Ninth Grade Success Initiative

SB 4:  Basic Skills Programs for High School Students

In Senate Bill 4, the 76th Texas Legislature provided funding and outlined the provisions for the Basic Skills Programs for High School Students.  The legislature appropriated a total of $42.5 million in each year of the biennium ($85 million over the two-year period) to be distributed to school districts through a competitive grant application process.  This document outlines implementation issues surrounding this program and is being provided to school districts so that they may begin planning their response to the Request for Application (RFA). 

This document is for preliminary planning purposes only.  It does not include all the information to be required or requested in the RFA.  

PROGRAM GOALS

	The broad purpose of the Ninth Grade Success Initiative is to increase the graduation rates of public school students by reducing the number of students who are retained in the ninth grade, and reducing the number of students who drop out of school at the ninth grade.

Short-term goals of the Ninth Grade Success Initiative:

A.	Targeted ninth grade students in participating districts will demonstrate improved performance in the following academic areas of the required curriculum:
•	reading and writing of the English language
•	understanding of mathematics
•	understanding of science
•	understanding of social studies

B.	Participating districts will: 
•	reduce the percentage of ninth grade students who are retained in the ninth grade.
•	reduce the gap in retention at the ninth grade between white and minority student groups.
•	reduce the gap in retention at the ninth grade between economically disadvantaged students and those students who are not economically disadvantaged. 
•	reduce the percentage of ninth grade students who drop out of school.
•	reduce the gap in dropout rates at the ninth grade between white and minority student groups.
•	reduce the gap in dropout rates at the ninth grade between economically disadvantaged students and those students who are not economically disadvantaged. 
•	increase attendance rates for ninth grade students.

Long-term goals of the Ninth Grade Success Initiative: 

Participating districts will: 
•	increase the percentage of students who pass the exit-level TAAS exams.
•	increase the percentage of students who stay in school and graduate from high school.
•	reduce the gap in dropout rates between white and minority student groups.
•	reduce the gap in high school graduation rates between white and minority students.
•	reduce the gap in high school graduation rates between economically disadvantaged students and those students who are not economically disadvantaged. 

PROJECT DESCRIPTION

1.	The Ninth Grade Success Initiative provides that a school district may apply for funding of programs specifically designed for students in grade nine:

(a)	who are at risk of not earning sufficient credit to advance to grade 10, and who fail to meet minimum skills levels established by the commissioner; or

(b)	who have not earned sufficient credit to advance to grade 10, and who fail to meet minimum skills levels established by the commissioner.  

Please note:  Current eighth grade students who become ninth graders in June 2000 may be eligible to receive services at that time if they meet the criteria outlined in number 5 below.

2.	The amounts of the grants will be awarded based on (a) the quality of the proposed program design and (b) the school district’s demonstrated need for the program. 

3.	Four components of need will be considered:  (1) the number of ninth grade at-risk students as identified in a district’s 1998-99 PEIMS report; (2) the number of the district’s ninth grade dropouts for school year 1997-98; (3) the district’s rate of economically disadvantaged students; and (4) the district’s passing rate on the eighth grade TAAS (Reading, Writing, Mathematics) exams.  The source documents for the required data will be the district/campus PEIMS reports (1998-99), and the most recent Campus/District AEIS Report Cards or Campus/District Snapshots.

4.	Grant funds from the Ninth Grade Success Initiative may be used to (a) create new programs, (b) enhance existing programs, and/or (c) expand existing programs.

For expansion or enhancement of existing programs, the following conditions must be met:
•	the intent to enhance and/or expand existing program(s) is clearly defined in the description and intent section of the grant application;
•	the program includes and implements the requirements of this initiative;
•	the program accounts for all fiscal concerns in accordance with stipulations of each funding source; and 
•	the program is in compliance with the appropriate local, state, and federal regulations. 

5.	Districts must use the following criteria to identify eligible students, and to certify that the program serves eligible students as required.  A student is eligible if he/she meets criterion (a) and fails to meet 1, 2, or 3 of criterion (c), or meets criterion (b) and fails to meet 1, 2, or 3 of criterion (c) as described below.

