OAKLAND EARLY COLLEGE 27055 Orchard Lake Road Farmington Hills, Michigan 48334 oaklandearlycollege.org 248.522.3540 T 248.471.9543 F Gary Weisserman Head of School 248.522.3542 T [email protected]About Oakland Early College Oakland Early College (OEC) is a five-year, “hybrid” school combining the best elements of high school and college. OEC students attend school on Oakland Community College’s Orchard Ridge campus, and engage in an exciting college-preparatory curriculum taught by teachers from award-winning West Bloomfield School District. Dual enrollment is a central component of every student's educational experience, with students participating in an integrated sequence of high school and college courses. OEC students graduate with their high school diplomas, innovative educational and professional experiences in a small school environment, and up to 60 transferable college credits towards their undergraduate degree and/or an Associate Degree from Oakland Community College. OEC is a public early college high school. There is no cost to students or their families for attending Oakland Early College. Tuition, most fees, and most textbook costs are paid for by the school. OEC students have full access to Oakland Community College’s wide range of student support mechanisms and student activities, and OEC's students are deeply involved in all aspects of campus life, assuming leadership roles in areas including student government, the college honor society, and the fine and performing arts programs. All 160+ college degree pathways at Oakland Community College are available to OEC students. This document provides an extremely brief, by-the-numbers overview of where we are at the beginning of the 2010-2011 school year. It is not intended to be a complete summary. Rather, it is one small snapshot of where we are as a school and as a community. Enrollment and enrollment projections Oakland Early College is a small school by design, and will never enroll more than 300 students at a time. We have maintained a deliberate growth plan, culminating in full (or nearly full) enrollment in September of 2012: September 2008: 92 (opened), primarily grades 10 and 11 September 2009: 144 (capped), primarily grades 10, 11 and 12 September 2010: 170 (capped), primarily grades 10, 11, 12 and 13, with a small pilot cohort of grade 9 students September 2011: 170 (capped), all grades, 9-13. Note this cap is continued as additional facilities are built and renovated, following the recent OCC millage election. September 2012: 270-300 (projection; full growth cap) Oakland Early College has adopted an enrollment model that allows multiple points of entry to the school. As a result, earlier grades are generally smaller than later grades. Oakland Early College operates as a School of Choice, serving students from all over Oakland County. Students matriculate from all over Oakland County: west to Milford, east to Clawson, south to Ferndale and South Lyon, and north to Holly and Oxford. The number of students admitted from within West Bloomfield School District is capped at ten per grade. College success rates A core component of the Oakland Early College experience is integrated dual enrollment in college coursework at Oakland Community College. During the 2009-2010 academic year, OEC students enrolled in approximately 650 college courses, earning approximately
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OAKLAND EARLY COLLEGE
27055 Orchard Lake RoadFarmington Hills, Michigan 48334
Oakland Early College (OEC) is a five-year, “hybrid” school combining the best elements of high school and college. OEC students attend school on Oakland Community College’s Orchard Ridge campus, and engage in an exciting college-preparatory curriculum taught by teachers from award-winning West Bloomfield School District. Dual enrollment is a central component of every student's educational experience, with students participating in an integrated sequence of high school and college courses. OEC students graduate with their high school diplomas, innovative educational and professional experiences in a small school environment, and up to 60 transferable college credits towards their undergraduate degree and/or an Associate Degree from Oakland Community College.
OEC is a public early college high school. There is no cost to students or their families for attending Oakland Early College. Tuition, most fees, and most textbook costs are paid for by the school.
OEC students have full access to Oakland Community College’s wide range of student support mechanisms and student activities, and OEC's students are deeply involved in all aspects of campus life, assuming leadership roles in areas including student government, the college honor society, and the fine and performing arts programs. All 160+ college degree pathways at Oakland Community College are available to OEC students.
This document provides an extremely brief, by-the-numbers overview of where we are at the beginning of the 2010-2011 school year. It is not intended to be a complete summary. Rather, it is one small snapshot of where we are as a school and as a community.
