PreparingtoDream A College Access and Success Initiative Uniting Five Houston-Area School Districts
Learning, Outcomes and Results 2006-2011
Participating Districts
Sponsors & Thought Partners
In Memory of Dr. David Swedlow Thanks to David’s hard work and dedication, the vision for Preparing to Dream was brought to reality.
Š 2011 Houston A+ Challenge, NCAN and partner school districts, all rights reserved.
Over the past four years, five districts in the Houston region have been part of a pioneering effort to improve the college-going culture in their schools and the postsecondary outcomes for their students, especially those who would be the first in their family to attend college. The National College Access Network (NCAN) and Houston A+ Challenge are pleased to have coordinated the innovative Preparing to Dream (PTD) initiative. This opportunity – made possible through the generosity of Houston Endowment, Inc., with additional support from TG – not only has been a great learning opportunity, but also has helped these five districts chart significant positive outcomes for Houston-area students. The unique design of this project allowed each district team a planning year to evaluate its student outcome data and devise a proposal to meet the unique needs of their community. Then, to demonstrate the reliance on data-driven decisionmaking that was fundamental to the initiative, districts were allowed to modify their approach as new and additional information suggested. This flexibility and dedication to continuous adjustment supported dynamic and powerful work in the areas of student college access and success. In one example, when Spring Branch ISD evaluated survey responses from their graduates, the district quickly moved to fill a reported need for more dual credit opportunities and opened an Early College Program with Houston Community College. Preparing to Dream institutes and NCAN annual meetings provided the districts with opportunities to learn from individuals and organizations doing high quality college access work at the national, state and regional levels. District partners also were provided opportunities to learn from each other through deliberate cross-district sharing sessions at each Spring Institute. In the final Winter Institute, many of the expert sessions were led by PTD district personnel.
Preparing to Dream districts were encouraged to expand their relationships with higher education partners and to reach out to the community. At Goose Creek CISD, the relationship with Lee College grew to include an Early College High School created in partnership between the college and the district. Cypress-Fairbanks’ partner, Lone Star College, developed a program to reach out to the district’s minority male population and participated in many of the team meetings and institutes. And new, unexpected opportunities became available to PTD districts. College Forward, a well-respected, intensive college access and success program, selected Houston as its expansion city, and specifically tapped Aldine ISD and Goose Creek CISD as their first district partners outside of the Austin area. College Forward reports that this decision was based largely on these districts’ high level of focus on college preparation, occurring as part of Preparing to Dream. Houston ISD’s Wheatley High School was able to coordinate its focus on improving math instruction with the summer experience offered by the school’s Project Grad partnership, thereby increasing the impact of both programs. We are confident that the changes in culture that began with PTD will continue in these districts, and that the number of students who are better prepared for college will continue to rise. We congratulate our district partners for their dedication and hard work. Preparing all of our students for post-secondary success is both just and necessary for the future of us all. Sincerely,
Scott Van Beck Executive Director, Houston A+ Challenge
Kim Kiely Cook Executive Director, National College Access Network
INITIATIVE OVERVIEW BACKGROUND In November 2007, the National College Access Network, Houston A+ Challenge and teams from five Houston-area school districts (Aldine, Cypress-Fairbanks, Goose Creek, Houston and Spring Branch) launched the four-year Preparing to Dream initiative – a data-driven effort to help school districts transform policies and priorities toward a stronger college-going culture, especially for low-income and first generation students. During the 2007-08 school year, each school district assembled vertical teams consisting of district officials, principals, teachers, parents and students to analyze student achievement data, college-going rates and trends, district demographics and current college access programs. Teams were assisted by nationally recognized data coaches and core team coaches of Texas educational leaders. Data was used to identify problems, establish priorities, and develop implementation plans for threeyear initiatives aimed at improving student outcomes and transforming district culture. Starting in the 2008-09 school year, these plans were put into action. The following pages highlight some of the outcomes from those actions. Note that the data presented is not final; state-certified district data lags significantly behind our program implementation. Even so, each district demonstrates notable improvements in some student outcomes in these early results.
