The Value of a Diploma

Graduating from high school opens up better job opportunities leading to personal financial stability and overall economic growth. On average, high school graduates earn more than those who drop out. A brief from UCLA showed that a high school diploma “yields the benefit of $480,000 per high school graduate over a lifetime.” A higher graduation rate translates to a more skilled workforce. This attracts businesses and encourages job creation. Projections indicate that raising the graduation rate would result in 54,000 new jobs.

High school graduates tend to spend more on goods and services. Increased spending stimulates local economies. Additionally, graduates are more likely to invest in assets such as homes, stocks, and retirement accounts. They also, on average, earn more and pay higher taxes. As more students graduate, state tax revenues increase and the drain on social services decreases. Individuals who don’t complete high school are more likely to rely on social safety nets, such as welfare programs and healthcare services. By improving graduation rates, we reduce the strain on public resources and enhance overall economic stability.

National Average

According to US News and World Report, “The average state graduation rate across 49 U.S. states and Washington, D.C.(recent data was not available for Oklahoma) was 79% for the 2021-2022 academic year, up two percentage points from the year prior.” This positive trend reflects efforts to improve graduation outcomes across the nation by groups like America’s Promise Alliance and the Alliance for Public Schools through our GradNation and Student Alliance work. Florida’s 2022-2023 4 year graduation rate was 88%. Virginia, New Jersey, and Massachusettes had the highest graduation rates at or above 90%.

Improving Outcomes

A combination of policies and strategies can improve graduation rates and increase academic outcomes for all students. The Alliance for Public Schools focuses on an early warning system of the ABC’s- attendance, behavior, and course progression. Monitoring students who are at risk of falling behind when they enter 9th grade allows for proactive interventions which can prevent students from disengaging and improve their chances of achieving a diploma. Engaging students in classes, extra-curriculars, and programs motivate students to stay in school.

Alliance for Public Schools’ programs provide personalized, peer-led support to students who face challenges in one or more of the early warning indicators. These supports may include academic tutoring, mentoring, and access to mental health resources. They enhance students’ capacity to manage challenges both in and out of school and create supportive relationships and feelings of connectedness.

As we celebrate this year’s graduates, we must remain focused on improving academic outcomes for their younger peers. By addressing disparities and providing targeted support, we can continue to raise the bar for educational achievement. Investing in education and improving high school graduation rates benefits individuals, communities, and the economy at large. It’s not just about diplomas; it’s about building a stronger, more prosperous society.

To learn more about bringing Alliance programs to your school or district, reach out to us at info@all4schools.org.

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The FAFSA overhaul began in December 2020, in the final days of the Trump administration, when Congress passed the FAFSA Simplification Act as part of the end-of-year budget. The law required the form to go from 100 questions to 40 and changed the aid eligibility formula. According to Inside Higher Ed, “The new law also significantly expanded Pell Grant eligibility and lifted a 26-year ban on Pell for incarcerated students, along with a number of other changes aimed at making aid easier to access.”

The soft launch in late December was anything but smooth. Technical hiccups persisted, preventing the processing of completed applications. Colleges and universities were left in limbo, unable to send out aid packages to students eagerly awaiting financial clarity. The blame game ensued. The U.S. Department of Education pointed fingers at Congress, claiming they denied additional resources. Meanwhile, congressional Republicans accused the department of prioritizing student debt relief over the FAFSA overhaul. In addition, the massive FAFSA project was overshadowed by other departmental priorities of the USDOE, including school reopenings during the pandemic. The overhaul progressed slowly, and advocates worried that the new form wouldn’t be ready in time.

Consequences for Students

Families remain in the dark about their college payment options, and low-income and first-generation students may become discouraged from pursuing higher education altogether. In addition,colleges have been significantly delayed creating financial aid packages for students.

For students who are able to access the form, they report that it’s faster, less confusing, and much more streamlined. Lawmakers are calling for hearings, and investigations are underway. Students deserve better, and it’s time to untangle this mess.