Enrollment and enrollment projections
Oakland Early College is a small school by design, and will never enroll more than 300 students at a time. We have maintained a deliberate growth plan, culminating in full (or nearly full) enrollment in September of 2012:
September 2008: 92 (opened), primarily grades 10 and 11September 2009: 144 (capped), primarily grades 10, 11 and 12September 2010: 170 (capped), primarily grades 10, 11, 12 and 13, with a small pilot cohort of grade 9 studentsSeptember 2011: 170 (capped), all grades, 9-13. Note this cap is continued as additional facilities are built and renovated, following the recent OCC millage election.September 2012: 270-300 (projection; full growth cap)
Oakland Early College has adopted an enrollment model that allows multiple points of entry to the school. As a result, earlier grades are generally smaller than later grades.
Oakland Early College operates as a School of Choice, serving students from all over Oakland County. Students matriculate from all over Oakland County: west to Milford, east to Clawson, south to Ferndale and South Lyon, and north to Holly and Oxford. The number of students admitted from within West Bloomfield School District is capped at ten per grade.
College success rates
A core component of the Oakland Early College experience is integrated dual enrollment in college coursework at Oakland Community College. During the 2009-2010 academic year, OEC students enrolled in approximately 650 college courses, earning approximately
1850 credits. For the most recently completed term, Summer I 2010, students passed over 98% of their college coursework, and carried an average course GPA in college of about 3.3 GPA. The transferability rate for college coursework was approximately 97%. During the previous full, 15-week semester, Winter 2010, students passed approximately 94% of their college courses--again, a substantially higher pass rate than traditional college students--with a transfer rate of about 85%. In doing so, they carried about a B average in their college coursework. 100% of OEC students earn at least one year of college credit prior to graduation.
College success rates have remained fairly consistent throughout the school’s history, but have trended upwards since its inception.
OEC students are well represented within the college’s Phi Theta Kappa Alpha Omicron Xi Chapter Honor Society. A large percentage of the chapter’s executive board, including its president, are OEC students.
Test scores
Standardized test scores are of different importance in measuring OEC students’ academic success. For instance, because most of our students will apply to four year universities as transfer students from Oakland Community College, ACT scores are rarely used for admission. However, knowing that all tests tell us something about student achievement, OEC pays special attention to yearly trends in academic performance.
This past year, OEC’s average ACT score jumped a full point over last year’s cohort. More significantly, our students’ ACT scores reflected, on average, a 2.92 point jump over their own predicted ACT score from the PLAN test, administered a year prior.
Michigan Merit Exam (MME) results showed a similarly dramatic increase, although we believe cohort-to-cohort comparisons are fundamentally flawed. OEC students’ science scores jumped 18.9%; math, by 26.8%; social studies, by 2.9%; reading, by 11.9%; and writing, by 6.3%.
Graduation rates
Although we did not anticipate a graduating class until the spring of 2011, three of our students were able to successfully earn their high school degrees in May of 2010. All three graduated with high honors. One will spend an additional semester at OCC completing her Associate Degree, and plans to transfer to the University of Michigan-Dearborn. Two earned their high school and Associate Degree concurrently. This coming fall, one will attend Eckerd College in Florida to study geoscience and marine biology; the other will attend the University of Michigan-Ann Arbor’s College of Engineering. One of our graduates was the campus’ Grand Marshal at graduation, having also served for the past year as the president of the college’s Phi Theta Kappa honor society.
In May of 2011, we anticipate a full graduating class of approximately 65 students, most of whom will earn their Associate Degree and/or 60+ transferable credits towards their undergraduate degrees.
Graduation requirements
Oakland Early College’s graduation requirements extend well beyond the State of Michigan’s Merit Curriculum requirements. Proficiency in at least one world language,
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participation in a capstone project, completion of a career portfolio, proficiency to levels 1 or 2 on the Michigan Merit Exam, and a minimum of 30 college credits (most students will achieve or approach 60 college credits and/or their Associate Degree) are required for graduation from Oakland Early College.
