Postsecondary Outcomes of Innovative High Schools: The Big Picture Longitudinal Study

Abstract

Context Educational reform efforts have taken the form of different school models intended to reduce educational inequality. Personalized, interest-based schools and academically focused, “No Excuses” schools are two leading small-school designs with sharply contrasting approaches to innovation. Given mixed research findings about the successes and challenges of school reform models in the United States, it is imperative to understand how educational outcomes of students relate to the philosophy and distinguishing characteristics of particular school models such as these. At the same time, evaluating social mobility effects of high school education across educational reform models requires examination of common metrics such as high school graduation rate and college entrance and degree attainment. Purpose This study sought to establish whether and how a personalized, interest-based secondary school reform model is associated with graduates’ characteristics and postsecondary outcomes—and to place these findings in relation to student outcomes reported by a leading No Excuses school network. Setting Big Picture Learning is a network of innovative small schools that serves primarily low-income and minoritized students through an individualized, relational, real-world-based high school experience. The Big Picture educational model features individualized learning plans connected to extensive internships, independent learning organized around student interests, authentic assessments, and close, informal relationships between students and adults. Research Design The Big Picture Longitudinal Study tracked 1900 graduates from six graduating high school classes. Data sources included student and school advisor surveys, National Student Clearinghouse college enrollment data, and interviews with graduates’ former advisors. Published outcomes data for KIPP No Excuses schools provided comparative information. Analyses comprised descriptive statistics of survey data and multivariate regression analyses connecting high school exit data to college outcomes. Findings The Big Picture Learning model is extremely successful in meeting its stated goals of fostering positive relationships, helping students discover and pursue their interests, and promoting high school graduation and college entrance. Results for academic subject achievement and college persistence are mixed, however. Big Picture graduates have similar college matriculation rates but somewhat lower six-year graduation rates than alumni from the KIPP No Excuses school network. Alumni from both networks show high rates of college attrition. Conclusion When taken alone and in context of other innovative school models, the Big Picture results point to the difficulty of sustaining secondary school gains in the post-high school lives of low-income students and highlight shortcomings of traditional colleges in serving this population.

Preliminary Findings from the Longitudinal Study of Big Picture Learning Australia University Pathway Students

“…This was also a demonstrated outcome in the 2015 Post-secondary Outcomes of Innovative High Schools: Big Picture Longitudinal Study, in the United States. Students reported they gained con dence in personal development, oral communication, interpersonal skills and ability to interact with people from diverse backgrounds and adults, the development of effective public speaking skills [20].…”

Thriving Online: A Guide for Busy Educators

“…Understanding the big picture structure of any course is critical to communicating learning outcomes, articulating how concepts/themes might interact, and connecting the course framework to previous student knowledge (Arnold & Mihut, 2020;McTighe & Thomas, 2003;Thomas & Rieth, 2011). The use of concept mapping, mind maps, advanced organizers and visualization is particularly effective at communicating the overall structure of any course (Hattie, 2015).…”

“…Offering a big picture perspective for a student at the befitting of a course helps them cognitively prepare for their learning. It also provided a framework that they can refer to throughout your course (Arnold & Mihut, 2020;McTighe & Thomas, 2003;Thomas & Rieth, 2011). My approach is relatively straightforward -I present a fairly colourful yet straightforward overview of my course through a short video.…”

“…Providing an agenda before class starts seems like a relatively simple activity, perhaps not worth mentioning. However, my experience is that students need and appreciate this simple act before class to help them focus (Arnold & Mihut, 2020;McTighe & Thomas, 2003;Thomas & Rieth, 2011). Essentially the agenda offers key information to ensure they are prepared to start the class, helping students remember to hand in an assignment.…”

“…A regular lesson plan helps create a shared culture of learning and class structure for students Lemov, 2020) and a consistent connection with the big picture and course learning goals (Arnold & Mihut, 2020;McTighe & Thomas, 2003;Thomas & Rieth, 2011). I post my lesson plans on a website (e.g., Technology and the Curriculum); however, they could easily be posted on the learning management system (e.g., Desire to Learn, Google Classroom, Canvas) of your choice.…”