Sunday, March 6, 2016
Pre-Conference Workshop: Professional Development
Defining Your Professional Path and Mapping the Future : Click or press enter to expand or collapse this section.
With so much of your time spent in the service of students, what opportunities do educators have to concentrate on their own development and advancement? This workshop is offered for K-12, Higher Ed and community-based education professionals to explore professional growth and renewal opportunities. During the session, attendees will have the opportunity to identify and address topics designed to help improve or create a viable professional development plan. Discuss cultivating resources, improving engagement with mentors and advocates, and targeting leadership opportunities. Join this discussion-based, interactive, and hands-on workshop. Pre-registration is required. Attendees must be registered for the A Dream Deferred or HBCU conferences.
Monday, March 7, 2016
Networking Center Open
A Conversation with Michael L. Lomax, UNCF : Click or press enter to expand or collapse this section.
A Conversation with Michael L. Lomax, UNCF
"The Blueprint" Strategies & Tactics for Successful Diversity Recruitment. : Click or press enter to expand or collapse this section.
When it comes to diversity recruitment and outreach, success doesn’t come by accident! The right strategies with the right resources are imperative. This session aims to provide individuals who oversee diversity recruitment and outreach with the necessary strategies and tactics to successfully gain buy-in from Deans or Directors of Admission, Administrators, and inter-departmental stakeholders. Attendees will also be given insight into strategies for building an effective recruitment and outreach plan. Often diversity recruiters want to reinvent the wheel right away and shoot for lofty goals, however, most often you can take advantage of what the institution already does well and identify the low-hanging fruit to see improvement sooner rather than later.
Admission Ticket to STEM: Accelerating Minority Students to Advanced Math : Click or press enter to expand or collapse this section.
Tasked with narrowing the achievement gap between black and Hispanic students and their peers, the Scholars of Orange County Calculus Project was adopted by Orange County Public School’s Minority Achievement Office. Research has shown that completing AP Calculus in high school opens the gate for students to enter the STEM fields. With a disproportionately low number of black and Hispanic students prepared to enter the STEM disciplines in college, this session offers a framework for creating a pipeline of minority students who can successfully complete advanced level math courses through AP Calculus. This multiyear plan establishes a sequence of summer enrichment mathematics courses to introduce students to core concepts. Combining summer enrichment through preteaching with cohort grouping during the school year, the project strengthens the relationships with all stakeholders vital to narrowing the achievement gap in mathematics; students, parents, teachers, and the community.
Community Partnerships for Experiential Learning and Innovation : Click or press enter to expand or collapse this section.
Research shows that students involved in experiential learning opportunities can enhance their academic performance, while demonstrating competencies in real-world settings. This session will showcase a collaboration between a city and a university that combines community concerns with core college curriculum objectives in the form of experiential learning. The project will show how students benefit by using their college curriculum to gain practical experience while gaining a broader perspective on the communities they live in.
Creating and Maintaining a Seamlessly Integrated American Studies Program : Click or press enter to expand or collapse this section.
This session will provide teachers and administrators with a blueprint for how to create and maintain a seamlessly integrated American studies program encompassing AP U.S. History, AP U.S. Government and Politics, and American literature. Both presenters created this program to provide our minority-majority student population with a deeply literary, integrated course experience and to surmount disadvantages confronting our students. Nearly one-quarter of our students do not speak English at home; over one-third are low income or poor as measured by free and reduced-price lunch data; and the majority of our students will be the first in their family to attend college. Despite these numerous obstacles, our students have exhibited very high achievement measured by high AP scores and admission to some of the nation's most elite colleges. We hold that our integrated American studies program has provided students with the preparation needed to accomplish the aforesaid.
Cultivating a Safe Space: Establishing an Office of Equity and Inclusion : Click or press enter to expand or collapse this section.
Drawing upon Tara J. Yosso’s six-part Cultural Wealth Model, this session will describe the development of a safe space for courageous dialogues through the creation of an office of equity and inclusion in a single-gender (male) Catholic (Jesuit) Secondary School. Session participants will explore and understand how to establish a consistent student support system that promotes advocacy and academic and professional success across multi-ethnic groups. Ultimately, the office of equity and inclusion will provide underrepresented students and their families with a seamless transition into high school and beyond.
Equity Partnerships: AVID and AP : Click or press enter to expand or collapse this section.
The AVID (Advancement Via Individual Determination) Program’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society, and students engaged in this program tend to be underrepresented and eager to embrace rigor. They are precisely the students most overlooked in AP programs across the country. In Denver Public Schools, many AP teachers are partnering with AVID leaders on their campuses to break down barriers to AP enrollment and provide wrap-around supports to offer equitable success in AP coursework. In this session, an AVID elective teacher and her AP English Language and Composition colleague will discuss the ways they have partnered to increase equitable access, results from the implementation of this recruitment approach, and best practices for utilizing AVID to support AP instruction and develop noncognitive abilities for historically underrepresented students.
Expanding College Access for All in Houston ISD : Click or press enter to expand or collapse this section.
Houston ISD has several programs that have greatly enhanced college advising, in particular for our large African American and Hispanic student populations. The EMERGE program dramatically increased the number of underserved students receiving full scholarships to attend top-tier colleges and universities across the country. Houston ISD has also expanded access for all by centralizing college advising to the district level, and placing full-time college access personnel in all of the schools. Other Houston ISD strategies include using PSAT/NMSQT data to identify and support contenders for recognition programs, and utilizing PSAT/NMSQT and SAT scores to execute College Readiness courses in all high schools. The results include an increase in SAT scores, an increase in the number of National Merit Scholarship Semifinalists by as much as 60% in our comprehensive high schools, and a $10 million increase in scholarship offers.
Expanding Success: Increasing College Readiness for Young Men of Color : Click or press enter to expand or collapse this section.
The Expanded Success Initiative (ESI), supported by Open Society Foundations, is focused on eliminating achievement and opportunity gaps for black and Latino young men in NYC Public Schools and increasing the number of males of color who graduate college and career ready. In collaboration with ESI schools and staff from Teachers College, ESI has curated practices and strategies and provided professional development resulting in a culturally relevant framework that highlights CRE practices aligned to the Danielson Framework for teachers and the Framework for Great Schools. Preliminary research findings point to ESI’s impact on how schools operate to better serve black and Latino young men. Presenters will share information, research, and promising strategies from three years of implementation, particularly culturally responsive school culture, curriculum, and instruction research.
Improving Outcomes: Using the SAT Suite K12 Educator/Student Data : Click or press enter to expand or collapse this section.
Using K–12 Educator and Student Data from the SAT Suite, join the College Board for a deep dive into using the enhanced scores, data, and reporting that will be available through the new student- and educator-facing reporting in the SAT Suite of Assessments. This session provides in-depth support along with best practices for K-12 teachers, counselors, and administrators in developing strategies using these rich data sources to improve student outcomes starting with PSAT 8/9 and continuing through SAT.
Pedagogical Techniques for Infusing Afrocentric Perspective into Research : Click or press enter to expand or collapse this section.
Eurocentric ideologies have historically promoted pathological notions of difference, which present American black people as psychologically deficient, mentally inferior, and socially incompetent to their American white counterparts. Unfortunately, American black students have been so thoroughly indoctrinated by the Eurocentric worldview that oftentimes their only point of reference for understanding issues in their own community is through a lens of their oppressor. In light of this, it is necessary to illuminate a counter position to the Eurocentric worldview – the Afrocentric perspective. This session addresses pedagogical techniques that can be used to help students apply the Afrocentric perspective when framing, understanding, and answering their research questions. The Afrocentric perspective affirms students’ existence, their history, and their story, such that they are able to present remedies to the problems explored in their capstone research projects.
The Changing Demographics in Higher Education: Are We Ready? : Click or press enter to expand or collapse this section.
With the demographic changes occurring in higher education today, institutions are challenged to meet the needs of a changing student population. This session will provide participants with strategies to support and better serve transfer, online, and military student populations, as well as increase student engagement. Participants will learn unconventional methods of recruitment and retention, and understand the importance of providing intentional support to these student populations.
“Man in the Mirror:" Students See Their Reflection in a College Adviser : Click or press enter to expand or collapse this section.
William Tierney discusses the importance of cultural identity to college access and success by stating “Certainly, such a sense of identity … affirms and supports notions of the students’ cultural background. In effect … students have or can gain the requisite skills to be admitted to and thrive in college.” The College Advising Corps (CAC), a national nonprofit college access organization, hires recent graduates who mirror the circumstances of their students to serve first-generation, low-income, underrepresented high school students as they navigate their path to college. This presentation will discuss the role of the adviser in the high school and community. Presenters will illustrate best practices used by advisers to engage families in the college application and financial aid processes. Further, attendees will learn how CAC is able to increase college enrollment of our African American students and provide the support needed to ensure they retain and graduate.
Above the Threat: The Effects of Stereotype Threat on College Enrollment : Click or press enter to expand or collapse this section.
The self-fulfilling prophecy of stereotype threat is used to explain why black students sometimes struggle and fail to succeed academically. Despite increases in black attendance in universities, enrollment and graduation rates remain lower than other groups. This session will explore the impact of a dual enrollment program to increase enrollment, satisfaction, and graduation rates of black students. It also seeks to identify how colleges can retain black students. Moreover, this session seeks to discuss the elements of reduced stereotype threat black students have in attending historically black colleges and universities.
Collaboratively Planning College Access Events : Click or press enter to expand or collapse this section.
This presentation will provide session attendees with in-depth instruction on how to plan their own college fair and college access events at the high schools they serve. The presentation is based on Detroit College Night, a college fair/workshop planned and coordinated entirely by college advisers. There are currently six college advisers serving in Detroit high schools on behalf of the Michigan State University College Advising Corps. These college advisers collaborated to host Detroit College Night as an exclusive event for the students and parents they serve. Well over 200 students and 50 parents attended Detroit College Night. Students participated in interactive workshops and met with the admissions representatives from 25 colleges and universities during a college fair session. This presentation is ideal for teachers, counselors, or college advisers who serve students in urban schools and have an interest in planning college events for their students.
Grit: The Non-Cognitive "X" Factor for College Success : Click or press enter to expand or collapse this section.
This session will enable participants to take a critical look at the research around the importance of noncognitive factors (grit). We will examine relevant research that identifies grit as the X factor that ultimately predicts college success, with college success defined by persistence, retention, and graduation rates. Participants will learn practical approaches that strengthen student grit and result in higher graduation rates.
High-Impact Practices That Help Students Achieve Positive Outcomes : Click or press enter to expand or collapse this section.
High-impact practices are connected to student learning and retention. In addition, they can facilitate learning outside of the classroom, encourage teamwork and collaboration with diverse groups, and provide an opportunity for constructive feedback. This session will describe the high-impact practices that enhance student success at Claflin University. These practices include learning communities, study abroad, experiential learning, reading and writing across the curriculum, and more.
Improving African American Achievement Through Systemic Collaboration : Click or press enter to expand or collapse this section.
The Riverside County African American Achievement Initiative (RCAAAI) was established to impact policies and practices that affect African American students and their preparedness for college and career. This work is done by a collaborative network of representatives from school districts, higher education institutions, faith-based communities, community organizations, parents, and students. Workshop attendees will learn a systematic approach to establish effective collaborative networks, gather data from student focus group interviews, and develop action plan documents that inform and influence the actions of multiple K-12 institutions.
Increasing the Success of Black Males in Suburban Schools : Click or press enter to expand or collapse this section.
The session will focus on the issue of African American male achievement in ninth grade, the critical transitional year into high school. Research shows that when African American males fail to successfully complete ninth grade, there is an increased probability that they will drop out of high school and consequently fail to graduate. This issue carries a special significance in suburban, integrated schools where African American males make up a substantially smaller portion of the school population.
Shifting to Prior-Prior Year: Implications for Students, Financial Aid, Adm : Click or press enter to expand or collapse this section.
What is prior-prior year (PPY) and why does it matter? PPY refers to a federal financial aid change that has broad support and has been enacted for academic year 2017-18. PPY will use a family's income information from two years prior to determine federal aid eligibility instead of the currently used prior year income. This session will feature an informed discussion of implications for students and families, for aid and admission policies and operations, and more, so that participants are equipped to help families understand the shift and to modify internal procedures and communications accordingly.
Strive for Five: The Five A's of Student Success : Click or press enter to expand or collapse this section.
Strive for Five: The Five As for Student Success is a student-centered responsibility program. Full implementation of the program includes (a) interactive student-led modules, (b) staff-led modules, (c) web-based resources (e.g., video clips, PowerPoint presentations, graphic organizers, short readings) to supplement the program, and (d) the #5Ascholar Ceremony and Pledge.
The North Carolina AP Partnership: Serving the Underrepresented : Click or press enter to expand or collapse this section.
The North Carolina AP Partnership between The College Board and the North Carolina Department of Public Instruction seeks to prepare, inspire, and connect students to postsecondary success and opportunity, with a particular focus on minority students and students who are underrepresented in postsecondary education. How? By removing financial barriers, working closely with lower-performing rural districts across our state, as well as providing professional development statewide to grow and strengthen AP programs. Join this session to learn about this collaborative model, our initial results, and how your school, district, region, or state might profit from such an approach.
Title IV Federal Updates : Click or press enter to expand or collapse this section.
This session will cover the latest policy updates, changes, and guidance regarding Title IV Federal Student Aid Programs. It will be presented by representatives from the U.S. Department of Education’s Federal Student Aid division.
Using The College Board's Student Search Service : Click or press enter to expand or collapse this section.
Student Search Service is a name list service that gives users access to the largest, most effective, and most frequently used admission search service in higher education today. This session will outline the best approach to licensing names from the Student Search list. Learn the best time to license names, how segment analysis can aid you, the immediate next steps to get started, and more.
Networking Luncheon and Plenary
Getting African American Girls Involved in STEM : Click or press enter to expand or collapse this section.
Dr. William's work involves changing the collective mindset regarding STEM. She inspires students of any age to embrace numbers and pursue careers in science, technology, engineering and math. Dr. Williams is the graduate of both Spelman and Howard Universities
Academic Achievement and Well-Being for Black Males at PWIs : Click or press enter to expand or collapse this section.
As an underrepresented community of students, African American (AA) men at predominately white institutions (PWIs) face significant challenges that negatively impact their academic achievement, social development, and emotional well-being. The environment of college campuses may also be a key predictor of how well AA men thrive both inside and outside the classroom. Aside from financial and academic support for this population of students, the diversity and structure of an institution, can significantly affect how all students perform, specifically black students. Evidence will be presented examining institutional and individual factors related to Black male college achievement. A brief overview of a proposed multiple-case study that evaluates four to five programs for Black males at PWIs will be presented. The empirical evidence from the range of case studies may provide recommendations for PWIs to support the success of Black male students’ academic achievement and well-being.
Affordability and Outcomes: The Coalition Application : Click or press enter to expand or collapse this section.
A coalition of highly respected American public and private colleges and universities has begun the design and organization of an online platform that hopes to recast the nature of applying to college in the 21st century. As a group, all colleges and universities in this coalition are committed to strong outcomes and high graduation rates, and, perhaps most importantly, broadening access to students of all backgrounds by making their institutions affordable for as many families as possible. This presentation will outline the progress the Coalition has made in the past year of development, highlight the benefits of this new application platform, and point to the road ahead and a full launch in 2016.
Brooklyn’s "Leading to College" collaboration for college access and succes : Click or press enter to expand or collapse this section.
Since 2009, substantial Teagle Foundation support has allowed College Now, a nationally recognized college readiness program, and CAMBA, a comprehensive community nonprofit, to link and deepen existing partnerships with Brooklyn's School for Democracy and Leadership (SDL) , an underresourced school serving primarily black and Hispanic students. The resulting “Leading to College” initiative integrates the resources of Brooklyn College, CAMBA, and SDL to offer precollege and college-level courses (and the supports and experiences necessary to leverage these opportunities) to 40 to 60 10th-12th graders and their families, in a high-need community. It produces measurable impacts toward its goals of increasing students’ and families’ college awareness and enhancing students’ capacities to succeed at college work. Administrators from each institution will discuss challenges and impacts of this approach to access and success, including student outcomes, assessment, and transferability.
College and Career Readiness Beyond Grades and Test Scores : Click or press enter to expand or collapse this section.
As social and environmental barriers are rising at alarming rates for people of color in urban neighborhoods, it has become increasingly important for schools and organizations to become higher-performing entities equipped to tackle obstacles facing underrepresented and at-risk students (including low-income, older, undercredited, truant, special-needs, and first-generation college students). In addition to providing rigorous instruction, students must be prepared to navigate real-world problems that can hold them back from academic and social success. The purpose of this session is to provide clear and comprehensive strategies for building a school culture that helps students and families combat negative community influences, build leadership, and maintain consistent high expectations.
Futuristic Programming to Improve Outcomes for the African American Male : Click or press enter to expand or collapse this section.
In 2009, Halifax Community College established the P.R.I.D.E. Minority Male Mentoring Program Learning Community (PLC) to improve student engagement, persistence, retention, graduation, and 4-year transfer rates. This session highlights the benefits of learning communities, high-touch services, personal assessments, graduation planning, academic/social monitoring, and other wrap-around services to assist students with overcoming challenges. The PLC includes a case-management learning coach/mentor, a male-only freshman adjustment course, self-regulated learning rubrics, a math course, tutor, and mandatory study sessions. The PLC, financial aid, and other staff work collaboratively to mentor, coach, advise, tutor, retain, graduate, and help students transfer to 4-year colleges.
Girls Can Code, You Can Help : Click or press enter to expand or collapse this section.
Computer science is the only STEM field that has seen a decrease in female college graduates in the last decade. At the same time, it is a booming field where companies cannot hire fast enough. Introducing computer science to schools can help our girls take academic risks, build their critical thinking skills, develop grit, and explore the various facets of computer science before they enter college. You have the power to make changes to impact girls’ lives! Come learn how to bring coding into schools – with classes or clubs. You will also practice easy coding of your own using interactive, “unplugged” activities.
How to Use Navy SEAL Pedagogy to Improve Student Performance in Math : Click or press enter to expand or collapse this section.
Navy SEALs have been protecting our country since Jan. 1, 1962. In his book, Team of Teams, retired four-star General Stanley McChrystal writes, “What makes Navy SEALs remarkable, and what their grueling training is meant to ingrain in them, is their intense selfless teamwork that allows them to process any challenge with near telepathy.” Research has shown that one of the reasons the achievement gap persists in mathematics is that African American students tend to work in isolation and not collaboratively in teams. Learning mathematics in isolation coupled with insufficient preparation to handle rigorous curricula erodes a student's confidence and impedes academic performance. Participants who attend this workshop will focus on successful strategies, supported by research, that will improve African American achievement in mathematics.
Lessons Learned: A Novel SAT Program for African American Students : Click or press enter to expand or collapse this section.
Nationally, the SAT score results for Hispanic and African American students are significantly lower than the scores of their white counterparts. A social-emotional explanation for test score disparities includes the notion that minority student groups suffer from a phenomenon known as Stereotype threat, causing them to unconsciously underperform on standardized tests because of the perception that their race stereotypically performs poorly on the exam. In this session, presenters will discuss the outcomes of an SAT intervention that was conducted for African American and Hispanic students in the Pittsburgh Public School system, highlighting increases in SAT scores. The workshop will also mention the importance of incorporating key factors when attempting to help underrepresented students improve their SAT results. Namely: positive racial socialization, positive peer competition, creating a safe space for students to learn, and collaborating with local colleges and universities.
HBCU Workshop: Improving Student Success Through Collaboration : Click or press enter to expand or collapse this section.
Improving the enrollment management processes yields student success by removing administrative barriers that interfere with students’ timely engagement with teaching and learning. This workshop is designed to provide institutions with an understanding of how they might improve service delivery by completing a customer journey map of their enrollment services. The session unfolds in three phases: an opening session, then a siloed perspective (functional -orientation) and then collaborative perspective (cross-functional orientation).
A Model for College Matriculation and Retention for African American Males : Click or press enter to expand or collapse this section.
While there is no button to push to solve the educational challenges facing African American Males, the Founder and CEO of the Young Scholars Program, two representatives from West Contra Costa Unified School District, and a Representative for one of the Young Scholars postsecondary institutional partners, The University of La Verne, will share their experiences and best practices to increase the recruitment, retention, and graduation rates of African American young men. Three key elements will be discussed: training high school counselors to work effectively with young men of color, providing social and emotional support for African American males, and building a network of postsecondary institutional partnerships. By attending the session, participants will have specific examples of successful practices that can be replicated or adapted. Participants will also develop a functional understanding of the importance of “empowering not enabling” for the success of African American Males.
Building College Readiness: Lessons from UNC Academic Summer Bridge Program : Click or press enter to expand or collapse this section.
With funding from the North Carolina General Assembly, The University of North Carolina system office launched the UNC Academic Summer Bridge and Retention Program in 2008. This program is a residential transition program for high school graduates requiring additional academic preparation, implemented across five Historically Minority Institutions and serving more than 2,000 students whose academic progress was tracked longitudinally. We will present a description of the summer bridge program, lessons from implementation and oversight at the UNC system level and at the individual campus level, academic outcomes from cohorts of students, and cost effectiveness information.
Crafting Space for Change: Designing IFE Academy of Teaching & Technology : Click or press enter to expand or collapse this section.
In the fall of 2012, a dedicated team of educators, administrators, counselors, and tech entrepreneurs embarked upon the journey of a lifetime. We aspired to design a school where the digital divide would disappear, where the critical teaching of pedagogy and technology would unite as a force to offer an academic environment with equity and justice for all. Along the way, IFE (Inspiring Future Educators) Academy of Teaching & Technology was conceptualized as a school for connected educators and K-12 Ed Tech entrepreneurs. Join a few of the founders of IFE Academy for a discussion of both the lessons learned along the way and the possibilities for the future. Specific issues to be discussed will include: preparing the next generation of African American and Latino educators within a K-12 setting, increasing self-determination and community empowerment with schools as the catalysts for change, and overcoming educational inequities through personalized and blended learning.
Creating a Culture of Academic Achievement in a Suburban School District : Click or press enter to expand or collapse this section.
This presentation will show how one suburban school changed their culture and is making great progress toward closing the achievement and discipline gap for African American students. Through strategic interventions and programs focused on increasing academic rigor, college and career programming, leadership development, mentoring, parent involvement, and cultural competency training among faculty and staff, this school has seen increased academic success and college readiness, a decrease in behavior referrals, and an overall increase in school satisfaction among African American students. Participants attending this session will receive intervention and programming ideas that can be implemented in their own schools and districts.
Developing 21st Century & STEM Skills in a Promise Neighborhood : Click or press enter to expand or collapse this section.
This session is about a learning environment developed through the innovative partnership of a community center, an apartment complex, a Christian school, and a historically black community college. The program focus was the development of 21st century skills through investigative science with the use of technology. The participants, who had limited experience with the science of ecosystems, were exposed to three urban community gardens. The youth conducted scientific inquiry and virtual investigations while synthesizing presentations and documentation to define the ecosystems for each site. Participants identified differences between the sites and began successfully predicting environmental and biological data. The youth assembled a book which included environmental analyses and their original essays on the garden inhabitants, held a session to brainstorm ideas for increasing community participation in the gardens, and made commitments to educate the community about gardens.
Empowering Black Students in Computer Science Education/NEW AP CSP Course : Click or press enter to expand or collapse this section.
African American students are one of the largest minority populations in the United States and the percentage of these students entering computer science (CS) & STEM studies is discouragingly low. This is troubling because exposure to CS can lead to some of the best paying jobs in the world. Recent studies suggest that engaging pedagogy applied to relevant and compelling CS curriculum helps increase participation of underrepresented students in CS. The AP Program has created a new AP Computer Science Principles course (AP CSP) specifically designed to attract a more diverse student population. This session will describe the new AP CSP course and how it aims to engage students of color, and allow participants to explore CS concepts in a hands-on, interactive format.
In their Own Words: Using Lit as a Catalyst for Conversations and Action : Click or press enter to expand or collapse this section.
James Baldwin, Thomas Chatterton Williams, Ta-Nehisi Coates, and others have produced works that provide narrative accounts of the experiences of African American males in the United States. Many of these works focus specifically on the experiences of African American males in schools. Utilizing recent narrative accounts and anecdotes about the black male experience, this session is a panel discussion of educators who will share their successes and failures at addressing black male achievement in their respective schools. After the discussion, the panel will share best practices for eliminating the achievement gap.
Moving the Mantle of Mediocrity: Success For All Students : Click or press enter to expand or collapse this section.
This presentation will focus on specific strategies that helped a minority-majority, low- income school district challenge the status quo, and successfully create a school culture that challenges all students to enroll in rigorous coursework while providing unique support to help students succeed. Malverne High School made the 2011 AP Achievement List for increasing enrollment and passing percentages concurrently. Malverne was also recognized for its access and equity, with over 50 percent of our AP enrollment being African American. Malverne has also been recognized by the Washington Post, on their "Most Challenging Schools" list, and by the National Education Policy Center, on their "Schools of Opportunity" list. Our AP scores and enrollment have increased steadily since 2008. In 2008, 14 percent of our students scored a 3 or higher on their AP Exam with 4 percent scoring a 4 or 5. In 2015, 61 percent of our students scored a 3 or higher and 29 percent scored a 4 or 5.
The Educational Experiences of African American middle class students : Click or press enter to expand or collapse this section.
This session will examine the education experiences (k–12 and higher education) of middle class students as they relate to achievement and attainment. Much of the literature on black students focuses on those in poverty, or uses income as a predictor of achievement. When income is no longer a factor, few researchers have examined the achievement and attainment data for this population. We will provide insight into federal data sources, and use College Board data, to provide a better understanding of the in-school and out-of-school experiences that influence the achievement of black middle class students.
A Dream Deferred/HBCU Networking Reception/College Fair
A Dream Deferred/HBCU Networking Reception/College Fair : Click or press enter to expand or collapse this section.
Join our networking reception to connect with colleagues from across the nation. Speak to representatives from Historically Black Colleges and Universities (HBCUs).
Tuesday, March 8, 2016
Networking Center Open
Update: White House Initiative on HBCUs : Click or press enter to expand or collapse this section.
Conversation with Congressman James E. Clyburn with updates from the White House Initiative on HBCU's, My Brother's Keeper Initiative and the future of HBCUs
"It Takes a Village" Building a Foundation for First-Generation Students : Click or press enter to expand or collapse this section.
Historically disenfranchised from higher education, first-generation students are often absent from the college process or enter it at a deficit. Speakers will detail the complex and intersecting identities of these students, and share effective programming and best practices for validating, supporting, recruiting, admitting, and retaining them.
Beyond Financial Aid: Two Universities Model Access and Success Programming : Click or press enter to expand or collapse this section.
Princeton University and Rutgers University, a private and a public university, respectively, have each committed broad institutional support to expanding college access and success for low-income, first generation students. Each university presents a model of investment and partnership that goes beyond increasing their financial aid budget. Both universities have a commitment to empower students to succeed at best-fit colleges or universities, including their own. This session will highlight the two schools' college access programs, Rutgers Future Scholars and Princeton University Preparatory Program, and their enrichment programs, Rutgers Honors College and Princeton Freshman Scholars Institute.
Building Success: Increasing African American Outcomes in Higher Education : Click or press enter to expand or collapse this section.
The student success movement at the University of South Florida (USF) has produced remarkable gains in student success. In the past five years, USF has increased its six-year graduation rate from 51 percent to the current 69 percent. Underrepresented minorities have impressive graduation rates at USF, with black students leading the way with an increase from 53 percent to 69 percent in the last five years, two percentage points higher than white students. First-year retention rates are also impressive for black students at 92 percent for the 2009 cohort, five percentage points higher than for white students. Vice Provost for Student Success Paul Dosal will highlight the general features and achievements of the student success movement at the University of South Florida. The key to the success of the movement has been an institutional commitment to student success, which has created a campus culture in which expectations have been raised for all students, faculty, and staff.
Data & Super Groups: One School’s Approach to Increasing Diversity in AP : Click or press enter to expand or collapse this section.
This interactive and reflective session will present specific strategies to build and implement an AP program that equitably reflects student demographics. The program will focus on how schoolwide goals can steer the design of such a program. An interactive exercise will allow participants to examine anonymous sample student data to “mine” for potential students beyond the AP Potential list. The session will examine a specific student recruiting plan that can be easily implemented to reach these students. Administrators will learn how to identify a “Super Group” of teachers who share the beliefs and perspectives necessary to support the effort, and teachers will learn how to create classroom culture and supports necessary for student success. Participants will be afforded time to discuss and apply these principles to their own environment. The session will culminate with the voices of actual students sharing their experiences that resulted from this program.
Data Mining and Analysis for Enrollment Managers : Click or press enter to expand or collapse this section.
Effective enrollment management teams need the ability to see data and trends tailored to their applicant pool and their accepted and enrolled students. Teams also need tracking tools to observe trends in student success rates for their student population. The ability to provide data to predict the success of recruitment, retention, and graduation is key to a successful strategic enrollment management plan. By collecting and analyzing useful data, teams should be able to identify key statistical data to achieve a higher yield of enrolled students, as well as maintain current students.
Empowering Young Men of Color : Click or press enter to expand or collapse this section.
Closing the achievement and opportunity gaps between white students and students of color takes more than just academic remediation and enrichment. The mission of Yorktown High School’s Minority Student Achievement Network (MSAN) and MSAN Leaders United is to support, encourage, and inspire black and Hispanic young men to strive for academic excellence, conduct themselves with dignity, respect others, and act as positive forces. The session will begin with an overview of MSAN, and offer specifics about how the program is organized, activities and events, and evaluation of MSAN programming. Student voices will be included via video, and workshop attendees will participate in a sample activity our MSAN leaders planned and implemented with the MSAN members. We will offer suggestions about how other organizations can implement similar programming
Lessons Learned from the C.O.R.E. : Click or press enter to expand or collapse this section.
This session will examine the benefits and challenges of forming student-led groups in urban high schools to address the disproportionate representation of students of color in Advanced Placement classes. A panel of high school students, a high school teacher-sponsor, and a university professor will describe the growth of our own student-led group, C.O.R.E. for Advancement. We will be sharing the many lessons we’ve learned about mitigating stereotype threat in classes, providing emotional and academic support to students, connecting with the larger community through service, and ensuring student members succeed in college. Demonstrating the strategies we’ve learned to create cohesion, participants will engage in activities that illustrate the student-created systems that encourage structural support.
Leveraging youth’s culturally relevant peer interactions for college access : Click or press enter to expand or collapse this section.
At a time when inequities persist in access to higher education, this presentation examines how and why black youths in New York City and in Detroit collaborate with their peers to develop college-going identities supportive of their graduation from high school and enrollment in college. Specifically, we draw from one presenter’s experiences as an educational researcher and English teacher in New York City, and from two presenters’ perspectives as members of the Michigan State University College Advising Corps, to share connections between research and practice enacted across multiple urban school communities. Educators attending this session will examine their own considerations of black youths' peer groups, and discuss possibilities for identifying and leveraging youths' culturally relevant peer interactions to increase academic achievement, college readiness, and college access within their school communities.
Lifting All Boats: How Official SAT Practice Supports for All Students : Click or press enter to expand or collapse this section.
Now that the SAT has changed, learn all about College Board and Khan Academy’s collaboration to deliver free world-class SAT practice resources for all students. See first-hand the new tools that have been added since the fall, and be one of the first to hear the latest data on which students are using Official SAT Practice and what the impact is on their scores.
Modifying Curricula to Align with Employer Needs : Click or press enter to expand or collapse this section.
Colleges and universities are paying considerable attention to improving the alignment between employer expectations and the curriculum. To keep pace with rapid changes in technology and employer needs, colleges and universities need to effectively modify existing curricula and programs and develop new ones. This session will focus on developing partnerships between employers and postsecondary institutions for developing curricula, internships, employment opportunities, faculty exchange opportunities, and more.
Stop, Drop, and Control the Cohort Default Rate : Click or press enter to expand or collapse this section.
Learn how an institution with students from low-income backgrounds stopped, dropped, and controlled their cohort default rate (CDR). A well-made repayment plan coupled with effective institutional strategies helped to significantly decrease the default rate. In this session, you will learn about the benefits of an effective default management plan and the power of technology and social media. If you have not yet implemented a default prevention plan that has reduced your CDR, this session will give you innovative approaches that have proven to be successful. In addition, techniques to predict your institution’s 3-year cohort default rate for FY14 will be provided.
From Access to Completion : Click or press enter to expand or collapse this section.
This session will connect the K12 and Higher Ed in the Completion Agenda. “The Completion Agenda” aims to collect more and better data about students’ educational progress toward degrees, to enact new policies that incentivize increased graduation rates and improve the efficiency of degree production, and to tie funding to increased completion rates. Many see this as a higher education conundrum. Research shows students are making little to no progress on important learning outcomes while in college coupled with the increasing complexity of our world calling for greater flexibility in what a well-educated person must know and be able to do. How do we collaborate across K12 and higher education to create a more personalized and seamless transition from high school to college through completion—that addresses not only quantity but quality of the completion agenda.
The Club-To-College Pathway: Boys and Girls Club of America : Click or press enter to expand or collapse this section.
The Club-To-College Pathway Boys & Girls Clubs have been the leaders in serving young people for more than 150 years. BGCA’s commitment to Club teens is to retain them as active members through high school graduation; help them chart paths to successful careers inclusive of a postsecondary educational plan; then provide both scholarship assistance and mentoring support to help make their plan a reality. The Club-To-College Pathway supports Club teens in finding pathways from the Club to college. BGCA is forging collaborations in the higher education, corporate and philanthropic sectors to achieve five critical priorities for Club teens: establishing scholarship funds, securing meaningful on-campus summer experiences, recruiting college students as near-peers, providing support for teens to be college-ready, and creating a higher education access and scholarship task force. Join us to learn more about our work to support students.
Why Computer Science Education Matters : Click or press enter to expand or collapse this section.
Computing is all around us. It is profoundly changing the way we work, learn, communicate, and play. This colloquium, will discuss a national movement to make computer science available to all high school students. Scientists and engineers routinely use computational approaches in their work, but so do journalists, educators, healthcare specialists, marketing analysts, artists, musicians, historians, and architects. To fully participate in an increasingly digital world, all of today’s students will need to understand the basic concepts of computing, the role it plays in problem solving, and its relevance to their lives. Computational skills—the ability to create or adapt technology to one’s own ends—will be needed for many, if not most, 21st Century careers. However, many students do not yet have access to computer science in their schools.
HBCU Concurrent Sessions
Federal Versus Institutional Methodologies : Click or press enter to expand or collapse this section.
This session will discuss the differences between the two methodologies and how each method can be beneficial to your institution and your students. While the FAFSA provides all the student information necessary to receive federal PELL grants, federal student loans, and federal campus-based aid, some schools collect additional information before awarding institutional funds.
Leveraging Technology to Enhance Teaching and Learning: Blended Learning : Click or press enter to expand or collapse this section.
When thinking about transformation and student success in the 21st century, it is not a question of whether these efforts should include technology, but how. To enhance and accelerate learning we should view technology as a means to obtain better student academic outcomes. This session will focus on technology and student achievement. Presenters will discuss the impact that technology has had on student achievement and participants will learn how to create a technology succession plan. In addition, the presenters will discuss advantages of adopting a blended learning instructional model. The combination of a traditional classroom environment and digital instruction can create a productive learning experience with better outcomes.
Strategic Enrollment Management and Institutional Budgeting : Click or press enter to expand or collapse this section.
Strategic enrollment management (SEM) should include a multidisciplinary, integrated approach that supports the university’s mission and goals. A cross-functional team of stakeholders from across the campus with a clear understanding of infrastructure, fiscal capacity, and potential growth areas is critical for an institution to thrive. This session will discuss the importance of developing a SEM process with university stakeholders. It will also provide guiding principles and best practices to ensure consistent approaches to setting realistic enrollment projections. In addition, information will be shared about how to engage, inform, and connect the entire university with the enrollment plan. Finally, this session will discuss established policies and procedures used to manage university resources as campuses experience dwindling resources at both the state and federal level.
Networking Luncheon and Plenary
Plenary with Dr. Steve Perry : Click or press enter to expand or collapse this section.
Plenary with Dr. Steve Perry, Founder and Principal, Capital Preparatory Magnet School in Hartford, Connecticut
Creating a College Family:Retention and Completion for African American Men : Click or press enter to expand or collapse this section.
The session will explore the success Georgia Highlands College has shown in retention and completion rates for African American men through its GHAME initiative (Georgia Highlands African American and Minority Male Excellence). GHAME fosters relationships and expectations for minority male students at multiple levels, involving administration, faculty and staff, peer brothers, and community mentors. The result is the creation of a college family that encourages progress and completion.
From Here to There:A Success MODEL For First Gen African American Students : Click or press enter to expand or collapse this section.
This session will present a proposed student success model for first generation African American students. The “Here 2 There” or "H2T" model was designed based on precollege research and Dr. Fay M. Butler’s current and past research. The H2T model was created comparing program activities against suggested recommendations from the literature. The model uses a rating system of "presence or absence" of an activity and how the level of the activity influenced student success. Dr. Butler will give a brief description of the research and present the model along with a short survey to participants that they will keep. The survey will be a quick self-study of programming activity at their institutions.
Grading with Poverty in Mind: Evaluating Grading Policies in the Inner-City : Click or press enter to expand or collapse this section.
In this session, participants will evaluate standard grading policies and determine whether or not they account for the harsh realities of urban poverty. Too often we insist on grading policies that attempt to facilitate learning in environments beyond our control, such as students’ home lives. Could it be that we've been wrong to insist that students living in the harsh realities of urban poverty complete all of their coursework, typing essays while babysitting or working, only to penalize them when they submit their assignments late? In a culture where hostility towards inner city African Americans has been increasingly normalized, educators find themselves facing the question of what a student’s grade should truly reflect. By the end of this session, participants will reflect on their grading policies in order to accommodate for the realities of urban poverty, while also maintaining high standards for all students.
Leading by Example: Increasing the Presence of Black Men in the Classroom : Click or press enter to expand or collapse this section.
In a country where black males make up 7.39 percent of the public school student population, and only 1.83 percent of public school educators are black men, there is a clear need for more black male professionals in education. Participants will explore Life Pieces To Masterpieces’ Education Architects program. Education Architects is an innovative approach for creating a pipeline of men of color, ages 18-25, engaged in serving low-income communities as educators in nonprofit organizations and DC Public Schools. After an interactive experience of the model and hearing insights from program designers, participants, and DC Public School representatives, participants will design their own strategy for community-based organization and public school partnership to increase the presence of men of color in education.
Partnering for Success : Click or press enter to expand or collapse this section.
How do public and independent schools partner in ways that are mutually beneficial, encourage civic engagement, build cultural competencies, and integrate educational standards? Wissahickon Charter School and The Philadelphia School asked just that question. We found a community partner, identified the ways our science and writing curricula overlap, and steeped those commonalities in authentic service learning. Along the way, our students engaged in questions around stereotyping, “othering", partnership, and diversity. Key moments illuminated how to bring students from broadly different cultural and socioeconomic circumstances together in productive, meaningful, honest moments. Tapping into the assets each school brought to the collaboration led to growth among faculty, as well as students. The challenges we encountered offer insights we believe can help others do similar work, work that teaches young people their place in a larger, complex, diverse world.
Regional Accreditation - Measurable Goals and Outcomes for Financial Aid : Click or press enter to expand or collapse this section.
This session will cover identifying expected outcomes, assessing the extent to which it achieves these outcomes, and provide evidence of improvement based on analysis of the results as it relates to the Financial Aid Office.
The Redesigned SAT and its Impact on Recruitment and Admissions : Click or press enter to expand or collapse this section.
The redesigned SAT Suite of Assessments is finally here! The redesigned PSAT/NMSQT was administered in October, and the redesigned SAT will soon make its debut in March. Come learn how to make the best use of the information the new tests provide about your prospective students. Topics covered will include understanding the new scores and what they mean, using concordance to compare previous scores to redesigned test scores, and understanding the impact of the SAT Suite on higher education recruitment and admissions.
The School Counselor’s Toolkit for the Redesigned Assessments : Click or press enter to expand or collapse this section.
The School Counselor’s Toolkit for the Redesigned Assessments will help participants support students, families and colleagues implement the College Board Readiness and Success System and the redesigned SAT Suite of Assessments. In this interactive session, attendees will use the Counselors Guide to the Redesigned Assessments and learn about a focused and useful assessment system comprised of the PSAT 8/9, PSAT 10, PSAT/NMSQT, and SAT. Designed to deepen understanding and facilitate important conversations about the redesigned assessments, participants will explore critical information and specifications about the assessments receive ready to use tools, and examine important resources including training and professional development opportunities.
Tools for Recruitment, Retention and Support of African American Students : Click or press enter to expand or collapse this section.
In this session we will share teacher- and student-friendly ways of retaining minority students through engaging instructional best practices that fit the learning styles of students from environments with low socioeconomic status. We will discuss ways of increasing access to resources that can improve academic prowess and efficacy, including student-directed strategies such as student-facilitated prep sessions, metacogs, and Socratic method with a twist. Our presentation also includes a bridge piece that discusses strategies, including a behavioral and dual exceptional component, to support teachers in bridging achievement gaps without diminishing rigor.
Why High-Achieving African American Students Decline UC System Invitations? : Click or press enter to expand or collapse this section.
Since the passage of Proposition 209, which banned the use of race, ethnicity, and gender in the consideration of admission decisions, the University of California (UC) has witnessed a decline in African American student applicants, admits, and enrollees. Despite several policy measures, the UC system continues to experience a small proportion of African American high achievers applying and enrolling in UC schools. Commissioned by the UC Office of the President, this statewide study investigates the reasons African American Students are opting to forgo the University of California and enroll elsewhere. Data from this study comes from a statewide survey and individual interviews with African American students that were admitted to a UC school but opted to attend a different institution. Participants were asked what factors, including available financial aid, institution reputation, and campus climate, influenced their decision to enroll in another institution.