We are going to try something different here. Our case studies are getting longer as we learn more. So instead of our releasing one blog post in a series at a time, we are going to release all of them at the same time with interlocking links.
Post #1: Four Big Takeaways (includes background)
Post #2: Ensuring Success for Each Student
Post #3: Scaling Strategies for Mid-Size Districts
Post #4: What All of This Means for Schools
Post #5: Impact Academy
Let us know if this works better for you. You’ll need to dedicate ten to fifteen minutes to read it. Our hope is that it will make it easier for you to draw out the insights that are important to you while still building more background in competency education.
Just outside of Atlanta, Georgia, Henry County Schools (HCS) operates fifty schools serving 42,000 students. It covers a mix of four cities and towns, some rural and others more suburban. The district is the largest employer in the area (over 75 percent of workers leave Henry County for work daily), with many people commuting to Atlanta or other suburbs to work.
Historically, HCS has performed relatively well, but enormous changes over the past fifteen years – including enrollment nearly doubling, the percentage of students who are FRL tripling to 60 percent of the population, and increases in racial diversity (HCS is now 33 percent white, 51 percent African-American, and 9 percent Hispanic) – created an opportunity for change. In 2013, the district created a strategic plan to transform their schools to personalized learning by 2020. One of the five pillars of this plan is competency-based learning. Although it’s always hard to determine causal relationships, Henry County has already had a 6.4 percent increase in their four-year graduate rate since they began this work. They are certainly going in the right direction.
Under the leadership of Superintendent Rodney Bowler, the school board identified multiple reasons for turning to personalized learning, including:
- Better prepare an increasingly diverse student body for college, career, and life success
- Move from “good enough” to “exceptional”
- Traditional model is no longer sufficient
- Nature of knowledge has changed
- Information is ubiquitously available
- Focus on metrics beyond standardized tests
- People learn in different ways (Pace, Place, Path, People)
Superintendent Bowler says, “Henry County Schools is excited about the work being done across our schools to transform them to personalized learning schools. When you look at the core of personalized learning, it fits nicely with our mission of ensuring success for each student. Focusing on each student and their individual needs and learning styles is truly the best approach to equipping them for college, a career, and life in general. It was a no-brainer for us to make this move, and while the work has been tough, our teacher, students, and our communities that have started the transformation have seen great growth for everyone involved. We know that when all is said and done, our district will be a strong example for others looking to make this strategic change for the betterment of our learners and our future.”
It’s worth taking a minute to look at the Georgia state policies that shape Henry County’s strategy. GA does offer a seat-time waiver that allows courses to be mastery-based. Henry County has a strategic district waiver that allows them great freedom, excluding a handful of exceptions. GA state policy has also made a firm commitment to a number of secondary school policies designed to improve graduation rates and college-going rates. In addition to early college and career academies, Georgia offers Move on When Ready, which establishes a dual enrollment program that requires students to meet the admissions policy of the partnering institution of higher education. HCS is also partnering with Southern Crescent Technical, Georgia Tech, University of Georgia, and others. The district provides the transportation costs, and the state pays for the courses. Finally, the Hope Scholarship program will pay for college for students up to a master’s degree when they have a 3.2 GPA in high school and college. In addition to assessing grade level standards, Georgia’s state accountability system also uses growth measures. (more…)