Mount Tabor High School

Mount Tabor High School
38% FRL 40% White 40% Black Mount Tabor High School Winston-Salem/Forsyth County Schools

38% FRL dropout at-risk at-risk at-risk foundations at-risk 86% at-risk at-risk 94% at-risk at-risk dropout at-risk at-risk at-risk at-risk at-risk at-risk at-risk at-risk Mount Tabor High School

38% FRL foundations 86% 94% at-risk Mount Tabor High School

Metropolitan Educational Research Consortium
Low-income students Armstrong High School Virginia Commonwealth University Priorities Freshman Academy Metropolitan Educational Research Consortium Richmond Hill

38% FRL foundations 86% 94% at-risk Armstrong High School Mount Tabor High School Virginia Commonwealth University Richmond Hill

94% FRL 38% FRL 6% > $44,000 62% > $44,000 94% 73% 60% college 95% college $20,000,000 Mount Tabor High School Armstrong High School

The story of mixed income schools Mount Tabor High School high poverty schools Armstrong High School

high poverty schools Armstrong High School
dropout retention ninth grade elementary scores high poverty schools Armstrong High School overcrowded understaffed growing (Rowan, 2011) Only about 55% of students at high poverty elementary schools perform at grade level on standardized tests By the time those students are in the ninth grade about 80% are either over age for their grade or perform at or below a 7th grade level in reading and math About 20-40% of those ninth grade students fail enough classes in their freshman year to be retained Ultimately, an estimated 40-60% will drop out of school-national event graduation rate is 68% (Armstrong about 5% higher) They are twice as likely to be overcrowded as low-poverty schools They have the same number of support staff as schools with lower need Most concernedly, they are growing in frequency (12% in 2001 to 20% in 2011) -about 20% of elementary school students attend a high poverty school and 6% of high school students

the Priorities Freshman Academy at
The story of the Priorities Freshman Academy at Armstrong High School

Wrap Around Services what we know: what we will do:
testing 2 years below high truancy lack of discipline low positive relationships what we will do: weekly instruction/tutoring teach academic skills teach life skills provide mentoring & weekly A.S. programming HISTORY - discussions between Principal Hawkins & Richmond Hill 2nd attempt at a Freshman Academy model - few years ago, separated by hallway, entire schedule different, not effective what we know about our students - what they need - what the Academy can do

Virginia Early Warning System 60 students December 2014
weekly tutoring, mentoring & after-school support Community Partners pilot group identified mid year via VEWS data plus ongoing academic & discipline records Cohort

Freshman Academy Community Partners
Asbury United Methodist East End Fellowship Faith Community Good Shepherd Baptist Holy Rosary Catholic Mt. Tabor Richmond Hill St. Bridget’s Episcopal St. John’s Episcopal St. Peters Episcopal VCU VUU recruitment training pairing - scheduling

Cohort model designed to bring identified 9th graders up to grade level in math and English by the beginning of 10th grade so that: “80% of program participants will demonstrate academic improvement by the close of the 9th grade year and the remaining 20% will demonstrate improvement by the close of summer”. 58/60 = 96% passing 9th grade % attending summer school (for SOL) Purpose

10th Graders

End of Year Recognition

Martin Luther King Jr. Middle School 80 nominees Summer 2015
phone calls, text msgs & home visits Cohort

Family Welcome Luncheon

Teamwork

Daily English & math class 2 Academy teachers On-site Coordinator
Parental Involvement Daily motivational moments...together Cohort

% Class Officers % Project Inclusion % Athletes % RPEC Training
% Passing SOLs!!! Cohort

VUU & VSU

Work Hard = Play Hard!

What does the Academy mean to you?
student buy-in What does the Academy mean to you?

Evaluation Plan

Timeline January 2015 Feb-April 2015 May 2015 Summer 2015 Fall 2015
March 2016 January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

Goals 1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. 2: Parents of academy students will experience increased engagement with Armstrong High School through greater attendance at non-athletic school events and an enhanced sense of belonging. 3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. 4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. 5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

Interim Results January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. These are the baseline English and Math course grades for Academy and Control group students. For the end of year report we will have full grade data from 8th grade, as well as each quarter of the school year but this at least gives an idea of the initial dfferences between these students. +Note higher than expected Bs and lower than expected Cs for control group students (opposite for Academy students)

1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. Note higher than expected Bs for control group students (lower than expected for Academy)

1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. Both groups’ English grades decreased from the first to the second quarter, but Academy students grades only decreased 2.5% of a letter grade, compared to 35.2% of a letter grade for control group students. The average first semester math grade was a low C or high D for control group students (1.76), but was closer to a D for Academy students (1.45). Control group students’ math scores increased an average of 34.8% of a letter grade from the first to the second quarter, while Academy group students’ math scores decreased an average of 15% of a letter grade over the same period.

