Prior to core curriculum lesson on the Free Application for Federal Student Aid (FAFSA) only 45% of students knew what the FAFSA was, 43% knew what a California Grant (Cal Grant) was, 24.4% knew how to file a FAFSA or Cal Grant, .8% knew the different types of financial aid, .9% knew when they needed to file a FAFSA. After the lesson was delivered,91.7% of students know what the FAFSA is, 94.5% know what a California Grant (Cal Grant) is, 98.3% know how to file a FAFSA/Cal Grant, 98% know the different type of financial aid, and 98.36% know when they need to file a FAFSA. In 2014-2015 74.5% of seniors completed the FAFSA. After the lessons we had an increase of 5% which put us at 79% FAFSA Completion. Next year counselors will deliver FAFSA lessons earlier in the year. As a data informed counseling team, counselors realize that less than 25% of students know how to file. Therefore, next year more emphasis will be placed on filing assistance.
Prior to the Preliminary Scholastic Achievement Test (PSAT) core curriculum lesson only 40% of students knew what the PSAT. Only 20% knew how interpret their PSAT scores prior to the lesson and 99% knew how to interpret their scores after the lesson was delivered. 32.8% knew how to obtain PSAT Prep prior to the lesson and 99.6% knew after the lesson was delivered. 59.3% knew which tests were needed for college admissions, and 99.8% knew which tests were needed after the lesson was delivered. Achievement data showed that in 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. In 2014-2015 78.7% of sophomores were on track for graduation. In 2015-2016, 67.7% of sophomores are on track for graduation.
During the 2014-2015 school year, Poly High School received 100 SAT fee waivers a year with only two thirds of them used. During the 2015-2016 school year, Poly received 300 SAT Fee waivers. 240 of the 300 SAT waivers were used (80%). This by far exceeded the usage from previous years; thus, we had over a 50% increase in the percentage of students preparing themselves for college by taking the SAT as a result of counselors.
There was a 10.9% decrease from 2014-2015 to 2015-2016 school year in the percent of sophomores on track for graduation. There are several reasons for this decrease. First, this class was affected by the change in career technical education (CTE), fine art, and foreign language which were instituted in the 2015-2016 school year. Secondly the district switched from Algebra 1, Geometry, and Algebra II, to Integrated Math (Common Core Math). The change in math caused the biggest drop with integrated math failure being high across the district. It is common to have obstacles when a new core class is changed so drastically in curriculum. Poly had added Integrated Math tutoring for all students.
Data from the Registration/Orientation & Bullying/Cyber-bullying Core Curriculum Lesson indicates that 91.8% of juniors know how to register for courses. That increased to 99.5% after the lesson was delivered. Prior to the lesson 91.8% of juniors knew how to register for summer school. After the lesson was delivered 98.4% of students knew how to register for summer school. Prior to the lesson only 35.8% of students knew how to report bullying/cyber bullying. After the lesson was delivered 98% of students knew how to report. 92.1% of students found the information on bullying helpful. In 2014-2015 68.9% of juniors were on track for graduation. After the lesson was delivered 71.8% of juniors were on track for graduation. This was a 2.2% increase from the previous year. In 2014-2015 there were 340 documented office referrals by the Assistant Principal of Discipline on Bullying/Cyber-bullying incidents reported among juniors (51.7%). Which means that half of the junior class experienced bullying/cyber-bullying. In 2015-2016 there were 37 (5.5%) incidents documented office referrals by the Assistant Principal of Discipline, which is a decrease of 46.2%. It is noted that the lessons on bullying and cyber bullying were instrumental in aiding the 46.2% decrease in documented officer referrals for bullying. Therefore, this is a lesson that will continue to be implemented in the following school year. It will also be delivered as a stand alone lesson and not paired with another one.