A3 Pathways to Summer Learning for College Access and Success
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A3 Pathways to Summer Learning for College Access and Success

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Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the......

Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.

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  • 1. 2012 IACAC Annual Conference:Pathways to Summer Learningfor College Access and SuccessMarya Spont, Illinois Institute of TechnologyAmanda Parada-Villatoro, DePaul UniversityChristine Grenier, Elmhurst CollegeJill Levine, Right Angle-A Noble Network ProgramMikki Brown, Project Exploration
  • 2. Overview Marya SpontIllinois Institute of Technology
  • 3. Pic of summer schoolWhat does summer look like?
  • 4. …it can also look like…
  • 5. Why are you here? We guess you may…• Serve students/families interested in summer programs• Have principals or department heads promoting them• Work for a summer program• Wish to grow enrollment, quality, or preparedness of college applicants• Believe in the importance of college access• Wish to develop partnerships or learn about models• Be curious• Want to network!
  • 6. Challenges• Finding summer learning programs There is no US News & World Report!• Determining the right program• Money and other resources• Awareness of research/ advocacy• Communication and timing• Making the right connections
  • 7. Today we will:• Discuss the value (and stakes) of summer learning programs• Learn about programs and partnerships • Amanda Parada-Villatoro, DePaul University • Christine Grenier, Elmhurst College Admissions • Jill Levine, Right Angle-A Noble Network Program • Mikki Brown, Project Exploration• Consider opportunities for collaboration
  • 8. Why summer learning?
  • 9. Summer learning programs (vs. summer camps)• Are intentional about building skills, knowledge, attitudes and behaviors that promote academic achievement and healthy development• Offer organized activities designed to meet a specific need or offer youth the opportunity to achieve a specific goal• In areas with high rates of poverty, summer learning programs exist to narrow the achievement gap and increase rates of high school graduation, college entrance, and college completion among low- income and minority youth – Summer learning: Moving from the periphery to the core. (2009, June). The Process of Education Reform, 10(3), Retrieved from www.ecs.org/clearinghouse/80/99/8099.pdf
  • 10. http://www.youtube.com/watch?v=Ahhj3wxxkdM
  • 11. Summer learning loss & educational attainment• “summer slide” discovered in 1906 – White, W. (1906). Reviews before and after vacation. American Education, 186-188.• Most students lose about two months of grade level equivalency in mathematical computation skills over the summer months. Low-income students also lose Video from previous slide: more than two months in reading www.youtube.com /watch?v=Ahhj3wxxkdM achievement, despite the fact that their Graphic above fromVon Drehle, D. (2010). The case against summer vacation. Time middle-class peers make slight gains. Magazine, August 2, 36-42. – Cooper, H., Nye, B., Charlton, K., Lindsay, J., & Greathouse, S. (1996). The effects of summer Data supporting both comes from Alexander vacation on achievement test scores: A narrative K., Entwisle, D., and Olson, L. (2007). Lasting consequences of the summer and meta-analytic review. Review of Educational learning gap. American Sociological Research, 66 (3), 227-268. Review. 72 (2), 167-180.
