Abstract
Title: Perceptions of Project GRAD in Akron, Ohio; Initiate Positive Change for Students
Project GRAD states that every student deserves a chance to achieve higher education
regardless of their ethnicity or socio-economic background3, and I agree. Through my mother’s
experience of being a passionate public school board member for twelve years, I have grown to
understand how valuable education is and how it can significantly affect one’s future. I have
been fortunate enough to have been given the opportunity to pursue higher education and now I
would like to assist students that have been less fortunate.
Using qualitative and quantitative research I investigated the perceptions, opinions,
interests, ideas, and other information that Project GRAD students shared, along with statistical
data provided by Ohio Department of Education’s website. Through the students and data, the
goal was to find new ideas to create awareness of Project GRAD, and discover specific areas
where additional focus is needed. Accessing public report card ratings through the Ohio
Department of Education’s website, I evaluated trends and compared student’s current scores
with Project GRAD’s and Ohio’s benchmarked expectations. I analyzed these trends to highlight
the broad strengths and weakness of each individual Akron inner-city school within Project
GRAD to provide further insight and areas of focus.
Through this research, I planned to determine the best practices currently in place at each
of the five schools that contributed or correlated with higher achievement. Once documented, I
hoped to be able to recommend a marketing plan to initiate the positive changes that need to be
implemented in order to fully benefit the student’s education.
Based on data obtained from the Ohio Department of Education, almost all five Project
GRAD schools have failed to meet the 75% passage rate, the benchmark set for mathematics,
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science and reading, expect for the reading scores of fourth graders at Schumacher Academy and
tenth graders at Buchtel High School. The analysis further illustrated a need for enhanced
mathematics and science education in all schools, especially in the fifth grade where success
rates appear decline rapidly.
Results from the focus groups and in-depth interviews showed an overwhelming majority
of the students believe Project GRAD is a successful and helpful program giving them an
opportunity to receive financial aid for their college education. However, they also voiced
concerns. They displayed concern with specific areas of Project GRAD that created confusion,
frustration, and inefficiency.
Building educational awareness within the community and rallying support from parents,
guardians, faculty and staff, key stakeholders, as well as students, can bring positive change.
Project GRAD wants all children to have a quality education, especially at-risk children living in
economically disadvantaged communities. We want these children to be proud of the education
they receive and the opportunities they are given. We want them to acknowledge those
responsible for the program and to recognize those who support it at the location in which it was
received – Akron, Ohio.
Introduction to Project GRAD
Goals
Project GRAD (Graduation Really Achieves Dreams) is a national program that is
implemented in twelve low-income communities across the United States. This educational
program is implemented at the elementary school level and works with children throughout their
high school careers and into college. Akron, Ohio is fortunate to be one of the twelve
communities with this program and is determined to be a frontrunner in enhancing education by
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continually increasing test scores and graduation rates, along with motivating children to
understand the importance of higher education3.
National & Local Benchmarks
On a national level, Project GRAD’s mission is equality in education and is working hard
to be certain that those who are in economically disadvantaged communities are not forgotten.
Nationally, Project GRAD would like to see 80% of their students graduate high school and 50%
of these students attend college 3. The five inner-city schools in Akron working with Project
GRAD include; Crouse Elementary School, Schumacher Academy Elementary School, Rankin
Middle School, Perkins Middle School, and Buchtel High School. Akron’s Project GRAD
benchmarks are identical to the national standards1 .