Pace of study
Oakland Early College students have full access to the over 160 degree pathways at Oakland Community College. In general, students at OEC graduate with both their high school diploma and their Associate Degree, and/or two years of transferable college credit.
Students at Oakland Early College matriculate from grade 9 through grade 13, with entry available through 12th grade. For most students, grades 9 and 10 are college preparatory in the truest sense of the phrase: our goal is to help students transition into college coursework as soon as makes sense for that student. By the end of grade 10, most of our students have taken at least one college class.
By grade 11, each of our students is enrolled in a blend of college and high school courses. Which college courses, and how many, are determined by the individual student, who is counseled in their program by our high school counselors and by OCC’s college counselors. Some 11th grade students have 5 or 6 high school classes, as well as one introductory-level college course; others, meanwhile, have just 1 or 2 high school courses, while maintaining a full-time college course load. Our goal is to highly individualize each student’s course of study in a way that makes sense for that student.
By grade 12, our students take the majority of their courses at the college level. By grade 13, students are full-time college students taking just one high school seminar or support class. 100% of OEC graduates earn at least a full year of college credit prior to graduation, with most students substantially more.
As students progress further down their degree pathways, their daily and weekly schedules look less and less like “regular” high school schedules, and more and more like college schedules. Students have thousands of college courses available to them, ranging from Accounting to Zoology. By way of example, here is a small sampling of the college courses OEC students took during a recent semester:
Abnormal Psychology Economics I Life Science
Academic Literacy Elementary Algebra Linear Algebra
Academic Literacy II Endurance Swimming Macro Economics
Accounting Procedures Fencing Intermediate Marriage and Family
Acting I Figurative Sculpture Microbiology of Health/Disease
Advanced Jewelry Finite Math Modern Dance
Advanced Photography Fund of Physical Education Molecular Biology
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African-American History Fundamentals of Digital Video
Movement for Musical Theater
American Government Fundamentals of Photography
Music History: Rock
American Sign Language Fundamentals of Speech Myth/Magic/Folk Religion
Aqua Fitness General Chemistry I Nutrition
Art Appreciation General Pottery Orientation to College
Astronomy Guitar I PC Graphic Concepts
Basic Drawing History of Modern Philosophy
Personal Computing
Beginning Digital Photography
Instrument Instruction Physical Fitness
Beginning French Interior Design Physical Geography
Beginning German Intermediate Algebra Piano I
Beginning Italian Intermediate Spanish Self Defense
Beginning Japanese Interpersonal Communication
Small Business Management
Beginning Spanish Introduction to Computing Spanish II
Biology Introduction to Education Stress Management
British Literature I Introduction to Film Swimming
Business Mathematics Introduction to Interior Design
Theater Activity
Calculus I, II, and III Introduction to Philosophy Theater Production
Career Planning Introduction to Psychology Understanding of Music
Ceramics Introduction to Sociology United States History to 1877
Child Development Introduction to Soft Engineering
Voice I
College Algebra Introduction to Web Systems Water Safety Instructor
College Success Skills Introduction to Education World Civilizations Modern Era
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Composition I Introduction to Film World Civilizations Pre-Modern
Composition II Introduction to Logic World Music
Computer Literacy Jewelry World Religions
Dance (Ballet) Karate Yoga
Ear Train and Sight Singing Keyboarding
It’s worth noting that “college classes” means just that--students enrolled in real college classes, with real college professors and “traditional” college students around them. An enormous amount of attention is paid to providing appropriate support mechanisms in this regard, to help ensure student success.
School culture survey
It is our belief that an outstanding, supportive school culture is a prerequisite to students’ academic and personal success. To that end, Oakland Early College pays enormous attention to issues of community, governance and ownership.
In March of 2010, OEC conducted its annual school culture study, developed by University of Michigan researchers. The full report, which utilizes extensive qualitative and quantitative data, is available on the school website. In sum, it showed that students are generally extremely happy and invested in the school. It further suggested that students understand and appreciate the opportunities they are provided, and strongly value the caring and respect with which they’re treated by faculty and staff. Most students have a strong sense of their long-term academic goals, and strongly believe that OEC is preparing them well for success.
