51¶ÌÊÓƵ

The task force also concluded the programs are popular with students who participate in them, and found that those students do well academically.

“The existing focus programs at LPS are, overall, effective,� said Matt Larson, associate superintendent of instruction. “Those programs help students connect more thoroughly to schools and higher engagement helps with the graduation rate.�

But embedding programs in the high schools would eliminate both transportation issues and logistical problems for students who participate in programs such as chorus or band at their home high schools, he said.

Embedding them in existing high schools also would increase participation, said Superintendent Steve Joel.

The task force also found there's a desire for more programs, more partnerships with the community, and more online learning opportunities.

To that end, district officials are investigating ways to expand online learning, Larson said.

Now, online classes are offered primarily for credit recovery. Larson said LPS would like to expand opportunities for students to take additional classes that won't fit into the regular day or are needed to provide flexibility for jobs or other responsibilities.Ìý

Larson said the district is reviewing various software programs to see which ones line up best with the district's curriculum. Once officials find one, they'll decide which classes would be appropriate to offer online.Ìý

It's likely any additional online classes would be offered at school, so students would have the support of teachers, Larson said.

The task force — comprised of district officialsÌý— reviewed existing programs, did surveys of parents and students and visited focus, magnet and academy programs in Dallas, Chicago, Grand Island, Omaha and Sioux Falls, South Dakota.

The programs evaluated include: the Arts and Humanities and Science Focus programs, The Career Academy, the International Baccalaureate (IB) program at Lincoln High and the Junior ROTC program at Northeast.

It didn’t include the Bryan program, an alternative high school program, which also has been called a focus program but doesn't offer a specific curricular focus.

In online surveys, students who participate in focus programs and their parents generally gave the programs high marks.

For instance, between 67 and 88 percent of students said they were more motivated in the focus programs. A majority also liked the focus programs better than attending their regular high school and said they had stronger relationships with their teachers.

Other conclusions of the task force:

*ÌýNone of the focus programs are operating at capacity. Arts and Humanities is at 67 percent, the Science FocusÌý— known as zoo schoolÌý— at 78 percent, The Career Academy at 50 percent and the Junior ROTC program at 54 percent. The IB program has 188 students and enrollment is driven by staffing levels.

Larson said capacity levels aren't a concern. The only program with significant space is The Career Academy, but it saw a 30 percent increase last fall and is expected to increase next year. That's happened in part because of a targeted marketing campaign aimed at students, he said.Ìý

*ÌýRetention is an issue at many of the programs and should be examined. Retention is 36 percent at Arts and Humanities, 48 percent at Science Focus, 58 percent at The Career Academy, 12 percent at the Junior ROTC, and 100 percent for juniors and seniors in the IB program. Larson said students leaving the program will be given an exit survey to find out why they decided to leave.

*ÌýThe average graduation rate in all the programs is at or higher than the district average for students. Between 74 and 86 percent of students who participate in the IB programÌý— an academically rigorous program offered at schools across the countryÌý— earn degrees through the program. That’s higher than the national average of 65 percent, Larson said.

*ÌýStudents in the focus programs generally perform better on the ACT than their counterparts in traditional high schools, though it depends on the subject area. LPS compared the focus program students’ scores to a random group made up of students with similar demographics.

The task force identified a number of areas to consider for additional focus programs, some of which are similar to pathways offered at The Career Academy.

Larson said if additional focus programs were developed in those areas they would complement, not replace, The Career Academy programs.

Those areas include: construction and manufacturing, global business, aeronautics, human sciences, health sciences, natural resources and agriculture, and information and technology systems.

Board of Education member Annie Mumgaard urged district officials not to forget the arts when considering new focus programs.

A community task force that will make recommendations for new construction or improvements that should be included in a bond issue will get the report to review. Work on additional focus programs won't begin until a decision is made about a new high school or high schools.Ìý

Breaking down Lincoln's public schools