Public education is the responsibility of the state, from determining funding levels to
establishing core curriculum standards. All states also set benchmarks for test scores per grade
levels, school attendance, and graduation rates, as reflected in the state report card. However, the
benchmarks set by the Ohio Department of Education differ from those of Project GRAD’s. The
following are benchmarks set by the state of Ohio:
From 3rd to 8th grade Ohio has set a minimum of 75% requirement benchmark for Math,
Reading and Science Proficiency Levels
The state of Ohio required 75% of tenth graders to pass the Ohio Graduation Test (OGT)
in the following subjects; Reading, Mathematics, Writing, Science, and Social Studies
The state of Ohio requires 85% of eleventh graders to pass the Ohio Graduation Test
(OGT) in the following subjects; Reading, Mathematics, Writing, Science, and Social
Studies
All grades in Ohio are required to maintain or exceed a 93% attendance rate, and
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All Ohio public school districts should meet or exceed a 90% graduation rate
The combination of these factors will determine its ranking of the state report card of
Excellent with Distinction, Excellent, Efficient, Continuous Improvement, Academic Watch,
or Academic Emergency2
Project GRAD’s also has a set graduation benchmark of 80% 3
Challenges
Prior to beginning my research, I discussed Project GRAD with Jackie Silas Butler;
Executive Director of Project GRAD in Akron. It became clear to me that funding was the most
challenging obstacle facing the program. For example, due to insufficient funding, Eric Island
Elementary School no longer implements Project GRAD. Jaclyn Donadio, a University of Akron
alumnus, conducted research on Project GRAD as a Graduate student in 2008-2009. Her
research concluded there was a lack of parental and community awareness; yet another challenge
for Project GRAD.
Current Programs Implemented
Project GRAD focuses on five core programs that are conducted in and out of the
classroom. These five programs include mathematics, literacy, classroom management, social
services and parental involvement, and a high school program3. The goals are also to increase
student motivation and parental involvement to ultimately increase academic performance.
With a focus on mathematics, Project GRAD hopes to instill young students with
reasoning skills and applying the ability to apply mathematical concepts. A strong foundation in
math skills will prepare them for future learning and provide a deeper understanding of the
subject as opposed to simple memorization of facts. This is made possible by a three-tiered
support program and an extensive professional development program for teachers known as
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Project GRAD Mathematics Instructional Intermediaries. A Family Math Night is also
implemented to engage parental support and to share skills with their students3 .
A literacy program is available at the elementary level. Teachers are trained through
annual refresher courses and monthly literacy meetings. The three-level literacy program
provides a school based reading facilitator, local GRAD site literacy consultants, and vendor
consultants. Parental and community involvement is further encouraged through Second Cup of
Coffee meetings and Raising Reader Awareness events3.
Teaching skills and classroom management are two if the most important factors when
trying to enhance student learning. Project GRAD is aware that an environment conducive to
learning, along with a focus on time management, can improve classroom performance;
therefore, they utilize the Consistency Management & Cooperative Discipline (CMCD) model.
CMCD helps to establish consistency, flexibility, and self-discipline within the classroom3.
Project GRAD places full-time social services providers and project managers within the
school districts to work with students, teachers, and counselors. These individuals help deal with
student problems and/or home issues. They also focus on drop-out prevention, community outreach programs, counseling, and family-case management3.
Walk for Success is implemented on an annual basis to keep parents informed about their
child’s education as they enter their freshman year in high school. A College Awareness Day is
held at Pre-K/Kindergarten level and continued throughout high school. During College
Awareness Day, Project GRAD provides information about entrance requirements, expectations,
and the importance of SAT and ACT Test preparation. Guests are invited to speak to students
about various options regarding higher education opportunities, along with financial aid and
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scholarship information. On College Awareness Day, the Project GRAD Scholarship is
promoted3.
The last core program, the High School Program, provides support to build and
strengthen all of the initiatives discussed above. The three main components of the High School
Program include: the Project GRAD Scholarship, Classroom Management, and Social Services
and Parental Involvement. Academic initiatives provided though the High School Program
include summer interventions, scheduling double class periods of mathematics and/or literacy
courses, and increasing Pre-Advanced Placement and Advanced Placement course work 3.
To attain the scholarship offered by Project GRAD, all students need to complete
requirements throughout their high school career. One requirement recently added to the list is
the completion of two Summer Institute events. Since 2003, The University of Akron is the
annual host of a three-week Intensive Academic Learning Institute that offers leadership skills
training, sessions conducted by motivational speakers, and an introduction to a college
experience. As the interest in the Summer Institute program has grown it now offers more topics
of interest to the students, such as a Marketing and Law.