(a)	Any of the following attributes will suffice to qualify a first-time ninth grade student as “at risk of not earning sufficient credit to advance to grade ten”:

•	failure to pass one or more parts of TAAS (including science and social studies) in grade eight
•	retention in one or more grade levels between grades six and eight
•	failing one or more classes in a reporting period in grade nine
•	a grade below 75 in any class in a reporting period in grade nine
•	excessive absences in grade nine

(b)	Ninth grade students who have not earned sufficient credit to advance to grade ten are those who have been retained in grade nine for a second or third year.

(c)	For the purposes of this initiative, three criteria for Minimum Skills Levels have been set for ninth grade students:

(1)	mastery of all the eighth grade level TAAS exams; or

(2)	mastery of all eighth grade classes in which the student was enrolled; or

(3)	earning a grade of 75 or better in grade 9 courses.

Thus a ninth grade student (1) who failed to pass one or more parts of the eighth grade level TAAS exams; or (2) who failed one or more classes in the eighth grade; or (3) who is failing to earn a grade of at least 75 in any grade nine class, is considered to have failed to meet the minimum skills levels established by the commissioner for the purposes of this initiative.

6.	A school district may, with the consent of a student’s parent or guardian, assign a student to a program funded through this initiative.

7.	The program may not exceed 210 instructional days during a school year.  The current school calendar calls for 180 days of instruction for students.  Thus, a district may offer up to 30 additional days for a total of 210 including the regularly scheduled 180 instructional days of the district’s school year plus any days of instruction offered on Saturdays, teacher professional development days, and/or during the summer.

8.	The duration of the project will be from January 3, 2000, through August 31, 2001.  Districts may choose to provide programs up to five terms in length—spring 2000, summer 2000, fall 2000, spring 2001, summer 2001.  Districts may design their projects to include either four or five terms.  Those districts choosing to begin serving students in summer of 2000 will be limited to a maximum of 80% of the funds to which they might otherwise have access.  Districts desiring to serve their students for five terms must begin direct services to students no later than February 1, 2000.  Districts choosing only four terms must begin delivery of direct services to students no later than June 12, 2000.

9.	Grants for funded programs will include funding for both fiscal years 2000 (school year 1999-2000) and 2001 (school year 2000-2001).  Additional considerations for awarding of grants include the anticipated number of students to be served, the inclusion of all required components, and the probable impact on targeted students and the campus(es) served. 

10.	A program funded through this initiative may be provided by the school district or by an entity contracting with a school district to provide the program.  A grant may be made to a single district or a consortium of school districts.  If school districts decide to form a consortium for shared services, one of the districts must serve as the fiscal agent.  Districts that have more than one campus serving ninth grade students may submit one application that is systemic and targets students in all the applicable campuses, or includes distinctly separate programs, each designed to meet the unique needs of specific campuses.  Alternative Educational Programs (AEPs) may be included in the district’s grant application.  The agency is committed to ensuring that AEPs have an opportunity to receive funding under the Ninth Grade Success Initiative.

PROGRAM REQUIREMENTS 

1.	A program funded through this initiative must: 

•	emphasize basic skills in areas of the required curriculum as specified in Section 28.002 of the Texas Education Code (TEC).  The required curriculum includes both the foundation and the enrichment curriculum.
•	offer students the opportunity to increase credits required for high school graduation under state or school district policy.
•	serve only ninth grade students.
•	include an action plan to provide continuing support services—funded by other sources—to targeted students so that they continue to make satisfactory progress towards graduation after they are promoted to the tenth grade.

RESTRICTIONS ON ELIGIBILITY OF APPLICANTS
 
1.	Grant applications will not be accepted from nor awarded to an Education Service Center serving as a fiscal agent for a consortium of school districts.  The law specifically states that “districts may apply,” and that “the commissioner shall award funds to districts.”  ESCs may support districts in the preparation or implementation of their applications.  Districts are responsible for the costs associated with the submission of the application for a Ninth Grade Success Initiative Grant.  Districts that receive grants may also contract with ESCs for professional services related to program implementation.

