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Ninth‑grade intervention credited with large gains in on‑track rates and multimillion‑dollar return on investment
Summary
The Center for High School Success reported that participating high schools raised ninth‑grade on‑track rates and that the district saw sizable savings and increased state funding; Capital High School highlighted local implementation practices.
The school board heard results from the Center for High School Success on March 20 showing improved ninth‑grade "on‑track" rates across partner high schools and an asserted return on investment for the district.
Center representatives said participating schools increased the share of ninth graders on track for on‑time graduation from about 59% to roughly 82% over the partnership period. That improvement, the presenters said, equates to 615 additional students on track and about 554 additional graduates over three years. The consultants said the district saved about $789,000 in credit‑recovery costs and received roughly $7.9 million in additional state funding attributable to higher average daily attendance and course completion; they reported the cost of the Center's services over three years at about $698,000. "For every dollar you've invested in these services, you've returned 10," a presenter summarized.
Bertie (presenting data for the Center) and principal Brandon Fontenot of Capital High School described school‑level practices that contributed to the gains: placing strong teachers in strategic roles with ninth graders, weekly data reviews, grade‑book audits to identify students falling behind, a makeup policy to reduce automatic Fs, and regular coaching from the Center's staff. Fontenot credited the teachers and the school's leadership for the gains and said the approach emphasizes both academic monitoring and student dignity.
Board members praised the improvements. Board Member Powell Lewis and others asked for additional course-level failure data (including social studies/civics, which will be tested under LEAP) and for cohort tracking when the current group of ninth graders reaches graduation. Center staff said several partner districts that have hosted the program have demonstrated correlation between improved ninth‑grade on‑track rates and later graduation outcomes; they offered to provide follow‑up cohort graduation data to the board.
Board and district leaders said they want the work embedded so systems remain in place even when leadership changes. The Center said its model includes training, coaching, collaborative networks and school tools intended to create sustainable practices.
The board thanked the Center and Capital High School staff for the presentation and noted planned follow-up on cohort graduation data and additional course‑level analysis ahead of statewide testing.