1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. Math Grade Predictions English Grade Predictions There is work to be done in math. There is a small gap in first semester grades between Academy and control students, but if the growth rate from the first to second quarter persisted the gap would continue to widen over the year. This is a central focus of the Academy. This demonstrates the benefit of having an interim report to offer formative evidence of performance to date. English tells a different story. While both groups showed declines from the first to second quarter, the Academy decline is less precipitous, thus if that continued we could project that they would overtake control group students in their English grades by Q3. Still, there is work to be done to edify English and reverse the negative trend but there is reason to be encouraged by this data. Additional analyses comparing Academy and control group students indicated that there was no significant differences between them when controlling for attendance and tardy rates. Coming to school on time was a stronger predictor of English course grades than academy participation and being present in school was a stronger predictor of math course grades than academy participation.

Standardized test scores
1: Academy students will see improved academic performance in the form of higher grades and standardized test scores. Additional Evidence Standardized test scores First semester failures Grade retention First year GPA Credits toward graduation There is work to be done in math. There is a small gap in first semester grades between Academy and control students, but if the growth rate from the first to second quarter persisted the gap would continue to widen over the year. This is a central focus of the Academy. This demonstrates the benefit of having an interim report to offer formative evidence of performance to date. English tells a different story. While both groups showed declines from the first to second quarter, the Academy decline is less precipitous, thus if that continued we could project that they would overtake control group students in their English grades by Q3. Still, there is work to be done to edify English and reverse the negative trend but there is reason to be encouraged by this data. Additional analyses comparing Academy and control group students indicated that there was no significant differences between them when controlling for attendance and tardy rates. Coming to school on time was a stronger predictor of English course grades than academy participation and being present in school was a stronger predictor of math course grades than academy participation.

3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Reasons Why College is Desirable N = 8 N = 7

3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Theme: Better Life Like my mom and my dad, my dad didn't graduate college. He dropped out when he was 9, in the 9th grade actually….Plus my mom, you know, was so close to passing until she had my oldest brother which threw her off track. And no one in my family has gone to college yet. I want to be the one that set that record for going to college. I don't want to go on the same path as my father and my mom went. Because you see what they go through and you don't want to go through the same thing by not making the same mistakes as they did.

3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Theme: Career I want to go to Spellman College and become a teacher or a counselor because I like to talk to people about their problems. So I can get a good job so I can pay bills because all my momma talk about is bills. I want to be a psychologist. Like go into the minds of humans and stuff. I actually am curious about the human mind and how we think. So I always wanted to do that.

3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Discussion of College Readiness N = 4 N = 3 N = 1

Theme: General Preparation
3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Theme: General Preparation Yeah just well I have been looking up psychology and what it is and I looked up colleges that contain psychology and then just what I need and like how to be a psychologist and doing like labs and stuff. So mostly mine is research. No action yet. But I am getting there.

Theme: Academic Requirements
3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Theme: Academic Requirements (Conversation) -Like a B or A college. -Colleges don't accept Cs any more. -Because it's changing over the years. -Like it could be something now and by the time it's time for us to graduate it could be something completely different.

Standardized test scores
3: Academy students will demonstrate greater post-secondary and workforce readiness through stronger college entrance exam scores, higher college application submissions, and an enhanced college going rate of graduates. Additional Evidence Discipline GPA Standardized test scores FAFSA completion College applications These are the additional pieces of evidence that will offer insight on this goal. Ultimately, the goal is to have 60% of Academy students attending college (48% 4 year, 12% 2 year) Military enlistments