  • 12. Gaps or challenges facing students• Real – Having appropriate academic preparation, access to necessary resources (e.g., financial)• Experiential – Having a sense of their own aptitude/interests• Perceptual – Seeing selves in college or a career (stereotype threat)
  • 13. Impact:Summer learning programs can help students• Make academic gains and stave off “loss”• Gain exposure to positive academic role models (peer, near-peer, faculty/staff) and develop a “sense of belonging” – Johns Hopkins University Center for Talented Youth. (2007, July). What we know about academically talented students: A sample of our findings. Retrieved from http://cty.jhu.edu/ research/docs/pub/ What%20We%20Know.pdf• Become exposed to college life• Learn about potential majors and careers• Become more competitive in admissions• Develop network of potential advocates
  • 14. Benefits for high school counselors:(Continue) building a college-going culture Summer learning programs can help students: • Have a positive, college-going-like experience • Become acclimated to college environments • Gain access to additional academic services and admissions insights • Become inspired to aspire • Explore majors, careers, or college(s) • “cultivat[e] a collegiate identity” – Schramm-Possinger, M. (2008, December). Leveling the Playing Field of Opportunity in New Jersey: The Rutgers Future Scholars Program (RFSP). Retrieved from http://futurescholars.rutgers. edu/FutureScholars/Images/RFSP%20Leveling%20the%20Playing %20Field%20of%20Opportunity.pdf • Become prepared for success
  • 15. For admissions offices: Recruiting andpreparing students for success at (your) college• Valuable opportunity to get to know, support, and recruit engaged “pre-screened” students• Highlight academic programs, facilities, outstanding alumni• The ultimate “life as a student” event• Get students excited about your school – they’ll tell their friends• Providing guidance on how to apply – before it’s too late• Help boost enrollment and support enrollment goals
  • 16. Economic stakes: Individual, local, national, global• “invest in youth now or incur high costs later” • Schramm-Possinger, 2008, p. 11• “the persistence of these educational achievement gaps imposes on [US] the economic equivalent of a permanent national recession” (p. 6)  $2.3 trillion • McKinsey & Company, Social Sector Office. (2009, April). The economic impact of the achievement gap in America’s schools (Monograph). Retrieved from http://mckinseyonsociety.com downloads/reports/Education/achievement_gap_report.pdf
  • 17. Growing body of research, funding, & recognition• In last 100 years, 39 empirical studies demonstrated “incontrovertible evidence” of “summer learning loss,” particularly for low-income youth  now gaining momentum – Summer learning: Moving from the periphery to the core. (2009, June). The Process of Education Reform, 10(3), Retrieved from www.ecs.org/clearinghouse/80/99/8099.pdf• Johns Hopkins University Center for Talented Youth• National Summer Learning Association• RAND Corporation• Wallace Foundation• Walmart Foundation• Presidents’ Higher Education Community Service Honor Roll• State commitments (e.g., Rutgers Future Scholars Program)  Future professional opportunities?
  • 18. Programs, approaches, & partnerships
  • 19. College Connect Supporting college accessthrough a university based summer program Amanda Parada-Villatoro DePaul University
  • 20. What is College Connect?• College Connect is a FREE intensive 5-week summer enrichment program  Cultural exploration  Career awareness  Academic immersion  College seminars• Past courses included:  Religions in Chicago  Borders: Immigration and identity  Mission (Im)Possible: Ethnography through photography  Chicago Stories: Great works by Chicago authors  Social Injustice in Literature and Culture• College seminars include:  Money Management Scholarships and Financial Aid  Study Abroad Opportunities  Major Exploration  Career Matching College Writing Seminars
  • 21. Recruitment and selectionTo apply, students must submit the following documents by March 30th : – Completed application form – Official Transcripts – Letter of recommendation from high school counselor or teacher – Upon acceptance, students must attend a mandatory orientationEligibility Requirements: We consider the following criteria:• Students must be rising juniors or seniors• Grade point average• Evidence of college preparatory work• Attendance rate• Fit with target populationStudents from a high school within Chicago city limits are eligible to apply
  • 22. Outcomes• Nearly $1 million in scholarship offers to date• Seniors accepted to over 30 colleges and universities across the country• Over 60% acceptance rate to DePaul University *Based off 2011 senior class
  • 23. Why we do it• Honor institutional mission• Even the playing field• Increase representation of disadvantaged students in college• Establish pipelines to the university
  • 24. How we do it: Partnerships!• Partner with CPS and Big Shoulders - IB, AVID, GEAR UP• Leverage network - Faculty - University staff/ departments - High school personnel• Social media - Support through admission process - Data collection
  • 25. Opportunities and challenges• Opportunities:- Provide enrichment for “overlooked” students/ schools- Forge relationships with school staff and faculty- Partner with orgs and schools to combine college access goals• Challenges:- Reaching African-American and Latino males- Communicating “fit” students effectively
