College Begins in Kindergarten

Transcription

1 College Begins in Kindergarten

2 What is Project GRAD? Project GRAD is an education reform model for youth in economically disadvantaged communities that offers enriched and challenging curricula, opportunities for college preparation, and an opportunity to earn a college scholarship that makes the pursuit of a college education a reality.

3 GRAD s Growth & History Project GRAD Site Timeline Lorain PGUSA Philadelphia Tenneco Presidential Scholarship Program Nashville (no longer participating site) Los Angeles Brownsville Houston Newark Knoxville Kenai Number of students served in 1993: 7,500 Atlantat Cincinnati i Long Island New Orleans (developmental site) Number of students served in 2008: 134,709 Columbus (no longer participating site) Akron

4 Current Project GRAD Sites Ohio Cincinnati Akron Lorain Pennsylvania Philadelphia Alaska Kenai Peninsula 134,000 + Students In 213 Schools New York Long Island New Jersey Newark California Los Angeles Texas Houston Brownsville Georgia Atlanta Tennessee Knoxville

5 GRAD Students Served Low-Income Population: % 80% 83% 70% 60% 54% 50% 40% 41% 30% 20% 10% 0% Project GRAD population Charter schools population US Public schools population *Data Sources for Free/Reduced Lunch: State Department of Education websites, Annual Survey of Charter Schools (2008))

6 GRAD Student Ethnicity 1.18% 1.41% 1.00% Project GRAD Student Ethnicity % Black, Non-Hispanic Hispanic 27.12% 57.16% White, Non-Hispanic Multi-Racial American Indian/ Alaskan Native Asian/ Pacific Islander *Data Source: State Department of Education websites

7 GRAD s K-12 Model Academics: Preparation & High Expectations Advocacy: Parent & Community Engagement Access: College Readiness Initiative Project GRAD USA Local Non-Profits Sustainability Systemic Approach Existing Assets S t r u c t u r a l E l e m e n t s

8 GRAD s K-12 Model Academics: Preparation & High Expectations ti K-8 th grade: Literacy Support Mathematics Support Classroom Management Program Social Services and Parent/Community Engagement College Access 8 th -1 st Year of College Eighth Grade Readiness Ninth Grade Transition & Readiness College Preparatory Program in Grades 10 through 12 Advocacy: Parent & Community Developing Parent Leaders Building a Constituency in Support of College Access Providing Academic Support & Advocacy Increasing College Access

9 GRAD s K-12 Model (continued) Access: GRAD s College Readiness Initiative (CRI) Academic Preparation & High Expectations Summer Academic & College Access Programs College Access & Career Expectations Student & Parent Constituency Influence Affordability College Persistence through the 1 st Year of College

10 College Readiness (CRI)

11 Purpose College Readiness Team To work with students from 8 th grade through their first year of college to ensure college readiness and persistence in college, in conjunction with other stakeholders Composition College Readiness Manager (Leader) Academic Coaches in Literacy and Mathematics Career and Peer Leadership Coordinator College Access Coordinator

12 Project GRAD Partnership School District Parents & Students Partnership Project GRAD Business & Community

13 Buy-in & Key Stakeholders School District Identify Feeder Pattern Provide Baseline Data for Budget Identify Component Sequence Facilitate Buy-in Process 100% Administrator Approval 70% Teacher Approval 30-50% Program Funding Commitment Track student achievement Engage community in support of programs Local Community Champions Assemble Key Stakeholders of Business and Community Leaders Identify corporate and foundation support Establish Funding Development Plan Form Project GRAD Board Create Nonprofit Organization Project GRAD USA Technical Assistance Orientation Sessions Budget and Cost Analysis Component C ttraining i Provide partial funding

14 Research and Evaluations From its beginning in Houston in 1992, Project GRAD has engaged in numerous evaluations. Evaluations by both externally and internally commissioned independent d evaluators, together th with reviews of research by major external evaluation groups have formed the foundation from which GRAD moves forward.

15 GRAD s Results In the longest-served group of schools, GRAD students t are completing college at a rate 92% above the national average (51.5% of GRAD students are completing college versus the national average of 26.8%) for students from similar low-income backgrounds. GRAD Scholars are also outpacing their peers in pursuit of science, technology, engineering, and mathematics (STEM) degrees: GRAD Scholars are earning STEM degrees at a rate 71% above the national average for minority students. GRAD has already offered over 8,500 scholarships worth over $20 million to its high school graduates to more than 100 institutions of higher education across the nation. Project GRAD is the only education reform effort that has been cited as a Project GRAD is the only education reform effort that has been cited as a promising whole school reform model leading to college success by all three of the following research organizations conducting reviews of existing research: Building Engineering and Science Talent (BEST), the United States Government Accountability Office (GAO), and the Comprehensive School Reform Quality Center (CSRQ).

16 Evaluation American Institutes for Research Draft Report of Independent Study of Graduation Rates at Davis, Yates, and Wheatley Feeders in Houston This study, conducted d by the AIR, utilizes three recognized methods of calculation of graduation rates from the baseline before GRAD implementation through 2005 to compare graduation rates at the three GRAD high schools s with the longest record of implementation and non-grad high schools in Houston. Two major positive findings are the following: Graduation rates of Davis, Yates, and Wheatley have steadily increased after the baseline year, as compared to relatively stable rates in comparison schools. In some cases, these increases are statistically significant. After four years from program inception, the graduation rates at all three GRAD schools were larger that the average gains of comparison schools. In some cases, these increases are statistically ti ti significant. i ifi t

17 Evaluation Dr. Eric Bettinger, Case Western Reserve University 2007 Educating Ohio's Children: An Evaluation of Project GRAD Ohio In summary, both quantitative and qualitative evidence suggest that Project GRAD has had a largely positive effect on partner schools in Ohio The quantitative results are largely positive across all of the schools and at each of the four cities where GRAD is supporting schools. In particular, we find that: Graduation rates have improved across all Project GRAD high schools since the inception of Project GRAD. Graduation rate gains are largest (and most significant statistically) in Lorain City and Akron. Fourth grade math scores have increased in Project GRAD schools relative to comparison schools. Student disciplinary rates and student truancy have fallen in Project GRAD schools relative to comparison schools. Teacher attendance has also improved relative to comparison schools

18 GRAD Scholarships Offered 1500 Project GRAD Scholarships Offered

19 Questions