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The SSAC has representatives from all district high schools. These student leaders meet monthly to discuss topics important to the superintendent and his staff. By actively participating in these meetings, students gain insights into programs, policies, and initiatives that shape their educational experience.

For the March meetings, students chose to focus on mental health. This decision aligns with local and national data, which highlight the growing concern around youth mental health in the Tampa Bay region and beyond. During these discussions, SSAC members shared their perspectives and concerns related to mental health.

Key Insights from SSAC Student Leaders

1. SSAC members expressed concern not only for their peers’ mental health but also for the well-being of educators. They wanted to know how the district was addressing the needs of adults working in school buildings. Recognizing that educators play a crucial role in students’ lives, the students emphasized the importance of supporting both students and staff.
2. Students often turn to their peers before seeking help from adults. Therefore, the student leaders stressed the need to ensure that every student knows how to navigate available support services. By promoting awareness and accessibility, they aim to create a supportive environment where students can seek help without hesitation.
3. The SSAC students highlighted an essential point: Supportive services are valuable only if students know about them. To address this, they offered suggestions on how to effectively communicate information about available services. Their goal is to ensure that no student suffers unnecessarily due to lack of awareness.

These student leaders’ concerns coincide with survey results released this month by Morning Consult and McGraw Hill. The global survey found that, in the U.S., 76% PreK-12 teachers said managing students’ behaviors and mental health needs was their biggest challenge. Struggling to keep students engaged was the second-largest challenge for U.S. teachers. Pre-K-12 educators from most of the global regions profiled in the research said student mental health needs was one of their top two challenges.

The Alliance firmly believes that student voice is a critical element in addressing the unique challenges faced by the generation of students affected by the disruptions caused by the COVID-19 pandemic. As we move into the 2024-2025 school year, we remain committed to supporting the SSAC in Hillsborough County. By empowering students to actively participate in shaping their educational journey, we contribute to a more responsive and student-centered school system.

If you would like more information on how to elevate student voice in your school district, reach out to us at info@all4schools.org to learn more.

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The Alarming Trend

The Tampa Bay Times recently reported that 31% of Florida students were chronically absent during the last school year, a significant increase from 20% in 2018. These are the students who missed at least 10% of their classes. While the numbers have slightly decreased, educators remain deeply concerned. The question arises: Why does attendance matter so much?

The Power of Presence

1. Academic Performance

Research consistently shows that attendance positively correlates with academic success. A meta-analysis revealed that attendance is the single strongest predictor of college grades. When students attend class regularly, they not only absorb content knowledge but also gain access to other critical elements:

• Contextual Information: Beyond textbooks, classroom instruction provides students with essential context, real-world examples, and practical applications.
• Resources: Classroom interactions allow students to ask questions, seek clarification, and access resources that aren’t available elsewhere.
• Belonging: Attending class fosters a sense of belonging, connecting students to their peers and instructors. Our student leaders address this very real need to connect in their work to help their peers.

2. Early Indicator of Success

Attendance serves as an early warning system. When students consistently skip classes, it often signals deeper issues—personal struggles, disengagement, or lack of motivation. Educators can use attendance data to identify students who need additional support.

3. Beyond Content Mastery

While content mastery is crucial, attendance offers more. It helps students:

• Stay on Track: Regular attendance ensures students keep pace with the curriculum. Course progression is a key component of academic success and on time graduation.
• Understand Expectations: Classroom discussions clarify assignments, expectations, and assessments.
• Build Relationships: Peer interactions and teacher-student connections enhance the learning experience.

Addressing the Challenge

1. Collaboration and Awareness

Educators, parents, and policymakers must collaborate to raise awareness about attendance’s impact. School leaders have implemented strategies like:

• Early Interventions: Identifying at-risk students and providing targeted support including programs like ours at the Alliance for Public Schools which promote student leadership and peer mentoring programs with proven results.
• Positive Reinforcement: Recognizing and celebrating good attendance.
• Community Engagement: Involving families and communities in promoting regular attendance.

