TRUSTing in the Future: College Access in an Urban School District Froning, Michael

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1 Metropolitan Universities Journal Volume 19, Issue 4 The Greater Houston P-16+ Council: Systemic Pathway Wimpelberg, Robert K. This article describes efforts of the Greater Houston P-16+ Council (GHPC) to find effective ways to promote student participation and success across the P-16 continuum, from prekindergarten through postsecondary education and work-related training. "Strive" For College Access and Success Johnson, Lawrence Under the leadership of the University of Cincinnati, a unique, systemic collaboration of educational, business, nonprofit, civic and philanthropic organizations from Cincinnati and Northern Kentucky is addressing the challenges facing urban children and youth. Called Strive, it seeks to create a seamless educational pipeline beginning at birth, through K-12, postsecondary education or training, and into career success. Strive is outcome-focused and targets partner intervention activities at key transitions from pre-natal care through early college. TRUSTing in the Future: College Access in an Urban School District Froning, Michael An alliance of the University of Alabama at Birmingham, the Birmingham City Schools, the National Urban Alliance, and the College Board is strengthening urban teacher preparation through TRUST Training and Retaining Urban Student Teachers. At the heart of this effort is an Urban Teacher Enhancement Program that supports teachers in building sociocultural competence, an affirming attitude, collaborative skills, and specific pedagogy to build on diversity in the classroom. In addition, TRUST is working to enhance school counseling so that, in addition to better prepared teachers for urban schools, students will have access to college admissions support.

2 LEAP UP: Service Learning as the Centerpiece of a University-School Partnership Peck, Jacqueline K. A long-running university-school partnership is the foundation on which LEAP UP, the Literacy Enrichment and Active Participation University Partnership, is built. Service learners from a variety of The University of Akron programs provide one-on-one support for struggling readers at Leggett Elementary School. Key to the program s success is high expectations for achievement by the Leggett students; program materials aligned with state and national standards; and research-based best practices for developing literacy skills in developing readers. Demanding Academic Excellence: The Algebra Project Wynne, Joan T. Florida International University s Center for Urban Education and Innovation in the College of Education and the Algebra Project have created a model for accelerated learning for disenfranchised children. The program includes mathematics instruction using university researchers in high school classrooms, supplemented with after-school enhanced reading and writing instruction. Tutoring, mentoring, experiential learning and an intensive residential summer institute provide a model for engaging low- performing high school students. African American History and Culture: A Grassroots interpretation of Culturally- Relevant Teaching for Academic Achievement and College Success Cross, Beverly E. The Achievement, Confidence and Excellence (ACE) Academy in Memphis is a partnership involving the University of Memphis, its Benjamin Hooks Institute for Social Change, and three area school districts. ACE operates as a Saturday Institute, serving three hundred seventh to twelfth grade African American students. Grounded in culturally relevant pedagogy, the Academy s curriculum uses African American history to facilitate high school students mastery of traditional academic subjects and increase their desire to achieve at higher levels in school and to continue on to college.

3 Defining the Model for Urban Teacher Preparation Waddell, Jennifer The School of Education at the University of Missouri-Kansas City is addressing the urban teacher retention challenge through its Institute for Urban Education (IUE). IUE focuses on recruiting individuals from underrepresented populations who have a commitment to their urban communities. Its curriculum is distinguished by five features: (1) an emphasis on math, science, and literacy; (2) a focus on social justice, multicultural education, and culturally-responsive pedagogy; (3) summer, community- based experiences; (4) classes taught in urban school classrooms; and (5) new-teacher mentoring and induction. Engaging a Systemic Partnership to Increase College Access and Success Benson, Gwen Systemic, university-school-community partnerships characterize efforts by Georgia State University to enhance preparation of urban teachers and urban student success. A partnership with the Atlanta Housing Authority focuses on family education in mixedincome communities. Work with the National Parks Service s Martin Luther King, Jr., Center produced interactive curriculum for student visitors. Early College High School is an alluniversity commitment with the Atlanta Public Schools to support high school students earning college credit on the GSU campus. And the DREAMS project serves African American students at three professional development schools helping them to stay in school, achieve academic success, and prepare for college. Accelerating Academic Literacy: The Commanding English Program for Immigrant Students Murie, Robin The University of Minnesota is helping provide greater college access for students from immigrant families who must learn to negotiate a new culture and language as well as manage lives often marked by poverty and under-funded urban schools. In the University s Commanding English program, immigrant high school students study both at their high school and on campus, using advanced coursework that includes immigration literature. Students become familiar with the college environment and build the confidence to consider postsecondary education.

4 Two Decades of Success: North Carolina State Universitys NC-MSEN Pre-College Program Moore, Kay For almost twenty-five years, North Carolina State University has helped to coordinate a state-wide Mathematics and Science Education Network Pre-College Program that serves disadvantaged youth in grades six through twelve. The university-school partnership includes middle school and high school academic enrichment in math, science, and communication through Saturday and summer academies that focus on STEM activities, an annual math/science statewide competition, and an annual awards program. The longterm results of the program are impressive: 99 percent of participating students go on to attend college, students maintain higher grade point averages and SAT scores than their peers, and two-thirds of the participants major in STEM or education in college. Cross-Age Mentoring and Achievement of At-Risk Minority Middle School Students Simon, Diane J. Project BEST (Basic Educational Skills and Training) is a mentoring program involving Virginia Commonwealth University students and area middle school students. In the twotiered program, VCU faculty mentor the Project BEST college students who, in turn, serve as mentors to the middle school students. Activities include Saturday mathematics and science enrichment seminars, after-school tutoring, and a week-long mathematics and science summer camp. Outcomes of the program show that Project BEST has positively impacted students academic achievement and achievement responsibility. Patterns of Innovation: Common Themes and Lessons Learned from the Urban Educcator Corps Initiative Brukardt, Mary Jane Lessons from the work of the eleven Urban Educator Corps member institutions are outlined. They include the necessity to create strong partnerships, foster university leadership and address a compelling local need. Successful initiatives build strong financial networks as well as connect the classroom with the community and with parents and families. They also are integrated with ongoing teacher education initiatives and are driven by a commitment to continuous improvement.

5 Urban Challenges for the Urban Educator Corps Howey, Kenneth The Urban Educator Corps, comprised of urban education school deans and faculty members from thirty-nine public urban research universities, is committed to advancing the quality of urban education, specifically addressing the key issues of teacher quality, student retention and success, and the creation of systemic partnerships. This article outlines the challenges that face our urban communities: the student dropout crisis; the teacher dropout crisis; preparing quality teachers; and the race, ethnicity, and generational gaps that undermine progress. "The idea is simple: By harnessing the collective power of our urban, research universities, we will rebuild America's cities and once again make them places for opportunity, innovation, and vitality." -Nancy Zimpher, President, Urban Serving Universities