expanded success

In study, black and Latino students explain their paths to college

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The Expanded Success Initiative Leadership Summit brought together students from the 40 participating schools in June.

One student credited a specific teacher who taught English like a college-level course. Some recalled their parents not allowing them to spend time outside to avoid gang activity. Others remembered teachers who calmed them before taking the SAT.

Those were some of the responses students gave in new study that worked backwards from male black and Latino students’ success, looking at college-bound, academically successful high school juniors and seniors at 40 schools and asking, what worked?

To find the answers, a group of University of Pennsylvania researchers in conjunction with the city interviewed more than 400 high school students and recent graduates who had at least a 3.0 grade point average, were involved in extracurricular activities, and planned to attend college (or were already attending). The students attended the 40 high schools selected last year to be a part of the Expanded Success Initiative, each with at least 60 percent of students qualifying for free or reduced-price lunch.

The results are a fascinating look at the students’ lives. You can read the whole study here, but we picked out some highlights:

Giving credit to families: Researchers said “nearly every student” told them that their families had presented college as their only post-high-school option. Most also said their home lives were very structured, and that parents had heavily restricted their time spent outdoors with others in the neighborhood.

Participants were well acquainted with the problematic educational status of young men of color in NYC high schools. Most did not perceive themselves as smarter or better than their peers – they just had stricter parents and made different choices, had clearer goals, and were more firmly committed to actualizing those goals. Their lower performing peers did not have the same kinds of structured home environments, many participants observed.

School as a safety mechanism: Students said that gang members in their neighborhoods hadn’t tried to recruit them because of their academic reputations, and a few even said they had been singled out by gang members who told them to study in order “to be the ones who grew up to be successful.”

For sure there were gangs in many of their communities, and they knew firsthand of peers from their blocks and schools who were affiliated. They often had to walk past neighbors who were engaged in gang-related activities during their commutes home from school. Despite this exposure, most were deemed unfit for membership. “I think it’s because they know I am a good student and I’m not about that life,” one participant theorized. Others explained that they had amassed for themselves reputations for being serious students and performing well in school. Therefore, gang members knew they were unlikely to respond favorably to invitations to join. Also, not spending much time outside provided some immunity from gang courtship. “Those guys know that I don’t even hang out, they don’t even see me outside.”

Challenges to working at home: Homework and studying are often not possible for students to do outside of school because of noise at home, family conflict, or other stresses. For some that meant doing homework elsewhere, and for others it meant studying less.

Prior to beginning each interview, we had participants complete a four-page profile form that included basic demographic information and other general questions (clubs in which they held membership, college campuses they visited, etc.). Half the students reported that they studied one hour or less each day; 52 indicated they spent zero hours doing homework and studying outside of school. Across the sample, students spent an average of 1.6 hours on schoolwork at home. Apparently, time was made available for them to do homework throughout the school day.

School as a second home: Those issues mean that students often stayed at school until as late as 7 p.m., even after extracurricular activities had ended.

Our research team members were occasionally at sites after the school day ended; in many instances, the buildings seemed as vibrant at 4:30 as they were several hours prior. Intriguing to us were the palpable cultures of trust. Adults clearly trusted students to hang out after school. Those who chose to remain in the school building (as opposed to being outside with other similarly-aged boys in their neighborhoods) were not the same students who routinely broke rules or performed poorly in their courses. Principals and teachers were there, but it was clear that students had enormous freedom to use the school buildings in assorted ways. It is worth noting here that no participant reported that peers were using after-hours access to the school buildings to do bad things.

Teachers who go the extra mile: Students often cited the adults with the highest academic expectations as their favorite teachers. They also pointed to moments in which teachers helped them get through their most difficult moments, a list researchers called “nearly innumerable.”

Here are five stories they told: (1) a teacher introduced one student who wants to be a physician to her own personal doctor; (2) a student who ran away from his abusive father received support and advice from a teacher at every juncture in the process; (3) a teacher permitted a sick student to nap at her desk during lunchtime and left the building to buy him hot chocolate from Dunkin’ Donuts; (4) one teacher offered marathon tutoring from 9am to 9pm on Saturdays for students who were at risk of failing algebra; and (5) a teacher visited one student’s mom in the hospital after she had a stroke.

Taking the next steps: Many students lack information about how to make the transition from high school to college, especially about the logistics of financing higher education. Overburdened guidance counselors are a common issue.

We occasionally asked if they knew about the Gates Millennium Scholars Program, income threshold and no-loans financial aid policies at elite private colleges and universities, or the Posse Foundation’s scholars program (financial aid initiatives for which their grade point averages and socioeconomic statuses would likely qualify them); their answers were almost always no.

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.