2. Florida’s Response

Florida lawmakers are sounding the alarm but refused to act during this 2024 Legislative Session. Addressing chronic absenteeism requires a multifaceted approach and resources:

• Reviewing Policies: Reevaluate policies related to attendance tracking and intervention.
• Support Services: Invest in counseling, mental health resources, and family outreach.
• Engage Students: Create engaging learning environments that motivate students to attend and empower students to have a voice in school policies and engage them in finding solutions.

As we strive for academic and personal success for our youth, it’s important to know that every day counts. By prioritizing attendance, we empower students to unlock their full potential. Promoting policies that empower students, elevate student voices, engage families and the community, and involve students in the solutions will benefit us all.

To advocate for resources and policies that promote attendance, visit our Advocacy Dashboard and tell lawmakers to do more to support students.

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A record number of test takers met none of the ACT’s benchmarks for success. This means their results in English, reading, math and science predict they are unlikely to earn Bs or Cs in entry-level college coursework.

From the New York Times, “For the 1.4 million ACT test-takers in the high school class of 2023, the average composite score on the exam was 19.5 out of 36, the lowest score since 1991, according to the nonprofit. Forty-three percent of students did not meet any of the subject-matter benchmarks, up from 36 percent in 2019.

These test takers were high school freshmen when the coronavirus pandemic interrupted their educations, sending many of them into months of online learning. The achievement declines on the ACT are broadly in line with pandemic-era trends from other national exams.”

However, it’s impossible to interpret the cause of the scores. Major changes have occurred in both college admissions and high school testing practices during that time.

Just 43 percent of college applicants submitted SAT or ACT scores last year, according to a report from Common App, down from 74 percent before the pandemic. That change has been driven by colleges embracing test-optional admissions policies, in part because of concerns that the exams are unfair to low-income students.

At the same time, ACT grew its business with state education systems, according to data from the nonprofit, meaning that, in the high school class of 2023, about 748,000 students took the test during the school day, for free, up from 590,000 students in the class of 2021.”

Regardless, the year over year declines in the test scores remain troubling. ACT CEO Janet Godwin acknowledged in a statement, “The hard truth is that we are not doing enough to ensure that graduates are truly ready for postsecondary success in college and career.”

Schools must address the impacts of the pandemic on learning loss in a holistic way. Additionally, programs that support college and career readiness and allow for multiple pathways to a diploma must be a priority to ensure success for all students.

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The Tampa Bay Times requested additional clarification from the state. This is what they were told:

Current seniors who have yet to meet their assessment requirement do not have to take either the grade 10 FSA ELA or the Algebra 1 end of course exam,” department spokeswoman Taryn Fenske said via email.

They will graduate with a diploma, as their remaining chances to complete the expectation before commencement have been suspended.

As for others in the algebra and sophomore language arts courses, it’s less well defined. The state will not count the algebra — or any other — end-of-course exam toward the final grade, despite the law saying it makes up 30 percent of the total.

The Department is waiving the requirement for non-senior students who are currently enrolled in a course that requires an EOC to take the associated EOC.

It is important to note, all other classes must satisfy the graduation requirements including the 10th grade FSA and Algebra I End of Course Exam even though these tests will not be administered this year.

“However, non-seniors who have yet to pass the Grade 10 FSA ELA must still meet the exit criteria by passing that assessment during a future administration or earning a concordant score.

“Though non-senior students enrolled in the EOC course of Algebra 1 are not required to take the Algebra 1 EOC, they must still meet the mathematics assessment graduation requirement by either passing the Algebra 1 EOC (offered four times each year) during a future administration, earning a concordant score, or passing the Geometry EOC during a future administration.”

