A BluePrint for Success: Case Studies of Successful - Educational ...

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A Blueprint for Success Partners Middle School Academic-‐Year Program This component was recently launched in two partnering middle schools to provide academic-year support for Summer Academy and other middle school students on site at their OUSD middle schools. As with the Summer Academy, high school-aged mentors and tutors assist professional teachers in the delivery of these services. The program predicts recruiting the majority of Summer Academy students from these participating middle schools, with the Summer Academy and the Middle School Academic-Year Program complementing each other, thereby providing year-round (12-month) supports. Partners High School Transition Program This program was launched in fall 2009 as a Saturday workshop for 8th graders and their families. Starting in 2010, a daily component was added to the Summer Academy in the Pathways class with a follow-up workshop series in the fall. The Partners High School Transition Program helps 8th graders and their families to better understand the complex landscape of high school choice, to research their options, to construct a portfolio of schools to apply to, and to complete those applications. In addition, the program helps students and families to make a smooth and successful transition to a high-quality college preparatory high school – public, charter, or private. (Note: because OUSD is a choice district, students must apply to the public schools they wish to attend.) Partners Leadership Development Programs During the Partners Summer Academy and now also during the Middle School Academic-Year Program, high school and college students provide mentorship and tutoring to participating middle school students under the watchful guidance of the Assistant Director for Leadership Development Programs and participating faculty. This component, structured into five progressive tiers, provides high school and college students with opportunities to earn a stipend and/or community service hours, develop leadership skills, engage in educational equity work, and explore the worlds of teaching and non-profit program management. Partners College Transition Program The Partners College Transition Program, currently in its first year, consists of college, scholarship, and financial aid advising for alumni of the Partners Summer Academy who are juniors and seniors in high school. The program is structured as a five-day, full-time summer boot camp followed by eight Saturday morning workshops in the fall and spring. A more robust program model in collaboration with the University of California at Berkeley’s extension program is being explored in order to serve more students and put greater advising resources at their disposal, and the hope is to eventually hire a case manager for high school and college students to help them stay on track for on-time college graduation. Educational Policy Institute 97 www.educationalpolicy.org
Data-‐Driven Practices A Blueprint for Success Data are collected annually, typically in association with the summer program. Because in the past the programming stopped at 9th grade, the high school and college graduation data were only loosely connected to program activities. As the program has expanded to support students through high school and (in the future) college, data collection is also expanding to ensure that each new grade level is effectively supported. Specifically, data are used in four ways to improve practices. First, data permit identification of students who are off-track, so that interventions may occur. For example, at an alumni visit day recently, program staff identified three high school freshmen who are already off-track for high school graduation. Program staff are now working with these students to help them enroll in smaller high schools where they will get more individualized attention and support. Second, program staff look at grade-level data to gauge the effectiveness of all program components. For example, the High School Transition Program is focused directly on increasing the percentage of rising 9th graders who enroll in high-quality college preparatory high schools. The baseline data (prior to program supports) was 20 percent. The first year data (with only minimal supports in the fall) was 30 percent. The second year data (with both summer and fall supports) rose to 50 percent. With the current class, who are receiving more focused supports in summer and fall plus a family education piece, the program hopes to improve this percentage to 70 percent. Third, annual family surveys provide information to guide program improvement and expansion, and also show the areas where families are pleased with programming. For example, both the Middle School Academic-Year Program and the College Transition Program were added in response to the summer 2010 family survey. Fourth, surveys help gauge student and family satisfaction with various program components, from the nutrition program to field trips to individual classes. With regard to the last of these three, survey data helps determine where to focus supports and instructional guidance for faculty. With the shift in the focus of the program from high school completion, then college access, and now college completion, the need for reliable data has increased. With prior and current cohorts of students, however, there has never been an expectation of commitment to a 10-year program. This has resulted in some gaps in the data regarding alumni success in college. Therefore, some data efforts work to provide insight into the accuracy of the overall data program (i.e., seeking to find lost alumni, who are ultimately likely to have less-successful outcomes than those who respond to the surveys and calls). Moving forward, the program intends to clearly indicate to entering students in 6 th grade that this is a long-term, college-completion program and to track student outcomes data through to college completion. Educational Policy Institute 98 www.educationalpolicy.org
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