Increasing Increasing Enrollment and Enrollment and Persistence - PowerPoint PPT Presentation

Increasing Increasing Enrollment and Enrollment and Persistence for Persistence for First Gen Students First Gen Students P a rt 1: A Cu ltu ra lly Re le va n t P e d a g og y for Sch ool Se le ction May, 2019 1

Your Presenters Your Presenters Se n ior Dire ctor Dire ctor of P ost- of Cu rricu lu m Se con d a ry De sig n P a rtn e rsh ip s 2

AGENDA AGENDA In tro to On e Goa l 1. Re se a rch Re vie w 2. Cu ltu ra lly Re le va n t P e d a g og y 3. Sch ool Se le ction 4 . 3

Na m e W h a t is you r su p e rp ow e r? W h a t a re you h op in g to le a rn ? 4

W h a t d o you kn ow a b ou t On e Goa l? 5

OUR VISION: OUR VISION: EVERY YOUNG P ERSON W ILL HAVE AN EQUITABLE OP P ORTUNITY TO ACHIEVE THEIR GREATEST P OSTSECONDARY ASP IRATIONS. 6

OUR MISSION: OUR MISSION: TO CLOSE THE DEGREE DIVIDE IN AMERICA 7

THE DEGREE DIVIDE THE DEGREE DIVIDE On e sim p le d a ta p oin t b oth d e p icts a n d e xp la in s e d u ca tion a l in e q u ity in ou r cou n try b e tte r th a n a n y oth e r: th e p e rce n ta g e of you n g p e op le w h o com p le te colle g e . 67% 67% Tod a y, on ly 22% of 10 th g ra d e rs g row in g u p in th e b ottom e con om ic q u a rtile com p le te a p ostse con d a ry d e g re e b y th e ir 26 th b irth d a y, com p a re d to 67% 22% 22% of stu d e n ts g row in g u p in th e h ig h e st e con om ic q u a rtile . 8

THE TRANSITION TO AND THROUGH COLLEGE THE TRANSITION TO AND THROUGH COLLEGE To u n d e rsta n d a n d solve th is n a tion a l ch a lle n g e , w e n e e d n ot look fu rth e r th a n th e p ostse con d ary tra n sition for stu d e n ts from low -in com e com m u n itie s. THE TRANSITION 25TH BIRTHDAY 25TH BIRTHDAY 9

ONEGOAL IS BOTH HIGH ONEGOAL IS BOTH HIGH -IMPACT IMPACT AND HIGHLY SCALABLE AND HIGHLY SCALABLE Te a ch e r-le d m e a n s w e le ve ra g e e xp e rts w h o 1. a lre a d y h a ve stron g re la tion sh ip s w ith stu d e n ts “ W E SUP P ORT ONEGOAL BECAUSE THERE’S IRREFUTABLE EVIDENCE THAT Un d e rse rve d stu d e n ts w h o sh ow p ote n tia l b u t 2. THE P ROGRAM W ORKS. THEIR MODEL IS a re ofte n ove rlooke d b y oth e r in te rve n tion s UNIQUE IN THE CONSISTENCY OF SUP P ORT THAT IT OFFERS STUDENTS AND THAT IT SP ANS BOTH HIGH SCHOOL Th re e ye a rs th a t b rid g e th e critica l tra n sition 3. AND COLLEGE. MOREOVER, ONEGOAL from h ig h sch ool to colle g e CAP ITALIZES ON RESOURCES ALREADY IN SCHOOL— NAMELY TEACHERS—AND W ITH A COMP ETITIVE COST P ER P rove n m od e l b u ild s n on -cog n itive skills a n d 4 . STUDENT, THE P ROGRAM IS SCALABLE. ” a ca d e m ic re a d in e ss Todd Penner, Portfolio Director, Michael & Susan Dell Foundation 10

ONEGOAL MODEL COMPONENTS ONEGOAL MODEL COMPONENTS Cu rricu lu m : Research-informed daily lesson plans and resources 1. to build college readiness and non-cognitive skills Coa ch in g a n d Tra in in g : Training and professional support during 2. the summer and one-on-one, differentiated support throughout the school year Te ch n olog y: Customized platform that equips teams with 3. up-to-the-minute data on students in order to provide individualized support P ostse con d a ry P a rtn e rsh ip s: Data sharing and close 4 . collaboration with institutions that make a concerted effort to support Fellows, track progress and support needs 11

While there are often opportunities available to students at the top of their class, OneGoal p rioritize s stu d e n ts w h ose colle g e p rosp e cts are e xtre m e ly lim ite d .

