1. The Impact Of Project GRAD (Graduation Really Achieves Dreams) Presented By: Tony Hastings Audra Wells 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  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  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  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  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  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  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  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  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  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  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  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  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  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”. November 12, 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  Project GRAD USA (2006 update), “Project GRAD Houston, Texas”. November 12, 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