1. Leadership That Counts: School Leadership for Excellence and Equity Jesus F. Jara Robert Sheffield Yasmeen Leon Mark Matthews

2. The College Board Mission-Driven The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education.

3. National Model The Florida Partnership Florida Statute 1007.35 Minority and Underrepresented Students Building a College Readiness System for all students

4. Out of 100 9th Graders…

5. 70 will graduate from high school on time… 39 will enter college immediately after high school… 27 will remain in college through a second year… 18 will graduate from college within 5 years.

6. Did You Know? 28% of all college freshmen are enrolled in one or more remedial courses. 42% of freshmen enrolled in two-year institutions are enrolled in remedial courses. 20% of freshmen enrolled in four-year institutions are enrolled in remedial courses. Source: U.S. Department of Education, National Center for Education Statistics, Fall 2000–2001

7. The Florida Partnership Pre-AP Workshops Counselor Leadership Conference SAT Readiness Program CollegeEd PSAT/NMSQT for ALL 10 th Graders Scholarships to AP Summer Institutes Academic Summer Camps

8. Today’s Educational Leaders must be able to lead others towards a shared vision of excellence in our schools

9. First Order Change vs. Second Order Change

10. First Order Change Most of the reform that we experience in schools is considered to be First Order Change. First Order Change can be described as: Incremental Product Driven Reversible Contextual

11. First Order Changes are valuable, but do not challenge the fundamental assumptions upon which the school is organized.

12. Second Order Change Second Order Change is needed to establish schools that are both excellent and equitable. Second Order Change can be described as: Revolutionary Values Driven Irreversible Transformational

13. Deficit Model - Traditional The learner lacks the background to be successful in school. Asset Model – Equity and Excellence The learner possess meaningful experiences that can be used as the foundation for future academic learning.

14. Culture represents the history, attitudes, behavior, language, values, beliefs and uniqueness which distinguish each racial, ethnic or sub- group in a society. Each of us has a historical heritage and a contemporary heritage that comprise our culture. The Role of Culture

15. Culture is the primary developer of schema. Culture gives meaning to our place in life. Cultural viewpoints often create the divisions seen among different racial or ethnic groups.

16. Leaders must be knowledgeable of other viewpoints within their school environment. Leaders must work towards building a shared culture that recognizes and then integrates components from their entire school community. Excellence and Equity

17. Rigor in Rural Schools A high school program infused with academic intensity and quality is the single best predictor of college success. ~U.S. Department of Education Adelman,Clifford.2003. Answers in the Tool Box: Academic Intensity; Attendance Patterns, and Bachelor’s Degree Attainment. Washington, D.C.: U.S. Department of Education

18. Raising Academic Aspirations, Expectations, and Standards The Challenges: Limited academic preparation and expectations Lack of college-going culture among the community

19. Building Instructional Support The Challenges: Untrained teachers Isolation Limited Staff

20. Bringing Students on Board The Challenges: Difficulty finding enough students for AP courses Uncertainty about AP Exams

21. AP Potential Identifies “diamond-in-the-rough” students Promotes equity Helps find candidates who might have been overlooked for AP courses Provides useful tools for principals, teachers, and counselors to: Expand AP programs Increase enrollment in current AP courses

22. Strategies to Addressing Barriers Barriers—Three Major Categories Getting Ready: Preparation and Planning Getting In: Admission and Financial Aid Getting Through: Achievement and Success

23. Getting Ready  All students are capable of being prepared for postsecondary education; and  Educators, families, communities, and policymakers are responsible to ensure that all students, including those from low-income backgrounds, graduate from high school ready for college success.

24. Getting In  All qualified students from low-income backgrounds should receive particular consideration in recruitment, admission, and financial aid; and  Colleges and universities should make every effort to meet the financial need of this population in ways which make enrollment and full participation in campus life possible.

25. Getting Through  Colleges and universities have a responsibility to provide essential academic support, financial aid, and targeted social and emotional support to ensure that all enrolled students will have every chance to succeed in their chosen academic programs.

26. Access Equitable enrollment Attainment Attendance rates Drop out rates Promotion/Retention rates Special Education rates Gifted and Talented Graduation rates College-going rates AP, and other rigorous course enrollment rates PSAT, SAT, ACT, AP test taking rates Discipline - suspension and/or expulsion rates Culture and climate ratings Achievement PSAT, SAT or ACT scores AP test scores State test scores – FCAT proficient or better GPA’s Evaluating Equity

27. Closing the Gaps in Success for ALL Students Reduce inequity in the classroom: Access – opening the door Attainment - reaching the benchmark Achievement – mastering rigor

28. The Need for College Readiness All students can meet high expectations for academic performance when they are taught to high standards by qualified teachers. The rigor of a high school curriculum is the greatest predictor of degree completion. Finishing a mathematics course beyond Algebra 2 more than doubles the odds a student will complete a bachelor's degree.

29. The Need for College Readiness African American and Latino students’ college degree completion rates are more positively affected than any other group by rigor of high school curriculum. The knowledge and skills required for college success are comparable to the knowledge and skills required by well- paying, entry level jobs with opportunity for advancement in today’s knowledge-based global economy.

30. The reality... Nearly 75% of high school graduates enter colleges, but only 12% of these students have completed a significant college-prep curriculum. * Consequences: high percentages of students requiring remediation low bachelor’s degree completion rates * Kati Haycock, “Closing the Achievement Gap,” Educational Leadership.

31. The College Board College Readiness System A flexible set of programs and services that helps schools Infuse rigor, set high expectations, and align the school culture to college readiness Expand access and opportunity Inspire students’ hearts and minds to achieve

32. SAT ® AP ® SpringBoard ® PSAT/NMSQT ® Pre-AP CollegeEd ® MyRoad ™ Prof. Dev. Professional Development Leadership Monitoring School Improvement Master Schedule Curriculum Instruction Data Analysis & Interpretation College Readiness System

33. www.collegeboard.com/floridapartnership

34. (CollegeEd, MyRoad)

35. Student GroupAP Exam Grade of 3, 4, 5 African-American28% higher Hispanic28% higher White33% higher Low-Income26% higher Not Low-Income34% higher AP and 5-Year College Graduation Rates

36. “Without preparation, opportunity is an empty promise.” —Alan Page, Minnesota State Supreme Court Justice Quoted in the Austin American-Statesman, October 25, 2002