Elon Academy:A University-Community Partnership

Deborah Long, Professor of Education and Elon Academy Director

Elon University

How it all began . . .

In 2006 when Judge Howard Manning threatened to close an underperforming school in Alamance County, President Lambert began to rethinking the role of Elon University in the life of our local community.

Elon Academy

In Alamance County . . .1997-1998

Hispanic Population 4.1%

Free/Reduced Lunch 34%

Non-White Students 43.6% .

2009-2010

Hispanic Population 18%

Free/Reduced Lunch 52%

Non-White Students 46%

2.5 students drop out of high school every day. More than 17,000 students are growing up in households where no

one has earned a four-year college degree.

Our Missionresponsibility. The mission of the Elon

Academy is to inspire academically-promising students who are often underrepresented on college and university campuses to pursue higher education, build leadership skills, and develop and active sense of social responsibility.

Shelby OldhamSALEM COLLEGE

Current Scholars & Families

115 scholars 300 family members

20 first-year college students(Alpha class)

22 high-school seniors(Beta class)

25 high-school juniors(Gamma class)

24 high-school sophomores(Delta class)

24 high-school freshmen(Epsilon Class)

Jaron TorainST. AUGUSTINE COLLEGE

Scholar Recruitment Over 2,000 letters sent to 9th graders in the Alamance

Burlington School System (ABSS) Postcards returned for application request Student and family applications sent (≈ 300) Applications received (≈ 100) Screened by Advocates Interviews by staff (≈ 60) Invitations to join the Academy (24-26)

Selection Criteria Current 9th grader Student in Alamance-Burlington Schools Financial need and/or no family history of college Demonstration of academic promise No pattern of disciplinary problems Desire to succeed Commitment to the Elon Academy

Demographics

Cummings24%

Eastern12%

Graham16%

River Mill1%

Southern13%

Western15%

Williams19%

High School Distribution: All Classes

Male43%

Female57%

Gender Distribution: All Classes

Demographics

African American

37%

Hispanic/ Latino27%

Multi-Racial

8%

Other1%

White24%

Native American3%

Racial/Ethnic Distribution: All

Classes

50% of Median

Very Low Income

Low Income

Moderate Income

0

5

10

15

20

25

30

35

Yearly Family Income Level(by number of persons per

household - as compared with Burlington, NC)

All Classes

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Demographics

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Advan

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20

30

40

50

60

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Education Level Completed by Parents or Guardians: All

Classes

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> 4.00 GPA

4.00 GPA 3.5-3.99 GPA

3.0-3.49 GPA

< 3.0 GPA0

5

10

15

20

25

30

35

Grade Distribution (weighted GPA): All Classes

Elon Academy High School Program Phase I: The Elon Academy

Three-year, year-round college access program for high school students and families including three summer residential experiences and a monthly Saturday Academy

Phase II: The EA College Transitions Program Summer Program for graduated seniors

Phase III: The EA College Success Program Year-round program for first-year college students and families

Phase IV: The EA Alumni Program Year-round program for EA graduates and families

Elon Academy Summer Program Residential living

Roommates and Mentors Rigorous daily schedule

Academics College Planning Evening Activities Service Projects R.E.C.E.S.S.

Presentations of Learning Internships

Year-Round Support Advocates

Academic Tracking Academic Coaching Counseling Family Support Phoenix Cards Dream Fund Saturday Academy

Monthly Saturday Academy SENIORS• Scholarship Search• Essays, Applications• FAFSA

JUNIORS, SOPHS• College Planning• SAT Prep (Princeton Review)• Study Skills• Writing Projects

ALL SCHOLARS• “Book Jam” (Phi Kappa Phi)

FAMILIES• College Advising• Financial Aid

Measures of Success

Program Persistence

Alpha Class 85% Beta Class 88% Gamma Class 90% Delta Class 96%

Measures of Success

College Acceptances Graduates accepted at

over 30 institutions 19 out of 22 graduates

enrolled in 4-year colleges or universities

1 graduate attending community college

Gates-Millennium Scholars

Sarah Rawls ’10UNC-Chapel Hill

Araceli Morales-Santos ’11Wake Forest University

How are we doing? 90% of scholars are enrolled in

Honors and/or AP classes.

Enrollment in non-college prep classes has decreased.

Involvement in extracurricular and service activities has increased.

Some Research Findings . . .

Increased . . . Willingness to take risks Understanding of relationships

to others and the community Desire to make a difference in

the world Sense of life purpose and

meaning Sense of identity and acceptance

of others

How are we doing?

High School Students Complete High School Enroll in College Graduate from College0

5

10

15

20

25

National StatisticsElon AcademySimilar Programs

Saturday Academy ~ Looks Good?

College-Ready Skills Book Jam Essay Writing Test Preparation Academic Coaching College, Scholarship, and Grant Applications Family Workshops

Why redesign Saturday Academy?

30% of our graduates are struggling in college ~ most will finish, but . . .

We also want 100% of our scholars to enter college ready to take advantage of a FULL range of opportunities – making them career ready.

We began asking ourselves: Why do some students (not just low-income students) struggle in college (in spite of these efforts – other than the obvious reasons)?

