About Oakland Early College
OAKLAND EARLY COLLEGE 27055 Orchard Lake Road Farmington Hills, Michigan 48334 oaklandearlycollege.org 248.522.3540 T 248.471.9543 F Gary Weisserman Head of School 248.522.3542 T oec@westbloomfield.k12.mi.us
Oakland Early College (OEC) is a five-year, “hybrid” school combining the best elements of high school and college. OEC students attend school on Oakland Community College’s Orchard Ridge campus, and engage in an exciting college-preparatory curriculum taught by teachers from award-winning West Bloomfield School District. Dual enrollment is a central component of every student's educational experience, with students participating in an integrated sequence of high school and college courses. OEC students graduate with their high school diplomas, innovative educational and professional experiences in a small school environment, and up to 60 transferable college credits towards their undergraduate degree and/or an Associate Degree from Oakland Community College. OEC is a public early college high school. There is no cost to students or their families for attending Oakland Early College. Tuition, most fees, and most textbook costs are paid for by the school. OEC students have full access to Oakland Community College’s wide range of student support mechanisms and student activities, and OEC's students are deeply involved in all aspects of campus life, assuming leadership roles in areas including student government, the college honor society, and the fine and performing arts programs. All 160+ college degree pathways at Oakland Community College are available to OEC students. This document provides an extremely brief, by-the-numbers overview of where we are at the beginning of the 2010-2011 school year. It is not intended to be a complete summary. Rather, it is one small snapshot of where we are as a school and as a community.
Enrollment and enrollment projections Oakland Early College is a small school by design, and will never enroll more than 300 students at a time. We have maintained a deliberate growth plan, culminating in full (or nearly full) enrollment in September of 2012: September 2008: 92 (opened), primarily grades 10 and 11 September 2009: 144 (capped), primarily grades 10, 11 and 12 September 2010: 170 (capped), primarily grades 10, 11, 12 and 13, with a small pilot cohort of grade 9 students September 2011: 170 (capped), all grades, 9-13. Note this cap is continued as additional facilities are built and renovated, following the recent OCC millage election. September 2012: 270-300 (projection; full growth cap) Oakland Early College has adopted an enrollment model that allows multiple points of entry to the school. As a result, earlier grades are generally smaller than later grades. Oakland Early College operates as a School of Choice, serving students from all over Oakland County. Students matriculate from all over Oakland County: west to Milford, east to Clawson, south to Ferndale and South Lyon, and north to Holly and Oxford. The number of students admitted from within West Bloomfield School District is capped at ten per grade.
College success rates A core component of the Oakland Early College experience is integrated dual enrollment in college coursework at Oakland Community College. During the 2009-2010 academic year, OEC students enrolled in approximately 650 college courses, earning approximately
1850 credits. For the most recently completed term, Summer I 2010, students passed over 98% of their college coursework, and carried an average course GPA in college of about 3.3 GPA. The transferability rate for college coursework was approximately 97%. During the previous full, 15-week semester, Winter 2010, students passed approximately 94% of their college courses--again, a substantially higher pass rate than traditional college students--with a transfer rate of about 85%. In doing so, they carried about a B average in their college coursework. 100% of OEC students earn at least one year of college credit prior to graduation. College success rates have remained fairly consistent throughout the school’s history, but have trended upwards since its inception. OEC students are well represented within the college’s Phi Theta Kappa Alpha Omicron Xi Chapter Honor Society. A large percentage of the chapter’s executive board, including its president, are OEC students.
Test scores Standardized test scores are of different importance in measuring OEC students’ academic success. For instance, because most of our students will apply to four year universities as transfer students from Oakland Community College, ACT scores are rarely used for admission. However, knowing that all tests tell us something about student achievement, OEC pays special attention to yearly trends in academic performance. This past year, OEC’s average ACT score jumped a full point over last year’s cohort. More significantly, our students’ ACT scores reflected, on average, a 2.92 point jump over their own predicted ACT score from the PLAN test, administered a year prior. Michigan Merit Exam (MME) results showed a similarly dramatic increase, although we believe cohort-to-cohort comparisons are fundamentally flawed. OEC students’ science scores jumped 18.9%; math, by 26.8%; social studies, by 2.9%; reading, by 11.9%; and writing, by 6.3%.