INVESTMENTS Preparing to Dream is supported by a $3.54 million grant from Houston Endowment, a local philanthropic organization that has also heavily invested in Achieving the Dream, a nationwide initiative to improve access, persistence and attainment at the community college level for the same student populations. During the first year of PTD, each district received a $25,000 planning grant to assist their work, in addition to support through coaching, conferences and sharing of best practices. Three-year ‘investment’ grants of $225,000 allowed each district to enact its diverse action plan. District matching funds were also used. TG, a nonprofit student loan guarantor for Texas families, provided additional funding for student and parent engagement in Preparing to Dream via focus groups, training and learning sessions, and visits to college campuses.
OBJECTIVES Through the course of the initiative, school districts aimed to increase rates of postsecondary enrollment (especially for low-income, first-generation students) and chart intermediate student outcomes, including: • Successful completion of college preparatory curriculum • Completion of accelerated learning courses (honors, AP and dual credit/enrollment) • Attainment of high-quality scores on college entrance exams • Completion of the FAFSA in time to take advantage of financial aid opportunities • Qualification, while in high school, for creditbearing courses in college, by passing rigorous high school courses, especially in English and Math, and college placement tests
INITIATIVE LEADERS Such a far-reaching initiative would not have been possible without the support, dedication, and hard work of our district partners and implementation teams. National College Access Network Executive Director: Kim Kiely Cook Technical Advisors to PTD: MorraLee Holzapfel, Dr. Tia McNair (2009-10) Houston A+ Challenge Executive Director: Dr. Scott Van Beck Program Coordinator for PTD: Betsy Broyles Breier (200911), Angela Prince (2007-08)
Aldine Independent School District Superintendent: Dr. Wanda Bamberg Team Leaders: Dr. Charlotte Davis, Twianna Collier Data Leader: Dan Polczynski Core Team Coach: Dr. Kaye Stripling Data Facilitator: Tom Mortenson Cypress-Fairbanks Independent School District Superintendent: Dr. David Anthony Team Leaders: Jennifer Williams (2010-11), Dr. Marie Keith (2007-10) Data Leader: Dr. Rayann Amine Core Team Coach: Dr. Harriet Arvey Data Facilitator: Dr. Jack Schmit Goose Creek Consolidated Independent School District Superintendent: Dr. Toby York (2009-11), Dr. Barbara Sultis (2007-09) Team Leaders: Suzanne Heinrich, LeRonda Lockhart Data Leaders: Rick Kirk, Leslie Ashby Core Team Coach: Meredith Wedin Data Facilitator: Bruce McComb Houston ISD – Wheatley Feeder Pattern Superintendent: Dr. Terry Grier (2009-11), Dr. Abelardo Saavedra (2007-09) Team Leaders: Tresa Magee, David Edgerson (2011), Wiley Johnson (2010-11), Lupita Hinojosa (2007-10) Data Leader: Dr. Venita Holmes Core Team Coach: Donna Scott Data Facilitator: Dr. Brad Phillips Spring Branch Independent School District Superintendent: Dr. Duncan Klussman Team Leaders: Jennifer Cobb (2009-11), Pat Waldrop (2007-09) Data Leader: Amanda Salinas Core Team Coaches: Dr. Zachary Hodges, Mary Alice Wills Data Facilitator: Dr. Deborah Santiago (2007-09), Dr. Jacqueline Hawkins (2009-11)
ALDINE ISD BACKGROUND For Preparing to Dream, the team from Aldine Independent School District held focus groups and conducted surveys to learn student and family needs regarding postsecondary success. Results indicated that both students and parents wanted more information and one-on-one help regarding college applications, financial aid, and post-secondary preparation. As a result, Aldine’s PTD plan focused efforts on schools in two feeder patterns that send students to Aldine and Nimitz High Schools, with the overall goal of increasing college entrance rates of first-generation and low socioeconomic students. In service of these goals, Aldine created a peer mentoring group called “The Dream Team” on each of the two campuses and hired a College Access Advisor to work one-on-one with students and families on both campuses.
2009-10
Aldine ISD Aldine High Nimitz High
Total Students
62,532
2,226
2,875
Students grades 9-12
15,195
2,226*
2,875*
By ethnicity (all students, %): African American
28.3
16.9
46.3
Hispanic
66.9
78.0
46.1
White
3.0
2.9
4.9
1.8
2.1
2.7
Economically disadvantaged %
Other
85.2
84.3
70.8
Limited English Proficient %
32.2
11.3
6.7
At Risk %
69.1
64.6
67.5
Graduates (Class of 2009)
2,652
583
606
African American
32.2
18.4
44.7
Hispanic
60.0
74.6
41.9
White
5.3
4.3
9.9
Other
2.5
2.7
3.5
By ethnicity (%):
* Does not include Ninth Grade campus
OUTCOMES • Aldine’s “Dream Team” peer mentoring has become embedded in both initiative high schools. The program has been so successful that other Aldine ISD high schools are replicating it. “Dream Team” members make presentations across the district to elementary, intermediate and middle school students about the importance of being college-bound. • Increased one-on-one counseling support at the two high schools has resulted in increased numbers of college applications and scholarships. • Both Aldine and Nimitz intend to continue to fund and staff the College Access Advisor position. • The Kids2College middle school program has been well-received and has expanded to other schools in the district.