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School Districts

• All public and private K-12 and career and technical center campuses are closed through April 15, 2020.
  • Schools are encouraged to operate virtually or through other non-classroom-based means to the greatest extent possible to implement distance learning.
  • School districts should be prepared to extend their educational calendars through June 30, 2020, to the extent feasible and necessary.
  • For Collier, Duval, Sumter and Union county school districts, which are all completing their extended spring break on March 20, 2020, school campuses will remain closed through April 15, 2020, although they will begin instruction virtually on March 23.
  • To support students with identified IEP-related services who may have a disruption in services, school districts are given flexibility for the remainder of the school year to provide alternative services or delay services until later in the summer months, in coordination with a student’s parents and IEP team.

Assessments, Accountability and Promotion

• All remaining assessments for school readiness, voluntary prekindergarten and K-12 assessments are cancelled for the 2019-2020 school year.
• Requirements for graduation and promotion, and final course grades will be evaluated as though those assessments which were cancelled did not exist.
• K-12 school grades will not be calculated for 2019-2020 and schools in turnaround may continue their current status for 2020-2021 to avoid disruption to school leadership and operations.
• Eligibility for Florida Bright Futures scholarships shall be based on available data and results. Tests that were not available to be taken shall not be counted.

Instructional Hours

• The Commissioner may reduce required instructional hours as necessary to accommodate for closures.

Funding

• The Florida Department of Education and K-12 school districts are instructed to redirect unspent 2019-2020 funds from Reading Scholarship Accounts, the Reading Instruction Allocation, the Digital Classroom Allocation and the Teachers Classroom Supply Assistance Program to help low-income students purchase digital devices and establish Internet services.
• In order to facilitate the remote connection between teachers and students, K-12 school districts are further permitted to redirect unspent Title 2 funds to help low-income students purchase digital devices and establish Internet services.
• K-12 school districts are permitted to redirect unspent 2019-2020 funds from the Safe Schools and Mental Health allocations to virtual and telephonic mental health counseling services for students who need emotional support due to COVID-19.
• All school readiness, voluntary prekindergarten, K-12, career and technical centers and state college programs will receive their full allocation of funding, and therefore staff and contractors can be paid fully, through June 30, 2020, as though there was no disruption in education.

Teachers

• For the next 120 days, exam fees for teacher certification-related examinations will be waived, and test takers who were unable to take an exam due to test site locations closing will be granted an extension to meet these requirements.

District School Board and State College Board of Trustees Meetings

• All district school board and state college board of trustees meetings through June 30, 2020, are postponed and may only be scheduled for emergency purposes only by the respective school district superintendent or college president.
  • These meetings must be convened virtually or telephonically.
  • If there is a vacancy or inability to serve on the part of the superintendent or college president, then the respective board chair may convene an emergency meeting.
  • School districts and state colleges must ensure that meetings held by virtual means are accessible by interested members of the public.

Mass Gatherings and Community Events

• Commissioner Corcoran urges adherence to the CDC’s guidance for higher-risk populations by cancelling any mass gatherings, community events and extracurricular activities, including sports of more than 10 people in a single occupied space at any educational program, school readiness, voluntary prekindergarten, public and private K-12, career and technical centers, and public and private colleges and universities.

School Readiness and Voluntary Prekindergarten Programs

• Commissioner Corcoran strongly recommend school readiness and voluntary prekindergarten programs adhere to the CDC’s guidance for higher-risk populations by limiting students and employees to no more than 10 people convening in a single occupied space, therefore breaking students into groups as necessary, maintaining social distancing best practices and proper hygiene.

Vocational Rehabilitation and Blind Services Offices

• All services provided by the divisions of Vocational Rehabilitation and Blind Services to clients shall be provided solely though virtual and telephonic methods to the extent possible.
  • The Department will work with appropriate federal authorities to seek waivers for any federal requirements that may be impacted.

Postsecondary Institutions

• All public state colleges, and private college and campuses and buildings are closed for the remainder of the spring semester.
  • Colleges are encouraged to operate virtually or through other non-classroom-based means to the greatest extent possible.
  • Colleges should be prepared to extend their educational calendars through June 30, 2020, to the extent feasible and necessary.

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Regardless, it must be a time of reflection for all of us. If we really want to end the toxic testing environments in our schools, we must realize that the score in no way defines either the student or the teacher.

