transforming the educational experience of young men of ......2011 the educational experience of...

Destination Equity Conference 5th Anniversary

Friday, April 13, 2012

advocacy.collegeboard.org

Connecting Education Policy with Experience

Transforming the

Educational Experience of

Young Men of Color:

School Counseling Series

National Office for School Counselor Advocacy (NOSCA)

Connecting Education Policy with Experience College Board Advocacy & Policy Center


Participants will:

Review the key research findings and the recommendations

offered in the Educational Experience of Young Men of Color;

Discuss how the National Office for School Counselor (NOSCA)

responded to the call to action outlined in the research

recommendations;

Utilize NOSCA’s Transforming the Educational Experience of

Young Men of Color: School Counseling Series, companion

handbook and webpage;

Learn from four guest journal contributors their perspectives and

opinions on how to support and transform the educational

experiences of young men of color.

Moderator• Jennifer Dunn, Director

The College Board National Office for School

Counselor Advocacy (NOSCA)

Panelist• Dr. John Lee, Director of Policy and Research

The College Board Advocacy and Policy Center

• Dr. William Clay, Middle School Counselor in Prince

George’s County Public Schools. Founder and creator of Men

of Ardmore a data driven elementary-based male

empowerment program.

• Lillian Tsosie-Jensen (Dineh’), Former High School

Counselor, Counselor Educator, Comprehensive Counseling

and Guidance Program Specialist, Utah State Office of

Education

• David Miller, Former Baltimore City educator and Co-founder

of the Urban Leadership Institute.

• Fanon Hill, Co-director of the Black Identity Project and

Founder and Executive Director of the Baltimore City Youth

Resiliency Institute

School Counseling Series



Young Men of Color2008 Dialogue Days at College Board’s Diversity Conferences

– Scholars, activists and policymakers from four racial/ethnic

groups discussed problems facing males within each ethnic

group.

2010 Educational Crisis Facing Young Men of Color

– Compiled insights and experiences of over 60 scholars,

practioners and activists into a report

2011 The Educational Experience of Young Men of Color

– Most compelling and comprehensive data that tracks

progress and pitfalls and adds the voice of young men of

color on their way to college.

Website: youngmenofcolor.collegeboard.org



Reports Key Findings:



Six Pathways

1

Enrollment 2 & 4 year College

2

Enlistment in U.S. Armed

Forces

3

Employment in U.S. Workforce

4

Unemployment

5

Incarceration

6

Death

Six Post-Secondary Pathways




1. Enrollment 2 & 4 year Colleges or Vocational School

Percentage of 15 to 24 year olds Enrolled in a 2 or 4 year College or

a Vocational School by Race/Ethnicity and Gender, 2008




Percentage of 18 to 24 year old U.S. Armed Forces Enlisted

Soldiers, by Gender and Race/Ethnicity, 2008

2. Enlistment in U.S. Armed Forces





3. Employment in U.S. Workforce

Percentage of 15 to 24 year olds Employed, by

Gender and Race/Ethnicity, 2008



4. Unemployment

Percentage of 15 to 24 year olds Unemployed by

Gender and Race/Ethnicity, 2008




5. Incarceration

Percentage of 18 to 24 year old in State or Federal Prisons,

or in Local Jails by Gender and Race/Ethnicity, 2008




6. Death

Percentage of 15 to 24 year old Death by Gender

and Race/Ethnicity, 2007




Six Research Recommendations

1. Policymakers must make improving outcomes for young men of color a national

priority.

2. Increase community, business and school partnerships to provide mentoring

and support to young men of color.

3. Reform education to ensure that all students, including young men of color, are

college and career ready when they graduate from high school.

4. Improve teacher and school counselor programs and provide professional

development that includes cultural- and gender responsive training.

5. Create culturally appropriate persistence and retention programs that provide

wraparound services to increase college completion for men of color.

6. Produce more research and conduct more studies that strengthen the

understanding of the challenges faced by males of color and provide evidence-

based solutions to these challenges.




School Counselors RESPONDING

to the Research RECOMMENDATIONS

Volume I Volume II Volume III Volume IV Workbook

Coming Soon in the Fall, Winter & Spring!