Student activities, groups, and organizations continue to grow organically as student-led and student-governed programs, and have become a vital part of our school culture. OEC students continue to be integrally involved with OCC programs and organizations.
Memberships and associations
Oakland Early College is a charter member of the Michigan Early and Middle College Association (MEMCA), and of the Skillman Small Schools Learning Network.
Oakland Early College maintains strong relationships with several regional higher education partners.
As a West Bloomfield School District school, Oakland Early College has been globally accredited for a five-year term by AdvancEd, beginning September 2010.
Financial status
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Oakland Early College is pleased to report that the school remained revenue positive during the 2009-2010 school year. The school is projected to remain financially stable and revenue positive for the foreseeable future.
Demographic data
School of origin data, overall, September 2010. Note that “Private” refers to an aggregate number of schools listed below. Walled Lake Consolidated Schools is listed as an aggregate entity.
Home School 20Private (combined below) 20Pontiac 18West Bloomfield 18North Farmington 12Walled Lake (multiple schools) 11Southfield Lathrup 10Auburn Hills Christian 6Novi 5Pontiac Academy for Excellence 5Waterford Mott 5Harrison 4International Academy 4Southfield 3Akiva Hebrew Day School 2Avondale 2Berkley 2Clawson 2Eaton Academy 2Everest Academy 2Groves 2Oak Park 2South Lyon 2St. Maryʼs 2Andover 1Berkshire MS 1Brandon 1Cass Tech (Sfld) 1Cath Central 1Clarkston 1Cranbrook 1Crary Middle School 1Farmington 1Ferndale 1
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Hazel Park 1HFA 1Lamar, TX 1Linden 1Milford 1Northville 1Oak Valley MS 1Parkway Christian 1Longfellow 1Rochester Hills Christian 1Royal Oak 1Shrine 1Steiner 1Stoney Creek 1Troy 1Pierce Middle School 1
School of origin, latest cohort, September 2010. Note that “Private” refers to an aggregate number of schools listed below. Walled Lake Consolidated Schools is listed as an aggregate entity.
Private (combined below) 10Home School 9West Bloomfield 7Auburn Hills Christian 3Akiva Hebrew Day School 2Everest Academy 2Waterford Mott 2Southfield 2
Berkshire Middle School 1Clawson 1Cranbrook 1Farmington High School 1Home School 1Groves 1Lamar (TX) 1Linden 1North Farmington 1Oak Valley Middle School 1Parkway Christian 1Pierce Middle School 1Pontiac 1South Lyon 1
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Steiner School 1Stoney Creek 1Andover 1
Southfield Lathrup 1
Demographic data, reported student ethnicity, September 2010. Note that most students designated as multi-racial primarily identify as Hispanic, raising OEC’s Hispanic population to about 10%.
Asian
African American
Hispanic
White
Multi-racial
0 23 45 68 90
Overview of research on early colleges
While early colleges are a relatively new concept here in Michigan, they are not a new concept, and date back to the 1960‘s. As a result, a substantial amount of research has been done on the nearly 200 early college high schools in the United States. (It’s important to note that there are many distinguishing characteristics between true early college and enhanced dual enrollment programs, which are far more common.) In sum, it suggests that students in early colleges:
• experience a meaningful secondary and post-secondary educational program in a small school environment;
• have dramatically higher college graduation rates than the general student population, and usually outperform traditional college students in college courses;
• earn up to two years of transferable college credit and/or their Associate Degree while still in high school, thus ending up a year or more ahead of traditional high school students;
• receive substantial assistance in overcoming the economic, academic and cultural barriers frequently encountered by traditional high school students in earning their college degrees.
As is the case for early colleges across the country, our “measuring stick” for student success is a little different than the ones used by traditional high schools. Our goal isn’t to simply have our students graduate from high school, and perhaps to attend college. Our goal is for students to graduate from college, and to be prepared for meaningful participation and leadership in the world around them.
At the same time, higher education is in crisis. Statewide and nationally, most students who graduate high school will not earn their college degrees. Indeed, most students who begin college will not complete their degrees. Looking at schools within 50 miles of
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Oakland Early College, the 2007 six-year and four-year college graduation rates reflect this fact:
Source: http://collegeresults.org and The Education Trust
By comparison, students who attend early colleges around the United States graduate from college at a rate of over 85%.
Vision and Belief Statement
Oakland Early College will provide a world-class educational experience in a small-school environment. Our vision is to bridge the increasingly large gaps between secondary and post-secondary education, between academic and popular culture, and between our own communities and an increasingly global society.
We believe that:
• A world-class high school education is only one step in our students’ ongoing educational pursuits. It is our responsibility to ensure student success in post-secondary education.
We further believe that successful students should:
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• Be thoughtful, productive, and responsible members of their communities, and of the larger world around them;
• Be confident, self-directed, and enthusiastic lifelong learners;• Have the ability to express themselves clearly and self-confidently, both orally and in
writing;• Be literate in multiple domains, including literature, mathematics, science, business,
technology, and the arts;• Be able to think adventurously and well, and to tackle with enthusiasm ambiguous
problems with unclear solutions;• Be able to seek out, and use responsibly, different kinds of information from a variety of
sources;• Be able to cooperate with others, and to see the world as it may be seen by others;• Make strides in at least four broad areas of scholarship: engineering (the mastery of
tools); knowledge building (making useful intellectual contributions to a learning community); artistic expression (the cultivation of aesthetic sensibilities); and civic engagement (addressing important social issues and engaging in meaningful public and private discourse).
• Possess high self-esteem as a learner and a person;• Take on intellectual risks enthusiastically and appropriately;• Be ready to navigate the world in civic life, higher education, and the workplace.
National Early College Comparison Data
Some interesting numbers in terms of school comparisons to national averages for other early and middle colleges, based on NCREST data:
Pass rates for college courses:
Winter 2010 Summer 2010 NationalOverall pass rate, college courses9th10th11th12th13th
93.6 98 90
100 100 94
100 100 92
95 100 93
92 96 90
100 n/a 90
Average college GPA:
Overall college GPA9th10th11th12th13th
Winter 2010 Summer 2010 National2.83 3.26 2.71
4.0 4.0 2.96
3.46 4.0 2.88
2.93 3.35 2.66
2.66 3.02 2.62
3.47 n/a 2.33
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Grade distributions for college courses over the past two terms, compared to national early college average (W’s not yet added; will be added from separate data source later):
A B C D F NC WCumulative, Winter 20109th, Winter 201010th, Winter 201011th, Winter 201012th, Winter 201013th, Winter 2010
Male FemaleOEC gender pass rate (Winter, 2010)National gender pass rate
94.3 93
91 92
High school attendance rate, 4 week sample (note that our sample was in October, and our attendance mechanism does fractions, so the measuring scale is slightly different from the national numbers):
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Number of absences 0 <4 <6 <9 10+OEC % of students with this many absences, four week sample
Number of absencesNational % of students with this many absences, four week sample
62 32 3 1 1
0 1-3 4-6 7-9 10+32 47 14 5 3
Percentage of currently enrolled students completing some college coursework (using last completed year, 2009-2010):
OEC NationalCompleted college coursework
100 88
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Spotlight on Early Colleges:Background, history and implications
Gary Weisserman
Head of School, Oakland Early CollegeFaculty, university of Michigan-Flint technology and education
Charter member, MEMCA and SSSLN
Friday, October 29, 2010
the early college movement...
... in oversimplified-but-STILL-useful terms:
1960’s and Simon’s Rock1970’s-80’s and LaGuardia Middle COLLEGE1990’s and beyond: The early colleges
Friday, October 29, 2010
making SOME distinctionsFIVE DISTINCT SPLO’s (LERNER AND BRAND)
... Each of which is very different ...