Theme: Neighborhood Perceptions
4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Theme: Neighborhood Perceptions No for real because I live in Neighborhood and they shoot around there everyday now. Like it's getting irritating. Like I could be walking to the store like Trayvon Martin and I just get shot. Well Mosby, we in the down and dirty right now. Like it's crazy. It's either you live or you die. It's just survival. January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Theme: Neighborhood Perceptions Yes. But it's survival. It's like you playing zombies. It's a lot of people that's infected. When I say infected I mean like dangerous and that want to start stuff and you are the survivors and you have to you know when I say kill I mean ignore them. And you have to stay away from the monsters. (Conversation) -Because you’ll here somebody die getting mail, and somebody get killed. -That's how it always go, right? January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Theme: Neighborhood Perceptions (Conversation) -Well with mine obviously I feel like I don't belong. I don't have much friends well I don't have any friends around there. No one likes me. So... -I feel like you should never want nobody to like you, like... -No I'm just saying I don't really have no one to lean on. I don't want to be there period. January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Perceptions of Armstrong N = 8 N = 7 January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Perceptions of Armstrong Teachers N = 7 N = 14 N = 3 January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

Theme: Perceptions of the Academy
4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Theme: Perceptions of the Academy I think it gives us a better opportunity than the rest of the freshmen. It's really helping us. It would be more difficult without it. It's more than education. It teaches us also about life. January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data

4: The Church Hill and surrounding community will experience stronger citizenry through academy students feeling more connected with their neighborhood and better prepared for college and career. Additional Evidence Graduation Rates College Going Rates Parent Data Graduation and college going rates will offer evidence of the education achievement levels of the next generation of Church Hill citizenry, which could help break the cycle of poverty for some families -Dr. Rumberger AERA presentation: HS dropouts 6 times more likely to be incarcerated, 2/3 of their children will grow up in poverty, life span 9 years shorter Parent data will be an important addition in future years where evaluation efforts expand with additional potential funding -connection to school could produce better outcomes for their students -it’s a very good thing for both parents and children to feel a connection with their neighborhood school

Social/Emotional Data Patterns of Adaptive Learning Scales
5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Social/Emotional Data Patterns of Adaptive Learning Scales Mastery Goal Orientation (α = .85) Performance Approach Goal Orientation (α = .89) Performance Avoidance Goal Orientation (α = .74) Academic Efficacy (α = .78) Academic Press (α = .79) Academic Self-Handicapping (α = .84) Avoiding Novelty (α = .78) Cheating Behavior (α = .87) Disruptive Behavior (α = .89) Self-Presentation of Low Achievement (α = .78) Skepticism About the Relevance of School for Future Success (α = .83) Discuss subscales- no statistical difference between groups for any subscale (good for a baseline, will retest in late May/early June)

Social/Emotional Data Psychological Sense of School Membership
5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Social/Emotional Data Psychological Sense of School Membership Identification and Participation in School Perception of Fitting In Among Peers Generalized Connection to Teachers (α = ) Discuss subscales- no statistical difference between groups for any subscale (good for a baseline, will retest in late May/early June)

5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Suspension data: total days of out of school suspension

5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Suspension data: frequencies -discuss how this offers evidence that there aren’t necessarily outliers with this data bc there are 8 control group students with 5 or more days of suspension

5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Tardy data: note that this is data on students coming to school tardy (will collect tardy data for English and math classes for final report) Growth rates in tardy data from Q1 and Q2 indicates that Academy participation was associated with an additional 1.38 days of being tardy to school (would be by the end of the year compared to for control)

5: Academy students will experience enhanced social, emotional, and behavioral wellness through participation in the program. Absence data: Growth rates in absence data from Q1 and Q2 indicates that Academy participation was associated .94 fewer days of being absent from school. Academy students were present in school 91.4% of the time compared to 88.4% for control. In a 180 day school year this trend would mean that Academy students would be in school roughly 5 more days than their control group peers.

Armstrong perceptions
Interim Conclusions Positives English Suspensions Absences Academy perceptions Growth Math Consistency Armstrong perceptions January developed logic model and evaluation plan Feb-April refined logic model and evaluation plan with Priorities board and AHS leadership (April Hawkins and Jessica Anderson) May 2015 – initial focus group with 7-8 baseline students Summer produced preliminary evaluation report on baseline cohort, refined evaluation plan (added social-emotional measures PALS and PSSM), developed data collection plan, here we go! Fall welcome first official class of the Armstrong Priorities Academy! (initial N = 60) Established control group (initial N = 60), administered PALS and PSSM surveys, conducted focus group with 5 Academy students, Jessica collected tons and tons of data! March interim report with first semester data More complete data

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