Website: nosca.collegeboard.org/research-policies/young-men-of-color

Increase

community,

business

and school

partnerships

Reform

education

to ensure

college

and career

readiness

Enhance

cultural-

and gender

responsive

training

College Board Advocacy & Policy Center NOSCA: National Office for School Counselor Advocacy

nosca.collegeboard.org



strategies and interventions for each component that are

customized to the school and community demographicsContext

Cultural

Competence

System Wide

Approach

Data

The college and career strategies and interventions should be

culturally sensitive with knowledge of how programs, policies,

and practices impact the perspective and experiences of diverse

student groups and their families.

College counseling programs and services should be applied at

the student, school family and community levels.

Use data to identify inequities ,develop measurable goals, inform

practice and demonstrate accountability for college and career

readiness.

Framework for Change: Transforming the Educational Experience of Young Men of Color

ExamplesSingle Parent

House Holds

High

Unemployment

Urban,

Suburban, &

Rural

Context

NOSCA’s Transformative Process: Transforming the Educational Experience of Young Men of Color

College Board Advocacy & Policy Center NOSCA: National Office for School Counselor Advocacy

nosca.collegeboard.org

ExamplesLanguage

Values/Norms/Tr

aditions

Faith Based

Cultural

Competence

ExamplesAcademic Rigor

Discipline Policy

Out of Special Ed

into GATE

System Wide

Approach

ExamplesAchievement/

Participation/

Opportunity Gap

Disaggregated

Based on

Subgroups

Student

Outcomes

Data

A Unique Design of the Journals

Student Voices

I do not completely know myself. I do

not have the slightest idea. I know

what I dream of: to go to college, get a

career, get married, start a family, live

in the country, and live a life I deemed

normal. Just because we come from

different places, that does not mean

we as one race, the human race, can

not have the same dreams, hopes,

wants, desires or visions for the

future. I am a child of Uncle Sam’s

and America is my homeland.

Kevin A.

11th Grade

Authoritative Voices

Dr. Cheryl Holcomb-McCoy

Hemo Katoa

Stedman Graham

Vicki Bisbee

Fanon Hill

Maryn Frujieda (Interview)

Mario A. Valladolid-Rodriguez

Freeman A. Hrabowski III

“A Woven Approach”




April 13, 2012 advocacy.collegeboard.org

17

Companion Workbook

Journal Series

Companion Workbook

The activities are meant to

challenge your perspectives and

practices.

The self-reflection and group

activities are focused on facilitating

conversations around race,

ethnicity, culture, gender, and

English Language status.

Most importantly, challenge you to

act — to create strategies to influence

and develop school policies, and to

transform practices.



Workbook Activities



• Downloadable Journal Series

and Companion Workbook

• Capturing the Student Voice

• A Review of Research,

Pathways and Progress

• Young Men of Color Video

School Counseling Journal Series

Website: nosca.collegeboard.org/research-policies/young-men-of-color



Using the Journal Series and Workbook

Where do you begin?• Begin by reading the articles in the journal series

• Take note of the compelling statements or themes

How do you use the series and workbook?• Individual or Group

• As a group is preferable

When should you use the series and workbook?• Professional Development Days

• Staff Meetings

• Other



Using the Journal Series and the Workbook

Who decides to use the series and workbook?• Everyone should use these resources

• Atmosphere must be safe

• District office, teachers, administrators, school staff and

school counselors

Who leads the discussions?• School Counselor

• School Counselor District Director/Supervisor



Our Panelist



“Journal Contributors”

Q and A



To do this work you must be:

A Leader

An innovator

A Culturally Competent

Practitioner

A Courageous Champion

A lifelong Learner



PLEASE JOIN US FOR UPCOMING NOSCA WEBINARS

April 24, 2012

Transforming the Educational Experiences of Young Men

of Color: School Counselor Journal Series

Learn about NOSCA’s journal series and downloadable companion workbook to help

enhance K-12 school counselors’ capacity to better support college and career

readiness for young men of color.

May 3, 2012

School Counselors’ Guide Series to the Eight Components of

College and Career Readiness

Gain immediately usable interventions, strategies and K-12 resources for each of the

eight components for working school wide, across a district, with parents and families,

and with community and business partners.

May 10, 2012

The School Counselor: Broker of Services in the Own the Turf Community

Learn how school counselors can develop and mobilize Own the Turf collaborative

community partners to build student and family social capital and the knowledge

needed for all students to graduate from high school college and career ready.

NOSCA Webinars

For further information:

Visit: nosca.collegeboard.org or

Email: [email protected]



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