2012–2013 annual reportdiversity.utexas.edu/.../2013/10/LCSP-2013-Report.pdf · 2 2012–2013 annual report ... assemblies are conducted at each school where University ... UT Outreach

Division of Diversity anD Community engagement

Longhorn Center for School PartnershipsThe University of Texas at Austin505 E. Huntland Drive, Suite 270Austin, Texas 78752

The UniversiTy of Texas aT aUsTin • Division of DiversiTy anD CommUniTy engagemenT

Longhorn Center for school Partnerships neighborhood Longhorns • ut outreach • ChemBridge • sPurs • math masters

staff Directory

Dr. Kenya Walkerassistant vice PresidentLonghorn Center for school [email protected]

Celina Ruiz-Snowdenassistant Director neighborhood Longhorns [email protected]

Paola RodriguezProgram CoordinatorPre-College academic readiness [email protected]

Dr. Shannon StokesCurriculum Coordinator and Lecturer, [email protected]

Eric DieterDirector, Pre-College academic readiness Programs 512-232-4700 [email protected]

Susan Maysenior Program Coordinator, math masters Charles a. Dana [email protected]

Dr. Jane ArledgeLecturer, math masters 512-471-0900 [email protected]

Patrick Pattersonexecutive Director ut outreach–austin and neighborhood Longhorns [email protected]

Brian EnglishDirector, ut outreach–[email protected]

Kenneth Bordelon IIDirector, ut outreach–[email protected]

Steve ChapaDirector, ut outreach–rio grande [email protected]

Lori ReyesDirector, ut outreach–san [email protected]

2012–2013 annual reportLonghorn Center for school PartnershipsaCaDemiC Diversity initiatives anD stuDent engagement

Please contact us for more information about the Longhorn Center for school Partnershipsor visit us online:http://ddce.utexas.edu/schoolpartnerships/

2 2012–2013 annual report | LONGHORN CENTER FOR SCHOOL PARTNERSHIPS • Division of Diversity and Community Engagement Division of Diversity and Community Engagement • LONGHORN CENTER FOR SCHOOL PARTNERSHIPS | 2012–2013 annual report 11

Message from Dr. Moore

Through the Division of Diversity and Community Engagement’s Academic Diversity and Student Engagement Initiatives, the University of Texas at Austin supports students from underserved schools throughout the state. Most of the students who attend underserved schools do not have the same academic opportunities as students whose schools are located in wealthier areas. Our programs through the Longhorn Center for School Partnerships (LCSP) address these inequities by offering students opportunities to succeed academically, to prepare for college and to participate in enrichment activities.

The LCSP programs begin serving students in elementary school through the Neighborhood Longhorns Program and continue serving students throughout high school with the UT Outreach Centers and our dual-credit programs—ChemBridge, Math Masters and SPURS. Students have the opportunity to prepare for college-level work and build the confidence they need to achieve academic and personal goals.

In collaboration with Texas Athletics, the College of Natural Sciences, the Departments of Rhetoric and Writing, Chemistry, and Mathematics and the Charles A. Dana Center, the Division of Diversity and Community Engagement is committed to connecting schools with the best practices found in research and in the field to increase student success.

Dr. Leonard Moore Associate Vice President for Academic Diversity Initiatives and Student Engagement Professor, Department of History, College of Liberal Arts

Acknowledgements from Dr. Walker

Within Academic Diversity and Student Engagement Initiatives, the Longhorn Center for School Partnerships (LCSP) is a portfolio of programs that provide college readiness services for underrepresented students, including both academic achievement and college awareness initiatives. The rigorous statewide Pre-College Academic Readiness programs include ChemBridge, SPURS, and Math Masters. The integrated college awareness programs include Neighborhood Longhorns and the UT Outreach Centers in Austin, Dallas, Houston, Rio Grande Valley and San Antonio. The programs in the LCSP serve more than 10,000 students annually.

With representatives on the Division of Diversity and Community Engagement’s Education Pipeline Council, LCSP plays an important role in providing strategic direction for the division’s pre-college and college programs that work collaboratively to create successful pathways for underrepresented students throughout the education system.

Dr. Kenya L. Walker Assistant Vice President Longhorn Center for School Partnerships

The UniversiTy of Texas aT aUsTin • Division of DiversiTy anD CommUniTy engagemenT • aCaDemiC DiversiTy iniTiaTives

Longhorn Center for school Partnerships 2012–2013 annUaL rePorT

1

3

5

2

4

1. A Zavala Elementary School student receives extra help fromAmir Emamian, a Neighborhood Longhorns staff member.

2. Students enjoy college awareness presentations at UT Austin.

3. Dr. Shannon Stokes facilitates a ChemBridge teacher professional development workshop.

4. UT Outreach–San Antonio students enjoy their visit to UT Austin.

5. ChemBridge teachers discuss their lab experiments.


Mission

The Neighborhood Longhorns Program, uniquely partnered with The University of Texas, is a nonprofit, incentive-based learning program that provides economically disadvantaged youth with the resources to build a strong academic future.

