ed Week. Many districts are trying academies or other ways to focus attention and support on new high school students.
Creating ninth-grade academies proved to be a challenge in Florida’s Broward County, according to an MRDC study. Only 3 of 18 schools implemented the program strongly, MRDC concluded.
In a 2005 study, MDRC found “significant and substantial academic and attendance gains during students’ first year of high school,” reports Ed Week.