Raising the Bar: Impacts and Implementation of the New Heights Program for Expectant and Parenting Teens in Washington, dc

Figure II.1. New Heights logic model 
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If a student accumulates 40 unexcused absences in a year, DCPS will disenroll the student. There is no cap on the 
number of excused absences. 
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RAISING THE BAR: IMPACTS AND IMPLEMENTATION OF THE NEW HEIGHTS PROGRAM
 
The setting of the program is designed to encourage expectant and parenting students to 
continue attending school and reach students where they are most accessible, before they decide 
to drop out. Program activities, such as the workshops and one-on-one meetings with 
coordinators, are voluntary and expected to occur before, between, or after regular classes, such 
as during lunch period or when students have free time during the school day. Working closely 
with school administrators and teachers, coordinators are responsible for identifying and 
recruiting expectant and parenting students and assess their needs using a standardized needs 
assessment process. The program also serves as the point of contact with community partners 
and public services, facilitating the exchange of information and access to resources, such as 
transportation support and child care (either for school-based child care facilities or community-
based child care options).
a well-developed system of community partners to provide students with access to legal 
assistance, early childhood education, mental health counseling, and college or career planning 
guidance. The school–community partnership and school-based coordinator aims to wrap care 
and support around an expectant and parenting student, improving the student’s chances to stay 
in school and graduate. 
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Five of the study schools offer free site-based child care for eligible students. 
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RAISING THE BAR: IMPACTS AND IMPLEMENTATION OF THE NEW HEIGHTS PROGRAM