Program Overview

The Neighborhood Longhorns Program (NLP), established in 1991, is an educational incentive program operated in partnership with Texas Athletics and the Austin Independent School District (AISD). NLP serves elementary and middle school students in 30 Title I schools and through the NLP office for students whose schools are not part of the NLP program. Students are eligible for academic awards if they meet certain criteria throughout each grading period. Awards assemblies are conducted at each school where University of Texas students and student-athletes present each eligible student with educational incentives for their academic achievements. In addition, students receive an award from Whataburger for their participation in the Whatajob Reading Program.

Program Objectives• Improve overall grade performance

• Improve reading, math, science, and language arts skills

• Increase student retention rates

• Provide scholarship awards for students to apply towards a college educations

2012-2013 NLP Demographic InformationThe neighborhood Longhorns Program served approximately 6,123 students during the 2012-13 academic year. The partnership with austin independent school District continues at 28 campuses, including 25 elementary schools and three middle schools. it also serves students at the University of Texas elementary school, a public charter school, and through the nLP office.

Participating Schools

Participants by Race/Ethnicity

Student Performance Outcomes

Last year 1,584 students received academic awards and 421 students received superstar scholarships of $100 each.

neighborhood Longhorns Program

NLP Charts 2012-2013

AUSTIN INDEPENDENT SCHOOL DISTRICT

Allison Elementary

Andrews Elementary

Barbara Jordan Elementary

Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary

Kealing Middle School

Menchaca Elementary

Metz Elementary

Oak Springs Elementary

Ortega Elementary

Overton Elementary

Palm Elementary School

Paredes Middle School

Pickle Elementary

Rodriguez Elementary

Sanchez Elementary

Sims Elementary

T.A. Brown Elementary

Webb Middle School

Winn Elementary

Williams Elementary

Wooldridge Elementary

Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%

4%Asian American/Pacific Islander

Caucasian 14%

Hispanic/Latino/a 78%

Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3

1African American 10%

Asian American 2%


White 5%

Hispanic 80%

Other 3%



Allison Elementary

Andrews Elementary


Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary


Menchaca Elementary

Metz Elementary


Ortega Elementary

Overton Elementary



Pickle Elementary


Sanchez Elementary

Sims Elementary


Webb Middle School

Winn Elementary

Williams Elementary


Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%


Caucasian 14%


Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3


Asian American 2%


White 5%

Hispanic 80%

Other 3%



Allison Elementary

Andrews Elementary


Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary


Menchaca Elementary

Metz Elementary


Ortega Elementary

Overton Elementary



Pickle Elementary


Sanchez Elementary

Sims Elementary


Webb Middle School

Winn Elementary

Williams Elementary


Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%


Caucasian 14%


Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3


Asian American 2%


White 5%

Hispanic 80%

Other 3%

the Longhorn Center for school Partnerships: Promoting a College-going Culture at The University of Texas at austin

1

3

5

2

4

1. High school students learn about college from undergraduates in the Multicultural Engagement Center.

2. Students interact during a visit to the UT campus.

3. Many UT Outreach students return to campus to enroll as undergraduates.

4. Students explore the UT Austin campus during a campus tour.

5. Students learn about college admissions at UT Austin.


Mission

UT Outreach targets and serves underrepresented students by providing college readiness enrichment activities designed to assist them in graduating from high school and matriculating to institutions of higher education, including The University of Texas at Austin.

Program Overview

In 1987, UT Outreach began its long-standing presence in five cities: Austin, Dallas, Houston, Rio Grande Valley and San Antonio. The UT Outreach Centers provide a comprehensive college preparatory program for selected students in targeted high schools. Group and individual services are designed to enhance a student’s academic success in high school and to increase admissibility to their chosen college. Staff members assist students by holding monthly meetings with them on academic subject requirements, SAT/ACT test preparation, college and student financial aid application assistance, as well as other college-related information.

UT Outreach serves at least 30 students per grade level at target high school campuses. Eligible students who are selected for the program will receive college readiness services. UT Outreach students who rank in the Top 10% of their class may qualify to participate in the Longhorn Pre-College Academy and receive college readiness services that are specifically geared toward admission to UT Austin.

Program Elements• UT Outreach staff members meet with participating

students monthly during advisory periods (or another designated time during the school day) to provide college readiness workshops

• Weekend and evening college readiness workshops are held at least once per month for all participants

• Students participate in leadership development activities, community service opportunities, field trips and summer enrichment camps

UT Outreach 2012–2013 Participant Demographic InformationUT outreach served a total of 2,553 students during the 2012-13 academic year in 43 Texas high schools. eighty percent of the participants will be first-generation college students, and 83% are from low-income household.


