Seton Blended Learning Network: 2018-19 Results
In its eighth year, Seton Education Partners expanded its pioneering blended learning model to two additional schools—St. Francis School in Cleveland, Ohio and Immaculate Conception School in Dayton, Ohio—while continuing to support our 12 other blended learning network schools in San Francisco, Los Angeles, Milwaukee, Chicago, Cincinnati, New Orleans, and Philadelphia. This growth means that in 2018-19, Seton partnered with fourteen schools in nine cities, serving more than 3,500 students.
Through our partnerships, we are able to provide our network schools with the know-how and training required to convert to blended learning. We helped teachers implement a data-driven model that incorporates the most advanced educational software with specialized small group instruction to create a learning environment that provides personalization for students in core academic subjects. During classes, half of all students receive individualized instruction on computers while the other half engage in data-driven, small-group instruction with their teacher.
Seton worked with each school’s leadership team to inject best practices from high-performing urban schools to build a culture where scholars develop the knowledge, skills, and character traits necessary to earn college
degrees and pursue lives of value, faith, and integrity. Propelled by these changes and the Seton Blended Learning Network’s proven results, our partner schools significantly increased enrollment and reduced per-pupil operating costs this year.
On the nationally normed NWEA MAP assessment, Seton scholars beat the national average of students achieving one or more years of growth by 7% in reading and 4% in math. Seton also helped ensure that 96% of 3rd grade scholars at our Cincinnati blended learning schools met Ohio’s Third Grade Reading Guarantee—a 32% increase from the pre-Seton average. For a printable version, click here.
1. How did student academic growth compare to the national average?
In Seton's eighth year, students continued to make academic gains network-wide.
Seton blended learning scholars take the nationally normed Northwest Evaluation Association Measures of Academic Progress assessment which allows schools to compare student growth to grade-level peers across state lines. NWEA MAP monitors student growth in the fall, winter, and spring. According to NWEA, only 50% of students nationally meet their individual growth targets. This year, Seton Blended Learning Network scholars outperformed the national average of students achieving one or more years of growth by 13% in reading and 8% in math, demonstrating growth on par with or outpacing that at many high-performing charter networks on the nationally normed NWEA MAP assessment.
2. Is this more growth than individual students would typically achieve? Yes.
On NWEA MAP, students should be able to show one year of academic progress. Students in the Seton Blended Learning Network outperform this by growing 1.2 times the national average in reading and 1.1 times in math. This accelerated growth allows scholars below grade level to “catch” up to their grade level peers and pushes scholars at or above grade level to be ready for more rigorous content. In both situations, students are increasing their likeliness to be college and career ready.
Scholars at Seton partner schools take the nationally normed Northwest Evaluation Association Measures of Academic Progress (NWEA MAP) assessment, which allows schools to compare student growth to grade-level peers. NWEA MAP monitors student growth in the fall, winter, and spring. According to NWEA, only 50% of students meet their individual growth targets. This year, Seton Blended Learning Network scholars outperformed the national average of students achieving one or more years of growth by 7% in reading and 4% in math.
Similarly, most Seton Blended Learning Network classrooms grew faster than other classrooms that started at the same academic level. A grade’s growth percentile helps puts NWEA MAP data into context. This metric measures how a grade level’s growth compares to similar classrooms nationally. As seen below, the vast majority of our classes demonstrated growth in the top third of their respective grades.
3. Did national percentile rankings improve? Yes.
4. Are we setting out students up to be successful in the future? Yes.
It is crucial that we set students up to be successful in the future. In order to ensure our students leave our schools prepared, we measure 3rd grade reading proficiency, and we track where our 8th graders go on to high school.
Multiple national studies indicate that students who do not read proficiently by third grade are four times more likely to leave high school without a diploma than proficient readers. For children who live in poverty and do not read proficiently by the end of third grade, the proportion of those who do not finish school rises to 26 percent. It is vital that third graders are proficient in reading before moving on to fourth grade. This year, our partner schools were able to move 27% more students toward proficiency.
Similarly, it is important that our students attend high-quality high schools that can continue to prepare them for college. Studies show that students who attend Catholic high school are more likely to attend four-year colleges and universities, have high college GPAs, and are more likely to graduate college, than similar public school students. Graduates of our partner schools are overwhelmingly accepted to and attend Catholic high schools. We are proud of our students for continuing with a rigorous education and taking significant steps towards college.
5. Has enrollment improved? Yes.
Seton Blended Learning Network schools collectively increased enrollment 19% from pre-Seton totals. Schools are not only more financially sustainable, but they are providing more low-income students with access to a high-quality faith-based education.