METHODS TO MEASURE SUCCESS
To build a strong understanding of what strategies work and how they boost student attainment, the Louisiana Talent Imperative will engage education researchers, seeding analysis of both trends and outcomes. Careful analysis will show how initiatives are working, and shape our approaches to better achieve the intended results. Research will also help us to understand how to invest to maximize results: what kinds of interventions work, what resources are needed to optimize their impact, methods to expand pilot or experimental approaches, and ways to balance the different needs of different populations within a shared goal. Investing in understanding our approaches will allow constituencies to share best practices and build on activities that are proven, rapidly and efficiently spreading effective innovation.
In fact, we are already implementing federal research findings with 35,000 students in 68 schools within 18 districts. The Louisiana Office of Student Financial Assistance (LOSFA) is using a combination of state and federal funding to implement these findings, and it is seeing improved outcomes as a result of outreach efforts aimed at building a college-going culture in economically disadvantaged low-performing public middle and high schools with high percentages of potential first-generation college students.
Schools that participate in state-funded LOSFA Field Outreach Services are more likely to experience increased rates of FAFSA completion, high school graduation and college enrollment. Students who are supported through both state and federally funded academic support services, such as tutoring/course credit recovery, dual enrollment, and/or Advanced Placement, are increasing in successful course completion, decreasing in the number of those who require remediation, and/or successfully earning college credit while in high school. Students supported through the federally funded priority model (district-wide middle through high school approach) are becoming eligible and ultimately receiving TOPS awards at a greater rate than those in public schools outside the priority model.
