graduation rate data focused: black or african american males

OHS Recipe for Success!!!


Graduation Rate Data Focused:

Black or African American MalesGEDA 563

Dr. Diane Reed Lisa Buckshaw


OHS Demographics: Race/Ethnicity

2007-2008

2008-2009

2009-2010

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Multiracial White Asian or Native Hawaiian/Other Pacific IslanderHispanic or LatinoBlack or African AmericanAmerican Indian or Alaska Na-tive


OHS: Economically Disadvantaged


2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

0.00%2.00%4.00%6.00%8.00%

10.00%12.00%14.00%16.00%18.00%

Percentage of African American Males Enrolled

Percentage of African American Males En-rolled

Percentage of African American Males Enrolled at Greece Olympia High School


Number of Black or African American Students Graduating

2007-2008 2008-2009 2009-20100

5

10

15

20

25

30

35

40

45

50

AYP Criterion for Black or African Americans

# of Black or African American students # of Black or African American Students Graduating# which the state want to grad-uate to meet AYP


Grade 9 Grade 10

Grade 11

Grade 12

0.00%

1.00%

2.00%

3.00%

4.00%

5.00%

Percentage of Black or African American Male Students Failing

Percentage of Black or African American males students fail-ing 2009-2010

Grade 9-12 NCLB List: Percentage of African American or Black Male Students Failing


Perception of Staff Survey Results

regarding Black or African American Males Graduation

Rate

Gradua

tion R

ate of

Stude

nts

Profes

siona

l Deve

lopment

Teache

r Coll

abora

tion

0

10

20

30

40

50

60

70

80

Question 1: Which one of the items below do you believe is the most crucial area of improvement?

Question 1: Which one of the items below do you believe is the most crucial area of im-provement?


Perception of Staff Survey Results continued…

Strongly Agree Agree Don’t Care Disagree0

5

10

15

20

25

30

35

Question 2: Do you feel professional development is offered by GCSD that is centered on effectively meeting the needs of

all students?

Question 2: Do you feel profes-sional development is offered by GCSD that is centered on ef -fectively meeting the needs of all students?


Perception of Staff Survey Results continued…

Lack of Care by Student

Lack of Support by School

Lack of Staff Understanding

Lack of Support at Home

0

10

20

30

40

50

60

70

80

Question 3: Circle the factor in which you feel is the top con-tributor that may inhibit the graduation of our students whom

are Black or African American?

3. Circle the factor in which you feel is the top contributor that may inhibit the graduation of our students whom are Black or African American?


Student Survey Results


Student Survey Continued…


Rush Henrietta High School Report Card


Opening 2011Vision

To provide structure and learning experiences needed to increase the graduation rate of African American males in

the Rochester City School District

Commitment to100% of students graduating

“Graduation is around 42% as a whole, majority of that 42% is female” (Wakili Moore).

Charlotte Male Charter School Discussion of Vision


Open to all males through lottery

Dress code with professional atmosphere

Staff collaborates with local college professors

Professional development around instructional techniques that engage and inspire young men

Mentor Program from the community to achieve goals both in and out of the classroom

Charlotte Male Charter School Discussion of Action Plan


9th grade teams to ease transition from middle school

Ignition program

Orientation for Freshman

Administration study using Eric Jensen’s book: Teaching with Poverty in Mind

RIT Program: A tutoring program for the students; it gives them the opportunity to make connections with college students

Students change counselors from year to year

OHS Current School Processes


Due to student perception data there is a need for repetition in the classroom (block scheduling change)

Connect with feeder pattern schools which will allow for increased student/teacher relationships and the opportunity for the creation of personal goals related to motivation

Counselors should follow students consistently throughout their four years of high school

Collegial circles to educate teachers using authors such as: Ruby Payne, Eric Jensen, ect…

Work with the GCSD Office of Student Information Services and Shared Accountability and Monroe BOCES 2 to access and analyze data which will allow for GCSD to have an integrated data warehouse

Communicate with administration from Rush Henrietta to identify any successful programs that addresses the graduation rate for the Black or African American male subgroup

OHS School Improvement Plan


SummaryCreate a focus group that will consist of:

English instructional leader Math coach

Literacy coach Humanities Instructional leader

Inclusive Ed. Instructional leaderThis group will focus on collecting and analyzing

data to meet the needs of each subgroup and facilitate these steps mentioned on the school improvement plan over a 3-5 year period.


Increase the graduation rate of Black or African American Males by increasing teacher professional development and educating staff as to how to meet the

needs of this subgroup

Goal 1: Action Plan


Goal 2: Action Plan

Increase the graduation rate of Black or African American Males by incorporating

more support classes/systems (AIS) during the school day


Provide strategies for teachers to be able to meet the needs of these students and to enable effective student learning

Allow for teacher understanding of this particular subgroup (as shown by the data)

Instructional support for our students who feel a disconnect from the classroom

Purpose of these goals


Take a look at our Recipe for Success!

How to set our PLANS into ACTION…


The ingredients are mixed to perfection the meal is cooked and OHS

is ready for the Graduation PARTY!!!!

graduation rate data focused: black or african american males

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