Giving them what they need: An Emergent Framework for K-12 Support Systems That Promotes Equity in Student Success

Format

Poster Presentation

Presenters

Randy Bumpers, University of South AlabamaFollow
Chelsia Douglas, University of South AlabamaFollow

First Presenter's Institution

University of South Alabama

Second Presenter's Institution

University of South Alabama

Third Presenter's Institution

N/A

Fourth Presenter's Institution

N/A

Fifth Presenter's Institution

N/A

Location

Meet & Greet Poster Reception (Harborside)

Strand #1

Academic Achievement & School Leadership

Strand #2

Social & Emotional Skills

Relevance

This proposal relates the strand of academic achievement and school leadership in that the researchers were interested in how supplementing tiered instructional models with universal programming using a proposed student success framework would affect the students and their perceptions on post-secondary degree attainment. The project also relates to the strand of social & emotional skills as the purposed framework is designed to address factors such as financial literacy, personal wellness, personal leadership, and college & career readiness.

Brief Program Description

The GAP Project is a K-12 academic success program delivered to student cohorts beginning in the seventh grade. The program uses a co-curricular, blended learning model. Students at the local colleges support the program as volunteers and interns that serving as facilitators and curriculum developers. The program seeks to generate a pipeline of student cohorts from local K-12 schools with increased college-going culture.

Summary

When it comes to educational achievement and attainment, first-generation and low-income students undoubtedly face both academic and external barriers that can often prevent them the opportunity to obtain a post-secondary education. Further, the lack of access to resources in some student populations has created an achievement gap amongst students. Low-income, African American and Latino students, may not come to school with the tools required to understand how to navigate high school and prepare for college (Vega, Moore, & Miranda, 2015). Further, many public and private school systems have tiered academic support systems where “gifted” students have programs that promote academic success, but schools spend far too little time and focus on the academic success of students who are first-generation or from low-income families; student populations who are also underrepresented in gifted education programs. Many talented and high-potential students from underrepresented groups do not participate in these programs due to test-anxiety caused by trauma or other conditions, social pressures, space insufficiency, etc. Understanding why some of our most talented students fail to achieve at high levels or enter specific fields can yield large benefits to society(Subotnik, Olszewski-Kubilius, Worrell, 2011). The Gap Project implementing a non-selective, co-curricular, student success framework into K-12 curricula at Jackson Middle School, Jackson Alabama. The framework was built on four(4) pillars: (1)financial education, (2)emotional intelligence, (3)essential skills, and (4)college/career awareness The pilot research presented in this poster investigated the effects on participating students’ perceptions on educational achievement and attainment Specifically looking at students’ post-secondary education aspirations. The participants in this pilot were (n=111) 8th-grade students who participated in 15 interventional workshops and one campus tour to the University of South Alabama. The GAP Project continues to observe and work with the cohort through high school and beyond. The cohort’s expected high graduation is 2023.

Evidence

From pre-test to post-test significantly more students indicated that they plan to obtain some form of post-secondary attainment. Qualitative responses indicated that visiting the University of South Alabama increased the students' desire to attend college and expanded their knowledge of major and careers. Due to the financial literacy piece, students were also increasingly knowledgeable of the financial obligations of post-secondary programs. A scholarship competition yielded 23 scholarship applications by the student. Teacher interviews conducted suggested an increase in student attendance and participation. Student have shown an increased sense of identity and self-efficacy.

Biographical Sketch

Randy Bumpers

Randy Bumpers, 24, is a Graduate Student at the University of South Alabama pursuing a Ph. D. in Instructional Design and Development. Randy currently holds a Bachelor’s of Science degree in Mathematics and Statistics from the University of South Alabama. Currently, Randy works in the Innovation in Learning Center and South Alabama as a Graduate Assistant. He also serves as Vice President of Instructional Design and Development Graduate Association. Randy is Co-founder and Board Chairman of The GAP Project educational non-profit.

Chelsia Douglas

Chelsia Douglas is a Graduate Student at the University of South Alabama pursuing a Masters in Public Administration. Chelsia currently holds a Bachelor's of Science in History from the University of South Alabama. Chelsia works at the Office of Research and Development at South Alabama as a Graduate Assistant. Throughout her years at USA she served as an SGA Arts and Sciences Senator, Governmental Relations Chairwoman, and Junior Representative as well as President of the African American Student Association. She also serves of the Board of Directors for The GAP Project, educational nonprofit.

Keyword Descriptors

equity, framework, attainment, achievement, gap, K-12

Presentation Year

2020

Start Date

3-9-2020 4:45 PM

End Date

3-9-2020 6:00 PM

Recommended Citation

Bumpers, Randy and Douglas, Chelsia, "Giving them what they need: An Emergent Framework for K-12 Support Systems That Promotes Equity in Student Success" (2020). National Youth Advocacy and Resilience Conference. 39.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2020/2020/39