  • 26. Elmhurst CollegeSummer Academy in Math and Science July 22-August 4 Christine Grenier Elmhurst College Admissions
  • 27. About the Program• 2-week residential, content-based program at a liberal arts college• Rising Seniors• Must have successfully completed: • At least Biology, Chemistry, Algebra, Geometry• 24 Spaces• Affordable - $200 for non-credit option, or $500 for credit option (MTH 110, 3 credit hours)
  • 28. Week 1 Mon. Tues. Wed. Thurs. Fri. Sat. Sun.8:00 Team Team Team Team Team Extra Extra Mtg. Mtg. Mtg. Mtg. Mtg. Sleep Sleep9:00 Math 1 Math 2 Chem. Com Sci Math 1 BBR/MR Team Mtg.10:30 Math 1 Com Sci Bio. Math 1 Bio BBR/MR Family HouseKp12:00 Lunch Lunch Lunch Lunch Lunch Lunch Lunch1:00 Bio Math Math 1 LIB/IT Chem. Recreati Family Res Tech on Free2:00 Bio Math Math 1 LIB/IT Chem Recreati Family ACT Tech on Free3:00 Break Break Break Break Break Recreati Team Dinner Dinner Dinner Dinner Dinner on Bldg.6:00 Team Physics Math Science Guest Recreati Team Bldg. ACT ACT Speaker on Bldg.7:00 Psych Physics Science Team Guest Guest Team ACT Bldg. Speaker Speaker Bldg.8:30 ACT Home Home Home Movies Movies Home Practice work work Work work
  • 29. Immediate benefits• ACT Test Preparation• Students get on the radar of Elmhurst’s admission counselors• Elmhurst faculty can submit recommendations for admission based on MSA experience• Students attend college search informational session regarding “finding the right fit” as well as a session on the FAFSA basics
  • 30. Long-term benefits• Transition to College – Students meet faculty and staff at Elmhurst College early, helping to ease the transition to college life • “Professors” less scary • Know who to ask and where to get information. – Students have a roommate experience before going to college.
  • 31. Advertising and recruitment• Typically do not advertise, but have in the past• All information is found online at www.elmhurst.edu/summeracademy• Program has attracted a naturally diverse set of students ethnically, geographically and academically• Work closely with CBOs and guidance counselors each year
  • 32. Future considerations• Funding• Program Mission – Recruitment and service? – Enrichment and service?
  • 33. Connecting high school students to college summer programs: Right Angle, a program of Noble Network of Charter Schools IACAC May 2, 2012
  • 34. College Focus: About Right Angle• Mission to create awareness of, provide funding for and support Noble sophomores to participate in Summer of a Lifetime university sponsored academic enrichment programs.• Works with students at a crossroads in their high school careers and gives them a life changing college experience.• We believe access to college programs early in a student’s life makes the difference and significantly increases their chances of going to and graduating from a four-year university. • College is now real for them • Builds confidence that they can “do it” and succeed • Inspires academic focus and improvement • Expands desire for and understanding of college options • Experiences spreads to classmates and families Page 2
  • 35. Chicago’s Top Performing Charter High SchoolNoble is the largest and highest performing non-selectivehigh school in Chicago. Noble Overview 6000 21 20.3 • 10 campuses 5000 19.5 5200 20 • 6,500 students 4000 18.4 18.6 19 • 1,400 Noble Alumni 3000 17.3 3600 18 2000 17.3 17.3 17 17.2 Noble Class of 2011 16.7 17.0 1000 1300 16 • 98% college enrollment 0 450 450 15 • 78% first generation of 2003 2005 Noble Enrollment 2007 2010 Noble ACT Scores 2011 CPS ACT Scores their families to attend college Page 3
  • 36. Right Angle Impact• In 1996, 13 students participated in Summer of a Lifetime• To date, Right Angle has sponsored 1,137 students: • 99.7% have completed their programs • 85% have gone on to attend four-year colleges and approximately 10% to two-year colleges• Summer 2011: • 290 students participated • 56 different colleges and universities • 20 states and District of ColumbiaThis year, over 500 students willParticipate in Summer of a Lifetimeat more than 60 different colleges and universities! Page 4
  • 37. Our Model• Centralized coordination – Funding – Regular communications: calls, email newsletters, PD days – Negotiate university partnerships on behalf of entire network• Work through 10 campus coordinators – Select participants – Identify student interests: Academic focus (STEM, journalism, etc.); program duration; location/distance from home – Match individuals to programs - keeping in mind larger budget • Network Managed Partnerships • Share database of more than 100 other programs • Ongoing search for additional opportunities – Assist with application and enrollment processes – Prepare and support students and families in advance of and during summer Page 5
  • 38. University Partnerships• Many institutions seek our students and want trusted partner to help reach them• Both parties benefit from centralized processes for applications, enrollment, payment and travel• Variety of customized arrangements specific to each university• Long standing network relationships: e.g. AZ, Summer Discovery – Discounted pricing – Guaranteed spots for our students• Newer network partnerships: – Often begin because of a connection: e.g. Colgate – Individual student participation then build on positive experiences• Individual Campus Counselor relationships Page 6