The Florida Standards Assessment is the central part of the overall accountability system that perches precariously on the shoulders of students and their teachers. However, the Florida Constitution states that our state legislators must be the most accountable for public education. Yet, here we are- saddled with low funding, a questionable, high-stakes state test, and an accountability system that punishes the end user.

As parents and families, we must support our students and their teachers by holding legislators accountable. Florida can do better and must follow other states that offer alternatives to standardized testing to demonstrate proficiency. Take action to quickly tell your elected state senator and representative that education is about much, much more than one test score.

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Nearly every sub-group of students tracked achieved increases including African-American students, Hispanic students, students with disabilities and low income students.

Hillsborough, the area’s biggest district, logged in with a 85.8 percent grad rate. For white students, the rate was 90.8 percent, while for black students it was 79.4 percent and for Hispanic students 83.4 percent — the largest achievement gap in the region. For students eligible for free-reduced lunch, Hillsborough’s rate was 80.5 percent, while its rate for English language learners was 75.1 percent and for special education students it was 76.3 percent.

Pinellas fell just shy of the state rate, with 86.0 percent overall. The rates were similar for racial groups, with 88.5 percent for white students, 85.6 percent for black students and 85.3 for Hispanic students. Its rate for teens eligible for free-reduced lunch was 78.5 percent, for English language learners 78.4 percent, and special education students 72.5 percent.

Hillsborough County increased their overall graduation rate by 9.4 percent, inclusive of charter schools. Charter schools are independently run but are funded with taxpayer dollars.

In contrast, Hillsborough high schools with Student Alliance for Public Schools programs enjoyed a 13 percent gain. Student leaders at these select high schools work to remove barriers to diplomas for themselves and their peers. They review school data and create programs to bridge the gap for struggling students. They work with administration to identify and change school policies that hinder access to graduation and create policies to help achieve success.

Student Alliance leaders present their work at the Alliance for Public Schools’ annual GradNation conference sponsored by United Way Suncoast. The annual event convenes students, school officials and superintendents, and community members from Hillsborough and Pinellas Counties to discuss efforts to increase graduation rates across the Tampa Bay region. This year’s event will be held March 7th. Join us and be notified when registration is open for this inspiring event!

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The students were the stars of Grad Day. Over 200 youth from 15 Pinellas and Hillsborough high schools attended alongside school district staff, CEOs and community leaders. Jubilee, a Jefferson High School senior, opened the event and told adults, “The Alliance for Public Schools has taught me about partnerships. Students need adults. We will steer but you need to be the car.”

In addition, students facilitated break out sessions with adults. The sessions were highly interactive and collaborative with adults and youth working side by side. “It was a privilege and an honor to serve as a facilitator today,” said Victor, a sophomore from Jefferson High School.

March 2nd was also Read Across America Day,  which celebrates Dr. Seuss’s birthday. During lunch, Dr. Seuss themed decorations were added to the table centerpieces and students from Northeast High School performed a reading of “Oh, the Places You’ll Go!” Grad Day audience members were given Dr. Seuess bookmarks and read along with the students on stage.

Thaddesu O’Neil, also known as WWE’s Titus O’Neil, inspired everyone with his very personal keynote address. He told the audience, “I was told I was a bad kid so I started to believe it.” When a teacher told him there is no such thing as a bad kid, he said that it changed his life. This person loved him unconditionally and asked for nothing in return. Now, he spends his life giving back and told the audience, “The most important thing you need to do is find a way to pay it forward.” He also told the students to be true to themselves and not fall into the trap of trying to be someone they are not. He said, “Nobody can be a better you than you. So, be the best version of you.”

Grad Day ended with a recognition of the students that have participated with the Student Alliance for the last three years. Melissa Erickson, Executive Director of the Alliance, said, “The problem with graduation work is that when you’re successful, your students graduate and leave!” It is certainly bittersweet to see another group of amazing student leaders leave the nest, but we couldn’t be more proud! Oh, the places you’ll go!!

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