Long Beach Unified School District Male Academy Closing The Achievement Gap Targeted Intervention College Board A Dream Deferred The Future of African American Education Conference April 25, 2012 Presented by: Quentin Brown, LBUSD Male Academy Program Director Lionel Gonzalez, LBUSD Male Academy Program Facilitator
OBJECTIVES Participants Will Gain Information On LBUSD High & Middle Schools Male Academy Program And Its Effect On African-American American Male Students Presenters Will Share Academic & Attitudinal Data Based on Student Performance Participants Will Receive Information On Development, Implementation & Evaluation of The Male Academy Program To Answer Questions
Agenda 1:00 1:05 pm Welcome/Introductions 1:05 1:10 pm Review Objectives and Agenda 1:10 1:25 pm Conference Participants Prior Knowledge Input 1:25 1:30 pm LBUSD MALE Academy History/Mission 1:30 1:45 pm MALE Academy Intervention Program 1:45 2:00 pm MALE Academy Topics/Themes/Lessons 2:00 2:15 pm BREAK 2:15 2:30 pm Conference Participants Prior Knowledge Input 2:30 2:35 pm MALE Academy Growth 2:35 2:45 pm MALE Academy Successes 2:45 3:00 pm MALE Academy Survey Results 3:00 3:10 pm BREAK 3:10 3:20 pm MALE Academy Video 3:20 3:40 pm Male Academy Students Q & A 3:40 3:55 pm Open Forum Q & A 3:55 4:00 pm Conference Survey
Research Suggests Boys get the majority of D s and F s and make up 80% of the discipline problems 80% of high school drop outs are males 52% of Hispanic males & 44% of black males were either incarcerated or unemployed In college and career preparedness, minority males are twice as likely to drop out of high school as Caucasian males Male students have unique strengths and needs Academic and social interventions ti are correlated with increasing academic achievement levels 50% of fourth- and dei eighth-grade grade minority it males in most urban districts and nationwide scored below Basic levels
Male Academy Empowerment Through Academics, Culture, and History is aligned with the district s Academic and Career Success Initiative The initiative is part of the district s larger strategic plan and will help ensure that students graduate from high h school with as many options as possible. LBUSD Mission: To support the personal and intellectual t l success of every student, t every day LBUSD Vision: Every student will be a responsible, productive citizen in a diverse and competitive e world
Enhanced Interventions
MALE ACADEMY HISTORY Western Association of Schools and Colleges - 2007 Better Gains in Closing The Achievement Gap for African American and Latino Male Students Middle & High School Superintendents & Principals witnessed a College Board Presentation by Kenwood Academy High School in Chicago, Illinois and Other Conferences & Workshops Regarding How Boys Learn and Develop Socially and Emotionally The Academic and Career Success Initiative i i - 2007 Board of Education Unanimously Approved ACSI Increase the College and Career Readiness for All Students Enhanced Intervention ti Component The Long Beach Unified School District Male Academy - 2008 An Approach to Serving Underrepresented Male Students Alignment - ASCI, Middle & High School Reform Initiatives
Male Academy Mission The Male Academy seeks to improve the graduation rate of underrepresented promising male students and to encourage lifelong learning by preparing students t for college and career options. The program also seeks to address the physical, social, and emotional issues facing males.
Long Beach Unified School District Male Academy Intervention Program GOALS Empower Students Integrate Extracurricular Opportunities Post-Secondary Opportunities Improve Self Awareness & Respect Instill Qualities that Lead to Success Increase Algebra Readiness (MS) SELECTION CRITERIA 7th-12th Male Students - Stakeholders PROGRAM COMPONENTS ACADEMIC SUPPORT: : A-G Requirements, College & Career, Conflict Resolution, Tutoring, Leadership & Life Skills Development, Algebra Readiness, Time Management, Cornell Note Taking, AVID Strategies, Self-Esteem Building, Cultural & Historical Awareness, Publications, Articles, Books. PROFESSIONAL DEVELOPMENT: Conferences, Workshops, and Collaboration Meetings PARENT EDUCATION: program orientation... PROGRAM ACTIVITIES Summer Leadership Institute Motivational o a Guest Speakers Field Trips: MLK JR. Day Parade, Latino Heritage Celebration, Museum of Tolerance, CSULB, LBCC, UCLA, USC, Etc. End of Year Celebration PROGRAM MONITORING Alignment with District Initiatives, Increased Academic Achievement, Leadership Skills Development, Campus Climate, and Student Engagement PROGRAM EVALUATION Consistent Monitoring of Program Outcomes, Stakeholder Feedback & Surveys, and Student Assessments, I.e., Surveys, Teacher Reports, GPA, and Attendance