• Aldine ISD has found new ways to reach out to its parent and family population. • Due in part to the work Aldine ISD has done with Preparing to Dream, Aldine ISD’s Eisenhower High School was chosen as one of two sites for the Houston-region expansion of College Forward, a highly regarded college access and retention program that was started in Austin.
NOTABLE RESULTS At Aldine High School: • Hispanic students “college-ready” doubled in ELA from 27% to 55% and more than doubled in “both ELA and Math” from 16% to 35% from 2006 to 2009. • From 2006 to 2010, African American students meeting the Texas Success Indicator increased from 13% to 51% in ELA and from 14% to 51% in math. • ApplyTexas online application site reports 712 applications in 2010. • The number of students served by the College Access Advisor grew from 469 in 2008-09 to 1,622 in 2009-10.
NOTABLE RESULTS At Nimitz High School: • Hispanic students “college-ready” doubled in ELA from 30% to 61% and more than doubled in “both ELA and Math” from 21% to 44% from 2006 to 2009. • African American students “college-ready” increased in ELA from 30% to 56% and more than doubled in “both ELA and Math” from 14% to 32% from 2006 to 2009. • From 2006 to 2010, students meeting the ELA Texas Success Indicator increased from 23% to 50% for African Americans and from 25% to 50% for Hispanics. • Students enrolled in AP courses increased from 154 in 2008 to 294 in 2010, and in dual credit increased 154 to 249 over that same period (per internal district reports). • ApplyTexas online application reports 1135 applications in 2010. • The number of students served by the College Access Advisor grew from 277 in 2008-09 to 965 in 2009-10.
Scholarship applications (self-reported): Aldine HS Nimitz HS Number of scholarships: Aldine HS Nimitz HS
2008-2009 36% 36%
2009-2010 57% 56%
2007-2008 103 ($1.5M) 152 ($1.0M)
2009-2010 237 ($2.9M) 210 ($0.4M)
CYPRESS-FAIRBANKS ISD BACKGROUND
OUTCOMES
Cypress-Fairbanks ISD has focused its Preparing to Dream efforts on addressing parent and student needs for more information about college, with a specific focus the newly formed Cypress Lakes High School and its feeder campuses. The district started by creating a new infrastructure to guide, connect and coordinate strategies for developing a college-going culture. This included a specialist-staffed College and Career Center (CCC) at Cypress Lakes High, a college awareness and access scope and sequence for grades 6-12, and improved data collection and evaluation measures. The Cypress Springs High School feeder pattern, with similar demographics, was chosen as a control for the project and provides the baseline data.
Cypress Lakes College and Career Center (CCC) has been a focal point of PTD activities and was the first resource of its kind in CFISD. Plans are in place to duplicate at other high schools.