Program Participants by Race/Ethnicity

Student Performance Outcomes for High School Seniors

ut outreach

Asian American 4%

N = 2,553

UT Outreach Charts 2012-2013

OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL

Akins, Anderson, Austin, Bowie,Crockett, Eastside, Garza, Lanier,LASA, LBJ, Reagan, McCallum, Travis

Pflugerville ISD Connally

Round Rock ISD Cedar Ridge

DALLAS Dallas ISD Lincoln, North Dallas, Roosevelt,Skyline, South Oak Cli�, Sunset

HOUSTON Houston ISD Kashmere, Lee, Madison, Waltrip, Washington, Worthing, Yates

RIO GRANDE VALLEY McAllen ISD Achieve, Lamar, Memorial, McAllen, Nikki Rowe

Mission ISD Collegiate, Mission,Veterans Memorial

Phar-San Juan-Alamo ISD Memorial, T-STEM

N = 311

61 African American 20%


Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563

COLLEGE MATRICULATION

144Four-year Two-year

SAN ANTONIO Harlandale ISD Harlandale

San Antonio ISD Brackenridge, Edison,Fox Tech, Lanier

Asian American 4%

N = 2,553


OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL









N = 311



Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563





Asian American 4%

N = 2,553


OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL









N = 311



Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563





Graduating from Dallas’ Lincoln High School, I was among a graduating class full of first-generation college students. Therefore, the entire admissions process was like nothing I had ever encountered. Actually, to this day I can’t correctly pronounce the acronym FAFSA without getting tongue-tied, but prior to enrolling in UT Outreach, many of my fellow classmates, including myself, didn’t even know what it stood for. Aside from general college admission information, UT Outreach was instrumental to my 2011 acceptance to UT. Working weekly with UT Outreach staff not only facilitated my overall college admission process to multiple schools, but it also allowed me to tailor my essays specifically to UT standards. Enrolling in my school’s program helped me eloquently portray that I was a noteworthy candidate in the admissions process where I would initially be at a disadvantage, coming from an inner city school and not ranking in the top 8%.

Reflecting back on the many UT Outreach-sponsored activities I attended, the one that resonated best with me was a series of alumni luncheons that were hosted in my school’s library. Meeting bi-monthly with various alumni of color proved to be very insightful and inspirational and has helped usher me to my present standing.

I am currently a third-year marketing major in the McCombs School of Business at UT and an active student on campus. I’m a member of McCombs Diversity Council, American Marketing Association, and University Fashion Group. My involvement with UT Outreach provided me with a support system that continues to support my academic and personal endeavors, with the most recent being my acceptance to a Fall study abroad program in the Czech Republic. Post-graduation, I plan to relocate to a region that will allow me to pursue a career as a marketing consultant, specializing in beauty, apparel, or related consumer goods.

Chelsea Redic Junior, The University of Texas at Austin Major, Business UT Outreach-Dallas Alumni, 2010–2011 Lincoln High School, Dallas ISD

Pre-College academic readiness Programs UT outreach aLUmni sPoTLighT: Chelsea redic


ChemBridge:Bridging the gap from high school to College

Mission

Using chemistry to bridge the gap from high school to college via a set of dual-credit chemistry courses, the ChemBridge Program provides college preparatory experiences to participating students in high schools that are underrepresented at postsecondary institutions.

Program Overview

Started in 2003, ChemBridge is a collaborative partnership among participating Texas high schools, the College of Natural Sciences and the Division of Diversity and Community Engagement at The University of Texas at Austin. Within the support network of students’ high school campuses, ChemBridge allows underrepresented high school students to earn six hours of college Chemistry in Context credit upon satisfactory completion of the web-based courses. Concurrently, students earn two semesters of high school credit for an advanced science class that serves as an Advanced Measure under the Texas Education Agency Distinguished Achievement Program. Additionally, ChemBridge exposes students to several science, technology, engineering, and mathematics (STEM) fields through its Chemistry in Context curriculum and interactive campus visits to The University of Texas at Austin.

Program Elements

• A two-semester dual-credit chemistry opportunity for high school juniors and seniors that offers Chemistry in Context I (CH 304K) and Chemistry in Context II (CH 305), which are generally taken by non-science majors and correspond to 1305 and 1307 in the Texas Common Course Numbering system

• Week-long summer and two-day winter teacher professional development workshops that focus on course curriculum, pedagogy, technology components and program procedures

• High school student full-day visitation to The University of Texas at Austin that offers both academic and college awareness activities

ChemBridge 2012–2013 Participant Demographic InformationChemBridge served 337 students during the 2012-13 academic year. Twenty-one Texas high schools participated in the program. of ChemBridge senior questionnaire respondents, 92% matriculated to a postsecondary institution immediately following high

school graduation by fall 2013.


