Urban Education Commons^™

Success Boston: College Completion Initiative, Liliana Mickle

Office of Community Partnerships Posters

2008: Initiative launches in response to Northeastern University study finding – only 35.5% of Boston Public School (BPS) graduates enrolled in college earned an Associate’s or Bachelor’s degree within 7 years (despite BPS having one of the highest college enrollment rates in country).

2010: 38 colleges/universities in MA accepted UMass Boston Chancellor Keith Motley’s invitation to join the initiative (25 submitted specific plans). Chancellor Motley is co-chair of Mayor’s Success Boston Task Force.

July 2010: UMass Boston implements Success Boston Embedded Model: Collaboration with American Student Assistance (ASA), Freedom House Inc., Bottom Line and Hyde ...

Teach Next Year, Lisa M. Gonsalves

Office of Community Partnerships Posters

Teach Next Year, a nationally acclaimed teacher residency program. TNY is an alternative, experiential urban school-based route to earning a master’s degree in education (M.Ed.) and Massachusetts initial teacher licensure through the UMass Boston in approximately 12 months. The program is designed to build on the interests and expertise of its students, faculty and the students in Boston Public Schools. Because it is an intensive site-based educational experience, it provides the support of professors, practitioners and colleagues while it supplies the challenge of study, practice and exploration.

Project Reach Talent Search At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school. Project REACH was first funded by the U.S. Department of Education in September 1985 and at the time became the first Educational Talent Search Program in the nation to serve low-income, first generation college bound, urban youth with disabilities. Today, REACH remains a national model for successful inclusion of youth with ...

Umass Boston Project Reach Talent Search, University Of Massachusetts Boston, Jeremiah E. Burke High School, Dorchester Academy, Madison Park High School, Dearborn Middle School, Mccormack Middle School

Office of Community Partnerships Posters

REACH identifies and serves disadvantaged young people who have the potential for education at the post-secondary level and encourages them to continue and graduate from secondary school and enroll in programs of post-secondary education. High school and post-secondary dropouts are also encouraged and assisted in returning to school.

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.

No School Left Uncorrupted: How Cheating, High-Stakes Testing, And Declining Budgets Affected Student Achievement In Philadelphia, James R. Sadler

CUREJ - College Undergraduate Research Electronic Journal

The No Child Left Behind education act, signed by President Bush in 2002, imposed high-stakes testing standards on all schools in the nation. A decade later, amidst a cheating scandal and a budget crisis, the School District of Philadelphia experienced dramatic standardized test score declines after nine years of increases. This study aims to place these declines in the context of national, state, and local education policy and provide statistical evidence for the cause of the declines. School climate among schools flagged for cheating and budget decreases experienced by all Philadelphia schools significantly contributed to the declines. Nevertheless, the major ...

Technology's Impact On Student Engagement In Urban Schools: Administrators', Teachers', And Students' Perspectives In Urban Schools, Fredrick H. Mcdowell Jr.

Education Doctoral Theses

The purpose of this qualitative study is to investigate how the use of technology may increase student engagement and learning in urban schools, as perceived by administrators, teachers, and students. Engagement Theory informed the design of the study and interpretation of findings and the literature review provides a context for pursuing this investigation. A qualitative study approach was used to discern stakeholders perceptions of the use of technology to increase student engagement and learning across three urban high schools in the Metro Boston Area. The degree to which the use of technology has contributed to student engagement in learning and ...

Evaluating An Alternative Pathway: A Program Evaluation, Paula Manchester

Education Doctoral Theses

This qualitative study evaluated the current dropout prevention strategy designed and implemented by the Clear Water Public School District, a program that is currently attempting to meet the specific needs of its students. An in-depth evaluation study was conducted at Urban High School—an alternative school created in 2008, which services students who are not being successful in the mainstream high school or who have been excluded from their neighborhood schools within the district for unsafe behaviors. A formative assessment identified, documented, and consolidated the program's strengths and perceived areas of weakness that require improvement. Furthermore, this study detailed ...

Effect Of Racial Socialization And Racial Identity In Adolescent African American Males On Academic Achievement, Rasheema Pitt

Open Access Theses and Dissertations from the College of Education and Human Sciences

This study examined possible influences of racial socialization and racial identity in minority’s academic achievement. Qualitative data sources (in-depth, personal interviews, focus groups, and a survey) were collected from 10 minority students and 8 administrators. In addition, a quantitative survey was used to supplement qualitative data. The researcher established her own set of questions for the interviews and focus groups. The pre-established measures used were the Does Your School Have High Expectations for All Students survey and the School Climate survey.

Thematic and theoretical analyses procedures were used to identify emerging themes and patterns, with particular attention to what ...

The Legislative Purposes And Intent Of The Common Levy In Nebraska’S Learning Community, Matthew L. Blomstedt

Educational Administration: Theses, Dissertations, and Student Research

The purpose of this historical study was to establish the purposes and intent of the common levy in Nebraska’s learning community. The development of this unique regional educational structure consisting of eleven school districts in the Omaha, Nebraska metropolitan area is central to the study. The research detailed the context of the decisions made by the Nebraska Legislature to establish and implement the learning community law from 2005 and 2012. Specifically, the study focused on the establishment of a regional tax base, the common levy, as a response to boundary and finance instability that persisted in the Omaha area ...

Reconciling Student Outcomes And Community Self-Reliance In Modern School Reform Contexts, Brian R. Beabout, Andre M. Perry

Brian R. Beabout

Education for African Americans has historically been linked to the broad movement to improve their lot in life. Ceaselessly, from slavery and Jim Crow, toward full membership in American society, schooling was as much about academic learning as it was for ensuring the sustainability of the community in which the school was situated. This chapter provides a theoretical examination of the impact of these differing sets of values (student outcomes vs. community self-determination) and suggests a conceptual road map for improvement based heavily on our work with public schooling in post-Katrina New Orleans, perhaps the American city where test-based accountability ...

The Achiever: February 2013, The College At Brockport

EOP Newsletters

The College at Brockport Educational Opportunity Program Newsletter:

From The Director 1

Financial Aid News 2

Announcements 3

Arthur O. Eve, EOP Mentoring, Athlete Support Group 4

Tutoring and Writing Workshops 5

Tutoring TIPs, XAE, Welcome Back, Nursing Support 6

Student Spotlight, February Masterpiece 7

Black and Gold 2013 8

The Achiever: September 2012, The College At Brockport

EOP Newsletters

The College at Brockport Educational Opportunity Program Newsletter:

- From the Director p.1
- Financial Aid News p.2
- Staff Introductions p.3
- PAL Program p.4
- EOP One-on One Tutoring p.4
- GPS Mentoring Program p.4
-Women’s Support Group p.5
- Career Corner/Homecoming p. 6
- Upcoming EOP Events p.7
- Student Spotlight p. 8

The Achiever: October 2012, The College At Brockport

EOP Newsletters

The College at Brockport Educational Opportunity Program Newsletter:

- From the Director p.1
- Financial Aid News p.2
- Academic Services p.3
- GPS Mentoring Program p.4
- Women's Support Group p.4
- myBrockport p.5
- Career Spotlight p. 6
- Upcoming XAE Event p.6
- Student Spotlight p. 7
- Homecoming Highlight p.8

The Achiever: December 2012, The College At Brockport

EOP Newsletters

The College at Brockport Educational Opportunity Program Newsletter:

- From the Director p.1
- Financial Aid News p.2
- Academic Services p.3
- GPS Mentoring Program p.4
- Athlete Support Group p.4
- EOP Holiday Celebration p.5
- Career Spotlight p. 6
- Nursing Support Group p.6
- Student Spotlight p. 7
- XAE Induction Highlights p.8

The Achiever: January 2013, The College At Brockport

EOP Newsletters

The College at Brockport Educational Opportunity Program Newsletter:

- From the Director p.1
- Financial Aid News p.2
- Financial Aid Checklist p.3
- Writing Workshops and Tutorial Supports p.4

The Impact Of Positive Traits On Teacher Performance Within A Systems Driven Charter School Management Organization, Adam B. Maurer

Master of Applied Positive Psychology (MAPP) Capstone Projects

Teacher effectiveness is the single most important in-school factor influencing the rates at which school children learn. Large variations in performance exist between teachers and this translates into missed learning opportunities for students. Whilst the impact of highly effective teachers on student learning is understood, the factors that account for the variance in teacher performance are less clear. In this study, novice teachers (N = 313), with six or fewer years of experience working at a tuition free public charter school, completed measures of positive affect, optimistic explanatory style, grit and satisfaction with life. At the end of the school year ...

Urban Edibles: Weeds, Roslynn Brain, H. Waldbillig

Roslynn Brain

They invade your garden, tap your soil’s precious nutrients and grow quicker than lightning strikes. If you can’t beat them, eat them! Increase your garden’s yield by identifying the edible weeds and adding them to your harvest.

Assessing Eli Broad's Assault On Public School System Leadership. A Response To "The Broad Challenge To Democratic Leadership: The Other Crisis In Education.", Fenwick W. English, Zan Crowder

Democracy and Education

Eli Broad’s approach to reforming urban public education does not recognize his own self-interest in promoting changes within such educational systems, a classic problem of misrecognition. The Broad agenda is an assault on the notion of the mission of public education as a service instead of a for-profit enterprise concerned with making money for the owners and stock holders. This article examines the backgrounds of the graduates of the Broad Superintendents Academy and raises critical issues such as how can Broad claim that graduate preparation in educational administration is unnecessary when at least half of his own graduates already ...

The African American Male Initiative At The University Of Louisville, Michael D. Anthony, Lyston Skerritt, Joseph Goodman

Kentucky Journal of Higher Education Policy and Practice

Following a year of data gathering and planning during the 2010-2011 academic year, the University of Louisville launched the African American Male Initiative (AAMI) in the fall 2011 semester. The AAMI was designed using national best practices and current research findings as it relates to supporting African American male undergraduates. Now at the end of its first year, this practitioner’s brief provides an overview of the AAMI structure, design, and implementation.