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Bronx Eng. & Tech. Academy: Demographics, Faculty, & College Access Strategies, Lecture notes of Engineering

University of Cambridge Engineering

An overview of the Bronx Engineering and Technology Academy (BETA), including its demographics, faculty composition, and college access strategies. Principal Rashid F. Davis presents data on student population, ethnicity, gender, economically disadvantaged status, faculty salaries, and deficit thinking. The document also discusses the importance of avoiding deficit thinking and creating a deficit-free climate, as well as the components of successful college access. BETA's strategies include raising aspirations, easing the initial transition to college, and navigating the admissions process.

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PARTNERSHIP SUPPORT ORGANIZATION

Bronx Engineering and Technology Academy

Rashid F. Davis, Principal

College Board-Forum 2010

October 26-29,2010

Washington, DC

Introducing Underrepresented

Students to Academic Rigor

Forum 2010-Rashid F.

Davis, Principal, BETA

Discover Lecture notes of Engineering University of Cambridge

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PARTNERSHIP SUPPORT ORGANIZATION

Bronx Engineering and Technology Academy

Rashid F. Davis, Principal College Board-Forum 2010 October 26-29, Washington, DC Introducing Underrepresented Students to Academic Rigor

Forum 2010-Rashid F.Davis, Principal, BETA

Bronx Engineering and Technology

Academy (BETA)

A New Century High School in Partnership with

New Visions for Public Schools

▫ Bill & Melinda Gates Foundation

▫ Carnegie Corporation of New York

▫ Open Society Institute

▫ Council of Supervisors and Administrators

▫ United Federation of Teachers

▫ The New York City Department of Education

Opened in 2004

Forum 2010-Rashid F.Davis, Principal, BETA

Demographics: BETA’s Student Population-442 Students

General Ed Special Ed^ 65% 14%

ELL 15%

**Special Ed

ELL 6%**

Special Populations

Black 32%

Hispanic 61%

Other 7%

Ethnicity

Demographics: BETA’s Gender/Economically Disadvantaged-

Students

Free/Reduced 92%

Full 8%

Economically Disadvantaged

Females 16%

Males 84%

Gender

FEMALES 46%

MALES 54%

GENDER

Demographics: BETA’s Faculty and Staff

Asian 6%

Black 37%

Hispanic 35%

White 22%

Deficit Thinking

• — Wagstaff and Fusarelie (1999), for example ,

found that the single most important factor in the

academic achievement of minority children was the

explicit rejection of deficit thinking by the school-

based administrator.

• — Bishop and colleagues (Bishop, Berryman, &

Richardson, 2001; Bishop Berryman, Tiakiwai, &

Richardson, 2003) have found that when teachers

were trained to avoid deficit thinking, the academic

achievement of Maori students increased within

months;

Forum 2010-Rashid F.Davis, Principal, BETA

BETA Components of Successful College Access

Engle, Bermeo, & O’Brien, 2006

Research identifies three main student variables (beyond academic

preparedness) to increase successful college enrollment:*

Student Aspirations

College Admissions Process

Transition to College

Forum 2010-Rashid F.Davis, Principal, BETA

Raising Aspirations

Personalized and frequent interactions

Discount variables that prevent college thinking

Raise perceptions of self as “college material”

Inform students of college options and financing

Establish link between college and career

1) Raising Aspirations

Forum 2010-Rashid F. Davis, Principal, BETA

Navigate Admissions Process

Start early; meet often

Take students step-by-step

Explain how to pay for college

Get families involved

Make connections to the community

2) Navigate Admissions Process

Forum 2010-Rashid F. Davis, Principal, BETA

Support Team

The City Commission Of Human Rights Peer Mediation

Columbia University National Society of Black Engineers

College Summit Peer Leaders

City College The Society of Hispanic Professional Engineers

Bronx Community College Talent Search Upward Bound

Turner Construction Youth Force 2020

BETA

ACE

Mentoring Program

Manhattan College School of Engineering

Forum 2010-Rashid F.Davis, Principal, BETA

54.7%

81.1%

93.2%

8th grade proficiency ratings are very

predictive of high school Regents diplomas

Forum 2010-Rashid F.Davis, Principal, BETA

Student Achievement: Majority of BETA Students Enter High School

Below Grade Level in ELA and Mathematics

49% 17%

26%

8th Grade ELA Scores

34%

33%

25%

8th Grade Math Scores

Students without a score may not have attended a NYC public middle school or they may be an English Language Learner.

Level 1 Level 2 Level 3 Level 4 No Score

DOE research shows that students who enter high school at or above grade level are substantially more likely to graduate with a Regents Diploma.

SAT Performance: Critical Reading and Math Scores

412

451

390

400

410

420

430

440

450

460

Reading Math

Cohort 2008

411

459

380

390

400

410

420

430

440

450

460

470

Reading Math

Cohort 2009

High School Graduation Requirements

Pass 5 Regents Exams (ELA, Math, Science, Global Studies and US History); AND
Accumulate 44 credits, distributed across ELA (8), Social Studies (8), Math (6), Science (6), Foreign Language (2), Art (2), Health (1), and PE (4.2) and the remaining fall under electives.
Giving students 8 credits of math and science, and 6 credits of foreign language goes beyond New York State requirements

Forum 2010-Rashid F.Davis, Principal, BETA

Bronx Eng. & Tech. Academy: Demographics, Faculty, & College Access Strategies, Lecture notes of Engineering

Related documents

Partial preview of the text

Download Bronx Eng. & Tech. Academy: Demographics, Faculty, & College Access Strategies and more Lecture notes Engineering in PDF only on Docsity!

PARTNERSHIP SUPPORT ORGANIZATION

New Visions for Public Schools

▫ Bill & Melinda Gates Foundation

▫ Carnegie Corporation of New York

▫ Open Society Institute

▫ Council of Supervisors and Administrators

▫ United Federation of Teachers

▫ The New York City Department of Education

Demographics: BETA’s Student Population-442 Students

Demographics: BETA’s Gender/Economically Disadvantaged-

Students

Demographics: BETA’s Faculty and Staff

Deficit Thinking

• — Wagstaff and Fusarelie (1999), for example ,

found that the single most important factor in the

academic achievement of minority children was the

explicit rejection of deficit thinking by the school-

based administrator.

• — Bishop and colleagues (Bishop, Berryman, &

Richardson, 2001; Bishop Berryman, Tiakiwai, &

Richardson, 2003) have found that when teachers

were trained to avoid deficit thinking, the academic

achievement of Maori students increased within

months;

Research identifies three main student variables (beyond academic

preparedness) to increase successful college enrollment:*

Support Team

BETA

ACE

8th grade proficiency ratings are very

predictive of high school Regents diplomas

Student Achievement: Majority of BETA Students Enter High School

Below Grade Level in ELA and Mathematics