Bridge to GRADuation is another event Project GRAD offers to incoming freshman at
Buchtel High School. Middle school students are invited to Buchtel High School before they
enter their freshman year to get acquainted with the school layout, to find the location of specific
classrooms, and to simply calm any anxiety students may have when transitioning from middle
school to high school.
Methodology
Quantitative Data
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The Ohio Department of Education offers a wide variety of data on their website that
includes career-technology options, finance information, testing assessment, diagnostics, practice
exams, the Ohio Graduation Test, and test results. My research also included the evaluation of
Report Card data, as reported on the Department of Education website. The data was
downloaded from each school district into an Excel spreadsheet to enable analysis of the
statistics per grade, per participating Project GRAD school with a focus on the scores in
mathematics, reading, and science, and comparing the data over a three-year period. The scores
from the 10th Grade Ohio Graduation Test were also analyzed.
After extracting these numbers and examining trends in the data, I created graphs to
generate a visual for comparison purposes. Benchmarks for both Project GRAD and the Ohio
Department of Education were illustrated on these graphs to indicate the results expected and
results obtained; defining scores as exceeded expectations, average and below average results.
Evaluating the scores for all grade levels, in all subjects, for every Project GRAD school,
allowed for a narrower focus on where improvement had occurred and where improvement was
still needed.
Qualitative Data
During the 2009 Summer Institute at The Taylor Institute of The University of Akron, I
conducted three focus groups and held one in-depth interview with the high school students
participating in the Summer Institute. Since these students were under the age of eighteen, I had
to obtain permission from the Institutional Review Board to conduct research. After applying,
obtaining needed signatures, and receiving approval, I took an online tutorial to learn the proper
ways to interact with human subjects. I also created Student Assent Forms and Parental
Signature Forms for all students willing to participate. Once these two documents were complete
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with signatures, they were permitted to interact in the focus groups and take part in an interview
regarding Project GRAD.
The focus groups were divided into two female groups of seven and eight participants.
The all male focus group comprised eleven students. I conducted one in-depth interview with a
male student who was a sophomore in high school. Each focus group session and the interview
were conducted in one-hour increments and all covered identical topics. The sessions took place
in a room specifically designed for focus groups at The University of Akron. The following is
the Moderator’s Guideline used to conduct primary research:
Project GRAD Perceptions
Focus Group Moderator’s Guideline
Rachel Karash
I.
BACKGROUND / INTRODUCTION
Moderator will:
Introduce self and thank participants for agreeing to come
“Thank you very much for volunteering your time today to participant in this study.
My name is Rachel Karash and I am an undergraduate Honors student entering my
senior year at The University of Akron. This study is part of my Senior Honors
Project. I currently work for the Department of Marketing and have been approved
through the Institutional Review Board to conduct this study.”
Explain group guidelines and tell how long the focus group will last
“The discussion with the focus group is scheduled to last up to 1.5 hours. During
this period of time, I will ask for your perception, reaction, ideas, opinions, interests,
and other information you would like to share about Akron, Ohio’s Project GRAD
program, of which you’re all currently participating in.”
“I will facilitate the session today. Please note that you will not offend The
University of Akron, Project GRAD, or my own feelings when sharing your opinions.
We are interested in hearing your point of view even if it differs from others in this
focus group. If you feel uncomfortable at any time during this study, you are free to
dismiss yourself with no consequences.”
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“I am going to make every effort possible to keep the conversation focused and
within our time frame. If I feel that we have thoroughly covered a topic, I may shift
to discussion to the next question, just so all topics can be covered.”