Graduation rates Although we did not anticipate a graduating class until the spring of 2011, three of our students were able to successfully earn their high school degrees in May of 2010. All three graduated with high honors. One will spend an additional semester at OCC completing her Associate Degree, and plans to transfer to the University of MichiganDearborn. Two earned their high school and Associate Degree concurrently. This coming fall, one will attend Eckerd College in Florida to study geoscience and marine biology; the other will attend the University of Michigan-Ann Arbor’s College of Engineering. One of our graduates was the campus’ Grand Marshal at graduation, having also served for the past year as the president of the college’s Phi Theta Kappa honor society. In May of 2011, we anticipate a full graduating class of approximately 65 students, most of whom will earn their Associate Degree and/or 60+ transferable credits towards their undergraduate degrees.
Graduation requirements Oakland Early College’s graduation requirements extend well beyond the State of Michigan’s Merit Curriculum requirements. Proficiency in at least one world language, Page 2
participation in a capstone project, completion of a career portfolio, proficiency to levels 1 or 2 on the Michigan Merit Exam, and a minimum of 30 college credits (most students will achieve or approach 60 college credits and/or their Associate Degree) are required for graduation from Oakland Early College.
Pace of study Oakland Early College students have full access to the over 160 degree pathways at Oakland Community College. In general, students at OEC graduate with both their high school diploma and their Associate Degree, and/or two years of transferable college credit. Students at Oakland Early College matriculate from grade 9 through grade 13, with entry available through 12th grade. For most students, grades 9 and 10 are college preparatory in the truest sense of the phrase: our goal is to help students transition into college coursework as soon as makes sense for that student. By the end of grade 10, most of our students have taken at least one college class. By grade 11, each of our students is enrolled in a blend of college and high school courses. Which college courses, and how many, are determined by the individual student, who is counseled in their program by our high school counselors and by OCC’s college counselors. Some 11th grade students have 5 or 6 high school classes, as well as one introductory-level college course; others, meanwhile, have just 1 or 2 high school courses, while maintaining a full-time college course load. Our goal is to highly individualize each student’s course of study in a way that makes sense for that student. By grade 12, our students take the majority of their courses at the college level. By grade 13, students are full-time college students taking just one high school seminar or support class. 100% of OEC graduates earn at least a full year of college credit prior to graduation, with most students substantially more. As students progress further down their degree pathways, their daily and weekly schedules look less and less like “regular” high school schedules, and more and more like college schedules. Students have thousands of college courses available to them, ranging from Accounting to Zoology. By way of example, here is a small sampling of the college courses OEC students took during a recent semester: Abnormal Psychology
Economics I
Life Science
Academic Literacy
Elementary Algebra
Linear Algebra
Academic Literacy II
Endurance Swimming
Macro Economics
Accounting Procedures
Fencing Intermediate
Marriage and Family
Acting I
Figurative Sculpture
Microbiology of Health/ Disease
Advanced Jewelry
Finite Math
Modern Dance
Advanced Photography
Fund of Physical Education
Molecular Biology
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African-American History
Fundamentals of Digital Video
Movement for Musical Theater
American Government
Fundamentals of Photography
Music History: Rock
American Sign Language
Fundamentals of Speech
Myth/Magic/Folk Religion
Aqua Fitness
General Chemistry I
Nutrition
Art Appreciation
General Pottery
Orientation to College
Astronomy
Guitar I
PC Graphic Concepts
Basic Drawing
History of Modern Philosophy
Personal Computing
Beginning Digital Photography
Instrument Instruction
Physical Fitness
Beginning French
Interior Design
Physical Geography
Beginning German
Intermediate Algebra
Piano I
Beginning Italian
Intermediate Spanish
Self Defense
Beginning Japanese
Interpersonal Communication
Small Business Management
Beginning Spanish
Introduction to Computing
Spanish II
Biology
Introduction to Education
Stress Management
British Literature I
Introduction to Film
Swimming
Business Mathematics
Introduction to Interior Design
Theater Activity
Calculus I, II, and III
Introduction to Philosophy
Theater Production
Career Planning
Introduction to Psychology
Understanding of Music
Ceramics
Introduction to Sociology
United States History to 1877
Child Development
Introduction to Soft Engineering
Voice I
College Algebra
Introduction to Web Systems Water Safety Instructor
College Success Skills
Introduction to Education
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World Civilizations Modern Era
Composition I
Introduction to Film
World Civilizations PreModern
Composition II
Introduction to Logic
World Music
Computer Literacy
Jewelry
World Religions
Dance (Ballet)
Karate
Yoga
Ear Train and Sight Singing Keyboarding
It’s worth noting that “college classes” means just that--students enrolled in real college classes, with real college professors and “traditional” college students around them. An enormous amount of attention is paid to providing appropriate support mechanisms in this regard, to help ensure student success.
