Transcript Document

A Tale of Two Wars:
Secondary & Post-Secondary Recruitment
In Diverse Areas
Quinton Clay—University of Illinois at Urbana-Champaign
Teran Tadal—University of Pennsylvania
Will Torres—Pomona College
Secondary School War
In diverse metropolitan areas with the highest ethnic &
cultural concentrations, challenged public education
school systems have and are transforming
Secondary School Choice
High Stakes Standardized Testing
School Consolidations & Closings
Increased Class-sizes
Expanded Options for graduating 8th Graders
beyond the Neighborhood Schools
Secondary School War cont…
Schools and Systems must now address:
 Need for Safer Learning Environments
 Commuting/Transportation Challenges
 Increased Class-size & Counselor Case-load
 Tailored Learning Models
 Staggered Learning Trajectories
 Flexible Curriculum
 Enrollment and Talent competition
 Necessity for Marketing and Advertising
Impact on Secondary Schools
8th grade students/families have options
Choosing high school is like choosing a college
Strain on curricula
Competition in college prep programming & outcome
‘Talent drain’ in neighborhood public schools
Arms-race to stay open
Not-for-profit marketing
Post-Secondary School War
Diversity has become institutional priorities at several levels, but
especially as it relates to student recruitment
‘Visual Quota’ is expected/enforced
Increased Expectations = Increased Costs
Competitive Scholarships for key local and national markets
Financial Aid increases due to needs of low SES markets with
high concentration of ethnic diversity
 Schools who have to be most aggressive are either in visually
homogenous communities or in diverse areas with a lot of
competition
 Get More, Get Better and Get ‘More-Better’ & Efficient
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Impact on Post-Secondary Recruitment
High school students/families have options
Choosing a college is about more than education
Diverse students live in toughest economies
Colleges are much more mobile and fiscally active
To be known or not to be
 How do we define ‘smart’?
What is the context of context
Keep it simple sweetie (K.I.S.S.)
1.) Explore increased Secondary school expectations for enrollment,
talent acquisition & student outcomes
2.) Explore challenges Post-Secondary schools face in their efforts to
recruit diverse students from urban areas
3.) Consider Chicago, Houston, Los Angeles and Philadelphia
Secondary school models and Post-secondary matriculation
Chicago Public Schools 2011-2012
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400,579 students
629 Schools
41.3% Black
44.5% Hispanic
172 Magnet Program
35+ Charter School Classification
101 Offer Advanced Placement
26 Gifted and Talented Program
 Black students make up 28% of Algebra I Enrollment in
7th/8th
 Black students make up 25.9% of Calculus Enrollment in HS
 Average ACT Composite for CPS 17
(U.S. Department of Education Office of Civil Rights Data Collection)
Kappa Leadership Institute-Chicago
Community Based Organization that provides:
16-Month College Readiness Boot Camp
Academic & Curriculum Strengthening
Writing Skills, Interview Prep & Public Speaking
Two-month Study Abroad
Industry Research & Individual Work Plan
Community & Global Awareness
ACT & SAT Test Prep courses
Financial Planning
**All minority males 2/3 public school and low-income
Chicago Student Matriculation
Kappa Leadership Institute students represent 33
different high schools and all three major segments of
the city:
36% Neighborhood
7% Public Charter
44% Selective Enrollment
12% Private – parochial
1% Private – independent
Kappa—Chicago Alumni Matriculation
Public vs. Private
School Size
4-year Public 35%
4-year Private 64%
2-year Public 1%
Small 34%
Medium 31%
Large 35%
Predominately White
Institutions vs. HBCU
PWI 75%
HBCU 25%
Location
In-State 15%
Out-of-State 85%
Kappa—Executive Directors Notes
 Students from Selective enrollment HS matriculate in greater
numbers to PWI and persistence rate is far better
 Students from Public Charter although they matriculate to PWI in
greater number, their persistence rate is far better at HBCU’s
 Students from both Private schools, Parochial and independent,
matriculate in greater number to PWI and persistence on par with
other students at these institutions
 Of those that did not persist at PWI, it was primarily due to
financial challenges
Houston Independent School District 2011-2012
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200,579 students
279 Schools
25.1% Black
62.3% Hispanic
111 Magnet Program
17 Charter School Classification
41 Offer Advanced Placement
253 Gifted and Talented Programs
 Hispanic students make up 52.5% of Algebra I
Enrollment in 7th/8th
 Hispanic students make up 41.1% of Calculus
Enrollment in HS
 Average ACT Composite for HISD 21.6
(U.S. Department of Education Office of Civil Rights Data Collection)
Houston Student Matriculation
Yes Prep Charter School Network—Houston
Yes Prep Charter Schools
• Exit Interviews
• Alumni Send-Off
Events
• Alumni Connect
• Alumni Socials
• Alumni Spotlights
• Alumni
Connection
Newsletter
• Site Visits
• IMPACT
Partnership
Program
• Alumni
Scholarship
Program
• Alumni Fellows
Program
Resources
• Senior Summit
• Facebook
Programs
• To and From
College
Connection
Transition
Yes Prep Engagement Model
• Alumni Assistance
Program
• Grad School Prep
Nights
• Alumni Parent
Support Network
• Webinars
Yes Prep Alumni Matriculation
Public vs. Private
4 yr Public 35%
4 yr Private 64%
2-yr Public 1%
College Size
Small 34%
Medium 31%
Large 35%
Predominantly White
Institutions vs. HBCUs
PWI 75%
HBCU 25%
Location
In-State 15%
Out-of-State 85%
Los Angeles Unified School District 2011-2012
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595,849 students
758 Schools
8.9% Black
75.1% Hispanic
149 Magnet Program
19 Charter School Classification
115 Offer Advanced Placement
721 Gifted and Talented Programs
 Hispanic students make up 73.9% of Algebra I
Enrollment in 7th/8th
 Black students make up 74.7% of Calculus Enrollment
in HS
(U.S. Department of Education Office of Civil Rights Data Collection)
Bright Prospect-Pomona, CA
 Community Based Organization engages students from
schools in city of Pomona (pop. Approx. 150,000) and
nearby Ontario and Montclair
 Two-thirds of students come from households earning
less than $33,000 per year
 Supports students through the college admissions
process and through graduation with workshops,
mentoring, and cultural enrichment programs
Bright Prospect Model
Supported from High School through College completion
Group and 1 on 1 Mentoring
SAT Preparation
Parent meeting with parents of current college students
Pre-College Retreat with staff and college students
Cultural Activities (Concerts, theater, museums, beach)
Alumni Support and Network
Bright Prospect Alumni Outcomes
 In 11 years, Bright Prospect has grown from 12 students
to 1,500
 100% high school students matriculate to college
 91% of our college students graduate with a Bachelor’s
Degree
 25% of our college graduates continue on to an
advanced degree
One Voice-Los Angeles, CA
 Based in Santa Monica; serves mostly low income, inner city
students from South Central
 Los Angeles High school teachers help identify students for 5-year
program starting in 11th grade
 100% of students go on to college; 95% graduate college (compared
to 11% from similar backgrounds)
 Over 30% go on to graduate school and earn a degree
 “We believe our continual guidance and emotional support are the
keys to our Scholars’ outstanding success.”