DISTRICT ACTIVITIES Students served at Cypress Lakes CCC: • Fall 2009 325/179 • Fall 2010 500/371 After hours presentations by Cypress Lakes CCC: • Fall 2009 487 • Fall 2010 555 Increased opportunities for students to earn dual credit: • 2008-09: 17 courses cross-walked and approved • 2009-10: Same 17 courses offered • 2010-11: 21 courses approved and offered • 2011-12: 24 courses approved and will be offered
Features of the CCC that have made it particularly successful include:
Cypress-Fairbanks ISD 2009-10 Total Students
103,897
Students grades 9-12
29,094
By ethnicity (all students, %) : African American
17
Hispanic
39
White
35
Other
9
Economically disadvantaged %
43
• The center centralLimited English 1 izes information and Proficient % resources related to At Risk % 53 post-secondary opGraduates 5,614 portunities. (Class of 2009) • The center offers supBy ethnicity (%): port for Dual Credit African American 15 and SAT/ACT regisHispanic 27 tration, obtaining White 48 fee waivers, college application help and Other 10 course planning. • The center remains open in the evening for appointments, workshops, and supervised work time for those needing assistance with college admissions and financial aid. The district is using technology to expand its reach to additional students and families. Growing demand for services and information is being met with the use of Adobe Connect classrooms, using technology to take the information to the students and allow for discussion and question and answer periods in an efficient manner. This enables more students to be served with each passing year. A new data collection method was identified and implemented via highly advanced multi-function machines that use regular paper to create scannable documents. CFISD was able to customize and automate the way they collect information from students, parents, and teachers through surveys, information forms, and training atten-
dance sheets. Once scanning is complete, the data are pulled into a data set and then tied to pre-existing information such as courses taken, demographic information, and historical statewide assessment performance. Another important outcome at Cy Fair has been a stronger relationship with post-secondary institutions – in particular, Lone Star College-Cy-Fair. This relationship has grown significantly, as evidenced by the growth in dual credit offerings not only at Cy-Lakes, but also throughout the district.
NOTABLE RESULTS Cy-Fair’s PTD methodology of choosing a new high school and a control school has resulted in a rich core of data and comparisons. However, due to the fact that Cypress Lakes will not see its first class of graduates until May 2011, little AEIS outcome data is currently available. For this reason, the notable results gathered focus on specific outcomes of the district activities: • Cypress Lakes has very high AP/Dual Credit enrollment, in spite of 2010-11 representing the first senior class at that school.
AP/Dual Credit Course Enrollment Campus
Enrollment # 3252
HS 1 Cypress Lakes 3136 HS (PTD) HS 3 3261 HS 4 3298 HS 5 2655 HS 6 2253 HS 7 3049 HS 8 2849 HS 9 2946 Control Group 2405 * 2010-11 Semester 1
Economically Disadvantaged # % 770 24
AP/Dual Credit Enrollment* # 704
1820
58
697
1157 1295 445 309 1261 1059 1572 1487
35 39 17 14 41 37 53 62
674 661 620 568 561 488 483 290
• The Texas Success Initiative (TSI) is a program designed to improve student success in college. Students may be exempted from taking a test for the Texas Success Initiative if they have a high enough score on their exit-level TAKS tests as set by the Texas Higher Education Coordinating Board (THECB). This indicator shows the percent of students who achieved this level of proficiency by subject (English language arts and mathematics) for 2010.
Texas Success Initiative (TSI) Higher Education Readiness Component Campus English Language Arts Cypress Lakes HS (PTD) 66% Control Campus 56%
Math 57% 52%
• Significantly more Cypress Lakes HS students report the indicators of a college-bound culture than students at the district’s control high school.
GOOSE CREEK CISD BACKGROUND Goose Creek Consolidated Independent School District identified a number of needs in its initial Preparing to Dream inventory: too many parents and students were not aware of even the basic steps for college applications and entrance; too many students were not academically prepared for college level work; and the district had limited capacity to monitor and track student preparation and post-secondary outcomes. Goose Creek’s PTD plan focused on addressing these shortcomings systemically, to fulfill a vision of a supportive community environment which ensures each student is prepared for and understands how to access postsecondary education. Steps toward building this environment included creating a comprehensive campaign to promote a college-going culture, providing entrance exam support to students, and increasing college and financial aid awareness for students and parents, even prior to high school. The district implemented a system to track student and parent participation in these programs and activities and to strengthen their partnership with local post-secondary institutions.
DISTRICT ACTIVITIES (2008-2011) • 3,647 parents and students attended College Access workshops • 395 students enrolled in SAT/ACT test prep • 4,021 middle school students participated in the Kids2College program
• 5,500 high school students utilized the College “GO” Centers • College Night attendance has grown from 500 parents and students to 1,200 parents and students. • Approximately 4,500 students took part in 25 field trips to colleges and universities including Lee College, University of Texas, Texas A&M University, Baylor University, Lamar University and Prairie View A&M University.