ONEGOAL BY THE NUMBERS ONEGOAL BY THE NUMBERS of OneGoal’s high school graduates enroll in a postsecondary institution 81 81 % of those who enroll persist one year later 86 86 % 13

AGENDA AGENDA In tro to On e Goa l 1. Research Review Research Review 2. 2. Cu ltu ra lly Re le va n t P e d a g og y 3. P ost Se con d a ry Ch oice Se le ction 4 . 14

Foundational Research: Academic Match Foundational Research: Academic Match 15

New Research: Alumni Report New Research: Alumni Report ● Alu m n i ofte n d id n ’t kn ow w h y th e y w e re g oin g to colle g e or h ow it w a s con n e cte d to a p e rson a l, lon g -te rm g oa l ● Alu m n i fa ce d sig n ifica n t fin a n cia l b a rrie rs ● Alu m n i h a d d ifficu lty fin d in g b a la n ce b e tw e e n sch ool a n d th e ir re la tion sh ip s a n d /or w ork com m itm e n ts ● Alu m n i in th is g rou p e xp e rie n ce d m e n ta l or p h ysica l h e a lth ch a lle n g e s ● Alu m n i d id n ot h a ve th e su p p ort n e e d e d to ove rcom e b a rrie rs fa ce d in colle g e 16

Supporting Research Supporting Research 17

External Research: Factors that Contribute to External Research: Factors that Contribute to Student Success Student Success Aspirations/expectations/attitudes Aspirations/expectations/attitudes Self Self-efficacy efficacy Adult Expectations/Relationships Adult Expectations/Relationships Educational aspirations are Students with high self-efficacy Positive teacher-student significant, positive predictors of beliefs demonstrate higher relationships are crucial for academic self-efficacy. Student levels of achievement, have emotional, behavioral and expectations are related to student strong academic motivation, cognitive outcomes for students, attitudes towards education particularly for African-American and are more likely to persist despite facing academic youth obstacles Savvy (Navigation) Savvy (Navigation) School connectedness School connectedness Identity (esp. racial/ethnic for Identity (esp. racial/ethnic for POC) POC) Academically successful students also Academically successful Black & Latino Academic identity is one demonstrate skills that enable them to students generally have a strong sense of component of a larger, astutely navigate different school connectedness, or a psychological comprehensive self-concept environments. These students also sense of school belonging , which is the degree that is integral in academic displayed a critical consciousness in which students believe themselves to be motivation and performance. regarding education systems, yet still valued, accepted, respected, and welcomed as For Black and Latino students, played by the rules of educational members of the school community A critical academic identity is connected institutions. determinant of student feelings of inclusiveness to racial and gender identities 18 is the teacher-student relationship.. as well.

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AGENDA AGENDA In tro to On e Goa l 1. Re se a rch Re vie w 2. Culturally Relevant Pedagogy Culturally Relevant Pedagogy 3. 3. P ost Se con d a ry Ch oice Se le ction 4 . 20

W h a t is Cu ltu ra lly Re le va n t P e d a g og y? 21

Tenets of Culturally Relevant Pedagogy Tenets of Culturally Relevant Pedagogy Cultural Socio-Political Academic Competence Consciousness Achievement Takes responsibility for Supports a critical Presumes that all children really learning about students’ consciousness toward the can learn cultures and curriculum communities Clearly delineates what Helps students negotiate school achievement means in a classroom Understands culture and culture and community its role in education Knows the larger socio-political Knows the content, the learner, Understands their own context of their school and and how to teach content to the cultural background and community learner actively learns about those of their students Plans and implements academic Devotes class time to teaching and learning experiences that connect students to a larger context in Considers academic achievement their communities and in society writ large as complex and not reduced to a single measurement 22

Other Benefits of Culturally Responsive Pedagogy Other Benefits of Culturally Responsive Pedagogy “ Attendance Attendance "CRP is a pedagogy that empowers Academic gains Academic gains + increase in credits + increase in credits students intellectually, socially, in core subjects in core subjects earned earned emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes" High School High School Critical Critical Dr. Gloria Ladson-Billings Graduation Graduation Thinking and Thinking and Kellner Family Chair in Urban Education Curriculum and Instruction (CI) Rates Rates Self Self -Esteem Esteem Educational Policy Studies (EPS) Educational Leadership & Policy Analysis (ELPA) University of Wisconsin-Madison 23

Se lf-Asse ssm e n t: ● How d o you cu rre n tly ta ke you r stu d e n t’s id e n tity, a n d e xp e rie n ce s. in to a ccou n t? ● W h a t e le m e n ts of CRP is you r p rog ra m cu rre n tly ta kin g in to a ccou n t? W h ich e le m e n ts m a y n e e d to b e stre n g th e n e d ? W h a t w ou ld it ta ke ? 24

What needs to be true for successful What needs to be true for successful implementation? implementation? Fellow Outcomes rooted in CRP Products Partnerships Practices Curriculum Training & Data usage for Partnership PD selectivity Overhaul Coaching Overhaul quality controls Program Strategy Personalized Expanded Postsec Staff PDs Learning Pathways 25