Program Participants by Ethnicity


Asian American 4%

ChemBridge Charts 2012-2013

DISTRICT HIGH SCHOOL

Austin ISD Lanier, LBJ, Reagan, Travis

Beaumont ISD Central

Copperas Cove ISD Copperas Cove

Dallas ISD Skyline

Granger ISD Granger

Houston ISD Madison, Yates

IDEA Public Schools IDEA Frontier, IDEA Quest

Manor ISD Manor

San Antonio ISD Brackenridge, Burbank, Edison, Highlands, Houston, Je�erson, Lanier

Catholic Diocese of Laredo St. Augustine (Non-target campus)

N = 337

0

20

40

60

80

100

92%

CH 304K

EARNED COLLEGE CREDIT

CH 305

84%

African American 20%

Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Asian American 4%






Dallas ISD Skyline

Granger ISD Granger



Manor ISD Manor



N = 337

0

20

40

60

80

100

92%

CH 304K


CH 305

84%


Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Asian American 4%






Dallas ISD Skyline

Granger ISD Granger



Manor ISD Manor



N = 337

0

20

40

60

80

100

92%

CH 304K


CH 305

84%


Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Note: Students who do not earn credit for ChemBridge receive a Q-drop, resulting in no adverse implications for their official UT transcript.

I learned about SPURS from my advanced placement English teacher. I am glad I participated because it taught me how to write a critical and rhetorical analysis essay, as well as what university professors expect from students. Another helpful part of the program was the school trip to UT Austin. While on campus, I was able to attend a rhetoric class and have a current student look at my paper and give me tips on how to improve it.

I would advise current SPURS students to do their best work and to not be afraid to ask questions. I would also recommend getting to know your professors and teaching assistants. The best class I have taken by far is Black Power Movement taught by Dr. Leonard Moore. In grade school you learn a limited amount of Black history, but in college you learn about things more in depth, and you get a full understanding of the history of your own people.

Currently, I am majoring in African and African American diaspora studies and minoring in education. I also intern at a law firm. I plan to attend law school after I graduate so that I can work in the area of family court and child protective services. I love working with kids!

UT Austin has always been my dream school, and I am so glad that I am here!

Sharla Stewart Senior, The University of Texas at Austin Major: Ethnic Studies (African and African American) SPURS Alumni, 2009-2010 Central High School, Beaumont ISD

Pre-College academic readiness Programs sPUrs aLUmni sPoTLighT: sharla stewart


SPURS 2012–2013 Participant Demographic InformationThe sPUrs dual-credit pilot served 203 students during the 2012-13 academic year. Ten Texas high schools participated in the program. of sPUrs senior questionnaire respondents, 98% matriculated to a postsecondary institution immediately following high school graduation by fall 2013.




Mission

Through enhanced writing curriculum developed for university undergraduates, the mission of the Students Partnering for Undergraduate Rhetoric Success (SPURS) Program is to improve the college readiness of students from Texas high schools that are underrepresented in postsecondary institutions.

Program Overview

Students Partnering for Undergraduate Rhetoric Success (SPURS) was developed in 2005 to offer college preparatory writing experiences to high schools that are underrepresented in postsecondary institutions. Since the implementation of a dual-credit pilot during the 2011-12 academic year, SPURS has fully transitioned to a dual- credit program that allows high school juniors and seniors to earn three hours of college credit for Rhetoric and Writing (RHE 306) via web-based curriculum at their high school campuses. SPURS provides high school students with college-level instruction in writing and critical thinking that will equip them with advanced preparation in communication and analysis.

SPURS is a collaborative partnership among participating Texas high schools, the Department of Rhetoric and Writing and Pre-College Academic Readiness Programs in the Division of Diversity and Community Engagement at The University of Texas at Austin.

Program Elements• A two-semester dual-credit opportunity for high school

juniors and seniors offers Rhetoric and Writing (RHE 306), a course that is a requirement for first-year undergraduates at the university and corresponds to ENGL 1301 in the Texas Common Course Numbering system


• Visits to participating high school classes by the SPURS Curriculum/Program Coordinator


• Essay-writing collaboration between high school students and University of Texas at Austin undergraduates

Asian American 3%

SPURS Charts 2012-2013


Austin ISD Crockett, Reagan



IDEA Public Schools Frontier, Mission, Quest, San Benito

San Antonio ISD Brackenridge

0

20

40

60

80

100

Earned College Credit

84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


Asian American 3%








0

20

40

60

80

100


84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


Asian American 3%








0

20

40

60

80

100


84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


sPurs:students Partnering for Undergraduate success

Mission

The mission of Math Masters is to prepare underrepresented high school students for success in college though the implementation of advanced mathematics coursework.

Program Overview

The three-year Math Masters pilot launched in the fall of 2011 as a collaborative partnership between AISD, the Division of Diversity and Community Engagement (DDCE), the Charles A. Dana Center and the Department of Mathematics at The University of Texas at Austin. Math Masters is designed to prepare students from underrepresented Texas high schools with the skills necessary for successful completion of college-level math courses. Using college readiness standards provided by the Texas Education Agency, the first year of the program assisted participating students in achieving mastery in Algebra II. The second year of the program provided curriculum in Pre-calculus or Advanced Quantitative Reasoning. The third year of the program will provide a dual credit Calculus course (M 408N).

Program Elements

During the 2013–14 academic year, Math Masters will consist of the following main elements:

• A dual-credit calculus course (M 408N) that offers an online curriculum subscription operated through Agile Mind

• A summer teacher professional development workshop that focuses on course curriculum, pedagogy, technology components and program procedures

• Ongoing curriculum and technology support offered to participating high school classes by staff visits from Agile Mind


Math Masters 2012–2013 Participant Demographic InformationThe math masters Program served 851 students during the 2012-13 academic year. six high schools in participated in the program.