School culture survey It is our belief that an outstanding, supportive school culture is a prerequisite to students’ academic and personal success. To that end, Oakland Early College pays enormous attention to issues of community, governance and ownership. In March of 2010, OEC conducted its annual school culture study, developed by University of Michigan researchers. The full report, which utilizes extensive qualitative and quantitative data, is available on the school website. In sum, it showed that students are generally extremely happy and invested in the school. It further suggested that students understand and appreciate the opportunities they are provided, and strongly value the caring and respect with which they’re treated by faculty and staff. Most students have a strong sense of their long-term academic goals, and strongly believe that OEC is preparing them well for success. Student activities, groups, and organizations continue to grow organically as student-led and student-governed programs, and have become a vital part of our school culture. OEC students continue to be integrally involved with OCC programs and organizations.
Memberships and associations Oakland Early College is a charter member of the Michigan Early and Middle College Association (MEMCA), and of the Skillman Small Schools Learning Network. Oakland Early College maintains strong relationships with several regional higher education partners. As a West Bloomfield School District school, Oakland Early College has been globally accredited for a five-year term by AdvancEd, beginning September 2010.
Financial status
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Oakland Early College is pleased to report that the school remained revenue positive during the 2009-2010 school year. The school is projected to remain financially stable and revenue positive for the foreseeable future.
Demographic data School of origin data, overall, September 2010. Note that “Private” refers to an aggregate number of schools listed below. Walled Lake Consolidated Schools is listed as an aggregate entity. Home School Private (combined below) Pontiac West Bloomfield North Farmington Walled Lake (multiple schools) Southfield Lathrup Auburn Hills Christian Novi Pontiac Academy for Excellence Waterford Mott Harrison International Academy Southfield Akiva Hebrew Day School Avondale Berkley Clawson Eaton Academy Everest Academy Groves Oak Park South Lyon St. Maryʼs Andover Berkshire MS Brandon Cass Tech (Sfld) Cath Central Clarkston Cranbrook Crary Middle School Farmington Ferndale
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20 20 18 18 12 11 10 6 5 5 5 4 4 3 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1
Hazel Park HFA Lamar, TX Linden Milford Northville Oak Valley MS Parkway Christian Longfellow Rochester Hills Christian Royal Oak Shrine Steiner Stoney Creek Troy Pierce Middle School
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
School of origin, latest cohort, September 2010. Note that “Private� refers to an aggregate number of schools listed below. Walled Lake Consolidated Schools is listed as an aggregate entity. Private (combined below) Home School West Bloomfield Auburn Hills Christian Akiva Hebrew Day School Everest Academy Waterford Mott Southfield Berkshire Middle School Clawson Cranbrook Farmington High School Home School Groves Lamar (TX) Linden North Farmington Oak Valley Middle School Parkway Christian Pierce Middle School Pontiac South Lyon
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10 9 7 3 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Steiner School Stoney Creek Andover Southfield Lathrup
1 1 1 1
Demographic data, reported student ethnicity, September 2010. Note that most students designated as multi-racial primarily identify as Hispanic, raising OEC’s Hispanic population to about 10%.
