Rainier Scholars and Second Short Quiz Q-12

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johnkarls
Posts: 2034
Joined: Fri Jun 29, 2007 8:43 pm

Rainier Scholars and Second Short Quiz Q-12

Post by johnkarls »

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Q-12 was “Have both the 179 “I Have A Dream” projects in 51 American inner-cities during the 1980’s-1990’s and the relatively-recent “Rainier Scholars” program in Seattle demonstrated that such “surrogate parents” coupled with transforming the atmosphere with a guarantee of college tuition produce inner-city high-school graduation rates above 90% (100% for the 3 “Rainier Scholars” classes that have finished high school so far)?”

Some brief observations.

The Rainier Scholars program has been accused of “cherry picking” the best inner-city children.

However, there is no denying, especially after viewing the two segments of interviews of children in the program on the PBS Newshour for Tuesday 8/21/2012, that the “surrogate parents” in the program and the transformation of the atmosphere with a guarantee of college tuition are what produced the 100% H.S. graduation – college matriculation rates!!!

AND THERE IS NO DENYING THAT THE 100% SUCCESS RATE FOR 180 RAINIER SCHOLARS (AND COUNTING) WAS ACHIEVED DESPITE THEIR ATTENDING INNER-CITY PUBLIC SCHOOLS.

Because even critics who accuse the Rainier Scholars program of “cherry picking” and who might, therefore, claim that the 180 crème de la crème inner-city students who had functional parents who were motivated enough to get their children into the program at the fifth-grade entry point would have been within the normal single-digit inner-city high school graduation rate, would have to admit after viewing the PBS Newshour interviews of the students that the college tuition guarantee and the program’s “surrogate parents” are what ensured a perfect 100% record (and what produced a much higher level of achievement than would have been expected if these children had merely been within the normal single-digit success rate).

The achievement of the Rainier Scholars program can be better appreciated if it is compared with the record of “charter schools” and the record of “school choice” (vouchers).

In both “Death and Life” and in her Wall Street Journal OpEd essay (the OpEd essay is posted in the “Reference Materials” section of this Bulletin Board), Diane Ravitch chronicles that both “charter schools” and “school choice” (vouchers) achieve results no better than the public schools from which the beneficiaries of “charter schools” and ”school choice” programs are cherry picked!!!

Last observation???

And before making it, I do not want to be interpreted as being critical of the “Rainier Scholars” program!!! Because it is obviously doing a world of good for the children it serves!!! And anyone who is willing to donate time or resources to helping inner-city and/or minority children have the right to decide their own criteria for whom they will serve on what is really a battlefield upon which triage demands setting priorities!!!

However, my heart will always be with the old 179 “I Have A Dream” projects of the 1980’s/1990’s that served the inner-cities of 51 major American metropolitan areas, because they took EVERYONE (not just the most gifted) in the third grade of an inner-city elementary school or EVERYONE in the third grade in an inner-city public-housing project!!!

johnkarls
Posts: 2034
Joined: Fri Jun 29, 2007 8:43 pm

Info From www.RainierScholars.org

Post by johnkarls »

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The following information comes directly from http://www.RainierScholars.org.

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CLOSING THE OPPORTUNITY GAP, 60 MINDS AT A TIME

Each spring, we admit the 60 most promising students of color in the Seattle Public School District to embark on an 11-year, life-changing journey. It demands hard work and commitment. In exchange, it offers invaluable opportunity. In four phases—from our intensive 14-month academic phase to placement into the area’s top independent and public schools to ongoing leadership development and support which lasts through the final day of college—our scholars learn the skills, make the connections and accumulate the knowledge and experience that will enable them to excel in college and assume positions of leadership as adults.


******************************************************
PHASE ONE – GRADE SIX: ACADEMIC ENRICHMENT

Rigorous and intensive, this initial, 14-month phase of the program immerses students in the subject matter they must master to thrive in college-preparatory programs. Scholars complete 700 hours of additional classroom time and 300 hours of additional homework. The hard work and intensive learning prepares them for their studies in a college-preparatory environment.

The summer before their sixth-grade year, a “cohort” of 60 scholars meets five days a week, eight hours a day, for six weeks. Their curriculum includes literature, writing, history, math, science and personal ethics. Daily homework, development of time-management and organizational skills, mentoring by older Rainier Scholars students and guided reflection on what it means to be a high-achieving student of color are all critical building blocks.

When school begins the following fall, students attend their regular schools and also attend Rainier Scholars classes every Wednesday after school and all day on Saturdays. Throughout the 6th grade year, students and families participate in the “placement process” in which they seek admission to either an independent college preparatory school or to one of Seattle Public Schools’ advanced learning programs. Once students and schools are matched for 7th grade, a second intensive academic summer session follows, one in which students continue to focus on core academic skills as well as exploring the acculturation process for entering their new school environments. The 14-month academic phase culminates in a Rites of Passage ceremony in which students “become a Rainier Scholar” before beginning their 7th grade year at top schools throughout the Puget Sound region.