“Advanced placement” and related programsTech prep and tech prep with articulationTransition Programs serving disadvantaged youthcollege access programs such as dual enrollment
... and what we’re concerned with today:
Early and middle college programs
Friday, October 29, 2010
A Caveat
VARY in structure, philosophy, and backgroundcurrent Status of early colleges in michigan
... MDE and MEMCA is presently considering grants for up to six new E/MC
Today’s focus is on one specific school ... ... okay, it happens to be mine, but ... it’s a pretty darned good example.
... and let me start with a little bit of personal info by way of explaining my perspective on early colleges ...
Friday, October 29, 2010
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Some common elements
“Power of the site”embedded on college campus, and fully integrated into college life
Focus on teaching and learning BEYOND HIGH SCHOOLhighly individualized educational development plansStudent support and scaffolding
Small class and school size, embedded counseling, academic support
democratic school governanceprofessional development focused on design and reform
Friday, October 29, 2010
ABOUT OAKLAND EARLY COLLEGE
grades 9-13, drawing from all over oakland countypublic “magnet,” specially classified as 5-year school
(YES, that means it’s FREE, including college tuition and books)
9-10 usually “college prep”(a truly loaded term requiring a bit of Deconstruction)
transition into college and beyond
Friday, October 29, 2010
THE main GOALS
0) Meaningful participation and connection to a thoughtful, supportive school culture complete with important opportunities for learning and advancement
1) High school diploma, really neat experiences in a small school environment, 60-ish transferable college credits and/or associate degree
2) SUCCESSFUL COMPLETION OF a college degree, certificate, or related program
Friday, October 29, 2010
a dirty little secret ...
Well, okay, not so little ...post-secondary success rates in michigan vs. post-
secondary success rates from early colleges, nationally
2007, four year rates: EMU, 10%; OU, 14%2007, six year rates: EMU: 38%; OU, 44%National e/m C college grad rate: about 85%
Friday, October 29, 2010
the other Side: what we’re NOT
not a traditional comprehensive high schoolnot a programnot “country day on the cheap”not “TAG”not “ALT”
Friday, October 29, 2010
A DAY IN THE LIFE OF ...
OUR STUDENTS ...what does that look like? Well, that depends ...Schedules, co-curriculars, and more
Algebra II Algebra II Algebra II Algebra II Algebra IIBiology Biology Biology Biology BiologyFocus Office Hours Focus Office Hours Town MeetingUS History US History US History US History US HistoryCreative Writing
Creative Writing
Creative Writing
Creative Writing
Creative Writing
LUNCH LUNCH LUNCH LUNCH LUNCHELA 10 ELA 10 ELA 10 ELA 10 ELA 10
CNS 1100: Orientation to College
CNS 1100: Orientation to College
Friday, October 29, 2010
Example 11th grade scheduleExample: 11th grade schedule8:00-3:15
ENG 1510: Introductory Composition (8:00-9:30 AM), 3 credits
Focus Office Hours Focus Office Hours Town MeetingAlgebra II Algebra II Algebra II Algebra II Algebra II
MAT 1150: Intermediate Algebra (12:00-2:00), 4 credits
MAT 1150: Intermediate Algebra (12:00-2:00), 4 credits
JPN 1510: Beginning Japanese (6:00-10:00), 4 credits
Friday, October 29, 2010
Example 13th grade scheduleExample: 13th grade schedule8:00-3:15
8:15-9:10
9:15-10:10
10:15-10:45
10:50-11:45
11:50-12:45
3:15-10:00
Monday Tuesday Wednesday Thursday Friday Saturday
BIO 1530 Lab: Intro to Cellular Molecular Biology (8:00-9:00), 4 credits
POL 1510: American Government (9:00-11:55), 3 credits
BIO 1530: Intro to Cellular Molecular Biology (10:00-11:30), 4 credits
BIO 1530: Intro to Cellular Molecular Biology (10:00-11:30), 4 credits
POL 1510: American Government (9:00-11:55), 3 credits
Town Meeting POL 1510: American Government (9:00-11:55), 3 credits
CHE 2610: Organic Chemistry (11:00-1:00), 4 credits
CHE 2610: Organic Chemistry (11:00-1:00), 4 credits
PER 1880: Yoga (11:00-12:00), 1 credit
POL 1510: American Government (9:00-11:55), 3 credits
13th Seminar 13th Seminar POL 1510: American Government (9:00-11:55), 3 credits
THE 1601: Theater Production and Technology (4:00-7:00), 3 credits
Friday, October 29, 2010
WHo ARE OUR STUDENTS?