OUTCOMES
Goose Creek CISD 2009-10 Total Students
20,819
Students grades 9-12
5,802
By ethnicity (all students, %) : African American
18
Hispanic
52
White
28
Other
2
Economically disadvantaged %
63
Limited English Proficient %
12
At Risk %
49
Graduates (Class of 2009)
1,103
By ethnicity (%): African American
21
Hispanic
42
White
35
Building a “college-going Other 2 culture” has become a priority for the district. Over the span of the PTD project, the district has fully embraced student post-secondary success as THE goal. At the request of the Superintendent, a district-wide committee of school and community members has been meeting this year to identify key elements and strategies for the district to reach this vision. This is a direct extension of the PTD activities. Efforts, such as
College Week, have moved from being a high school-only event to including all the schools in the district. The 6th grade Social Studies includes the Kids 2 College program with district-developed curriculum extensions for grades 7 and 8. More students are visiting college campuses than ever before. Post-secondary success is a key lens for the district’s strategic planning. An increase in dual credit courses has opened greater opportunities for students, especially for those who would be the first in their family to go to college. The district has expanded the dual credit offerings within the comprehensive high schools and has opened an Early College High School where students can earn an associate’s degree along with a high school diploma. There has been a significant rise in the number of students participating over the course of the grant. This has fostered a closer relationship between the district and Lee College.
Advanced Course/Dual Credit Completion District total
AfAm
Hispanic
White
21
16
2006
• Hispanic students deemed “college-ready” almost doubled from 22% for the Class of 2006 to 42% for the Class of 2009, outpacing the state’s growth rate. • “College-ready” economically disadvantaged students increased from 19% in 2006 to 35% in 2009. • More African American and Hispanic students are taking Advanced and Dual Credit courses. • Graduates completing the Recommended High School Program increased from 73.4% to 86.7%, outpacing growth in both the state and the region.
25
19 14
11
NOTABLE RESULTS
State
26
24
10
Econ dis
Goose Creek’s work in this area has resulted in some unique opportunities: • The district was chosen as one of 20 across the country to pilot a real-time FAFSA reporting system for the Department of Education. • Goose Creek’s Lee High School was chosen as one of two sites for the Houston region expansion of College Forward, a highly regarded college access and retention program that was started in Austin.
14
12
9
2009
Students and families have access to more information, resources, and direct support on the college application process. The district increased the parent training opportunities on topics such as college finance, FAFSA, and scholarships. By offering the sessions in community locations, in English and Spanish, and by providing child care, the district had higher participation of under-represented parents. Hundreds of high school students accessed college and scholarship materials, FAFSA support, and college counseling at “Go Centers” on the three high school campuses, in partnership with Lee College. More students are taking advantage of the free SAT and ACT preparation expanded course offerings. The district has become an active partner with students and families to help them find success in the college application process.
Recommended High School Program Graduates GCCISD
Region 4
State 86.7 82.4
73.4
74.9
Class of 2006
75.7
Class of 2009
82.5
HOUSTON ISD – WHEATLEY FEEDER PATTERN BACKGROUND The Wheatley Feeder Pattern in Houston Independent School District focused its Preparing to Dream initiative on strengthening math instruction throughout the campus. The team began with the 9th grade class in the initial project year, and set its sights on increasing enrollment and student pass rates throughout a four-year program of high school mathematics. The team also aimed to increase the number of graduating seniors who enroll in post secondary education.
OUTCOMES • Soon after setting out to implement the school’s focus on math, Preparing to Dream facilitators quickly recognized that Wheatley was suffering from being the beneficiary of many programs and initiatives that were unaligned and uncoordinated. Multiple intervention programs were targeting the same students, often at cross purposes. There was little to no coordination or accountability by the intervening organizations. Numerous meetings and negotiations resulted in better communication, collaboration and alignment among interveners. In particular, Project GRAD and Preparing to Dream began close collaboration at Wheatley.
• The school’s PTD focus on math has provided teachers with additional professional development for math instruction, and students with additional resources and tutorials. • Through the targeted professional development, Wheatley’s math department has implemented routine team meetings and targeted interventions for students.
Wheatley HS: 2009-10 Total Students
1,067
Students grades 9-12
1,067
By ethnicity (all students, %) : African American
62
Hispanic
38
White
>1
Other
>1
Economically disadvantaged %
86
Limited English Proficient %
10
At Risk %
81
Graduates (Class of 2009)
218
By ethnicity (%):
• The number of stuAfrican American 76 dents participating in Hispanic 24 after-school tutorials in math has increased White 0 for the 2010-2011 Other 0 year to an average of 72 students per tutorial versus an average of 13 per tutorial last year. • Preparing to Dream has supported Project GRAD activities and collaborated with GRAD to provide rich summer math activities to Wheatley students. PTD funds helped support additional math intervention as well as additional college visits and parent outreach. • Wheatley High School recently received the 2010 College Readiness Award. The school was recognized for significantly increasing ACT composite scores over the past five years, student participation in the ACT, and improving college readiness.