Address confidentiality
“I will be audio and video taping the discussion on DVD because I don’t want to
overlook any of your perceptions, reactions, ideas, opinions, or other information
you will be sharing. To maintain confidentiality, we will only being using your first
names in the focus group along with each participant’s high school class ranking,
such as freshman, sophomore, junior, or senior. For your information, names will
not be included in the comments on my final report, only your class rank. You can be
assured that complete confidentiality will be maintained in the recording and filing
of information in this study. However, I do not have any control over conversations
that occur outside this study that you and your peers might share with others. This is
the only risk that is present throughout this study.
Participant’s introduction:
“Let’s start by introducing yourself - first names only, please. Also tell us what
grade you will be in when you start school in the fall at Buchtel High School. Let’s
just go around the table.”
“Now, please take a marker and write your first name and class rank on the blank
name card/tent. Set the name card/tent up in front of you on the table in visibility of
the camera in order to record who is saying what.”
II.
DISCUSSION TOPICS
Explain Process:
“Our topic of discussion today is based on the Project GRAD, which stands for
“Graduation Really Achieves Dreams,” a program in which all of you are involved.
The idea is to collect all possible perceptions, reactions, ideas, opinions, interests,
and other information you might share about Project GRAD. Depending on the
results of our discussion, your information may be used to implement change in the
strategy of Akron’s Project GRAD and used on a regular basis that may benefit
future students.
Overall reaction: WHAT
1. What is your first overall impression of Project GRAD?
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2. What do you think is the overall impression Project G.R.A.D. gives within the
community you live in?
3. Is this positive or negative? Why?
4. What would you do to enhance this image?
5. What program and activities have you participated in that Project GRAD offers?
- What did you like best?
- What did you like least?
Overall reaction: WHY
1. Why have you become a participant in Akron’s Project GRAD program?
2. Why do you feel other students take advantage of the opportunities Project
GRAD has to offer?
3. Why do you feel other students do not take advantage of the opportunities
Project GRAD has to offer?
4. Do you think Project GRAD is successful?
- Why? Please give specific examples.
- Why not? Please give specific examples.
5. What can Project GRAD do better to get more students interested? Parents
interested? Faculty and Staff interested?
Overall reaction: WHEN
1. When does Project GRAD conduct community and/or student-parent
activities? Time?
2. Do these times work with your family schedule?
3. Do these times not work with your family schedule?
- What would you consider the best time to conduct community and/or
student-parent activities?
Overall reaction: HOW
1. How does the program at Buchtel High School work?
2. Does faculty contribute to the Project GRAD program? If so, how do they
contribute? Be specific with examples.
- Do you have any new ideas in how they could become involved? Be
specific.
3. Does staff contribute to the Project GRAD program? If so, how do they
contribute? Be specific with examples.
- Do you have any new ideas in how they could become involved? Be
specific.
4. How do parents get involved with Project GRAD activities?
5. If you feel that changes need to be made, how would you accomplish them?
“Now I am going to move away from the broader questions and ask more detailed
questions. At this point, I am trying to find more out about you and your experiences with Project
GRAD. I am interested in hearing your thoughts, opinions, and ideas about different aspects of
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Project GRAD. I encourage you to share as many examples as possible so I can better
understand your perceptions. Thanks again for volunteering this information.”
Individual reactions:
1. What programs are you or have you actively been involved in? (Scholarship
Program, Mathematics, Literacy, Classroom Management, Social
Services/Parental Involvement, Pre-AP and AP classes, Summer Institute)
- Tell me about the Summer Institute? What do you like about it? What do
you dislike about it? Is there something you would change?
- Tell me about the Scholarship Program? What criteria must be met to be
considered for the scholarship? What do you like about it? What do you
dislike? Is there something you would change?
- Tell me about the Social Services/Parental Involvement that occurs
through Project GRAD? What do you like about it? What do you dislike
about it?
- What have you gained from Classroom Management and the academic
programs implemented by Project GRAD?
- Could be done to improve specific programs?
2. We would like the community to know more about and support Project GRAD.
What interesting ways do you think Project GRAD can reach out to the
community and share information about its benefits?
- Do you feel the newsletters are effective?
- Have you viewed Akron’s Project GRAD’s webpage? Do you like it?