  • 39. Strong Partnerships• Meet Right Angle Goals: – Understand and support our students – All around quality programs (student & coordinator surveys) – Duration, focus and experiences – Cost/benefit and administrative processes, etc.• University feedback about Right Angle – High quality of students – Appreciate centralized, streamlined processes – Improve as needed• Ongoing relationship management – Customized terms per each university – Expand upon for future as appropriate or discontinue – Goal to better leverage for college admissions Page 7
  • 40. 2011 Summer of a Lifetime Colleges and UniversitiesAmerican University Kendall College Syracuse UniversityBarnard College Loyola University University of ArizonaBradley University Marquette University U of C – Los AngelesBrown University Michigan State University U of C – San DiegoColgate University Michigan Technological University U of C – Santa BarbaraColumbia College Milwaukee School of Engineering University of ChicagoConcordia University Northeastern University University of ColoradoCornell University Northern Illinois University University of Illinois- UrbanaDavidson College North Texas University University of IowaDePaul University Northwestern University University of MarylandDominican University Penn State University University of MichiganEastern Illinois University Princeton University University of North CarolinaGeorgetown University Purdue University University of Notre DameGeorge Washington University Roosevelt University University of PennsylvaniaGettysburg College Santa Clara University University of VirginiaIllinois Institute of Technology School of the Art Institute Chicago University of WisconsinJohn Marshal Law School Spelman College US Military Academy West PointIndiana University St. Mary’s College Wright StateIndiana University, Pennsylvania Stanford University Page 8
  • 41. Project ExplorationOur Youth-Science Model, Our Impact, and Our Plans for the Future
  • 42. About Project Exploration Project Exploration is a nonprofit science education organization whose mission is to ensure that communities traditionally overlooked by science — particularly minority youth and girls — have access to personalized experiences with science and scientists. Founded in 1999 by paleontologist Paul Sereno and educator Gabrielle Lyon, Project Exploration offers long- term, relationship-based programs distinguished by a student-centered, highly personalized approach.
  • 43. Who We Serve• Chicago Public School students, ages 12 to 18, particularly girls and students of color, who have limited access to practicing scientists, mentors, and after-school science programming• Nearly 85% of Project Exploration students come from low-income families• 54% are African American, 41% are Latino• Project Exploration students attend chronically under-resourced Chicago Public Schools with graduation rates just above 50%, well below the national average• A majority of our students become the first in their families to attend college
  • 44. Our Core Values and Design Principles Equity • We seek to serve students who are under-represented in science • We recruit students for whom Project Exploration can help light the fire and help them identify and develop their own identity, interests, and talents; not those who have already been labeled “high achiever” Authenticity • Science content is taught primarily by scientists and tied to active questions and research Students at the Center • Students are known as individuals by what they like and what they are curious about as well as what they can do in science • Students co-create curriculum • Activities and materials are designed in ways that help make science accessible for all students, particularly students who may not be academically successful A Strong Culture of Shared Practices • Students engage in meaningful work with a culminating, often public, component • Students journal and write about their experiences, reflections, and questions • Anchor activities shared across programs help establish the organization’s program culture
  • 45. Our Youth-Science Model Motivated, Curious, Long-term Authentic, open- relationships, inquiry-based engaged, minded + side by side + learning = supported young students with scientists experiences people who are developing theirWe actively recruit We are grounded in a Rigorous, interest-based, skills and planningstudents who are highly-personalized authentic fieldwork andinterested in learning approach, with students community experiences for their futuresmore, not those who building long-term build science knowledge,are already the highest relationships with critical thinking andperformers. scientists, each other, problem-solving, and and PE staff. leadership skills. Shared community of practice among students and scientists We involve students in “a group of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” Wenger (2006) as cited in Project Exploration: 10-Year Retrospective Evaluation
