Blazing New Trails - Connexions

164 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
remain considerably lower than those of White and Asian students. Most disturbing
perhaps, is the lack of preparedness or readiness of high school graduates for
postsecondary education. (p. 1)
Martinez and Kiopott (2005) reported on promising practices of Equity 2000, Urban Systemic
Initiative, Advanced Placement, International Baccalaureate, dual enrollment, Middle College
and Early College High Schools, Tech Prep and 2+2 Articulation, Project GRAD, and GEAR
UP which are all programs that have worked to improve students’ preparation for
postsecondary education. Four key practices that emerged were curriculum alignment,
academic and social supports, access to rigorous course content, and a structure of
personalized learning opportunities for students. Pathways to College (2004) similarly
identified the importance of high expectations, rigorous course content and support, social
support, data analysis and leadership as key components in strengthening a college going
culture. As Adelman (1999) identified in his report titled Answers in the Toolbox, a student’s
participation in advanced level, rigorous courses is a significant determiner of the student’s
later success in postsecondary education.
CONTEXT OF THE STUDY
The East Texas GEAR UP partnership of nine partner schools, a university, a
community college, and business and community partners had been successful each of five
years in increasing the number of students accessing and succeeding in advanced level
courses. For example, the last three years while the students were in high school, advanced
courses that were offered increased from 254 courses to 323 courses, and enrollments in
advanced level classes increased from 8,970 to 11,631. In addition, the number of minority
student enrollments in advanced level classes increased from 2,886 to 4,151, and the number
of low-income student enrollments in advanced level classes increased from 2,916 to 4,294.
The GEAR UP students of this partnership completed their junior year in May 2010,
the fifth year of the GEAR UP grant. The direct services of the GEAR UP grant were
provided for one grade level of students beginning in seventh grade as they continued to
graduation. However, the professional development through Leadership Institutes, Advanced
Placement College Board Institutes, vertical alignment and curricular alignment meetings,
collaborative meetings between university and secondary faculty members, and subjectspecific
conferences were open to all teachers on the campus. Also, all students benefitted
from enhancements to the College and Career Centers on campuses and changes in practices
and policies, such as, open admission to Advanced Placement classes with outreach to
students and provision of support through mentoring and tutoring programs as well as an
emphasis on personal outreach through advisory groups. Systemic reform to a college going
culture was reinforced as campus and district leaders ensured that changes that were
implemented through the GEAR UP grant were sustained for subsequent grade levels.
The GEAR UP project focused on achieving goals of increasing student participation
and success in advanced level courses to increase students’ preparation for postsecondary
education. The partnership also implemented activities to demystify college and to ensure that
the steps for admission to college were completed. Outreach to parents and the community to
develop a college-going culture was strengthened through multiple parent meetings,
newsletters mailed to parents, and personal conversations. The following conceptual model
illustrates a framework that depicts the overlapping areas of focus of the GEAR UP
partnership (see Figure 1).