2.	Grant applications will not be accepted from nor awarded to Open Enrollment Charter Schools.  The law specifically states that “districts may apply,” and that “the commissioner shall award funds to districts.”  School districts may contract with Open Enrollment Charter Schools for delivery of services to students.

PROGRAM FUNDING

1.	Awards must take into account funds distributed to the school district under Chapter 42 Foundation School Program.  A Ninth Grade Success Initiative awarded district currently under a Chapter 41 Option 4 Wealth Equalization Agreement, already receiving funds targeted to accomplish the same goals as the Ninth Grade Success Initiative, will be required to adjust its Option 4 Equalization Agreement to redirect the use of funds to another program.  The Division of State Funding (512-463-9238) will need to be contacted for guidance on this adjustment, should this situation occur. 

2.	Districts must give assurances that no supplanting of foundation funds dedicated to initiatives that target the needs of ninth grade students at risk of not being promoted will occur.

3.	TEC Section 29.086 (d) states, “The commissioner shall establish minimum levels of student enrollment and standards of student progress required for continued funding of a program under this section.”  Continuous funding for the duration of the project will be dependent on the district meeting these standards as well as all other program expectations.  The same section further states, “The commissioner may eliminate funding for a program in a subsequent year if the program fails to achieve sufficient levels of student progress.”  The commissioner will determine when reviews are to occur and will reserve the right to allow districts to continue receiving funds based on satisfactory revisions to their programs.

4.	It is an agency goal to obligate the entire $85 million to school districts during the initial grant application/award process.  Approximately 50% of the total grant to each district would be received in year one and the remaining 50% would be received in year two, assuming that all grantees meet the requirements for continued funding in project year two.  Should additional unexpended funds become available for distribution, the commissioner will determine how these are to be distributed.  At this time, districts should assume that there will be only one opportunity to apply for funding under this initiative for the duration of the biennium.

EVALUATION

A comprehensive description of the evaluation component will be included in the Request for Application (RFA).  An approved program must include criteria that permit measurement of student progress, and the district shall:

(a)	evaluate the progress of students in the program as will be indicated in the RFA, and
(b)	submit the results of the evaluation as required in the RFA.

Ninth Grade Success Initiative Grant

$85,000,000 for the Biennium

Category based on total district enrollment or total number of students enrolled within a consortium of districts 	
Range of each award takes into consideration the number of students identified by criteria to be served through the program	
Full 5-term funding
(3 semesters, 2 summers)	

50,000 or more students enrolled	
$500,000 - $6,000,000	
$1,000,000 - $12,000,000

5,000 - 49,999 students enrolled	
$150,000 - $360,000	
$300,000 - $720,000	

100 - 4,999 students enrolled	
$80,000 - $100,000	
$160,000 - $200,000

*Fewer than 100 students 	
Not to exceed $50,000	
Not to exceed $100,000	

To determine the range of grants for which a district or consortium may apply:

(1)	find the category for district total enrollment or total number of students enrolled within the consortium in column 1,
(2)	within the category determine funding appropriate to the program design between the ranges allocated in column 2, and
(3)	multiply by 2 to determine the maximum funding for three semesters and two summers.

A district implementing only two summers and two semesters is eligible for no more than 80% of the maximum grant allocation.

*	For districts with a total enrollment of fewer than 100 students, the program may be addressed through an arrangement of shared funding among districts.

Ninth Grade Success Initiative

Tentative Time Line

1.	Response forms from districts are due.
	Friday, 9/24/99	
2. 	Announcement of RFA is published in Texas Register.
Superintendents receive announcement of RFA availability and may request RFA from the TEA Document Control Center.  RFA will also be available for download from the TEA website
	Friday, 10/1/99	
3.	Applications are due from districts
	Friday, 11/19/99	
4.	Scoring of applications by reviewers.
	Monday, 11/29 - 12/3/99
	
5.	Notification to districts
	Monday, 12/13/99	
6.	Negotiation of contracts with grantees.
	These will be prioritized by project implementation dates
	Monday, 12/13/99 - 1/28/00	
7.	Project Start Date.  
	As soon as Notices of Grant Awards (NOGAs) are signed, districts may begin to utilize funds.
	Monday, 1/3/00	
8.	Projects designed to serve students for five-term funding must begin delivery of direct services to students no later than…
	Tuesday, 2/1/00
	
9.	Projects designed to serve students for four-term funding must begin delivery of direct services to students no later than…
	Monday, 6/12/00	

Bibliography for Ninth Grade Student Success Initiative
A Partial Resource

Inclusion of a resource in this listing is not intended as an endorsement of the particular ideas in the documents.  This listing is simply a beginning point for districts wishing to learn more about serving students in at-risk situations.

