Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 2 of The Illinois Commitment REAL (Rockford Educational Alliance) Experience Northern Illinois University What issue or need is addressed by the effective practice? The primary objective of the REAL (Rockford Educational Alliance) Experience is to enhance P-12 student achievement and to encourage P-12 students to begin thinking about attending college (http://www.projectreal.niu.edu/projectreal/default.shtml). To address the goal of improving student performance in four schools in Rockford, so that 75 percent of the students meet or exceed state standards at the end of five years, the REAL Experience partners selected the “professional development school” model, which has shown that such efforts result in higher student achievement. The partners collaborate in six areas: improving teaching, training and supporting school leaders, providing diverse clinical experiences for pre-service teaching candidates, improving teacher education programs at NIU and Rock Valley College, recruiting new teachers for the Rockford public schools, and shared decision-making. Among the initiatives included in the educational alliance is the REAL NIU Experience, which provides an opportunity for some Rockford public school freshmen and sophomores to learn outside traditional classrooms, to become excited about learning, and to see what college life is all about. These students are selected based on their potential for college study. Description of the effective practice: The REAL NIU Experience is part of Project REAL, a multi-year TQE grant wherein teachers, pre-service teacher candidates, and teacher educators work together to improve student achievement. The REAL NIU Experience is a program offered for one week in the summer on the NIU campus for Jefferson High School students. In summer 2005, 33 Rockford students spent one week participating in mathematics and science activities with faculty from the Colleges of Engineering and Engineering Technology, Health and Human Sciences, and Liberal Arts and Sciences. These students built bridges, created animations and computer simulations, painted and created art projects, measured and analyzed hearing, and participated in a “crime scene investigation.” The freshman who attended in 2005 were so excited about their experiences that they established the “NIU Club” at Jefferson High School and initiated fundraising activities so they could return to the NIU campus in summer 2006. The TQE grant only covers the support of freshman students in the REAL Experience. In the second year, another 30 freshman and the 30 sophomores from 2005 participated in an expanded experience that included faculty from the Colleges of Education, Engineering and Engineering Technology, Health and Human Science, Liberal Arts and Sciences, and Visual and Performing Arts. How does this practice achieve sustainability? The grant funding covers much of the expenses associated with the students’ on-campus experience. Jefferson High School students who participated in 2005 wished to return for a second summer with an extended experience, and they conducted a fund-raising campaign throughout the year. While not sufficient to completely cover the expenses associated with their participation, the funds raised contributed to the overall costs of 30 sophomores on campus for one week. In addition to the expenses associated with the students, costs are also associated with faculty time, equipment, and building use. For the two years of the REAL NIU Experience, NIU’s facilities were used at no additional cost to the project. In the second year, the facility use expanded to computer labs and an art gallery/museum. Several faculty volunteered their time to plan and implement the program. While not participating directly in the summer program, Jefferson High School teachers contributed time and energy to working with the students who have participated in the program over the past two years. They contributed time to working with students in selecting those who would participate, helping them to prepare for the week-long experience, and assisting in follow-up activities during the school year. Twenty NIU students served as REAL NIU Experience counselors and mentors over the two-year period. Several of them requested opportunities to complete clinical and student teaching experiences at Jefferson High School. Their participation in the program introduced them to a group of students who interest them as future educators. What are the results/measurable outcomes? Much of the information gathered regarding the program is descriptive and qualitative in nature. There are notable aspects of the REAL NIU Experience that impacted student performance in school. Those students who participated 72
in 2005 found the experience to be very beneficial to them personally. Their enthusiasm generated from last year lead to the beginning of the “NIU Club” at Jefferson High School. In addition, teachers noticed specific changes in the daily school performances of these original 33 students. For example, teachers saw an increase in regular attendance in their classes, and noted an overall improvement in students’ course grades. They also observed that more students enrolled in “honors” classes than before. Teachers reported: • “When I returned to school after the summer break, I was interested in seeing how my students had changed from their freshman year. Some students had grown physically, but many who had attended the NIU camp (I found out later), had surpassed my wildest dreams with their mental growth! There were three boys in particular who I had high hopes for, but was afraid they would follow bad peer advice. Because of the NIU camp experience, I know they are on the right track!” • “Many students who were not involved in any other school activities took part in the NIU club and attended summer camp. These students found a place where they could belong. It was wonderful to see many of the students bond together after visiting NIU and begin to share a focus in preparing themselves to attend a university after their high school graduation.” • “I do think the club is a positive and important way to reach some kids who are at an important decisionmaking point in their lives - which 'world' are they going to be a part of? If they see it is possible for them to go to college, academically and financially, it could make a world of difference!” Students in attendance now see themselves as possible college students in the future. The fact that the 33 students requested the opportunity to return for a second summer is an indication of their interest in learning more about how mathematics and science can help them enter college and pursue professional careers. Students reported: • “The NIU Club and the “REAL” NIU Experience have taught me a lot more about college than I expected . . . .” • “My academic performance has improved since NIU camp last summer and NIU Club because it made me want to try harder to go to college.” • “When I was an incoming freshman I never thought I would go to college after high school but being in the NIU Club made me think like being a well-educated woman could change my life around…” • “. . . when I was in the NIU Club and going to meetings my grades were great—better than the previous year.” • “Being in the NIU Club made a big difference in my grades because it made me focus more in school so I would be able to go to camp. • “There is no way for me to explain what this club, camp, and the entire NIU experience mean to me.” Contact Information Name: Virginia R. Cassidy Email: vcassidy@niu.edu Phone: (815) 753-0492 73
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