research and public school partnerships: arie greenleaf, counseling gary ritter, education policy...
TRANSCRIPT
Research and Public School Partnerships:
Arie Greenleaf, Counseling
Gary 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• Creating Opportunities for
Arkansans’ Career Hopes
Leadership Team
• Dr. Kristin Higgins – Principal Investigator/Project Coordinator
• Dr. Dan Kissinger – Co-Principal Investigator/Training Coordinator
• Dr. Arie Greenleaf – Co-Principal Investigator
• Dr. Gary Ritter – Co-Principal Investigator/Coordinator of Evaluation
• Josh Raney – Program Director
Razor C.O.A.C.H. Program - Collaboration
Implementation and Evaluation
Implementation• Higher demand than anticipated• Big 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
Challenges
• Want widest possible targets for recruitment, yet can’t serve all
• Need consent forms early on in hectic time
• Signing up for unknown• Difficult to get students to agree
to additional supervised time – not really fun!
• Reluctance with RA• Schools of varying sizes .. Not
one coach per school
Evaluation Sample –
• Total Applications Collected = 643 in 16 high schools• … minus Wildcards and Sibling Exclusions = 40• Final Analytic Sample = 603 in 16 high schools
• Participant Students = 321 (53%)
• Control Students = 281 (47%)
Outcomes for Evaluation
• Measures of Student Success• High 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
Pre-GPA Post-GPA0
1
2
3
4
HAWGS KidsOutside Group
Who are Coaches? What will they Do?
• 15 MA students in Counseling (prestigious fellowships)• Applied from various backgrounds from across the
country• Most have worked in schools (TFA, counselors,
teachers)• Will help HS students with: • Checking up on academic work• On track toward promotion and graduation• Answer questions about college prep, finances, etc.• Answer questions about other post-secondary options• Caring/Interested adult …. And … information broker
Other Affective Outcomes
• Students get to see the benefits of college through their coach
• Coaches serve as good role models for students
• Students 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-efficacy• Outcome expectations• Perceived barriers/resources• S.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 GoalsTransition 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 studying
High 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