Asian African American Hispanic White Multi-racial 0
23
45
68
90
Overview of research on early colleges While early colleges are a relatively new concept here in Michigan, they are not a new concept, and date back to the 1960‘s. As a result, a substantial amount of research has been done on the nearly 200 early college high schools in the United States. (It’s important to note that there are many distinguishing characteristics between true early college and enhanced dual enrollment programs, which are far more common.) In sum, it suggests that students in early colleges: • experience a meaningful secondary and post-secondary educational program in a small school environment; • have dramatically higher college graduation rates than the general student population, and usually outperform traditional college students in college courses; • earn up to two years of transferable college credit and/or their Associate Degree while still in high school, thus ending up a year or more ahead of traditional high school students; • receive substantial assistance in overcoming the economic, academic and cultural barriers frequently encountered by traditional high school students in earning their college degrees. As is the case for early colleges across the country, our “measuring stick” for student success is a little different than the ones used by traditional high schools. Our goal isn’t to simply have our students graduate from high school, and perhaps to attend college. Our goal is for students to graduate from college, and to be prepared for meaningful participation and leadership in the world around them. At the same time, higher education is in crisis. Statewide and nationally, most students who graduate high school will not earn their college degrees. Indeed, most students who begin college will not complete their degrees. Looking at schools within 50 miles of
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Oakland Early College, the 2007 six-year and four-year college graduation rates reflect this fact: 2007 6-year graduation rate
2007 4-year graduation rate
University of Michigan-Ann Arbor 88.30%
70.40%
Cleary University 60.00%
60.00%
Kettering University 56.30%
5.60%
University of Michigan-Dearborn 52.90%
13.70%
University of Detroit Mercy 52.40%
27.20%
Adrian College 50.20%
40.00%
College for Creative Studies 49.70%
27.30%
Siena Heights University 48.10%
27.60%
Lawrence Technological University 47.00%
24.60%
Madonna University 44.70%
36.70%
Oakland University 44.30%
14.30%
Eastern Michigan University 38.80%
10.50%
Concordia University-Ann Arbor 38.20%
19.60%
University of Michigan-Flint 34.80%
9.80%
Rochester College 32.40%
12.70%
Wayne State University 32.40%
12.60%
Marygrove College 28.60% Baker College of Flint 20.00% University of Phoenix-Metro Detroit 6.40% Campus
N/A 20.00% 0.80%
Source: http://collegeresults.org and The Education Trust By comparison, students who attend early colleges around the United States graduate from college at a rate of over 85%.
Vision and Belief Statement Oakland Early College will provide a world-class educational experience in a small-school environment. Our vision is to bridge the increasingly large gaps between secondary and post-secondary education, between academic and popular culture, and between our own communities and an increasingly global society. We believe that: • A world-class high school education is only one step in our students’ ongoing educational pursuits. It is our responsibility to ensure student success in postsecondary education. We further believe that successful students should:
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• Be thoughtful, productive, and responsible members of their communities, and of the larger world around them; • Be confident, self-directed, and enthusiastic lifelong learners; • Have the ability to express themselves clearly and self-confidently, both orally and in writing; • Be literate in multiple domains, including literature, mathematics, science, business, technology, and the arts; • Be able to think adventurously and well, and to tackle with enthusiasm ambiguous problems with unclear solutions; • Be able to seek out, and use responsibly, different kinds of information from a variety of sources; • Be able to cooperate with others, and to see the world as it may be seen by others; • Make strides in at least four broad areas of scholarship: engineering (the mastery of tools); knowledge building (making useful intellectual contributions to a learning community); artistic expression (the cultivation of aesthetic sensibilities); and civic engagement (addressing important social issues and engaging in meaningful public and private discourse). • Possess high self-esteem as a learner and a person; • Take on intellectual risks enthusiastically and appropriately; • Be ready to navigate the world in civic life, higher education, and the workplace.