Longitudinal Review

Cohort data are being collected over a three-year period to assess student outcomes in the areas of mathematical college readiness and college matriculation. next year student outcome data will be available for the pilot project.

Asian American 1%

Math Masters Charts 2012-2013

AUSTIN ISD

Lanier High School

LBJ High School

Reagan High School

Travis High School

IDEA PUBLIC SCHOOLS

Frontier High School

Quest High School

N = 851


Caucasian 5%

Hispanic 76%

Other 5%

Asian American 1%


AUSTIN ISD

Lanier High School

LBJ High School

Reagan High School

Travis High School

IDEA PUBLIC SCHOOLS


Quest High School

N = 851


Caucasian 5%

Hispanic 76%

Other 5%

math masters

Note: Students who do not earn credit for SPURS receive a Q-drop, resulting in no adverse implications for their official UT transcript.


SPURS 2012–2013 Participant Demographic InformationThe sPUrs dual-credit pilot served 203 students during the 2012-13 academic year. Ten Texas high schools participated in the program. of sPUrs senior questionnaire respondents, 98% matriculated to a postsecondary institution immediately following high school graduation by fall 2013.




Mission

Through enhanced writing curriculum developed for university undergraduates, the mission of the Students Partnering for Undergraduate Rhetoric Success (SPURS) Program is to improve the college readiness of students from Texas high schools that are underrepresented in postsecondary institutions.

Program Overview

Students Partnering for Undergraduate Rhetoric Success (SPURS) was developed in 2005 to offer college preparatory writing experiences to high schools that are underrepresented in postsecondary institutions. Since the implementation of a dual-credit pilot during the 2011-12 academic year, SPURS has fully transitioned to a dual- credit program that allows high school juniors and seniors to earn three hours of college credit for Rhetoric and Writing (RHE 306) via web-based curriculum at their high school campuses. SPURS provides high school students with college-level instruction in writing and critical thinking that will equip them with advanced preparation in communication and analysis.

SPURS is a collaborative partnership among participating Texas high schools, the Department of Rhetoric and Writing and Pre-College Academic Readiness Programs in the Division of Diversity and Community Engagement at The University of Texas at Austin.

Program Elements• A two-semester dual-credit opportunity for high school

juniors and seniors offers Rhetoric and Writing (RHE 306), a course that is a requirement for first-year undergraduates at the university and corresponds to ENGL 1301 in the Texas Common Course Numbering system


• Visits to participating high school classes by the SPURS Curriculum/Program Coordinator


• Essay-writing collaboration between high school students and University of Texas at Austin undergraduates

Asian American 3%








0

20

40

60

80

100


84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


Asian American 3%








0

20

40

60

80

100


84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


Asian American 3%








0

20

40

60

80

100


84%

RHE 306

N = 203


Caucasian 6%

Hispanic 70%

Other 1%

80%(Grade above C)

20%


sPurs:students Partnering for Undergraduate success

Mission

The mission of Math Masters is to prepare underrepresented high school students for success in college though the implementation of advanced mathematics coursework.

Program Overview

The three-year Math Masters pilot launched in the fall of 2011 as a collaborative partnership between AISD, the Division of Diversity and Community Engagement (DDCE), the Charles A. Dana Center and the Department of Mathematics at The University of Texas at Austin. Math Masters is designed to prepare students from underrepresented Texas high schools with the skills necessary for successful completion of college-level math courses. Using college readiness standards provided by the Texas Education Agency, the first year of the program assisted participating students in achieving mastery in Algebra II. The second year of the program provided curriculum in Pre-calculus or Advanced Quantitative Reasoning. The third year of the program will provide a dual credit Calculus course (M 408N).

Program Elements

During the 2013–14 academic year, Math Masters will consist of the following main elements:

• A dual-credit calculus course (M 408N) that offers an online curriculum subscription operated through Agile Mind

• A summer teacher professional development workshop that focuses on course curriculum, pedagogy, technology components and program procedures

• Ongoing curriculum and technology support offered to participating high school classes by staff visits from Agile Mind


Math Masters 2012–2013 Participant Demographic InformationThe math masters Program served 851 students during the 2012-13 academic year. six high schools in participated in the program.



Longitudinal Review

Cohort data are being collected over a three-year period to assess student outcomes in the areas of mathematical college readiness and college matriculation. next year student outcome data will be available for the pilot project.

Asian American 1%


AUSTIN ISD

Lanier High School

LBJ High School

Reagan High School

Travis High School

IDEA PUBLIC SCHOOLS


Quest High School

N = 851


Caucasian 5%

Hispanic 76%

Other 5%

Asian American 1%


AUSTIN ISD

Lanier High School

LBJ High School

Reagan High School

Travis High School

IDEA PUBLIC SCHOOLS


Quest High School

N = 851


Caucasian 5%

Hispanic 76%

Other 5%

math masters

Note: Students who do not earn credit for SPURS receive a Q-drop, resulting in no adverse implications for their official UT transcript.


