Single Gender Academies Presentation - Atlanta Public Schools

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Single Gender Academies Presentation - Atlanta Public Schools Powered By Docstoc
					Concept for the Establishment of
 Two Single-Gender Secondary
     Schools in 2007-2008
                     Atlanta Public Schools
               Dr. Beverly L. Hall, Superintendent
     Byron Barnes, Assistant Principal on Special Assignment




                                                               1
Overview
The purpose of this presentation is to discuss the
positive impact single-gender schools have on student
achievement. During the presentation I will provide:
• Research on the benefits of single-gender education
• National and local history of single-gender education
• A case for change at Benjamin S. Carson Middle
  School
• Highlight achievement at recently visited single-
  gender public schools
• Identify constituency support
• Legal status of single-gender public education
• Next steps


                                                          2
Outcome
 The establishment of two single-gender
 secondary schools serving grades 6-12
 phased in over time in the northwest
 corridor beginning in the 2007-2008
 school year.




                                          3
What does the research say about
    single-gender schools?




                                   4
United States Department of Education
• 148-page report released in September 2005 revealed
  favorable results for single-gender schools.

• Hundreds of quantitative and qualitative studies were reviewed
  for this report. The results of these studies revealed single-
  gender schools can positively impact student achievement
  in all subject areas and encourage students to have higher
  aspirations for post-secondary education and careers.

• 100% of the studies on career aspirations of students found
  that students in single-gender schools set higher goals to
  attain.

• Boys and girls were more likely to be enrolled in higher levels of
  math and science classes while attending single-gender
  schools.

• Key areas such as academic achievement, self-concept,
  aspirations for graduation and goals to attend college
  showed a degree of support for single-gender schooling.

                                                                       5
Brief History of Single-Gender Public Schools

• Western High School for Girls (Baltimore) –
  established in 1844 and is still in existence

• The Philadelphia High School for Girls – established
  in 1848 and is still in existence
   – 98% of the graduates attend institutions of
     higher learning
   – One of several distinguished graduates:
      Shirley Franklin, Mayor of Atlanta

• Currently 209 single-gender public classrooms or
  schools throughout the United States. Many in urban
  cities such as New York, Chicago, Philadelphia and
  Houston.

                                                         6
Single-Gender Public Education in Atlanta




 Atlanta has a long history of single-
 gender secondary and post-secondary
 schools.




                                            7
Atlanta Public Schools
• At the founding of Atlanta Public
  Schools in 1872
  – Girls High School established
  – Boys High School established


• The schools operated until 1947 when
  – Girls High merged with co-ed Roosevelt
  – Grady High School for Boys merged with
    Tech High to form the co-ed school we still
    know as Grady High School


                                                  8
Post-Secondary Single-Gender
Schools in Atlanta

• Spelman College – Founded 1881
• Morehouse College – Founded as Augusta
  Institute in 1876 (relocated to Atlanta 1879,
  name changed to Morehouse in 1913)
• Agnes Scott College – Founded as the
  Decatur Female Seminary in 1889 (name
  changed to Agnes Scott in 1906)



                                                  9
Single-Gender Schools visited:

  The Young Women’s Leadership
   Academy - East Harlem

  The Eagle Academy for Young Men -
   Bronx

  Urban Assembly Academy for History
   and Citizenship - Bronx



                                        10
The Young Women’s Leadership Academy
• Title I School
• Placed 100% of their graduating classes of
  2004 and 2005 into colleges.
• 2005 New York State Regents exams
   – Greater than 90% passing rate in math and
     science.

• Daily attendance was over 90% from 2002 to
  2004. Attendance rate averaged 8.7% higher
  than other schools in the New York City
  school system.
• 0.8% high school dropout rate in 2003-04
                                                 11
The Eagle Academy for Young Men
• Title I School

• Highlighted in the Jan 30, 2006, edition of
  Newsweek for accomplishments in working
  with boys.

• Partners with the 100 Black Men and other
  organizations and businesses to provide a
  mentor for almost all of its students.

• 2005 New York State Regents exams
   – 97% passing rate in science
   – 100% passing rate in math


                                                12
Urban Assembly Academy for History and Citizenship

• Title I School

• Daily attendance rate was greater than 90%
  for the first part of this school year.

• 2005 New York State Regents exam
   – greater than 90% passing rate in math

• Only 10-15% of the students did not return
  this year and, according to the administration,
  this percentage was primarily due to student
  mobility.


                                                     13
Why do we want to implement single-gender
schools in the Atlanta Public Schools?

As a system, we have a responsibility to
address cycles of poor achievement that
exists in schools.




                                            14
United States Census Bureau’s data
for the Carson Community as of 2000

Population: 28,730

Educational Attainment:
  Percent less than high school: 41.1
  Percent high school graduate or higher: 59

Employment:
  Percent not in labor force: 50.8
  Percent unemployed: 9.9

Selected Household Characteristics:

  Percent of grandparents responsible for grandchildren: 50.9




                                                                15
Though improvements in student achievement have
been made by the students at Carson, the data
indicates:
• Carson met AYP in 2005. However, Carson is and
  has been in “needs improvement” status for 6+ years
• When comparing Carson’s Spring 2004 Criterion-
  Referenced Competency Test (CRCT) results to 24
  other middle schools within a 10-mile radius
   – Carson ranked 25th in CRCT reading scores
   – 24th in CRCT math scores and
   – tied for 24th in CRCT language arts scores




                                                        16
Community Partners and School Support
•   100 Black Men of Atlanta
•   The Links Organization
•   Emory University
•   Spelman College
•   Morehouse College
•   Atlanta Housing Authority
•   Other Critical Partners




                                        17
What are the legalities?
 On March 3, 2004, a provision was
 added to the No Child Left Behind Act
 that provided local school districts the
 flexibility to create single-gender
 classrooms and schools. Guidelines for
 school districts have been provided by
 the US-DOE to ensure that single-
 gender schools comply with Title IX.




                                            18
What are the legalities?
 According to the Atlanta Public Schools legal
 staff, arguments both for and against single-
 gender public schools have been heard by
 various courts, and the Supreme Court has
 never ruled directly on the constitutionality of
 single-gender public secondary
 schools. However, we believe that research
 supports the administration’s view that the
 academic objectives underlying the
 development of high quality, single-gender
 public school programs can be met best by
 this educational approach and survive legal
 challenges that may arise.
                                                    19
Brief Timeline
• February 2006 – Commissioned Assistant Principal on Special
  Assignment for single-gender schools concept development
• March 2006 – Begin planning of the Portfolio Design, Instructional
  Programs and development of Student Support Systems

• Spring 2006 – Develop the communications and community
  engagement plans.
• Fall 2006 – Selection process to identify principals for both the
  girls and boys schools.

• Early Spring 2007 – Select staff for the new schools
• 2007-2008 – Open single-gender schools at separate sites with
  first class of 6th graders.
    – 7th and 8th grade co-ed students will remain in a separate
      academic setting through their matriculation into high school.



                                                                       20
2006-2007 School Year
 Boyd

                 Ben Carson Co-ed School
                        2006-2007
Scott



Grove Park



A. D. Williams



Woodson



                                           21
2006-2007 5th Grade Students
                        Single-Gender Academy for
                              Girls 2007-2008


Five Co-Ed Elementary
       Schools




                         Single-Gender Academy for
                               Boys 2007-2008




                                                     22
Projected Enrollment 2007-08

   School for Girls                      School for Boys
   Grade    Girls                         Grade   Boys
    6th     172                            6th    162




                Co-ed School

             Grade    Girls   Boys     Total
              7th     127      170     297
              8th     149      132     281
                               Total   578




                                                           23
 Grade Level Trend



                2006-      2007-     2008-     2009-     2010-     2011-      2012-      2013-
                2007       2008      2009      2010      2011      2012       2013       2014
                                               Phased
Carson Co-ed    6th-8th    7th-8th    8th       Out
Single-Gender
                Planning     6th     6th-7th   6th-8th   6th-9th   6th-10th   6th-11th   6th-12th
 Academies




                                                                                                 24
Goals of Single-Gender Academies
Single-gender schools will:

1.   Provide instructional programs that address the unique
     academic, social and emotional needs of young boys
     and girls.

2.   Establish high quality rigorous, instructional
     environments that are rich with tangible instructional
     materials and multimedia resources.

3.   Increase student retention by improving support among
      parents and community partners.

4.   Increase the number of students who are ready for post-
      secondary educational and career opportunities.



                                                               25
Please review the FAQ’s and
    Fact Sheet for other
        information.




                              26

				
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