  • 46. The Youth-Science Pathways: Key Elements 6 Authentic STEM Combined with… Experiences Youth development Internships and Personalized, long-term relationships with scientists and PE staffPursue apprenticeships with expert practitioners Building a sense of self-efficacy, developing leadership skills, problem-solving Voice and choice in program content and participation in a community of practice Collaboration and teamwork with peers and adults from different Immersive field cultures and backgrounds experiences as culmination of problem- based mini-expeditions College and career planning supportExplore Mentoring, coaching, discussion, tools, and support networks for financial aid and college application process Visits to local, regional, and national college campuses, tours of relevant credentialing programs, and industry workspaces Local and regional mini-expeditions Scientists use career map to demystify the process of pursuing this framed around a unifying career project, problem, or set Contextualized academic skill-building of questions – a quest to test a central hypothesis Writing, journaling, and illustration as a means to represent conceptsDiscover Multi-media and use of technology to engage in community of practice and inquiry Introduction and initial exposure to community of practice in after school programs04/10/12
  • 47. What makes our summer programs unique• Transformative, “first-time” experiences for students• Authentic and immersive educational fieldwork experiences, incorporating research and project-based learning• Extended duration, spanning up to three weeks, including out-of-state and regional travel• Competency development and experience specific to particular scientific discipline• No cost to students for depth of experience, travel, equipment; although higher program cost per experience• Field activities encourage students to see science beyond a “subject” in school• 2011 Excellence in Summer Learning Award for quality STEM summer learning
  • 48. Dantawn, JP ’04Dantawn studied science in college and is now pursuing his masters inenvironmental engineering from Villanova University. Citing his personalexperience and time with Project Exploration as a major influence on hiscommitment to inspiring youth like himself, Dantawn has created mentoringprograms in his high school and college.
  • 49. Constance, AGE 10 Always a curious mind, Constance has explored variousoptions in science through Project Exploration and is now pursuing a Pre-Med degree at Pennsylvania State University.
  • 50. Andres, JP ’03After finding his true passion during expeditions into the field as a ProjectExploration student, Andres went on to study Geology for his Bachelor’s andis currently pursuing his Masters in Montana.
  • 51. Our Impact to Date Project Exploration’s 10-year retrospective study of the 1,000 students who have participated in our programs found: – 95% of our students 18 years and older have graduated or are on track to graduate high school. – 88% of our students were introduced to new STEM careers through our programs – 60% of students pursuing higher education majored or are majoring in STEM-related fields. – 32% of those surveyed held science-related employment. – 91% agreed or strongly agreed that Project Exploration had increased their self-confidence. – 89% felt better about their futures because of their experiences.
  • 52. Resources, takeaways, & discussion
  • 53. Connecting to summer programs• University websites (http://summer....edu)• National Summer Learning Association• Institute for Broadening Participation’s Program Search• SummerCamps.com (a broad range)• Project Exploration’s Discover Your Summer! resource  don’t just use them – add your program to them!
  • 54. Connecting to each other:Opportunities for collaboration• Host summer program fairs, open houses, or special visit days for teachers and counselors• Talk to students, families, and counselors about summer programs when you talk about college• Support summer programs taking place at other colleges by supporting their college-focused programming• Invite programs to present to PTSAs/councils• Attend “out-of-school-time” (OST) conferences• Expand the network by contributing to and spreading the word about existing resources  Your greatest resource – each other!
  • 55. Making outcomes visible: What matters most to your institution?• Are participating students making desired academic or attitudinal gains? Are they faring better in college admissions? Are summer programs making key differences?• Are summer programs these students’ “first touch” with your college? Are students attending summer programs at your college being admitted? Are their high schools ultimately yielding more applicants? Admits? Enrolled students?  Are high schools, colleges and other programs working with you how you’d like them to?  What data, resources, or partnerships do YOU need?
  • 56. Discussion:Your thoughts, ideas, resources?
  • 57. Contact usMarya Spont, Program Director, Illinois Institute of Technology (IIT) Boeing Scholars Academy, spont@iit.edu, 312.567.5193Jill Levine, Executive Director, Right Angle-A Noble Network Program, jlevine@noblenetwork.org, 773.278.6895 x1581, 312.348.1880Christine Grenier, Associate Director of Admission, Elmhurst College, cgrenier@elmhurst.edu, 630.617.3071Amanda Parada-Villatoro, Assistant Director of Community Outreach, Center for Access and Attainment, DePaul University, aparada@depaul.edu, 773.325.8347Mikki Brown, Manager of Youth Development, Project Exploration, mbrown@projectexploration.org, 773.834.7623 , 773.834.7614