Blazing New Trails - Connexions

172 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
‘I want to start this summer.’” Another teacher added, “Our students are passing the dual
credit and concurrent credit courses with grades of As or Bs.” Council members also
expressed that utilizing Study Island and implementing ACT and SAT questions into class
lessons were helping to strengthen students’ academic preparation. Council members
discussed ways that a college going culture was fostered, such as, placing SAT words on the
TV hall monitors, publicizing the opportunities for dual credit courses in high school,
showcasing colleges in the halls, and celebrating and posting students’ college admission
plans through an Admission Accomplished assembly at the end of the school year celebrating
all students who have been accepted to college. High expectations for students have been
fostered through a focus on preparation for college for all students. A council member
stressed the value of rewriting the curriculum and strengthening the rigor to meet higher
standards so that students would be prepared for college. The campus leaders worked with
biology and specifically Pre-AP and AP biology to raise the standards. The teachers
implemented a “Five E” instructional model and worked on raising AP Chemistry scores.
The collaborative partnership has fostered successful interventions, such as a Summer
Academy and FISH Camps to foster high expectations. Students enthusiastically participated
in these activities that provided an opportunity to start building relationships before school
started. Preparation for college through preparation for college admission tests, such as the
SAT, ACT, THEA, and ACCUPLACER were cited as additional examples of high
expectations as well as the interventions, such as the A++ program. A teacher noted the
confidence and experience to be successful in college that students were gaining through
exposure to college-level curriculum in the AP courses. A teacher stressed that a primary
success of the GEAR UP project was, “We try to include all students. We try to reach out and
make the programs available to anyone. We keep the programs open to all GEAR UP
students.”
Another success of the GEAR UP project that was noted was the district-wide
emphasis on planning for the future. As a teacher explained, “One thing I see district-wide is
teachers in the lower grades speaking to the students about what they do today making a
difference later. I think that’s a change, too.” A teacher stressed the success of the leadership
opportunities that have been provided through the GEAR UP project stating, “You’ve got to
give students a chance to get into leadership roles so they’ll be comfortable with the roles
later on.” She cited the Leadership Team opportunities as a great success of the GEAR UP
project in fostering high expectations.
The partner schools implemented GO Centers where college and career information
was readily accessible to students. This was an initiative of the Texas Higher Education
Coordinating Board’s Closing the Gaps emphasis and has been described as “a College and
Career Center on steroids.” The GEAR UP coordinators were able to work with the school
counselors to ensure that information about college was shared with students and parents.
Motivational speakers were also provided for students to encourage them to work hard in
school for graduation and the next steps of postsecondary education. In one school, the
Achieving Via Individual Determination (AVID) program was implemented which provided
tutoring and college awareness activities for students through a class elective. Partner schools
also implemented career awareness activities and mentoring programs to encourage
graduation and college. In all these ways, high expectations were reinforced for all students.
Demystify college. Students whose parents did not attend college may not have an
understanding of postsecondary education. A teacher explained ways that college has been
demystified for students: