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Overcoming Barriers to Ensure College Readiness
Bridgeport High School
Bridgeport, Washington
Presented by:
Tamra Jackson, High School Principal & College Instructor
Jeff Jackson, High School & AP Teacher
Photo by Al Dezutter
Bridgeport, Washington
Bridgeport, Washington
THE WHITE HOUSE
Office of the Press Secretary
FOR IMMEDIATE RELEASE April 8, 2011
White House, Department of Education Announce 2011 Race to the Top High School Commencement Challenge Finalists
Six Public High Schools Selected to Compete for Presidential Commencement Address; Finalists Enter Next Phase of Competition Led by the Get Schooled Foundation
WASHINGTON – Today, the White House and the U.S. Department of Education announced the six high schools selected as finalists for this year’s Race to the Top High School Commencement Challenge. As part of the next step of the Commencement Challenge, the Get Schooled Foundation will now work with each school to produce a video for the online voting portion of the challenge.
The President set a goal of having the highest proportion of college graduates in the world by 2020 and the Commencement Challenge invited the nation’s public high schools to submit applications that demonstrate their commitment to preparing students for college and a career. Hundreds of applications were received and were judged based on the schools’ performance, essay questions and supplemental data. The six finalists were selected for their creativity in engaging and supporting students, academic results, and progress in preparing students to graduate college and career ready. Finalists:
Bridgeport High School (Bridgeport, Washington)
Wayne Early Middle College High School (Goldsboro, North Carolina)
Booker T. Washington High School (Memphis, Tennessee)
Science Park High School (Newark, New Jersey)
Pittsburgh CAPA 6-12, School for Creative and Performing Arts (Pittsburgh, PA)
High Tech High International (San Diego, CA)
Bridgeport High School Class of 2011
Bridgeport High School Class of 2011 Commencement Left to Right: Principal Tamra L. Jackson, U.S. Secretary of Labor Hilda L. Solis,
Washington State Governor Chris Gregoire, Washington State Senator Linda Evans Parlette
U.S. Secretary of Labor Hilda L. Solis
delivers Keynote Address
The mission – “A Legacy of Life-Long Learners”
Formula for success - rigorous preparation and persistence are fundamental building blocks for student achievement.
Methods to achieve this include: -strong teacher-student relationships -sharing of alumni college success stories -increasing number of students enrolling in college courses and AP courses -expanding number of college and AP course offerings -developing partnerships between Bridgeport High School
and Wenatchee Valley College -student-to-student mentoring
Bridgeport’s Long-term Plan Slide 1 of 2
Demographics Enrollment 2012-13 9-12 Student count 213
Male 49.5%
Female 50.5%
Ethnicity
Hispanic 90.1%
White 7.9%
Other 2.0%
Special Programs
Free or Reduced-Price Meals 100%
Special Education 9.1%
Transitional Bilingual 27.4%
Migrant 19.3%
Other Information
Estimated Annual On-time Graduation Rate (2012) 95%
High school graduation is an accurate assessment of whether
the nation’s public school system is adequately enrolling, retaining, and successfully graduating an educated populace to be productive citizens in society. In today’s increasingly competitive global economy, graduating from high school is more critical than ever to securing a good job and a promising future.
Nationally, the factors that have attributed to the low
graduation rate of Hispanics include: -lack of cultural understanding -inadequate academic advising - non-supportive school climate -fewer rigorous courses available Nevarez, C. and Rico, T. (2007). Latino Education: A Synthesis of Recurring Recommendations and Solutions in P-16
Education. The College Board.
Barriers Slide 1 of 2
Over 90% of the students attending school come from families whose income qualifies them for the federal Free or Reduced Lunch Program.
90.1% of our students are Hispanic. In summary, Bridgeport is a financially
depressed, isolated community without the resources to provide additional experiences for our students.
Barriers Slide 2 of 2
“The true discrimination that comes out of poverty is the lack of cognitive strategies. The lack of these unseen attributes handicaps in every aspect of life the individual who does not have them.”
Payne, Ruby K. (2005). A Framework for Understanding Poverty: fourth revised edition. Highlands,Texas: aha! Process, Inc.
Overcoming Poverty
Hispanic Assessment Scores
Graduation Rate
Limited Access
to Rigor
Problem
Scores Reading Writing Math
2007-8 78.8% (80) 78.8% (82.5) 18.2% (22.5)
2008-9 81.4% (80.4) 72.7% (72.3) 30.2% (30.4)
Graduation Rate
2007-8 76.4%
2008-9 86.3%
Courses Offered 2007-8 2008-9
College Course 2 4
Advanced Placement 3 5
Increase the number of rigorous course opportunities . . .
Provide ongoing support to ensure student success in rigorous courses . . .
Continue to cultivate an academic and college-going culture . . .
Goals
The following spells out specific interventions that Bridgeport School District uses to address barriers and achievement gaps:
translators for parents at all event (high school students are trained to translate) babysitting for families at all events ALL 9th, 10th & 11th graders take PSAT all assessments District pays for: -all educational materials -AP exam fees -college tuition -all assessments
Closing the Achievement Gap Slide 1 of 2
Additional specific interventions that Bridgeport School District uses to address barriers and achievement gaps:
professional development for college-in-the-high-school
and Advanced Placement teachers computer lab for student use available before and after
school and at lunch open enrollment policy for all Advanced Placement
courses after-school state assessment test preparation courses summer school AVID courses for 7th, 8th and 9th graders
Closing the Achievement Gap Slide 2 of 2
Goal #1 – Increase Rigorous Course Opportunities
Goal #2 - Provide ongoing support to ensure student success
Support for Success Measured By (2011-12)
Students Passing College & AP Courses 95%
Students Remaining in College & AP Courses 99%
Courses Offered 2009-10 2010-11 2011-12 2012-13
College 6 8 12 12
Advanced Placement 8 10 10 11
Goal #3 - Continue to cultivate an academic and college-going culture Increased Graduation
Rates
Improved State Assessment Scores
Applied & Accepted
to College
Graduation Rate
2009-10 90.7%
2010-11 100%
2011-12 95%
2009 2010 2011 2012
68% 80% 100% 100%
Scores Reading Writing Math
2009-10 73.0% (69) 64.7% (64.3) 22.2% (24.4)
2010-11 80.0% (81.8) 83.7% (85.2) 61.7% (61.5)
2011-12 77.3% (76.4) 88.4% (86.3) 65.8% (64.2)
Offer an Associates of Arts Degree through Wenatchee Valley College on the campus of Bridgeport High School
Continued expansion of AP and College-in-the-High School courses – math & science
Expand academic support systems through an increased number of AVID classes
Increase staff collaboration time to review student achievement data
Explore ways to increase male participation in AP and college classes
Increase the accessibility to college and career advising
Include parents in more college fairs, college visits, and outreach activities
Next Steps
Bridgeport and AVID
Advancement Via Individual Determination: a system that utilizes the AVID program to empower students with academic skills, individual determination, and social adaptability leading to college graduation.
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
Student-led Parent Conferences Students present citizenship goals, academic goals, educational
goals, and career goals using the Navigation 101 model.
Students present an electronic portfolio which outlines and discusses these goals.
Parents receive current student grades.
Back-to-School Open Houses -Parents learn about programs and upcoming events at
these functions. -Teachers, counselors, advisors, and administrators are
available at these events for parents to ask questions and address concerns.
Grade Reports Report cards are mailed home to parents every three weeks
showing student progress.
Family Involvement Slide 1 of 3
Parent Action Committee (PAC) and Migrant Meetings
Parents learn about the educational system and opportunities they have available to them to become involved in their students’ education.
Parents are given tools to become more proactive in the school system.
Parents learn about local adult education opportunities where they can take evening courses concerning parenting skills, learning English and pursue a GED for both Washington and Mexico.
Family Leadership Institute
Based on a program by Consuelo Castillo-Kickbusch, retired Army Colonel and President and CEO of Educational Achievement Services, Inc.
The class is taught in English and Spanish and meets twice monthly. The modules cover
Home, self identity, living in two worlds, storytelling and journaling, education, college field trip, improving relationships, facing challenges at home, creating a family action plan, and celebrating academic excellence
The class teaches parents the skills to become better parents and lessons to become better people.
Family Involvement Slide 2 of 3
Parent/Family Nights
Parents learn about:
-specific programs and graduation requirements
-requirements for graduation, state testing requirements, college-in-the-high-school, and Advanced Placement courses
-activities, clubs, and extra curricular opportunities available to their students.
Freshman Orientation
9th grade students attend an orientation in the evening and are required to bring at least one guardian.
Parents & students learn about credits, expectations, opportunities, class offerings, and the 5-year plan
Family Involvement Slide 3 of 3
Bridgeport’s 10th Grade Hispanic WASL/HSPE Scores:
Reading Writing
2011-2012HSPE 77.3% ↑ 88.4% ↑
State Hispanic Average 71.5% 82.0%
2010-2011HSPE 80.0% ↑ 83.7% ↑
State Hispanic Average 69.5% 77.6% 2009-2010HSPE 73.0% ↑ 64.7% ↓
State Hispanic Average 62.1% 75.1%
2008-2009 81.4%↑ 72.7% ↓
State Hispanic Average 71.2% 78.2%
2007-2008 78.8%↑ 78.8% ↑
State Hispanic Average 68.7% 76.1%
2006-2007 80.0% ↑ 80.0% ↑
State Hispanic Average 66.1% 68.6%
2005-2006 56.4%↓ 38.5% ↓
State Hispanic Average 62.6% 59.9%
2004-2005 63.2% ↑ 57.9% ↑
State Hispanic Average 53.1% 43.7%
Hispanic WASL/HSPE Scores
College Course Offerings Bridgeport’s College-in-the-High-School Program in cooperation
with Wenatchee Valley College:
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
English 101 English 101 English 101 English 101 English 101
English 203 English 203 English 203 English 203 English 203
English 226 English 226 English 226 English 226 English 250 English 250 English 250 English 250
U.S. History 146 U.S. History 146 U.S. History 146
U.S. History 147 U.S. History 147 U.S. History 147
Biology 100 Biology 100
Biology 127 Biology 127
Kinesiology 288 Kinesiology 288
Fitness Lab 262 Fitness Lab 262
Political Science 101 Political Science 101
Political Science 202 Political Science 202
AP Course Offerings
Bridgeport’s Advanced Placement & AVID Program:
2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 AP Psychology AP Psychology AP Psychology AP Psychology AP Psychology
AP U.S. History AP U.S. History AP U.S. History AP U.S. History AP U.S. History
AP Spanish Lang. AP Spanish Lang. AP Spanish Lang. AP Spanish Lang. AP Spanish Lang.
AP Biology AP Biology AP Biology AP US Government AP US Government
AP US Government AP US Government AP US Government AP World History AP World History
AP World History AP World History AP Human Geography AP Human Geography
AP Human Geography AP Human Geography AP Calculus AP Calculus
Middle School AVID AP Statistics AP Statistics AP Statistics
Middle School AVID Middle School AVID AP Biology
9th Grade AVID 9th Grade AVID AP Art Studio
AP Microeconomics
Middle School AVID
9th & 10th Grade AVID
Bridgeport Students Taking AP and
College-in-the-High-School Classes
• 2012-2013 Bridgeport High School had 213 students enrolled 9th-12th grades
• 111 individual students took college and/or Advanced Placement classes (52%):
53 students are taking 1 class
35 students are taking 2 classes
22 students are taking 3 classes
8 students are taking 4 classes
2 students are taking 5 classes
*
Vocational Credits Available through
Wenatchee Valley College Bridgeport High School students are able to earn college credit
through Wenatchee Valley College in various vocational courses.
Vocational college credit is awarded through WVC if a student earns a “B” grade or higher in the following courses:
Accounting Digitools
Micro-Computers Intro to Agriculture
Horticulture Welding/ Metals
Small Engines & Automotives *These credits are in addition to the college and AP courses already
listed.
2011 AP® Participation 36 Washington districts had over 30% participating
darkest green indicatesover 30% participationred little or no AP exams
PerformanceScores 3,4,5BainbridgeBellevueBridgeportLake Washington
Mercer IslandOrcasSan Juan IslandShorelineSnoqualmie Valley
Performance
Overall Class Spread
Graduation Year
Number of Graduates
Working Community College
Technical Armed Services
Four Year University
2012 28 12 8 3 1 4
2011 37 3 24 1 0 9
2010 34 12 9 - 1 12
2009 34 9 6 2 4 13
2008 29 14 5 1 3 6
2007 21 8 2 - - 11
Total 183 58 54 7 9 54
63% are attending either a technical school, community college or
four-year university (most students at community colleges are
transferring to four-year universities)
37% are working or in the military
All participating partners share with Bridgeport students that to be successful in life, 21st century students must engage in a higher educational rigor to compete in the global job market.
Guidance Counselor and Advisory Teachers work directly with students in the areas of:
-high school graduation requirements -college & university admissions requirements -student-led conferences -reading and math strategies in Advisory period -creating a 5-year plan (9th grade through post
graduation)
Encouraging Participation Slide 1 of 2
Bridgeport High School College-in-the-High-School and Advanced Placement Alumni:
-speak with students about their experiences as college-in-the-high-school and Advanced Placement students at Bridgeport High School and discuss how these experiences are now benefiting them at the college and university levels
-talk with students about their college experiences and the
importance of grades and studying while still in high school -participate in parent orientation and family nights by
discussing how their high school experience prepared them for higher education and the benefits they have experienced because of their participation in the college-in-the-high-school and Advanced Placement programs
Encouraging Participation Slide 2 of 2
Advisory periods have been implemented to create continuity throughout the school. Students are exposed to skills necessary for their success in more rigorous and challenging courses.
Each student is assigned an advisory teacher who continually monitors students’ academic and graduation goals for all four years.
Progress is reviewed every three weeks with each student to assure progress toward and achievement of goals in these areas. Students are required to keep an electronic portfolio where Navigation 101 curriculum is stored to be shared in student-led parent conferences.
Slide 1 of 2 Advisories
Students attend a daily 25 minute advisory period where all students at each grade level (9-12) cover the same information and the same curriculum.
On Mondays and Wednesdays all students work on a “reading strategy”. On Tuesdays and Thursdays all students are working with the same “math problems”. Fridays are spent reading the newspaper while students meet individually with the advisor.
Reading Strategies: 5W’s
QARs
SQ2R
CSR
Paragraph Shrinking
Slide 2 of 2
Advisories
Newspaper
Day in
Advisory
The
Wenatchee
World
Open-Enrollment is encouraged “to anyone who is willing to take on the challenge and has even a slight chance of being successful. The only thing a student has to do to qualify for Advanced Placement English, for example, is to sign up.”
Westerberg, Tim. (2007). Creating the High Schools of Our Choice. Larchmont N.Y.: Eye on
Education.
Bridgeport ensures that all students interested in taking Advanced Placement courses have every opportunity to enroll in the courses of their choice.
Open Enrollment
Family Information Night –explains benefits of taking college-in-
the-high-school and Advanced Placement courses
College Fairs – on and off campus
College Visits – students visit various college and university campuses
Class Visits –8th and 9th grade students sit-in on various college-in-the-high-school and Advanced Placement courses
AVID Students Shadow - Middle school students are paired with juniors and seniors who follow a rigorous schedule.
Presentations to Middle School – High school students with rigorous course loads give presentations to AVID middle school classes
Recruitment Activities Slide 1 of 2
Alumni Visits – BHS alumni currently enrolled in college speak to groups of students about the benefits of being enrolled in college-in-the-high-school and Advanced Placement courses
College Fridays – Staff and students wear college attire on Fridays to promote higher education.
Advanced Placement T-Shirts – students who complete an Advanced Placement course receive an AP t-shirt to wear the day of the AP exam
Imagine U @ WSU – Bridgeport High School becomes Washington State University for a day (professors, presentations, activities, school spirit)
Recruitment Activities Slide 2 of 2
Alumni Visit
AP U.S. History & AP Biology
AP U.S. Government &
AP Spanish Language
AP World History & AP Psychology
AP Human
Geography
Imagine U @ WSU
On January 9, 2009, in his article “New Data on AP’s Impact” Jay Mathews of the Washington Post quoted two separate studies supporting the idea that taking Advanced Placement courses in high school helps prepare students to be successful in college.
“A study of 78,000 students found college graduation rates much higher for those who, while in high school, took Advanced Placement exams – but failed them – than those who took no AP exams at all.”
Do What Works: How Proven Practices Can Improve America’s Public Schools by Tom Luce and Lee Thompson (2005)
“The (College Board) study compared the college outcomes of AP students who had low SAT scores with the outcomes of non-AP students with low SAT scores, and found the AP students did better. Similarly, AP students from low-income families, who often struggle in college, did better than non-AP students from low-income families.”
College Outcomes Comparisons by AP and Non-AP high School Experiences by Linda Hargrove, Donn Godin and Barbara Dodd (2008)
Participation in AP and other advanced courses is increasingly being considered formally and informally in college admissions decisions.
College Success Predictors
Dougherty, Mellor, and Jian (2006) explored the effects of AP course participation and AP Examination performance on college completion. They found that students who earned a 3 or better on one or more AP Examinations in the areas of English, mathematics, science, or social studies were more likely to graduate from college in five years or less compared to non-AP students, even after controlling for prior academic achievement and other student-level (e.g., free or reduced price lunch status) and school-level demographic characteristics (e.g., percentage of low income students, district dropout rate).
The same was true for students who earned a 1 or 2 on AP
Examinations and for students who took an AP course but not an exam, although the size of the effect was smaller.
Dougherty, C., Mellor, L., & Jian, S. (2006). The relationship between Advanced Placement and college graduation. (National Center for Educational Accountability: 2005 AP Study Series, Report 1). Austin, Texas: National Center for Educational Accountability.
College Completion
Two studies conducted by the U.S. Department of Education found that the academic intensity of a student’s high school curriculum was highly predictive of college completion.
Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s
degree attainment. Washington, D.C.: U.S. Department of Education.
Adelman, C. (2006). The tool box revisited: Paths to degree completion from high school through
college. Washington, D.C.: U.S. Department of Education.
Students who take an AP Examination may earn college credit or course exemption if they receive satisfactory exam grades. The American Council on Education recommends that students who earn a grade of 3 or higher on an AP Exam should be awarded credit placement into higher-level courses.
Dodd, B.G., Fitzpatrick, S.J., De Ayala, R.J., & Jennings, J.A. (2002). An investigation of the validity
of AP grades of 3 and a comparison of AP and non-AP student groups. (College Board
Research Report No. 2002-9). New York: The College Board.
AP Rigor
Wenatchee Valley College as a partner in learning to: work in conjunction with Bridgeport High School to award credit for
actual college courses offered on site. conduct Compass assessments for admission into college-in-the-high-
school courses coordinate college visitation experiences maintain articulation agreements between BHS and WVC
The College Board as a partner in learning to: training and professional development for Advanced Placement teachers support through resources and online services
AVID staff development training across the curriculum program monitoring for growth and success of program
Professionals in various fields will:
guest speakers
job shadows
work study opportunities
Partners in Success
Bridgeport High School Awards & Recognition
2011-12 Reward School for Washington State – high progress
school in Top 10% of Title I schools
2011-12 U.S. News & World Report “Best High Schools” Gold Medal Award - Ranked 8th in State of Washington, 233rd in nation, Top 1% in nation
2010, 2011 & 2012 Washington Achievement Award: Extended Graduation Rate
2011 WSASCD State Team Award: Bridgeport HS & Wenatchee Valley College
2011 President Obama’s Race to the Top Commencement Challenge Top 3 Finalist
2009 Washington State Achievement Award: Overall Excellence and Language Art
Contact Information
Bridgeport School District – www.bridgeport.wednet.edu
Tamra Jackson, HS Principal/College Instructor– [email protected]
Jeff Jackson, High School & AP teacher– [email protected]