ED344978.  (March, 1992).  Managing Youth Programs: A Critical Gap in the Research.  ERIC/CUE Digest, Number 79.  Author: Hahn, Andrew ERIC Clearinghouse on Urban Education, New York, NY Available at: http://www.ed.gov/databases/ERIC_Digests/ed344978.html

ED350598 93 Cross-Age and Peer Tutoring.  ERIC Digest.  Author: Thomas, Robert L.  
ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.  THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER.  FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed350598.html

ED376990 Dec 94 The Risks of Rewards.  ERIC Digest.  Author: Kohn, Alfie
ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Available at: http://www.ed.gov/databases/ERIC_Digests/ed376990.html

ED384954 Bateman, S., Karr-Kidwell, P. H. (1995).  At-Risk Programs for Middle School and High School: Essential components and Recommendations for Administrators and Teachers.

ED396265 96 Motivating Low Performing Adolescent Readers.  ERIC Digest.  Author: Collins, Norma Decker.  ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed396265.html

ED405641.  (1997). Schools as Communities.  ERIC Digest, Number 111.
Authors: Royal, Mark A.; Rossi, Robert J. ERIC Clearinghouse on Educational Management, Eugene, OR.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed405641.html

ED405642.  (April, 1997).  Education Reform and Students at Risk.  ERIC Digest, Number 112.  Author: Irmsher, Karen ERIC Clearinghouse on Educational Management, Eugene, OR.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed405642.html

ED419866.  Syropoulos, M., Academic and Support Ninth Grade Restructuring Programs as Reported by the Ninth Grade Administrators.

ED412309.  (1997). Turning It Around for All Youth: From Risk to Resilience.  ERIC/CUE Digest, Number 126.  Author: Benard, Bonnie ERIC Clearinghouse on Urban Education, New York, NY.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed412309.html

ED421640.  (1998). Service Learning: More than Community Service.  ERIC Digest No. 198.  Author: Brown, Bettina Lankard ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.  Available at: http://www.ed.gov/databases/ERIC_Digests/ed421640.html

ED424343.  Fashola, O. S., Review of Extended-Day and After-School Programs and their Effectiveness.

Breaking Ranks: Changing an American Institution, (1997).  Available from NASSP.

Educational Reforms and Students at Risk: A Review of the Current State of the Art.  (January 1994).  The National Institute on the Education of At-Risk Students.  Phone: (202) 219-2239.  E-mail:  http://www.ed.gov/offices/OERI/At-Risk/

Hamovitch, B. A. (1996).  Socialization without Voice: An ideology of hope for at-risk Students.  Teachers College Record, 98 286-306.

Marshall, R. L. (Spring, 1999).  How freshmen become sophomores in only one year.  Texas Study.  29-31.

National Institute on the Education of At-Risk Students.  Available: http://www.ed.gov/offices/OERI/At-Risk/

Raywid, M. A. (1996).  Downsizing Schools in Big Cities.  Digest Number 112.  Available: http://eric-web.tc.columbia.edu/digests/dig112.html

Rossi, R. J. (Ed.) Schools and Students at Risk: Context and Framework for Positive Change.  New York: Teachers College Press.

Safe and Smart: Making the After-School Hours Work for Kids, (June 1998).  Available: http://www.ed.gov/pubs/SafeandSmart/

Tools for Schools: School Reform Models Supported by the National Institute on the Education of At-Risk Students (April 1998).  Available: http://www.ed.gov/pubs/ToolsforSchools/