Back

Richland Northeast High School (2018)

Columbia, SC

Closing the Gap

South Carolina is one of five states with the lowest graduation rate in the nation for African-American males (Superville, 2015). BLACK LIVES MATTER: The Schott 50 State Report on Public Education and Black Males (2015) noted that South Carolina has a graduation rate of 51%. Hence, we were concerned when we reviewed the data of the students that were in their fourth year of high school, but did not meet the promotion requirements (Goal 3). In August, 2016 there were 80 students on the data list. When we disaggregated the data, we found that 44 students (55%) were African-American males. The data called for us to focus our interventions and involvement on African-American male students so that we could assist them with their academic, career and personal/social goals and close the achievement gap.



Rolland (2011) found that parental support plays a vital role in the academic achievement of African-American male students. Thus, the best practice was to make a concerted effort to keep in contact with the African-American males and their parents constantly and consistently by conferences, phone calls, letters, and/or email messages. The plan for our involvement and interventions were:



In August and September, we conducted individual student conferences; advised students of the additional options that were available to earn high school credits (credit recovery, virtual school courses, Summer school credit options).



In August and September, we discussed post-secondary options and plans, provided access to college & career planning resources through the utilization of Naviance.



In October, January, March and May, we reviewed quarterly grades and attendance; provided tutoring resources; coordinated parent/teacher conferences; encouraged students and parents to constantly check Parent Portal for updates on grades and attendance.



In January, we conducted mid-year individual student conferences; advised students of the additional options that were available to earn high school credits (credit recovery, virtual school courses, Summer school credit options).



In May, we conducted individual student conferences; advised students of the additional options that were available to earn high school credits (credit recovery, virtual school courses, Summer school credit options).



In our haste to gather outcome data, we neglected to gather perception data from the targeted group of African-American males. However, we did administer them senior conference and graduation surveys. Nevertheless, there was no way for us to disaggregate the data to our targeted African-American males. To correct this oversight, we already created a survey to administer to the students that are in their fourth year of high school, but do not meet the promotion requirements. This error in the collection of data taught us to be more cognizant of the types of data that we need to gather. It also made us study the ASCA National Model Implementation Guide to learn how to create better and meaningful surveys. Additionally, collecting the perception data would have helped us effectively work with future students and hone in on the specific ASCA Mindsets & Behaviors that would be beneficial for this targeted group so that they can achieve their highest potential.



Since Knight (2015) noted that school, family, environment/community and African-American males themselves contributed to a high number of them dropping out, we discussed what type of plan we needed to develop and when. We brainstormed the idea of creating a small group specifically for African-American males in their fourth year of high school to teach them study skills, time management skills and life lessons about being an African-American male in the 21st Century. We also discussed collaborating with administration and the math department to allow students in their third year of high school to enroll in two math courses. Allowing the students to enroll in two math courses one year earlier would significantly reduce the number of students not promoted to 12th grade since the majority of them were classified as juniors due to their lack of math credits.



Our efforts to increase the graduation rate of our African-American males were successful as we surpassed the state graduation rate of 51% for American-American males. By June 30, 2017, twenty-four (67%) of our African-American males graduated with a high school diploma, three (8%) graduated with a non-traditional diploma and nine (25%) did not graduate. As a result of our success, we are going to continue with the interventions of constant and consistent communication with the parents and students on an individual basis. However, we will do a better job of targeting ASCA’s Mindsets & Behaviors to ensure that we continue to make an impact on student achievement and academic performance.

Goal: By June 30, 2017, the number of African-American male students in their fourth year of high school will increase their graduation rate by 2% from 79% (2015-16 graduation rate of African-American males in their fourth year of high school) to 81% (2016-17 graduation rate of African-American males in their fourth year of high school).

Target Group: African-American male students who did not meet the promotion requirements.

Data Used to Identify Students: African-American male students lacking the required credits or course requirements to be promoted to 12th grade classification.

School Counselor(s): Mrs. Tanya Amoako, Mr. Patrick Blake, Dr. Donna Huger, Ms. Dorothya Nero, & Dr. Yolanda Smith-Charlestin

ASCA Domain, Mindsets & Behaviors Standard(s): Mindsets: 1. Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being 4. Understanding that postsecondary education and lifelong learning are necessary for long-term career success Behaviors: Learning Strategies 5. Apply media and technology skills 7. Identify long- and short-term academic, career and social/emotional goals. Self-Management Skills 5. Demonstrate perseverance to achieve long-and short-term goals 8. Demonstrate the ability to balance school, home and community activities 10. Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities Social Skills 1. Use effective oral and written communication skills and listening skills. 2. Create relationships with adults that support success

