Louisville Freshman Academies: Merging Academics and Community

Louisville Freshman Academies:Merging Academics and Community Rebecca Towery, Ed.D.; Bryan Duffie, Ed.D.

Project Background • Jefferson County Public Schools: • 100,000 students • 6 original freshman academies • 16 current freshman academies • Freshman Academies: • Small learning community (SLC) or school within school (SWS) strategy. • Potential uses: • Drop out prevention • Transition to high school • Little research; primarily anecdotal accounts.

Project Questions What are key components and characteristics of freshman academies nationally? What kind of data currently exists concerning freshman academies? How are schools adopting freshman academies in Louisville, KY? Is there an association between freshman academies and student achievement? Is there a relationship between freshman academy adoption and improved school culture as measured by student engagement and teacher engagement?

Research Design • Mixed Methods: • Site visits/Interviews at 4 out of 6 original sites. • Schools chosen to represent variety of sizes, populations, FRL levels, AYP, etc. • Teachers, students (sophomore and juniors), guidance counselors, assistant principals • Comprehensive School Survey (CSS) and other school data • Quantitative element

Project Question: How are schools adopting freshman academies in Jefferson County Public Schools?

Overview of the Four Academies School 1 School 2 School 4 • Physical Structure: • No separation from upper grades • Organizational Structure: • No common planning • Assistant principal • No common lunch • No advisor program • Physical Structure: • Separate wing; one floor • Assistant principal on-site • Organizational Structure: • No common planning (Past use) • Lead teacher and assistant principal • No common lunch • No advisor program (Developing) • Physical Structure: • Separate wing; two floors • Assistant principal on-site • Organizational Structure: • No common planning • Lead teacher and assistant principal • No common lunch • Advisor program School 3 • Physical Structure: • Separate wing; two floors • Assistant principal, counselor and secretary on-site • Organizational Structure: • Common planning • Assistant principal • Common lunch • Advisor program and Gear Up

Project Questions: Is there an association between freshman academies and student achievement? Is there a relationship between freshman academy adoption and improved school culture as measured by student engagement and teacher engagement?

Interview and Survey Findings Building Community within the Academy Bridging to the Broader Community Constructing the Academic Program Challenging and Preparing Students

Building Community within the Academy “It was individual. I liked it overall because we were separate and we got noticed.” (Former freshman academy student) • Separate Space for the Freshman Academy • Utilization of Advisor program • Common lunch period • Freshman-only Events • Teacher, Counselor, and Administrator ownership • Connection with One Significant Adult

CSS Items – Building Community • I enjoy going to school. • I feel that I belong in my school. • I feel like I am part of my school community. • I feel my teachers really care about me. • My school provides a caring and supportive environment for students. • I feel my teachers really enjoy teaching me. • I care about the feelings of others. • I am very satisfied with my school.

Building Community • Overall Index Score • 2.69 • Strongly Agree = 4, Agree = 3 • Disagree = 2, Strongly Disagree = 1

Bridging to the Broader Community “We need to do a better job of working with the rest of the school to make that transition [to sophomore year] better for our kids.” (Assistant Principal) • Minimal partnering with middle schools. • Wide range of interaction with the rest of the high school. • Varying levels of partnership with broader Louisville community: • University partnerships • Gear Up • District wide academy team meetings.

Constructing the Academic Program “The cornerstone to all this is the common planning period.” (Freshman Academy Teacher) • “Freshman-only” Teachers • Common Planning Period • Parental communication • Progress reports/Deficiencies • Specific Freshman Curriculum for Advisor Period (Academic Skills, etc.) • Extended School Services (ESS) • Lack of support for repeater freshman across schools. • Exception: “Why Try?” program

CSS Items – Academic Program • My teachers provide regular communication to my parent(s)/guardian(s) on my progress. • A broad range of guidance and support services are available to me at my school.

Academic Program Overall Index Score • 2.63 • Strongly Agree = 4, Agree = 3 • Disagree = 2, Strongly Disagree = 1

Challenging and Preparing Students “It’s finding a balance between babying them still and making them grow up.” (Freshman Academy Teacher) • Lack of High School Readiness • Challenge of Finding Balance Between Rigor and Engagement • Zone of Proximal Development • Preparation for Future Coursework • Remainder of High School • Post-High School

CSS Items – Challenging / Preparing Students • I think school is fun and challenging. • I believe I will be prepared to go to the next grade level in school. • My teachers provide academically challenging content.

Challenging / Preparing Students • Overall Index Score • 2.94 • Strongly Agree = 4, Agree = 3 • Disagree = 2, Strongly Disagree = 1

CSS Index Results

Data Summary (Year 1 – Year 3) • Average Absences per Student • Decrease from 4.8 to 2.39 (trimester period) • Average Course Failures (p<.05) • Decrease from 1045 to 179 • Average Retention (9th grade not moving to 10th) • Decrease from 61 to 36 • Average GPA (p<.001) • Increase from 1.88 to 2.17 • Comprehensive School Survey • High correlations

Continuum of Academy Adoption School #3: • Mixed levels of internal teacher community • High levels of internal student community • Low levels of connection with the rest of the school • Moderate levels of community partnership • High levels of student and teacher engagement School #1: • Low levels of internal community • High levels of connection with the rest of the school • Minimal levels of community partnership • Low levels of student and teacher engagement School #2: • Low levels of internal teacher community • Moderate levels of internal student community • Moderate levels of connection with the rest of the school •Low levels of community partnership • Mixed levels of student and teacher engagement School #4: • High levels of internal community • Minimal levels of connection with the rest of the school • High levels of community partnership • High levels of student and teacher engagement

Best Practices Purposeful Staff Selection Administrative Support and Prioritization Common Planning Periods Recognition of Student Success Early Intervention and Communication District-wide Freshman Academy Meetings

Recommended Changes Coordinate between middle schools and high schools. Address freshman “failure”. Avoid rigid tracking. Make freshman academies part of a larger school community effort. Develop the advisor program. Increase interaction with the community. Coordinate between site-based decision making councils.

Contact Information Rebecca Towery, Teacher Regional Alternative Education Program Stafford County Public Schools 200 Gunnery Road, Fredericksburg, Virginia 22401Phone: 540-373-4945 Fax: 540-373-5947 Email: toweryrl@staffordschools.net Bryan Duffie, Superintendent of Schools Westside Consolidated School District 1630 Hwy 91 West, Jonesboro, AR 72404 Phone: 870-935-7503 Fax: 870-935-2123 Email: bduffie@wcs.k12.ar.us

Louisville Freshman Academies: Merging Academics and Community