ChemBridge:Bridging the gap from high school to College

Mission

Using chemistry to bridge the gap from high school to college via a set of dual-credit chemistry courses, the ChemBridge Program provides college preparatory experiences to participating students in high schools that are underrepresented at postsecondary institutions.

Program Overview

Started in 2003, ChemBridge is a collaborative partnership among participating Texas high schools, the College of Natural Sciences and the Division of Diversity and Community Engagement at The University of Texas at Austin. Within the support network of students’ high school campuses, ChemBridge allows underrepresented high school students to earn six hours of college Chemistry in Context credit upon satisfactory completion of the web-based courses. Concurrently, students earn two semesters of high school credit for an advanced science class that serves as an Advanced Measure under the Texas Education Agency Distinguished Achievement Program. Additionally, ChemBridge exposes students to several science, technology, engineering, and mathematics (STEM) fields through its Chemistry in Context curriculum and interactive campus visits to The University of Texas at Austin.

Program Elements

• A two-semester dual-credit chemistry opportunity for high school juniors and seniors that offers Chemistry in Context I (CH 304K) and Chemistry in Context II (CH 305), which are generally taken by non-science majors and correspond to 1305 and 1307 in the Texas Common Course Numbering system



ChemBridge 2012–2013 Participant Demographic InformationChemBridge served 337 students during the 2012-13 academic year. Twenty-one Texas high schools participated in the program. of ChemBridge senior questionnaire respondents, 92% matriculated to a postsecondary institution immediately following high

school graduation by fall 2013.




Asian American 4%






Dallas ISD Skyline

Granger ISD Granger



Manor ISD Manor



N = 337

0

20

40

60

80

100

92%

CH 304K


CH 305

84%


Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Asian American 4%






Dallas ISD Skyline

Granger ISD Granger



Manor ISD Manor



N = 337

0

20

40

60

80

100

92%

CH 304K


CH 305

84%


Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Asian American 4%






Dallas ISD Skyline

Granger ISD Granger



Manor ISD Manor



N = 337

0

20

40

60

80

100

92%

CH 304K


CH 305

84%


Caucasian 5%

Hispanic 69%

Other .2%

Not Reported .8%

Note: Students who do not earn credit for ChemBridge receive a Q-drop, resulting in no adverse implications for their official UT transcript.

I learned about SPURS from my advanced placement English teacher. I am glad I participated because it taught me how to write a critical and rhetorical analysis essay, as well as what university professors expect from students. Another helpful part of the program was the school trip to UT Austin. While on campus, I was able to attend a rhetoric class and have a current student look at my paper and give me tips on how to improve it.

I would advise current SPURS students to do their best work and to not be afraid to ask questions. I would also recommend getting to know your professors and teaching assistants. The best class I have taken by far is Black Power Movement taught by Dr. Leonard Moore. In grade school you learn a limited amount of Black history, but in college you learn about things more in depth, and you get a full understanding of the history of your own people.

Currently, I am majoring in African and African American diaspora studies and minoring in education. I also intern at a law firm. I plan to attend law school after I graduate so that I can work in the area of family court and child protective services. I love working with kids!

UT Austin has always been my dream school, and I am so glad that I am here!

Sharla Stewart Senior, The University of Texas at Austin Major: Ethnic Studies (African and African American) SPURS Alumni, 2009-2010 Central High School, Beaumont ISD

Pre-College academic readiness Programs sPUrs aLUmni sPoTLighT: sharla stewart


Mission

UT Outreach targets and serves underrepresented students by providing college readiness enrichment activities designed to assist them in graduating from high school and matriculating to institutions of higher education, including The University of Texas at Austin.

Program Overview

In 1987, UT Outreach began its long-standing presence in five cities: Austin, Dallas, Houston, Rio Grande Valley and San Antonio. The UT Outreach Centers provide a comprehensive college preparatory program for selected students in targeted high schools. Group and individual services are designed to enhance a student’s academic success in high school and to increase admissibility to their chosen college. Staff members assist students by holding monthly meetings with them on academic subject requirements, SAT/ACT test preparation, college and student financial aid application assistance, as well as other college-related information.

UT Outreach serves at least 30 students per grade level at target high school campuses. Eligible students who are selected for the program will receive college readiness services. UT Outreach students who rank in the Top 10% of their class may qualify to participate in the Longhorn Pre-College Academy and receive college readiness services that are specifically geared toward admission to UT Austin.

Program Elements• UT Outreach staff members meet with participating

students monthly during advisory periods (or another designated time during the school day) to provide college readiness workshops

• Weekend and evening college readiness workshops are held at least once per month for all participants

• Students participate in leadership development activities, community service opportunities, field trips and summer enrichment camps

UT Outreach 2012–2013 Participant Demographic InformationUT outreach served a total of 2,553 students during the 2012-13 academic year in 43 Texas high schools. eighty percent of the participants will be first-generation college students, and 83% are from low-income household.



