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The Impact Of Project GRAD (Graduation Really Achieves Dreams)

The Impact Of Project GRAD (Graduation Really Achieves Dreams). Presented By: Tony Hastings Audra Wells. Facts About Project GRAD. Non-Profit educational reform Started in Houston, Texas in 1992 Used in grades K-12 Delivers research based results on national scale.

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The Impact Of Project GRAD (Graduation Really Achieves Dreams)

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  1. The Impact Of Project GRAD (Graduation Really Achieves Dreams) Presented By: Tony Hastings Audra Wells

  2. Facts About Project GRAD • Non-Profit educational reform • Started in Houston, Texas in 1992 • Used in grades K-12 • Delivers research based results on national scale. • Currently serving 132,000 students • Now being utilized in 211 of the nations disadvantaged schools

  3. History of Project GRAD • 1988, Tenneco Company funds four year college scholarships for Davis High School in Houston, Texas • 1991, Number of graduates in Davis High School quadruples • 1991-1993, Development of the full Project GRAD model • 1993, Principals and teachers vote to adopt Project GRAD • Today, Project GRAD in Houston effects more than 51,000 students in 74 schools nationally

  4. Some of the Districts Implementing the Project GRAD Program • Alaska • Kenai Peninsula • California • Los Angeles • Texas • Houston • Brownsville • Ohio • Columbus • Akron • Cincinnati • Lorain • Tennessee • Knoxville • New York • Long Island • New Jersey • Newark • Georgia • Atlanta

  5. What Is Project GRAD? • Innovative model for economically disadvantaged youth • College prep • Challenging curricula • Opportunities for college scholarships

  6. Mission Of Project GRAD • To ensure quality public education for all at risk children in economically disadvantaged communities • To increase the graduation rates these communities • To prepare students to enter and have a successful college experience

  7. Goals of Project GRAD • To have the following results: • 80% students graduate from high school • 50% students enter and graduated from college • Provide long term support for the students in districts • Works to achieve sustainable systematic change

  8. The Five Pillars of Project GRAD • The Feeder System • Existing Assets • Community Collaboration • Project GRAD USA • Local Grad Sites

  9. Components of Project GRAD • Mathematics • Literacy • Classroom Management • Social Services /Parent Involvement • High School Programs

  10. Project GRAD Demographics

  11. GRAD Program’s Student Ethnicity

  12. Project GRAD Demographics Cont.

  13. Graduation Rate Comparison From 1999-2005

  14. Rate of Students Attending College in Columbus, Ohio

  15. Project GRAD Students Attending College in 2006

  16. Results of Project GRAD • Number of high school graduates increased by 94% • Number of students going to college has increased 400% • Graduates are completing college at a rate that is 70% higher than national average

  17. Cost of Project GRAD • Average cost is $500 per student • 5% of the total amount spent to educate a public school student • Costs are covered by reallocating existing funds • Administrative costs are 8% of Project GRAD’s overall cost

  18. Advantages to Project GRAD(mdrc 2006) • Uses a “feeder” program structure • Encourages the push for students to be better prepared for Project GRAD high schools • Provides financial support for college • Strives to change the learning environment • Plans for long range reform

  19. Disadvantages to Project GRAD(mdrc 2006) • Lacks curriculum reform • Does not address specific skill deficits of students • Lacks staff development for instructional content • Is not having the anticipated quick improvement for student achievement • Has not dealt with the “leaks” in the feeder system • Students moving into the high school that did not have the advantage of the feeder school • Transitions of families in and out of the schools

  20. What Do We Belive About Project GRAD? • Appears to be too good to be true • Too young of a reform to make a solid judgment on the program • Rated as a moderate reform program • Has the potential to be a great reform program for a school system if the program addresses missing attributes • The reform addresses the whole child not just the academic portion

  21. Resources • Project GRAD USA (2006 update), “Project GRAD Houston, Texas”. November12, 2006 • http:www.projectgrad.org • Snipes, J., Holton, G., Doolittle, F., Sztejnberg, L., (July 2006) “Striving for Student Success”, Manpower Demonstration Research Corporation (MDRC). November 12, 2006 • http:www.mdrc.org • Interview with Ms. Montina Jones, Knoxville County School District, Knoxville, Tennessee

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