How are we doing?

High School Students Complete High School Enroll in College Graduate from College0

5

10

15

20

25

National StatisticsElon AcademySimilar Programs

Why do some students struggle in college (other than for financial reasons and/or inadequate academic preparation)?

College/Career

High School vs College/CareerHigh School

Student is passive Late work is accepted Time is managed through daily

classes and activities Focus on passing tests Individual accountability Short-term assignments Little feedback Lack of course rigor Minimal homework

College/Career

Student is active Deadlines matter Students are expected to manage

their own time Focus on quality of work Team accountability Persistence over time Acting on feedback Rigorous coursework Extensive out-of-class

assignments

What happens when scholars are immersed in an experience that is an authentic college experience?

College/Career

Transformation at the Intersections

Research team 15 Elon Academy scholars 1 undergraduate student Elon Academy Staff members Faculty from across disciplines Produce a book to share with community

stakeholders Research on challenges and opportunities for

college access

Year-long immersion in the work Interviews Focus groups Surveys Photovoice Reading Writing Presenting

Summer Class Goal: Book Project

&Art Exhibit

What our scholars are saying . . . Passion

For learning For service For leadership

Persistence To overcome obstacles To see challenges as opportunities To sustain interest over time

Self-Control Manage time Prioritize

Resist the Marshmallow

What we have learned . . . Immersing high school students in authentic,

meaningful, high-interest, engaging work over an extended period of time develops college and career skills and develops a passion for academic learning and service.

Having specialized knowledge increases confidence and self-esteem.

ALL scholars would benefit from this type of opportunity.

Key Cognitive Strategies Inquisitiveness, Analysis, Problem Solving Reason, Argumentation, Proof, Precision

Key Content Knowledge Writing & Research Academic Subjects, Languages, Arts

Academic Behaviors Time Management, Study Skills, Persistence, Metacognition

Contextual Skills Awareness Understanding Academic Culture, Interacting with Professors Understanding Admissions Process and Financial Aid

Co-lead by Elon University Students

*David Conley, 2007

*Redefining College Success

Initiate multiple year-long projects (5 - 7) Meaningful Authentic Engaging Important High Interest

Inbed skills throughout

Redesigned Saturday Academy

Teams of 7 – 10 scholars

Lead by faculty, staff, or community partners

Co-lead by Elon University Students

Redesigned Saturday Academy

Conservation Education for Kids Community Mentor: Mindy Stinner, The

Conservators’ Center (local wildlife education, conservation, and rescue facility)

Project Goal: Develop a science workshop for school children about wildlife ecology or conservation challenges

Tasks for EA scholar-participants include: Learn about wildcat ecology and conservation issues

through popular and scientific texts, videos, and field experiences at the Conservators’ Center

Find and understand the requirements for science education at a targeted grade level

Explore what it takes to create a quality science workshops for children

Interview grade school teachers for their specific needs Learn to work safely and appropriately with an

educational ambassador animal (serval or singing dog) Design and co-teach a workshop for a 3rd or 4th grade

class to share their knowledge

SAMPLE PROJECT:

Ambassador Sammy Serval visits an Elon University class, Spring 2010

Herpetology in the Piedmont Faculty Mentor: Dr. Terry Tomasek, Assistant

Professor in the School of Education

Project Goal: Students plan a demonstration booth for the NC Museum of Natural Science during Reptile & Amphibian day. They share their newly acquired knowledge with community visitors who attend this event.

Tasks for EA scholar-participants include: Exploring how various cultures utilize

reptiles and amphibians as food sources. Considering the tensions between

economics, culture and conservation.

SAMPLE PROJECT:

Elon Academy Herpetology Class.

Summer 2010.

Engineering Project

Faculty Mentor: Mr. Stu Johnston, High School math and physics teacher

Project Goal: TBD

Tasks for EA scholar-participants include: TBD

Elon Academy Engineering Class. Summer 2010

Hunger Project

Staff Mentors: Ms. Holly, Campus Kitchen Director and Mrs. Dianne Ford, Community Garden Sponsor

Project Goal: TBD

Tasks for EA scholar-participants include: TBD

Elon Academy Community Garden Service Project. Summer 2007, 2008, 2009, and 2010

&Campus Kitchen Grand Opening.

Spring2011

Project/Problem-Based Learning

Problem/Project-Based Learning (PBL) focuses on simultaneously developing problem-solving strategies, inter-disciplinary knowledge bases and critical thinking skills by placing students, teachers and community members in an active problem-solving role in the real world.

Why PBL? PBL provides a framework that supports

current standards of excellence and provides opportunities for community collaboration.

PBL is consistent with current research in education, cognitive science, and psychology that has revealed hitherto unsuspected strategic competence and metacognitive knowledge in young people.

In other words . . .

Young people are capable of doing amazing things when given adequate structure and support.

Assessment

Holistic Assessment

Summer Academy

Saturday Academy

High School Classes

Test Scores

Family Programs

What else should we be thinking about?

Questions?Contact Information:

Deborah Long dlong@elon.edu 336-278-5859