Student Performance Outcomes for High School Seniors

ut outreach

Asian American 4%

N = 2,553


OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL









N = 311



Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563





Asian American 4%

N = 2,553


OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL









N = 311



Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563





Asian American 4%

N = 2,553


OUTREACH CENTER

AUSTIN

DISTRICT

Austin ISD

HIGH SCHOOL









N = 311



Caucasian 2%


4

Other 10%33


Caucasian 5%

Hispanic 69%

Other 2%

0

200

400

600

563





Graduating from Dallas’ Lincoln High School, I was among a graduating class full of first-generation college students. Therefore, the entire admissions process was like nothing I had ever encountered. Actually, to this day I can’t correctly pronounce the acronym FAFSA without getting tongue-tied, but prior to enrolling in UT Outreach, many of my fellow classmates, including myself, didn’t even know what it stood for. Aside from general college admission information, UT Outreach was instrumental to my 2011 acceptance to UT. Working weekly with UT Outreach staff not only facilitated my overall college admission process to multiple schools, but it also allowed me to tailor my essays specifically to UT standards. Enrolling in my school’s program helped me eloquently portray that I was a noteworthy candidate in the admissions process where I would initially be at a disadvantage, coming from an inner city school and not ranking in the top 8%.

Reflecting back on the many UT Outreach-sponsored activities I attended, the one that resonated best with me was a series of alumni luncheons that were hosted in my school’s library. Meeting bi-monthly with various alumni of color proved to be very insightful and inspirational and has helped usher me to my present standing.

I am currently a third-year marketing major in the McCombs School of Business at UT and an active student on campus. I’m a member of McCombs Diversity Council, American Marketing Association, and University Fashion Group. My involvement with UT Outreach provided me with a support system that continues to support my academic and personal endeavors, with the most recent being my acceptance to a Fall study abroad program in the Czech Republic. Post-graduation, I plan to relocate to a region that will allow me to pursue a career as a marketing consultant, specializing in beauty, apparel, or related consumer goods.

Chelsea Redic Junior, The University of Texas at Austin Major, Business UT Outreach-Dallas Alumni, 2010–2011 Lincoln High School, Dallas ISD

Pre-College academic readiness Programs UT outreach aLUmni sPoTLighT: Chelsea redic


Mission

The Neighborhood Longhorns Program, uniquely partnered with The University of Texas, is a nonprofit, incentive-based learning program that provides economically disadvantaged youth with the resources to build a strong academic future.

Program Overview

The Neighborhood Longhorns Program (NLP), established in 1991, is an educational incentive program operated in partnership with Texas Athletics and the Austin Independent School District (AISD). NLP serves elementary and middle school students in 30 Title I schools and through the NLP office for students whose schools are not part of the NLP program. Students are eligible for academic awards if they meet certain criteria throughout each grading period. Awards assemblies are conducted at each school where University of Texas students and student-athletes present each eligible student with educational incentives for their academic achievements. In addition, students receive an award from Whataburger for their participation in the Whatajob Reading Program.

Program Objectives• Improve overall grade performance

• Improve reading, math, science, and language arts skills

• Increase student retention rates

• Provide scholarship awards for students to apply towards a college educations

2012-2013 NLP Demographic InformationThe neighborhood Longhorns Program served approximately 6,123 students during the 2012-13 academic year. The partnership with austin independent school District continues at 28 campuses, including 25 elementary schools and three middle schools. it also serves students at the University of Texas elementary school, a public charter school, and through the nLP office.


Participants by Race/Ethnicity


Last year 1,584 students received academic awards and 421 students received superstar scholarships of $100 each.

neighborhood Longhorns Program



Allison Elementary

Andrews Elementary


Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary


Menchaca Elementary

Metz Elementary


Ortega Elementary

Overton Elementary



Pickle Elementary


Sanchez Elementary

Sims Elementary


Webb Middle School

Winn Elementary

Williams Elementary


Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%


Caucasian 14%


Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3


Asian American 2%


White 5%

Hispanic 80%

Other 3%



Allison Elementary

Andrews Elementary


Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary


Menchaca Elementary

Metz Elementary


Ortega Elementary

Overton Elementary



Pickle Elementary


Sanchez Elementary

Sims Elementary


Webb Middle School

Winn Elementary

Williams Elementary


Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%


Caucasian 14%


Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3


Asian American 2%


White 5%

Hispanic 80%

Other 3%



Allison Elementary

Andrews Elementary


Dawson Elementary

Galindo Elementary

Govalle Elementary

Houston Elementary

Langford Elementary

Linder Elementary


Menchaca Elementary

Metz Elementary


Ortega Elementary

Overton Elementary



Pickle Elementary


Sanchez Elementary

Sims Elementary


Webb Middle School

Winn Elementary

Williams Elementary


Wooten Elementary

Zavala Elementary

N = 125

N = 6,123

African American 2%


Caucasian 14%


Other 1%

18

98

0

100

200

300

400

500

421Superstar

Scholarships

Academic Awards

5

3


Asian American 2%


White 5%

Hispanic 80%

Other 3%

the Longhorn Center for school Partnerships: Promoting a College-going Culture at The University of Texas at austin