National Early College Comparison Data Some interesting numbers in terms of school comparisons to national averages for other early and middle colleges, based on NCREST data: Pass rates for college courses:
Overall pass rate, college courses 9th 10th 11th 12th 13th
Winter 2010 Summer 2010 93.6 98
100 100 95 92 100 n/a
National
100 100 100 96
90
94 92 93 90 90
Average college GPA:
Overall college GPA 9th 10th 11th 12th 13th
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Winter 2010 Summer 2010 2.83 3.26 4.0 4.0 3.46 4.0 2.93 3.35 2.66 3.02 3.47 n/a
National 2.71 2.96 2.88 2.66 2.62 2.33
Grade distributions for college courses over the past two terms, compared to national early college average (W’s not yet added; will be added from separate data source later): A 40 100 40 50 35 67
Cumulative, Winter 2010 9th, Winter 2010 10th, Winter 2010 11th, Winter 2010 12th, Winter 2010 13th, Winter 2010 Cumulative, Summer 2010 9th, Summer 2010 10th, Summer 2010 11th, Summer 2010 12th, Summer 2010 13th, Summer 2010 National college grade distribution 9th 10th 11th 12th 13th
NC 0 0 0 0 0 0
W n/a
53 23 21 2 2 0 100 0 0 0 0 0 100 0 0 0 0 0 55 21 21 2 0 0 43 31 26 0 9 0 n/a n/a n/a n/a n/a n/a
n/a
37 45 42 36 34 37
B 17 0 60 21 23 11
23 18 22 24 24 23
C 16 0 0 20 22 22
16 13 14 16 16 16
D 7 0 0 9 12 0
6 10 6 5 5 6
F 4 0 0 1 9 0
5 4 4 6 6 5
7 7 6 8 8 7
0 0 n/a n/a n/a
0 0 n/a n/a n/a 5 2 3 5 5 5
College GPA by gender (Winter, 2010 data):
OEC gender GPA (Winter, 2010) National gender GPA
Males 2.82
Females 2.85
2.60
2.79
College pass rate by gender (Winter, 2010 data): Male OEC gender pass rate (Winter, 2010) National gender pass rate
94.3
Female 93
91
92
High school attendance rate, 4 week sample (note that our sample was in October, and our attendance mechanism does fractions, so the measuring scale is slightly different from the national numbers):
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Number of absences OEC % of students with this many absences, four week sample Number of absences National % of students with this many absences, four week sample
0 62
<4 <6 <9 10+ 32 3 1 1
0 32
1-3 4-6 7-9 10+ 47 14 5 3
Percentage of currently enrolled students completing some college coursework (using last completed year, 2009-2010):
OEC Completed college coursework
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National 100
88
Spotlight on Early Colleges: Background, history and implications Gary Weisserman Head of School, Oakland Early College Faculty, university of Michigan-Flint technology and education Charter member, MEMCA and SSSLN
Friday, October 29, 2010
the early college movement... ... in oversimplified-but-STILL-useful terms: 1960’s and Simon’s Rock 1970’s-80’s and LaGuardia Middle COLLEGE 1990’s and beyond: The early colleges
Friday, October 29, 2010
making SOME distinctions FIVE DISTINCT SPLO’s (LERNER AND BRAND) ... Each of which is very different ...
“Advanced placement” and related programs Tech prep and tech prep with articulation Transition Programs serving disadvantaged youth college access programs such as dual enrollment ... and what we’re concerned with today:
Early and middle college programs
Friday, October 29, 2010
A Caveat VARY in structure, philosophy, and background current Status of early colleges in michigan ... MDE and MEMCA is presently considering grants for up to six new E/MC
Todayâ&#x20AC;&#x2122;s focus is on one specific school ... ... okay, it happens to be mine, but ... itâ&#x20AC;&#x2122;s a pretty darned good example. ... and let me start with a little bit of personal info by way of explaining my perspective on early colleges ...
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Some common elements â&#x20AC;&#x153;Power of the siteâ&#x20AC;? embedded on college campus, and fully integrated into college life
Focus on teaching and learning BEYOND HIGH SCHOOL highly individualized educational development plans Student support and scaffolding Small class and school size, embedded counseling, academic support
democratic school governance professional development focused on design and reform Friday, October 29, 2010
ABOUT OAKLAND EARLY COLLEGE grades 9-13, drawing from all over oakland county public “magnet,” specially classified as 5-year school (YES, that means it’s FREE, including college tuition and books)
9-10 usually “college prep” (a truly loaded term requiring a bit of Deconstruction)
transition into college and beyond
Friday, October 29, 2010