NOTABLE RESULTS • Texas Success Initiative on Math shows tremendous increases at Wheatley from 2006 to 2010. For comparison, Houston ISD as a whole increased from 42% to 62% over that time frame, so Wheatley results are clearly gaining on the district.
• Wheatley has shown impressive growth over the grant period in measures that reflect the primary grant focus on math, such as the TSI, as well as in other indicators of college readiness. Notably, Hispanic “college-ready” graduates in both Math and ELA increased from 0% in 2006 to 19% in 2009. • The number of Wheatley graduates has nearly doubled since the start of the Preparing to Dream initiative; scholarship money has increased to an anticipated $2.5 million in 2011; and dual credit completion rates have dramatically increased for all student populations.
SPRING BRANCH ISD BACKGROUND For Spring Branch Independent School District, the Preparing to Dream initiative fit right in with the Five-Year Education Plan adopted by the district in 2006. With the overall goal of being the premier college-focused district in Texas and preparing all students for success after high school, Spring Branch focused its PTD work on improving methods to track and survey graduates of the district, in order to determine how to better prepare students for post-secondary studies. In year two of the initiative, Spring Branch responded immediately to an identified need and developed an Early College Program (ECP) in partnership with Houston Community College, in order to more effectively deliver dual credit courses to students from all the district high schools.
DISTRICT ACTIVITIES • Spring Branch has tracked and surveyed approximately 5,400 of its graduates from the Classes of 2008, 2009 and 2010. • All 14 of the Class of 2010 graduates who participated in ECP went on to enroll in college in fall 2010. Approximately 87 students completed the fall semester 2010 at HCC. The first group of ECP participants to earn 30+ semester hours will be graduating in May 2011.
• National Student Clearinghouse data indicates some increases in college-going rates from Spring Branch ISD, from 66% from the class of 2006 enrolling in college in their first year after high school up to 69% for the class of 2009.
OUTCOMES
Spring Branch ISD: 2009-10 Total Students
32,415
Students grades 9-12
8,719
By ethnicity (all students, %) : African American
6
Hispanic
57
White
30
Other
7
Economically disadvantaged %
57
Limited English • Spring Branch’s stuProficient % dent survey tracking At Risk % process is fully implemented. Initial analysis Graduates shows a significant (Class of 2009) correlation between By ethnicity (%): students’ feelings of African American preparedness and Hispanic college attendance. White Students have said Other they need more help with study skills, college orientation, and dual credit.
34 53 1,818
7 39 45 9
• Student needs for more college preparation are beginning to be met in the Early College Program. District funding cuts will require tuition to be charged beginning next year, but some PTD overage will be repurposed to provide scholarships. • The district’s Early College Program is expanding through partnerships with local higher education institutions. Course offerings at Houston Community College are increasing, and the district is initiating partnerships with University of Houston-Downtown and University of St. Thomas for additional opportunities. • Preparing to Dream activities have transformed district practice by expanding dual credit and college preparedness activities beyond the high schools where those were traditionally offered. In addition,
NOTABLE RESULTS • Historically, dual credit courses at Spring Branch were primarily available to the high schools serving the higher socio-economic students. With PTD, this completion rate has more than doubled for African American students and increased significantly for Hispanic and economically disadvantaged students.
college preparedness is seen as the responsibility of all departments, not just counseling. • Spring Branch will begin utilizing the COMPASS test at all high school campuses to assess the readiness of rising seniors to be successful in college level courses. Results from the test will be utilized to help ensure that students receive appropriate remediation while still in high school.
• The percentage of African American graduates deemed “college ready” doubled from 2006 to 2009, while the percentage of Hispanic graduates so designated increased significantly from 27% to 38%.
• As with all of our PTD districts, we expect to show additional improvement in performance when more current data becomes available.
NCAN’s mission is to build, strengthen, and empower communities committed to college access and success so that all students, especially those underrepresented in postsecondary education, can achieve their educational dreams.
Houston A+ Challenge’s mission is to serve as a catalyst for change in the public schools that educate nine of every ten children in our region, teaming with principals and teachers in targeted schools to ensure that every student is prepared for post-secondary success.