1

3

5

2

4

1. High school students learn about college from undergraduates in the Multicultural Engagement Center.

2. Students interact during a visit to the UT campus.

3. Many UT Outreach students return to campus to enroll as undergraduates.

4. Students explore the UT Austin campus during a campus tour.

5. Students learn about college admissions at UT Austin.


Message from Dr. Moore

Through the Division of Diversity and Community Engagement’s Academic Diversity and Student Engagement Initiatives, the University of Texas at Austin supports students from underserved schools throughout the state. Most of the students who attend underserved schools do not have the same academic opportunities as students whose schools are located in wealthier areas. Our programs through the Longhorn Center for School Partnerships (LCSP) address these inequities by offering students opportunities to succeed academically, to prepare for college and to participate in enrichment activities.

The LCSP programs begin serving students in elementary school through the Neighborhood Longhorns Program and continue serving students throughout high school with the UT Outreach Centers and our dual-credit programs—ChemBridge, Math Masters and SPURS. Students have the opportunity to prepare for college-level work and build the confidence they need to achieve academic and personal goals.

In collaboration with Texas Athletics, the College of Natural Sciences, the Departments of Rhetoric and Writing, Chemistry, and Mathematics and the Charles A. Dana Center, the Division of Diversity and Community Engagement is committed to connecting schools with the best practices found in research and in the field to increase student success.

Dr. Leonard Moore Associate Vice President for Academic Diversity Initiatives and Student Engagement Professor, Department of History, College of Liberal Arts

Acknowledgements from Dr. Walker

Within Academic Diversity and Student Engagement Initiatives, the Longhorn Center for School Partnerships (LCSP) is a portfolio of programs that provide college readiness services for underrepresented students, including both academic achievement and college awareness initiatives. The rigorous statewide Pre-College Academic Readiness programs include ChemBridge, SPURS, and Math Masters. The integrated college awareness programs include Neighborhood Longhorns and the UT Outreach Centers in Austin, Dallas, Houston, Rio Grande Valley and San Antonio. The programs in the LCSP serve more than 10,000 students annually.

With representatives on the Division of Diversity and Community Engagement’s Education Pipeline Council, LCSP plays an important role in providing strategic direction for the division’s pre-college and college programs that work collaboratively to create successful pathways for underrepresented students throughout the education system.

Dr. Kenya L. Walker Assistant Vice President Longhorn Center for School Partnerships

The UniversiTy of Texas aT aUsTin • Division of DiversiTy anD CommUniTy engagemenT • aCaDemiC DiversiTy iniTiaTives

Longhorn Center for school Partnerships 2012–2013 annUaL rePorT

1

3

5

2

4

1. A Zavala Elementary School student receives extra help fromAmir Emamian, a Neighborhood Longhorns staff member.

2. Students enjoy college awareness presentations at UT Austin.

3. Dr. Shannon Stokes facilitates a ChemBridge teacher professional development workshop.

4. UT Outreach–San Antonio students enjoy their visit to UT Austin.

5. ChemBridge teachers discuss their lab experiments.

Division of Diversity anD Community engagement

Longhorn Center for School PartnershipsThe University of Texas at Austin505 E. Huntland Drive, Suite 270Austin, Texas 78752

The UniversiTy of Texas aT aUsTin • Division of DiversiTy anD CommUniTy engagemenT

Longhorn Center for school Partnerships neighborhood Longhorns • ut outreach • ChemBridge • sPurs • math masters

staff Directory

Dr. Kenya Walkerassistant vice PresidentLonghorn Center for school [email protected]

Celina Ruiz-Snowdenassistant Director neighborhood Longhorns [email protected]

Paola RodriguezProgram CoordinatorPre-College academic readiness [email protected]

Dr. Shannon StokesCurriculum Coordinator and Lecturer, [email protected]

Eric DieterDirector, Pre-College academic readiness Programs 512-232-4700 [email protected]

Susan Maysenior Program Coordinator, math masters Charles a. Dana [email protected]

Dr. Jane ArledgeLecturer, math masters 512-471-0900 [email protected]

Patrick Pattersonexecutive Director ut outreach–austin and neighborhood Longhorns [email protected]

Brian EnglishDirector, ut outreach–[email protected]

Kenneth Bordelon IIDirector, ut outreach–[email protected]

Steve ChapaDirector, ut outreach–rio grande [email protected]

Lori ReyesDirector, ut outreach–san [email protected]

2012–2013 annual reportLonghorn Center for school PartnershipsaCaDemiC Diversity initiatives anD stuDent engagement

Please contact us for more information about the Longhorn Center for school Partnershipsor visit us online:http://ddce.utexas.edu/schoolpartnerships/

Documents

2012–2013 annual reportdiversity.utexas.edu/.../2013/10/LCSP-2013-Report.pdf · 2 2012–2013 annual report ... assemblies are conducted at each school where University ... UT Outreach