Increasing High School Graduation and College Enrollment for At-Risk Populations (K-12)
Format
Individual Presentation
Location
Ballroom E
Strand #1
Academic Achievement & School Leadership
Strand #2
Family & Community
Relevance
Provides a comprehensive approach to middle-through-high school student/family engagement for college planning, preparation, access, and completion. Creating a “conversational community” where the standard curriculum is used to expand student/family conversations regarding goal-setting, student ownership of learning outcomes, course taking, leadership development, community service, college preparation, and maximizing the middle-through-high school opportunities within students’ local school system. The high school component of the model organizes students into grade-level cohorts for engaging students in “authentic conversations” regarding student effort and outcomes within the context of students’ postsecondary aspirations. Closes the "college knowledge gap" for high-risk student populations, first generation college students, and families. The resulting increased student performance outcomes and expanded college access has an immediate and long-term impact on school climate and culture, staff attitudes, and student/community beliefs.
Brief Program Description
Mr. Wynn shares how a comprehensive college readiness model, originally developed in the faith-based community, now implemented in middle and high schools, is increasing high school graduation rates, rigorous course enrollment, college enrollment, and earning students millions of dollars in college scholarships.
Summary
Provides a comprehensive approach to middle-through-high school student/family engagement for college planning, preparation, access, and completion. Creating a “conversational community” where the standard curriculum is used to expand student/family conversations regarding goal-setting, student ownership of learning outcomes, course taking, leadership development, community service, college preparation, and maximizing the middle-through-high school opportunities within students’ local school system. The high school component of the model organizes students into grade-level cohorts for engaging students in “authentic conversations” regarding student effort and outcomes within the context of students’ postsecondary aspirations. Closes the "college knowledge gap" for high-risk student populations, first generation college students, and families. The resulting increased student performance outcomes and expanded college access has an immediate and long-term impact on school climate and culture, staff attitudes, and student/community beliefs.
Evidence
This model, as implemented by the Turner Chapel AME Church in Marietta, Georgia resulted in the 2014 cohort of 50 students being accepted into over 125 colleges and universities and being offered over $4.5 million in scholarships and institutional aid. Tapp Middle School in Cobb County Georgia has successfully transformed the school-wide climate and culture into a college going culture. Students are taking ownership of their attitude toward learning, course enrollment, extracurricular activity participation, and parent engagement is the highest in school history. Lake City High School in Lake City, South Carolina has engaged high school seniors and parents in a 2015 College Planning Cohort that is identifying students who are highly qualified for applying to the Gates Millennium Scholars program, have taken ownership of their course taking, are pursuing summer internship and leadership opportunities, have created compressive resumes, are developing high qualify college essays, and expanding their role in performing community service in their local community. The cultural impact on the school-wide climate and culture of both schools is measurable, remarkable, and far reaching. The professional capacity of teachers and counselors who are working with students in small groups is being developed, stronger relationships are being developed between home and school, teachers and students, teachers and parents, and students and families at both schools. Research studies indicate how the "college knowledge gap" results in students failing to make the connection between k-12 learning opportunities and postsecondary preparation. This knowledge gap leads to predictable research-based results: lack of rigorous course enrollment; disproportionately low SAT/ACT scores; lack of leadership development; lack of community service; failure to apply to the right colleges; failure to identify the necessary financial resources that students are entitled to based on their academic achievement and socioeconomic backgrounds; and failure to engaged in available leadership programs and community service opportunities. This systemic failure results in the research-based "academic under match" for high performing students and unrealistic expectations and failed postsecondary pathways for low performing students. Research further indicates that students who successfully navigate postsecondary pathways identify such people, conversations, and support programs as critical to their success.
Biographical Sketch
CEO of the Foundation for Ensuring Access and Equity; Ministry Leader for the Turner Chapel AME Church Education Ministry; member of the National Association for College Admission Counseling; 30 years of k-12 teaching experience in k-12 and juvenile court schools; consultant and parent; author of 27 books on school improvement, student achievement, parenting, college planning, scholarships and financial aid, Black male achievement, and classroom instructional strategies; conducts staff development, parenting workshops, and student presentations to schools and school districts throughout the United States, Canada, and Bermuda. Annually assists students in gaining admissions to top colleges and earning millions of dollars in scholarships and financial aid.
Keyword Descriptors
college planning, graduation rates, college enrollment, inspiration, motivation
Presentation Year
2015
Start Date
3-3-2015 2:45 PM
End Date
3-3-2015 4:00 PM
Recommended Citation
Wynn, Mychal, "Increasing High School Graduation and College Enrollment for At-Risk Populations (K-12)" (2015). National Youth Advocacy and Resilience Conference. 5.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2015/2015/5
Increasing High School Graduation and College Enrollment for At-Risk Populations (K-12)
Ballroom E
Mr. Wynn shares how a comprehensive college readiness model, originally developed in the faith-based community, now implemented in middle and high schools, is increasing high school graduation rates, rigorous course enrollment, college enrollment, and earning students millions of dollars in college scholarships.