Type of Activities to be Delivered in What Manner?: June and July Individual student conferences; advised students of the additional options that are available to earn high school credits (Credit Recovery, Virtual School Courses, Summer School credit options) November 2nd - December 18th Individual student conferences; discussed Post-secondary options and plan; Provided access to college & career planning resource through Naviance. October, 2016, January, 2017, March, 2017, and May, 2017 Individual student conferences; quarterly review of grades and attendance; Provided tutoring resources; coordinate parent/teacher conferences as needed; encouraged students and parents to constantly check Parent Portal for updates on grades and attendance. January, 2017 Mid-year individual student conferences; advised students of the additional options that are available to earn high school credits (Credit Recovery, Virtual School Courses, Summer School credit options) May, 2017 End of the year individual student conferences; advised students of the additional options that are available to earn high school credits (Credit Recovery, Virtual School Courses, Summer School credit options)

Process Data (Number of students affected): 44 African-American male students Quantity: In August, 2016 there were 80 students who were in their fourth year of high school that were not classified as seniors. Disaggregating the data further, found that 44 (55%) of them were African-American males. Of the 133 African- American males in their fourth year of high school in the entire school, 27% of them school did not meet the requirements to be promoted to the 12th grade. Transfer Rates: By June 2017, eight (18%) of the African-American male students transferred to another school.

Perception Data (Surveys or assessments used): In our haste to gather outcome data, we neglected to gather perception data from the targeted group of African-American males. However, we did administer them a senior conference survey and a senior exit survey. Nevertheless, there was no way for us to disaggregate the data specifically to our targeted African-American males. To correct this oversight, for the 2017-18 school year, we have already created a pre/post test survey to administer to the students that are in their fourth year of high school, but did not meet the promotion requirements.

Outcome Data (Achievement, attendance, and/or behavior data): Based on South Carolina’s state graduation rate of 51% for African-American males, we were successful in our endeavors in that we were able to graduate 67% of our African-American males. Comparison of graduation data: Graduation Rates: During the 2016-17 school year, 24 of the African-American males (67%) graduated with a standard diploma, three (8%) graduated with a non-traditional diploma and nine (25%) did not graduate. Attendance: During the 2016-17 school year, 19 African-American males (53%) missed five or more days of school and 17 (47%) did not miss more than five days of school. Behavior: Ten students (28%) never had a discipline incident throughout high school. Three students (8%) had the same number of discipline incident reports before their fourth year of high school as they did during their fourth year of high school (no new incident reports during the fourth year of high school). Five students (14%) had an increase in the number of discipline incident reports during their fourth year of high school. 18 students (50%) had a decrease in the number of discipline incident reports during 4th year of high school. Achievement: Twenty students (56%) increased their grade point averages from the beginning of the school year to the end of the year. Sixteen students (44%) experienced a decrease in their grade point averages from the beginning of the school year to the end of the year.

Implications: For decades, research has shown a strong correlation between school attendance, academic achievement as well as career and job readiness skills. It continues to be a monumental task to achieve state, district and school goals of closing the achievement gap, increasing graduation rates and preparing students for their post-secondary endeavors when they are absent. It is more of a daunting task when those students are African-American males. Although we did not meet our goal, our efforts to increase the graduation rate of our African-American males were successful as we surpassed the state graduation rate of 51% for American-American males. By June 30, 2017, 24 of our African-American males (67%) graduated with a standard high school diploma, three (8%) graduated with a non-traditional diploma and nine (25%) did not graduate. Our motto of consistent and constant communication with the targeted students and their parents was the main reason that we attributed to the success of the students graduating. In addition, we felt that meeting with the parents and students to develop a graduation plan in the summer prior to their fourth year of high school was also beneficial as the students and the parents were aware of what needed to be done, when it needed to be done and how it needed to be done in order to achieve success. Empowering the students and the parents to check Parent Portal (an online feature of the PowerSchool Student Information System that provides immediate access to grades, assignments and attendance records) was also instrumental in our success as the students and parents had access to their grades and attendance 24 hours a day, 7 days a week. We brainstormed the idea of adding a small group specifically for African-American males in their fourth year of high school to teach them study skills, time management skills and life lessons about being an African-American male in the 21st Century. We will also collaborate with the administrative team and the math department to allow students in their third year of high school to enroll in two math courses. Allowing the students to enroll in two math courses one year earlier, will significantly reduce the number of students not classified as a 12th grader by their fourth year of high school since the vast majority of the students were classified as a junior due to their number of math credits. In our haste to gather outcome data, we neglected to gather perception data from the targeted group of African-American males. However, we did administer them a senior conference survey and a senior exit survey. Nevertheless, there was no way for us to disaggregate the data specifically to our targeted African-American males. To correct this oversight, for the 2017-18 school year, we have already created a pre/post test survey to administer to the students that are in their fourth year of high school, but, did not meet the promotion requirements.

Attachments


Word
Download

Powerpoint
Download