THE main GOALS 0) Meaningful participation and connection to a thoughtful, supportive school culture complete with important opportunities for learning and advancement 1) High school diploma, really neat experiences in a small school environment, 60-ish transferable college credits and/or associate degree 2) SUCCESSFUL COMPLETION OF a college degree, certificate, or related program Friday, October 29, 2010
a dirty little secret ... Well, okay, not so little ... post-secondary success rates in michigan vs. postsecondary success rates from early colleges, nationally 2007, four year rates: EMU, 10%; OU, 14% 2007, six year rates: EMU: 38%; OU, 44% National e/m C college grad rate: about 85%
Friday, October 29, 2010
the other Side: what we’re NOT not a traditional comprehensive high school not a program not “country day on the cheap” not “TAG” not “ALT”
Friday, October 29, 2010
A DAY IN THE LIFE OF ... OUR STUDENTS ... what does that look like? Well, that depends ... Schedules, co-curriculars, and more
Friday, October 29, 2010
Example 9th grade schedule Example: 9th grade schedule 8:00-3:15 8:15-9:10 9:15-10:10 10:15-10:45 10:50-11:45 11:50-12:45 12:45-1:20 1:20-2:15 2:20-3:15 3:15-10:00
Friday, October 29, 2010
Monday
Tuesday
Wednesday
Thursday
Friday
Biology Civics/ Economics Focus Geometry Journalism LUNCH Student Leadership ELA 9
Biology Civics/ Economics Office Hours Geometry Journalism LUNCH Student Leadership ELA 9
Biology Civics/ Economics Focus Geometry Journalism LUNCH Student Leadership ELA 9
Biology Civics/ Economics Office Hours Geometry Journalism LUNCH Student Leadership ELA 9
Biology Civics/ Economics Town Meeting Geometry Journalism LUNCH Student Leadership ELA 9
Example 10th grade schedule Example: 10th grade schedule 8:00-3:15 8:15-9:10 9:15-10:10 10:15-10:45 10:50-11:45 11:50-12:45 12:45-1:20 1:20-2:15 2:20-3:15 3:15-10:00
Friday, October 29, 2010
Monday
Tuesday
Wednesday
Thursday
Friday
Algebra II Biology Focus US History Creative Writing LUNCH ELA 10
Algebra II Biology Office Hours US History Creative Writing LUNCH ELA 10
Algebra II Biology Focus US History Creative Writing LUNCH ELA 10
Algebra II Biology Office Hours US History Creative Writing LUNCH ELA 10
Algebra II Biology Town Meeting US History Creative Writing LUNCH ELA 10
CNS 1100: Orientation to College
CNS 1100: Orientation to College
Example 11th grade schedule Example: 11th grade schedule 8:00-3:15 8:15-9:10 9:15-10:10 10:15-10:45 10:50-11:45 11:50-12:45 12:45-1:20
1:20-2:15
2:20-3:15
3:15-10:00
Friday, October 29, 2010
Monday
Tuesday
Wednesday
Thursday
Friday
Chemistry Civics/ Economics Focus ELA 11
Chemistry Civics/ Economics Office Hours ELA 11
Chemistry Civics/ Economics Focus ELA 11
Chemistry Civics/ Economics Office Hours ELA 11
Chemistry Civics/ Economics Town Meeting ELA 11
MUS 1570: Guitar (1:00-2:55), 3 credits MUS 1570: Guitar (1:00-2:55), 3 credits
Psychology 2510: Intro to Psychology (2:00-4:00), 3 credits
Psychology 2510: Intro to Psychology (2:00-4:00), 3 credits
MUS 1570: Guitar (1:00-2:55), 3 credits PER 1590: Physical WellBeing in a Modern Society (7:00-9:00), 2 credits
Example 12th grade schedule Example: 12th grade schedule 8:00-3:15
Monday Tuesday ENG 1510: Introductory Composition (8:00-9:30 AM), 3 credits 8:15-9:10 9:15-10:10 10:15-10:45 10:50-11:45 11:50-12:45
Focus Algebra II
Wednesday Thursday ENG 1510: Introductory Composition (8:00-9:30 AM), 3 credits
Office Hours Focus Algebra II Algebra II MAT 1150: Intermediate Algebra (12:00-2:00), 4 credits
Office Hours Town Meeting Algebra II Algebra II MAT 1150: Intermediate Algebra (12:00-2:00), 4 credits
12:45-1:20 1:20-2:15 2:20-3:15 3:15-10:00
Friday, October 29, 2010
Friday
JPN 1510: Beginning Japanese (6:00-10:00), 4 credits
Example 13th grade schedule Example: 13th grade schedule 8:00-3:15
Monday
Tuesday
8:15-9:10
Wednesday
Thursday
BIO 1530 Lab: Intro to Cellular Molecular Biology (8:00-9:00), 4 credits
9:15-10:10
BIO 1530: Intro to Cellular Molecular Biology (10:00-11:30), 4 credits
BIO 1530: Intro to Cellular Molecular Biology (10:00-11:30), 4 credits
11:50-12:45
3:15-10:00
Friday, October 29, 2010
POL 1510: American Government (9:00-11:55), 3 credits Town Meeting
CHE 2610: Organic Chemistry (11:00-1:00), 4 credits
CHE 2610: Organic Chemistry (11:00-1:00), 4 credits 13th Seminar
Saturday POL 1510: American Government (9:00-11:55), 3 credits
10:15-10:45
10:50-11:45
Friday
13th Seminar
POL 1510: American Government (9:00-11:55), 3 credits PER 1880: POL 1510: Yoga American (11:00-12:00), Government 1 credit (9:00-11:55), 3 credits POL 1510: American Government (9:00-11:55), 3 credits THE 1601: Theater Production and Technology (4:00-7:00), 3 credits
WHo ARE OUR STUDENTS? A bit about them ... A special interest in meeting the needs of “underserved” kids ... (And what, exactly, does that mean, anyway?) meeting them virtually ...