A bit about them ...A special interest in meeting the needs of “underserved”
kids ... (And what, exactly, does that mean, anyway?)meeting them virtually ...
Friday, October 29, 2010
I don’t even know what
to say about Taylor in
this photo ...
Micah seems to be avoiding the paparazzi ...
This is Adriana. She is look
ing
over my shoulder while I make
this slide to make sure I
don’t put her picture in here
.
Nyah, nyah.
Friday, October 29, 2010
SOME DEMOGRAPHIC DATA ...
Home SchoolPrivate (combined below)PontiacWBSDNorth FarmingtonWalled Lake (various)Sfld LathrupAuburn Hills ChristianNoviPAEWaterford MottHarrisonIASouthfieldAkivaAvondaleBerkleyClawsonEaton AcademyEverest AcademyGrovesOak ParkSouth LyonSt. MaryʼsAndover
20201818121110655544322222222221
Berkshire MSBrandonCass Tech (Sfld)Cath CentralClarkstonCranbrookCrary Middle SchoolFarmingtonFerndaleHazel ParkHFALamar, TXLindenMilfordNorthvilleOak Valley MSParkway ChristianLongfellowRochester Hills ChristianRoyal OakShrineSteinerStoney CreekTroyPierce Middle School
1111111111111111111111111
SCHOOL and SCHOOL DISTRICT OF ORIGIN:
Friday, October 29, 2010
SOME DEMOGRAPHIC DATA ...
Asian
African American
Hispanic
White
Multi-racial
0 22.5 45.0 67.5 90.0
* note most multi-racial students at oec self-identify as primarily hispanic, Bringing hispanic population to about 10%.
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Josh (graduate, 2010)
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Taylor (13th grade)
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Jasmine (13th grade)
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Taylor (11th grade)
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academic data, 2009-2010
enrolled in approximately 650 college courses, earning approximately 1850 credits.
For the most recently completed term, Summer I 2010, students passed over 98% of their college coursework, and carried an average course GPA in college of about 3.3 GPA. (COLLEGE pass RATE among non-OEC students: 75%)
The transferability rate for college coursework was approximately 97%.
Friday, October 29, 2010
TESTING INFORMATION
This past year, OEC’s average ACT score jumped a full point over last year’s cohort. More significantly, our students’ ACT scores reflected, on average, a 2.92 point jump over their predicted ACT score from the PLAN test, administered a year prior.
Michigan Merit Exam (MME) results showed a similarly dramatic increase. OEC students’ science scores jumped 18.9%; math, by 26.8%; social studies, by 2.9%; reading, by 11.9%; and writing, by 6.3%.
Friday, October 29, 2010
OTHER INTERESTING DATA POINTS
early graduation and policy issuesOngoing school culture research and datacontinued integration and refinement
Friday, October 29, 2010
A few items of interest
facilitiespartnerships“integration” into college life/campus life(another) dirty word: (money!)how do other schools work?
Friday, October 29, 2010
So ...
DOES IT WORK? yes, it does! but ...
1) ... very, very wary of thinking of early colleges as a magic bullet. one size does not fit all ... the mistake we make is assuming that if something works in one place, we should replicate it in other places.
2) ... it’s not really about the dual enrollment.
Friday, October 29, 2010
A few lessons
realization: it doesn’t have to be this way.culture is EVERYTHING, and has to be grown organically.if you have good people, you don’t want to think about
models. If you DON’T have good people, even the best models don’t matter much. ultimately, it’s about PEOPLE.
rules, punishments and institutional structure are a poor substitute for relationships and culture. (School as games, puzzles, duty, activism, and punishment.)
faculty and admin: if you don’t know every kid, the school’s too damn big or you’re not doing your job.
