Research and Public School - PowerPoint Presentation

Slide1

Research and Public School Partnerships:

Arie Greenleaf, CounselingGary Ritter, Education Policy Co-Principal InvestigatorsRazor C.O.A.C.H Program

Razor C.O.A.C.H Program

Our Discussion

What is the Razor C.O.A.C.H. Program Collaboration?How is the program implemented and evaluated?What are the Razor Coaches doing in our schools?

The Program

Collaboration between NWAC, COEHP, and local public schools.Funded at $1.5M over 3 years, this program aims to serve at-risk high school students in Washington and Benton Counties.MA students in counseling from the U of A COEHP mentor at-risk students on a weekly basis.

Razor C.O.A.C.H. Program

C

reating

O

pportunities for

A

rkansans’

C

areer

H

opes

Leadership TeamDr. Kristin Higgins –

Principal Investigator/Project CoordinatorDr. Dan Kissinger – Co-Principal Investigator/Training CoordinatorDr. Arie Greenleaf – Co-Principal InvestigatorDr. Gary Ritter – Co-Principal Investigator/Coordinator of EvaluationJosh Raney – Program Director

Razor C.O.A.C.H. Program - Collaboration

Implementation and Evaluation

ImplementationHigher demand than anticipatedBig 5 districts 51% FRL and 15% dropout rate (Rural 10 - 53% and 12%)Smaller than average but in a district of 15,000 students, 300 students from each cohort will dropout

Evaluation

Coaches can serve 20-30

Estimated slots 25*15 = 375

Initial applications (targeted 1700, apps to 1400, returned 640)

Random assignment (@ 56%)

Student Recruitment

ChallengesWant widest possible targets for recruitment, yet can’t serve allNeed consent forms early on in hectic timeSigning up for unknownDifficult to get students to agree to additional supervised time – not really fun!Reluctance with RASchools of varying sizes .. Not one coach per school

Evaluation Sample – Total Applications Collected =

643 in 16 high schools … minus Wildcards and Sibling Exclusions = 40Final Analytic Sample = 603 in 16 high schoolsParticipant Students = 321 (53%) Control Students = 281

(47%)

Outcomes for Evaluation

Measures of Student SuccessHigh School GPA Absences Application for Financial Aid Application to Post-Secondary Education ACT Participation and Performance Graduation Rates/Promotion to the Next Grade Attendance at Post-Secondary Education

Some data collected from Students with surveys

Other data collected from School Administrators

Example Outcome Figure

Figure

x:

Summary

of Coaching

Impact

Who are Coaches? What will they Do?

15 MA students in Counseling (prestigious fellowships)Applied from various backgrounds from across the countryMost have worked in schools (TFA, counselors, teachers)Will help HS students with: Checking up on academic workOn track toward promotion and graduationAnswer questions about college prep, finances, etc.Answer questions about other post-secondary optionsCaring/Interested adult …. And … information broker

Other Affective Outcomes

Students get to see the benefits of college through their coachCoaches serve as good role models for studentsStudents will be more comfortable and more likely to relate with coaches given their age

Day-to-day work of Coaches

Social cognitive career theory (SCCT): theoretical basis for new career coaching model Components of SCCT model: Academic self-efficacyOutcome expectationsPerceived barriers/resourcesS.M.A.R.T goals

Outcome Expectations

Self-Efficacy

Perceived Supports

Perceived Barriers

More post secondary options

Continued practice of beneficial behavior in college/career

More resiliency

Academic Self-Efficacy Scale

Outcome Expectancies Scale

Perceived Barriers Scale

SMART Goals

Transition from discussion of Self-Efficacy and Outcome expectations into encouraging students to set goals and helping them do so with this "formula“:Break down the Overall goal into more managable steps

Acknowledge the Barriers that they will have to

overcome

Identify the Motivations

that will keep the student working towards their

goal

Accountability

partners

Roleplay/Case Study

Low Self-efficacy: Balancing schoolwork with home responsibilities, focusing in class, distractions affect studyingHigh Self-efficacy-feels confident in breaking down large assignments into smaller one, strong motivation, confident in talking to someone working in her desired occupation. Outcome Expectancy-believes when motivated you can accomplish more, studying is beneficial, gpa will affect how she performs in her career

Perceived/Real Barriers: Time Barriers, focus on time management, not having a place to study, transportation barrier

What should we work on?

Supports, goals, motivational factors, bridges to perceived barriers

Research and Public School Partnerships:

THANK YOU!

Razor C.O.A.C.H Program