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PHASE TWO – GRADES 7-9: ACADEMIC COUNSELING AND SUPPORT SERVICES

Once scholars are enrolled in an advanced learning program or independent school, we help ensure that that they thrive in the program by providing ongoing academic and socio-emotional support, including:

1. Monthly one-on-one meetings at their schools
2. Weekly tutoring
3. Monthly social and cultural activities with other Rainier Scholars
4. Case management and support from our educational psychologist
5. Annual student and family meetings to address all aspects of high school and college planning
6. Opportunities for service learning and community volunteer involvement
7. Ongoing academic enrichment opportunities on an as-needed basis

Recognizing that a child’s education involves the whole household, we support the families of our students by partnering with parents to advocate for children in school and linking families to support services. We encourage the scholars to apply the many skills and tools learned during the 14-month academic phase to continue to strive towards academic excellence and serve as models for self-motivated and self-advocating learners who take risks and move out of their comfort zones to maximize their educational potentials.Click here for the March 2012 ACSS-LD Calendar.

Summer Learning Opportunities

ACSS students participate in a range of valuable summer activities during the summer of 2009. Productive summer learning opportunities are encouraged for our students. See below for a sampling of these activities.

Phillips Exeter Academy Summer School
Phillips Andover Academy Summer School
The Hotchkiss School Summer Portals Program
Choate School Summer Program
Summer Legal Institute for Future Lawyers of Color
Princeton University "Adventures of the Mind" Conference
Rainier Scholars Student Advisor positions
NOAA Science Camp
BioQuest Academy at the University of Washington


******************************************************
PHASE THREE – GRADES 10-12: LEADERSHIP DEVELOPMENT

The Leadership Development phase of the Rainier Scholars program begins when students are sophomores in high school and continues until high school graduation.

There are three components to Leadership Development:

1. Leadership Development retreats
2. College planning and career guidance
3. Internships and opportunities

Leadership Retreats

All Rainier Scholars must attend five leadership retreats. Retreats are held five times a year, often at local colleges or schools. Students discuss effective and ethical leadership as they learn about their own leadership abilities, preparing them for leadership roles in their schools and communities. Retreats are held on the following topics:

Introduction to Leadership

Drawing heavily on John Gardner’s book On Leadership, this retreat introduces students to the tasks and attributes of effective leaders, as well as the role of ethics in leadership.

Obstacles of Leadership

Students begin by brainstorming a list of the challenges they’ve faced in leadership and then study the ways other leaders have overcome these difficulties, from organization restructuring to systems of accountability.

Styles and Skills of Leadership

This retreat leads the students in an in-depth exploration of successful leaders’ styles as they learn more about their own leadership styles, strengths and weaknesses and practice essential leadership skills.

Rights and Responsibilities

Designed to help students understand the rights and responsibilities of each level of a democratic society so that students understand the system in which they will be leaders.

Ethics and Realities of Leadership

The final retreat recognizes that our students, now steeped in leadership theory and fact, must have practical application of all they’ve learned. Students draw on their moral compasses and societal expectations as they attempt to come up with effective and ethical solutions to today’s problems.

College Planning and Career Guidance

As students enter 11th grade, our Leadership Development phase focuses on preparation for the college admissions process. Students receive personalized college counseling including SAT prep courses and opportunities to meet with college admissions representatives. Scholars are also invited to participate in workshops on a range of topics, including:

1. Application case studies
2. College essays
3. Financial aid

Rainier Scholars is committed to ensuring that students have the opportunity to visit college campuses. To date, our students have been selected to participate in highly selective recruitment programs at
Amherst College, Colorado College, Dartmouth College, Macalester College, Mt. Holyoke College, Occidental College, Pitzer College, Smith College and Williams College.

Internships and Opportunities

Each year, Rainier Scholars partners with businesses and organizations to provide the students with paid summer internships in a variety of fields. In order to be eligible for these internships students must have a 3.0 GPA and be in good standing with Rainier Scholars. Students and sites/mentors are evaluated at the middle and end of the summer. A sampling of businesses and organizations that have hired our interns includes:

Aegis Living
Black, Lowe and Graham LLC
Seattle Children's Hospital
Davis Wright Tremaine LLP
Epiphany School
K & L Gates LLP
Karr Tuttle Campbell
King County Television Network
Knowledge Points
League of Education Voters
Lenny Wilkens Foundation
Microsoft
NeighborCare
Powerful Schools
Preg, O’Donnell, and Gillette
Seattle-Northwest Securities Corporation
Swedish Hospital
Teens in Public Service (TIPS)
Washington State Hospital Association


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PHASE FOUR – COLLEGE SUPPORT SERVICES

Our scholars know that completing the Rainier Scholars program means earning their college degrees. To help them, we continue providing them with academic and emotional support from their first days on campus until they finally stride across the graduation stage and become program alums. Prior to departure for campus, all Rainier Scholars read Making the Most of College by Richard Light and explore what it means to have a fulfilling college experience which prepares them for the world awaiting them on graduation day and their critical role of leadership in it.

Support services include:

1. Comprehensive College 101 Retreat prior to fall of freshman year, addressing issues of: academic courses, major and minor selection, financial aid, navigating the social landscape of college life and creating a healthy and holistic life on campus

2. Counselors who regularly connect with students and track their progress on campuses around the country

3. Academic, financial and socio-emotional support services for struggling students

4. A communications network enabling scholars to connect with and support one another

5. Professional networking and mentoring opportunities

6. A resource clearinghouse including information on internships, jobs, volunteering and study abroad opportunities

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