Mark Williams Project Director, Male Student Success Initiative, The Community College of Baltimore County James Murray MSSI Case Manager, The Community College of Baltimore County Re-Designing a Community College Roadmap for Black Males The High School Project
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Mark Williams
Project Director, Male Student Success Initiative, The Community
College of Baltimore County
James Murray
MSSI Case Manager, The Community College of Baltimore County
Re-Designing a Community College Roadmap for Black Males The High School Project
Belasco, A. (2013). Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment.
Research in Higher Education, 54, 791-804. doi:10.1007/s11162-013-9297-4
Woodlawn High School, Baltimore County
• Enrollment: African American 85%, Asian 6%, Hispanic/Latino 6%
• Free or reduced meals 82.44%
• Graduation Rate
– African American 80.13%, Asian 87.50%, Hispanic/Latino 50%
• Accuplacer placement – Percentage of students college-ready
or on-track:
– English 85%, Reading 50%, Math 40%
• 21 African American male students
• All indicated intent to apply to college
• All participating in extracurricular activities, most on athletic teams
Baltimore County Public Schools: Data warehouse. (2013-2014). Woodlawn High: School profile. Retrieved January 19, 2016, from http://www.bcps.org/schools/profiles/woodlawnhs.pdf
Extending the Contextualized ACDV 101 Course to High School – Instructional Content
• Foster academic mindsets
• Provide an early staff connection at college
• Introduce students to the realities of life on campus for men of color
• Provide supplemental college advising1
Belasco, A. (2013). Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment.
Research in Higher Education, 54, 791-804. doi:10.1007/s11162-013-9297-4
Intro to scholarly reading and discourse –Inputs: societal factors
Historical investigation, legal argument1, current events, intrinsic interest
Intro to the Accuplacer placement test – Inputs: academic proficiency
The college application process – Inputs: societal factors/social capital
1Macon, A. (2015). Hair’s the thing: Trait discrimination and forced performance of race through racially conscious public school hairstyle prohibitions. Journal of Constitutional Law, 17(4), 1255- 1281.
AccuplacerUnusually-formatted questions
• Given the nexus between international human rights and the worst forms of child labor, students need to know and understand the international laws and conventions that protect them and other students around the world from unfair, harmful, and cruel child labor practices.
• As citizens of the twenty first century, students should be prepared to recognize and evaluate the conditions and situations under which approximately 180 million of their peers work and live each day.
What does the second sentence do?
A. It contradicts the first sentence.
B. It provides an effect.
C. It provides an example.
D. It reinforces the first.
• Although Elaine is routinely interrupted by her roommates, she usually conquers the urge to abandon her studying.
• Rewrite, beginning with:Elaine is routinely interrupted by her roommates,
The next words will be
• Nevertheless bravely conquering
A. and she usually conquers
B. but she usually conquers
C. even if usually conquering
Reading Sentence Skills
Murray, J. (2015) MSSI Accuplacer preparation manual
Note: Adapted from Wood, J., Harris III, F., & Khalid, W. (2015). Teaching Men of Color in the Community College: A Guidebook. San Diego, California: Montezuma Publishing.