Male Academy Topics/Themes/Activities Lessons September - Male Academy Overview/History, Leadership, Values, Goal Setting, Cultural l Awareness, Hispanic Heritage October - Gangs/Clicks, Drugs, Peer Pressure, Bullying, Conflict Resolution November - Note Taking, Time Mgmt, Test Prep Skills/Strategies, Study Skills, Journal Writing, Teamwork, Success December - Personality Assessment, Self Esteem, Drop Out & Its Affect, College Awareness, A-G/HS Requirements, Advanced Placement Courses January - Effective Communication, Etiquette, Health, Fatherhood, How to Treat Women February - Black History, Role Models, Stereotypes, Race Relations, Who Am I, Building Relationships March - Life Changes, Decision Making, Anger Management, Character Development, Asian/Pacific Islander Heritage April - Mentoring Others, Community Service, Philanthropy, Money Management May - Career Exploration, Interviewing Techniques, Resume Writing, Job Applications, Proper Dress, Networking June Projects, Presentations, Closure, Culminating Event
Male Academy Student Enrollment High Schools 2008-2011 400 350 300 250 200 150 100 50 0 175 269 334 2008-20092009 2009-20102010 2010-20112011
High School Male Academy CAHSEE Results 2010-11 120 107 94 100 80 60 40 20 29 19 50 34 22 26 20 24 38 30 0 CABRILLO JORDAN LAKEWOOD MILLIKAN Students POLY WILSON Passed Both
High School Male Academy Student GPA Increase 09-10 SY 300 3.00 High School M ale Academy Sites Start of Semester 09/10 GPA End of 1st Semester 09/10 GPA 2.50 2.00 2.06 1.94 2.01 1.90 2.18 2.46 1.70 2.04 2.12 1.99 1.95 2.04 1.50 1.00 0.50 0.00 CABRILLO JORDAN LAKEWOOD MILLIKAN POLY WILSON Average GPA Increase
Male Academy Students Two Year Participation i in Program Graduation Rates 09/10 10/11 Gradua ated 100% 80% 60% 100% 100% 100% 100% 100% 100% 100% 92% 84% 78% 89% 90% % Stu udents 40% 20% 0% CABRILLO JORDAN LAKEWOOD MILLIKAN POLY WILSON
Middle School Male Academy 2009-10 School Year LBUSD Math Assessment Pre/Post Quarter 2 Exam Results Q2 Exam - Student Pre/Post Test Percentage Changes 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 9% 85% 6% Decreased Increased Stable
Male Academy Successes Increase in Average GPAs Increase in Attendance Higher Participation in School Leadership Increased Understanding of A-G Requirements Significant Decrease in Campus Tension Between African American and Latino Male Students Less Involvement in Gang Related Activities Increased Self Awareness & Self Esteem Increased Knowledge of Ancestry Higher Graduation Rate
Male Academy Mid-Year Survey Results: Since joining the Male Academy.. 5c. I feel more connected with the school. 45% 42% 40% 35% 36% 30% 25% 20% 17% 15% 10% 5% 2% 3% 0% 0 - N/A-Blank 1 - Strongly Agree 2 - Agree 3 - Disagree 4 - Strongly Disagree 78% of students agree or strongly agree that they feel more connected with the school since joining i the Male Academy.
Male Academy Mid-Year Survey Results: Since joining the Male Academy.. 5g. My relationships with adults on campus have improved. 70% 60% 61% 50% 40% 30% 26% 20% 10% 0% 11% 2% 1% 0 - N/A-Blank 1 - Strongly Agree 2 - Agree 3 - Disagree 4 - Strongly Disagree 87% of students agree or strongly agree that their relationships with adults on campus have improved since joining the Male Academy.
Male Academy Mid-Year Survey Results: Since joining the Male Academy.. 6g. I consider myself a leader. 60% 50% 50% 40% 38% 30% 20% 10% 4% 9% 0% 0 - N/A-Blank 1 - Strongly Agree 2 - Agree 3 - Disagree 88% of students agree or strongly agree that they consider themselves leaders since joining i the Male Academy.
Male Academy Mid-Year Survey Results: Since joining the Male Academy.. 6i. I am more likely to graduate because of my participation in the Male Academy. 60% 53% 50% 40% 39% 30% 20% 10% 0% 4% 4% 0 - N/A-Blank 1 - Strongly Agree 2 - Agree 3 - Disagree 92% of students agree or strongly agree that they are more likely to graduate because of their participation i i in the Male Academy.
Citations ti High Performance In High Poverty Schools: 90/90/90 and Beyond Gurian, Michael and Kathy Stevens, The Minds of Boys, y, Saving our Sons from Falling Behind in School and Life, Jossey-Bass, 2005 The Council of the Great City Schools Report, 2010