One Voice Model
Professional college advisement
Personal counseling
SAT preparation courses
College essay instruction and tutoring
Application and test fees
Parent Counseling
One Voice Model cont...
Additional Services
• Airfare and transportation
• Books, supplies and miscellaneous fees
• Clothing and personal items
• Health care and insurance
• Emergency expenses
Philadelphia City Schools 2011-2012
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146,509 students
250 Schools
56.1% Black
18.3% Hispanic
24 Magnet Program
0 Charter School Classification
50 Offer Advanced Placement
205 Gifted and Talented Program
 Black students make up 18% of Algebra I Enrollment in
7th/8th
 Black students make up 38.2% of Calculus Enrollment in HS
(U.S. Department of Education Office of Civil Rights Data Collection)
Mastery Charter School
Started in 2001 by a coalition of business and civic leaders
Serves over 9,500 students
15 campuses, K-12
Revitalizes and enriches neighborhoods schools
Open admission in Philadelphia, but there is a lottery due
to growing demand
Home teams are made up of Academics, Innovation,
Operations, Talent (recruitment), Finance/Compliance
“Excellence. No excuses.”
Mastery Charter School Network—Philadelphia
Mastery Charter School Model
Mastery Charter School cont…
40 point test score increase in Math and Reading
 71% reaching or exceeding the state reading level
Dramatic decreases in Employee Turnover
Over 85% of the class of 2013 earned 4-year college
acceptance
2-3 college Advisers & Internship coordinators in 6 high
schools
Affinity Partners with 9 institutions: Albright College,
Bucknell University, Franklin & Marshall College,
Gettysburg College, Lafayette University , and more
Notes to Post-Secondary Schools
 Large variance in the ways students are served, between
school and organization models
 Academic preparation & Advising differ most dramatically
 Public School students have talent and potential that are
often masked behind environmental challenges
 Macro-level admission practices will yield same old results
 Improved public school systems still have not caught up
 A school face-lift may not stand out in individual applications
 Numbers don’t lie but often omit the truth
Notes to Post-Secondary (Admissions)
 Access means giving students the opportunity to
compete; they can’t compete if they don’t complete
 Travel does not mean recruitment
 Nuance recruitment often yield better & efficient results
 Communications
 Individual & Organization Follow-Up
 Fly-in and Visit Program Resources
Develop understanding of Secondary systems
 Avoid marginalizing students
 Find diamonds within school-units and/or organizations
Recommendations cont…
 Take bias out of application review
 Standardized Testing (high stakes)
 Non-cognitive Variables (William Sedlacek)
 Account for the pressure from the powers that be
 Institutions aim to compete in the same small pools
 Set smaller bench-marks for greater results
 Use your networks & quilt strategy for true diversity
CBOs, International Baccalaureate, alumni
Fine Arts, Debate, Math & Science, Social Justice,
Model UN, etc.
Secondary School Notes cont…
 Students/families seek college preparation & marketability
 How are you visible to colleges?
 Why do they want your students?
 Consistently articulate mission, values, school culture and
pedagogy
 Make certain everyone knows and connect to it
 Don’t recite it, be it
 Frame your position in the community and translate what
you do to the industry
 Unique isn’t always good
Recommendations cont…
 Recruiting Parents and Eighth-Graders
 Identify & strategize your niche with a clear message
 Understand what is actually distinct among your
academic and college preparatory resources
 Establish the culture of you school environment
 Recruiting Colleges to Recruit your students
 Establish your presence at key recruitment events
 Everyone doesn’t need their own college fair
 Relationships should reach beyond college admission
events
 Use larger networks to help put you on the map
• CBOs, TRIO, key school district events
Quinton Clay—University of Illinois at Urbana-Champaign
Assistant Director of Undergraduate Admission & Director of
Chicago Satellite Office
[email protected]
Teran Tadal—University of Pennsylvania
Assoc. Director, Wharton Undergraduate Division
[email protected]
Will Torres—Pomona College
Assistant Dean of Undergraduate Admission
[email protected]