Best Practices for Collaboration in Supporting Traditionally Underrepresented Students

NACEP 2016 National Conference

October 18, 2016

Andrea Mulkey, National Director of Early College

Who We Are

• KnowledgeWorks offers a portfolio of innovative education approaches designed to help schools create environments that allow each student to thrive.

• 50 Districts; 9 States

• Competency Based Education

• Early College High Schools

The ECHS Promise

“The ECHS initiative tests the idea that

intellectual challenge and academic rigor, along

with the opportunity to save time and tuition

dollars are powerful ways to motivate students

to work hard and succeed in serious intellectual

activity. In addition to increasing the diversity

and number of young people who successfully

access higher education, ECHS serves as the

learning ground for systemic P-16 reform.”

From “A Cost / Benefit Analysis of Early College

High Schools in Ohio, APA, 2008”

• Are created and co-governed by secondary and post-secondary partners with the support of community organizations• Provide traditionally underrepresented students the opportunity to earn both a high school diploma and up to 60 hours of college credit during four years of high school• Offer guidance and support to students throughout their blended high school and college experiences• Motivate students to complete high school college and career ready and pursue higher education

Early College High Schools

What else…

• Reduces the need for remediation in college

• College courses meet high school graduation requirements - compressing the time to complete high school and college degrees

• Students are engaged in rigorous high school and college classes

• No cost to students for college courses, textbooks or materials - reducing students’ and families’ costs for college

Students who are traditionally underrepresented in higher education:

▪ Low-income▪ First generation to attend college▪ English language learners▪ Racial/ethnic minorities▪ Students with disabilities▪ At risk of dropping out

Student Population

Early College DesignsTwo-Year College Campus

Four-Year College/

University Campus

Self-Contained Site off-

campus, including shared

sites with other K-12

School(s)

Co-located with a Regional

Learning Center on a High

School Campus

Traditional College in High School Options Early College Implementation

HONORS AP/IBDUAL

ENROLLMENT

IHE PROFESSOR

TEACHING COURSE

SPECIFICALLY FOR

EARLY COLLEGE

STUDENTS

REMOTE

LOCATION

COLLEGE

CAMPUS

DE

LIV

ER

Y S

YS

TE

M

Honors

courses

offered to

students who

qualify

Advanced

placement/IB

courses

allowing the

opportunity to

test for college

credit

High school faculty

vetted by IHE

standards teach

college credit

bearing courses as

part of the high

school schedule.

IHE faculty teach a

course or more during

the summer on or off

campus site that is

designed for Early

College students

Full model –

developed

collaboratively; fully

integrating students in

the college classroom

experience; high

touch college

experiences

Full model –

developed

collaboratively; fully

integrating the college

environment and

experience

FA

CU

LT

Y

High School

Faculty

High school

faculty with

Advanced

Placement/ IB

training

High school faculty

vetted through IHE

College faculty either

adjunct or traditional

College faculty on the

college campus, the

high school campus

or online

College faculty on

campus as part of the

college schedule

Early College Program Intensity ScaleMoving from left to right and along the color spectrum from light to most intense shading, the various forms of

programs often labeled as early college increase in the intensity of the college experience provided. (IHE =

Institution of Higher Education)

Copyright© KnowledgeWorks, 2013. All rights reserved.

Results in Ohio

• 97% graduate from high school

• 79% earn at least 1 year of college credit while in high school

• 1 in 3 earn an associate degree or 2 years of college credit while in high school

• 95% continue in higher education

Smart Scholars (NY) Results

• 21 Smart Scholars schools and programs across the state

• Served 6,230 students in 2015-16

• As of Summer 2014, Smart Scholars had earned over 48,000 transferable college credits.

• 87% of Cohort 1 of Smart Scholars earned an average of 19 college credits in June 2014.

• 87% of graduates went on to college

How Success Happens

• Technical Assistance and Instructional Strategies

• Higher expectations• Personalization and Relationships• Academic or Personalized

Growth/Learning Plan• Planned, purposeful connections

with post-secondary, business, and community

Personalized Student Growth Plan

• Each student needs a personalized “academic road map” to achieve his/her full potential.

• Reflects the individuality of student learning styles, histories, interests and aspirations, and enables the students, in concert with staff and family, to select meaningful learning experiences.

• Should be interactive, developmental, flexible, and created cooperatively by the student and advisor.

• Will provide students and their parents/guardians a step-by-step guide that is aligned with state high school standards and assessments and includes progress towards students’ college and career exploration, and attainment goals.

Academic Planning Tips from Practitioners

• Involve the student!– Empower the student to take action over his or her path

• Self Advocacy is a life-long skill!

– Allow student to pre-plan

– Use roadmap to develop course of study

– Set academic goals and raise the bar

– Review student progress

– Implement academic interventions

– Give student copies

– Encourage the student to do their own research

Student Support Practices

• AVID

• Advisories

• College skills center

• Peer Mentoring

• Summer bridge courses/programs

• College readiness/skills/success classes

• Baseline and Test prep (high stakes, SAT, PSAT, ACT, college placement tests)

Advisories are also important

• Each student is well known by at least 1 staff member

• The staff member receives all important information on the student

• The staff member knows the students parents or guardians

• Each student has at least 1 advocate in the school

• Built into schedule (daily or weekly)

Resources Partnerships Use

College Partnership(s) College Liaison Small Cohorts in College

Classes

Aligned Curriculum Student IdentityFamily Outreach and

Orientation (Ongoing)

Interventions and Supports

Developing ECHS Culture

Celebrations

Advisory Student Retention at Partner College/

University

StaffingSmall Learning Communities

Business Partnerships

• Graduates have the confidence to strive for success, effectively manage challenges, and persist in the face of unforeseen outcomes.

• Graduates possess and use the knowledge, skills and habits of mind necessary to pursue college, technical training, or immediately enter the work force.

• Graduates are well-informed and contributing members of society.

• Graduates acquire and assimilate information to develop knowledge.

What does it look like?

• Pre-K-12 School Leaders• College and University Leaders• Faculty and Teachers• Faculty Senate Leaders• Federal and State Departments of Education • Governors and Legislators• Business Communities• School Administrators Associations• Councils of School Superintendents• Foundations• Community Organizations• Union Leaders

Partnerships! Partnerships! Partnerships!

Final Thoughts

• Thank You!

• Making Dreams Come True

– February 27-28, 2017

– Orlando, Florida

• Questions:Andrea Mulkey

mulkeya@knowledgeworks.org