Friday, October 29, 2010
Micah seems to be avoiding the paparazzi ...
Id to onâ&#x20AC;&#x2122;t thi say even s p abo kn hot ut ow o . Tay wh .. lor at in
Friday, October 29, 2010
king o o l s he i I make S . a ian r while r d A e I is This my should ake suren here. over slide to mpicture i this t put her donâ&#x20AC;&#x2122; , nyah. Nyah
SOME DEMOGRAPHIC DATA ... SCHOOL and SCHOOL DISTRICT OF ORIGIN: Home School Private (combined below) Pontiac WBSD North Farmington Walled Lake (various) Sfld Lathrup Auburn Hills Christian Novi PAE Waterford Mott Harrison IA Southfield Akiva Avondale Berkley Clawson Eaton Academy Everest Academy Groves Oak Park South Lyon St. Mary始s Andover
Friday, October 29, 2010
20 20 18 18 12 11 10 6 5 5 5 4 4 3 2 2 2 2 2 2 2 2 2 2 1
Berkshire MS Brandon Cass Tech (Sfld) Cath Central Clarkston Cranbrook Crary Middle School Farmington Ferndale Hazel Park HFA Lamar, TX Linden Milford Northville Oak Valley MS Parkway Christian Longfellow Rochester Hills Christian Royal Oak Shrine Steiner Stoney Creek Troy Pierce Middle School
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
SOME DEMOGRAPHIC DATA ... Asian African American Hispanic White Multi-racial 0
22.5
45.0
67.5
90.0
* note most multi-racial students at oec self-identify as primarily hispanic, Bringing hispanic population to about 10%.
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Josh (graduate, 2010)
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Taylor (13th grade)
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Jasmine (13th grade)
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Taylor (11th grade)
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academic data, 2009-2010 enrolled in approximately 650 college courses, earning approximately 1850 credits. For the most recently completed term, Summer I 2010, students passed over 98% of their college coursework, and carried an average course GPA in college of about 3.3 GPA. (COLLEGE pass RATE among non-OEC students: 75%) The transferability rate for college coursework was approximately 97%. Friday, October 29, 2010
TESTING INFORMATION This past year, OEC’s average ACT score jumped a full point over last year’s cohort. More significantly, our students’ ACT scores reflected, on average, a 2.92 point jump over their predicted ACT score from the PLAN test, administered a year prior. Michigan Merit Exam (MME) results showed a similarly dramatic increase. OEC students’ science scores jumped 18.9%; math, by 26.8%; social studies, by 2.9%; reading, by 11.9%; and writing, by 6.3%.
Friday, October 29, 2010
OTHER INTERESTING DATA POINTS early graduation and policy issues Ongoing school culture research and data continued integration and refinement
Friday, October 29, 2010
A few items of interest facilities partnerships â&#x20AC;&#x153;integrationâ&#x20AC;? into college life/campus life (another) dirty word: (money!) how do other schools work?
Friday, October 29, 2010
So ... DOES IT WORK? yes, it does! but ... 1) ... very, very wary of thinking of early colleges as a magic bullet. one size does not fit all ... the mistake we make is assuming that if something works in one place, we should replicate it in other places. 2) ... itâ&#x20AC;&#x2122;s not really about the dual enrollment.
Friday, October 29, 2010
A few lessons realization: it doesn’t have to be this way. culture is EVERYTHING, and has to be grown organically. if you have good people, you don’t want to think about models. If you DON’T have good people, even the best models don’t matter much. ultimately, it’s about PEOPLE. rules, punishments and institutional structure are a poor substitute for relationships and culture. (School as games, puzzles, duty, activism, and punishment.) faculty and admin: if you don’t know every kid, the school’s too damn big or you’re not doing your job. Friday, October 29, 2010
contact information Gary weisserman website: http://www.oaklandearlycollege.org email: oec@westbloomfield.k12.mi.us office: 248.522.3542 (direct line), main number 248.522.3540
Friday, October 29, 2010