How would you improvement it? Any new ideas?
3. What has Project GRAD specifically done to help you and your future?
- Please give specific examples of your own success stories.
- Has there been a time when you were let down? What was the scenario?
How was it handled?
- How many years have you been involved in the Project GRAD Summer
Institute?
- Have you starting thinking about attending college? Why? Why not?
- What factors are you taking into consideration when choosing a college?
Demographics:
1. How long have you been a part of the Buchtel High School cluster?
2. Where did you complete Middle School?
3. How many siblings do you have?
- Are they active participants in Project GRAD?
4. Have you living any other placed besides Akron, Ohio?
- Did they implement a Project GRAD program?
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III. CLOSING
Offer opportunity for participants to make any final comments.
“As we conclude our focus group discussion, are there any final comments you
would like to make pertaining to the pros and cons of Project GRAD? Are there any
more suggestions on how to improve the program so future students might benefit?”
“Thank you very much for your input today. It has been very informative. I will
share your information with Akron’s Directors of Project GRAD in an effort to
improve this program for the benefit of the students and communities it serves.
Thanks again for your time and your willingness to participate in this focus group;
you have helped to improve the education of future students.”
Analysis/Results
Ohio Department of Education – Quantitative Data
The selected charts below, and the charts in Appendix A, were derived from the data
provided on the website of the Ohio Department of Education. All charts illustrate the on-going
struggle to increase scores in mathematics, science, and reading at all grade levels in all Project
GRAD schools. Within these three fields of study, reading scores are best compared to the scores
in mathematics and science, but all three still dramatically fall short of reaching the benchmarks
set.
The charts below highlight the overall percentage of graduating students and include the
area of study that requires the most attention. In the past three years, the graduation rate at
Buchtel High School has come close to Project GRAD’s benchmark of 80%, but dropped by 2
percentage points for the 2008-09 school year resulting in a 77.1%. However, the most dramatic
decline was in the Ohio Graduation Test science scores from the 2008-09 school year to the
2009-10 school year; a 15.2% drop that resulted in a score of 32.9%.
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The scores from Perkins Middle School show a positive trend in sixth grade reading
scores from 2007 to 2010. However, science still continues to be their greatest challenge.
The analysis found that eighth grade science scores have slowly decreased from 2007 to 2010
and now only 30.5% of eighth grade students passed the science portion of the test.
Schumacher Academy Elementary has also experienced subpar academic results in
mathematics, science and reading. Fourth grade reading and third grade math scores illustrate a
positive growing trend, but decline rapidly at fifth grade. Depicted in the green chart below, fifth
grade math scores from the 2008-09 school year decreased from 42.1% to 23.8% in 2009-10, an
18.3% difference.
From 2007 to 2010, the majority of scores at Rankin Elementary School illustrate
inconsistent results, with math scores declining in the third and fourth grades. As depicted in the
purple chart below, Rankin’s fourth grade success rate in math declined 62.5% to 36.8% in the
2008-09 school year, a 25.7% decrease. Unfortunately, the following year shows a further
decrease, resulting in only 35.1% of fourth graders at Rankin Elementary receiving a passing
grade in math.
Crouse Elementary School, did not reach the benchmark set, but did achieve higher
scores at the third and fourth grade levels when compared to Schumacher Academy and Rankin
Elementary. The research analysis shows fifth grade students struggling to become proficient in
science and math. The orange chart below shows that Crouse Elementary has remained
consistent at an average of 26.4% success rate in fifth grade math scores from 2007 to 2010.
Based on data obtained from the Ohio Department of Education, almost all five Project
GRAD schools have failed to meet the 75% passage rate, the benchmark set for mathematics,
science and reading, except for the reading scores of fourth graders at Schumacher Academy and
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tenth graders at Buchtel High School. The analysis further illustrated a need for enhanced
mathematics and science education in all schools, especially in the fifth grade where success
rates appeared to decline rapidly.
80% Project
GRAD Benchmark
90% State
Benchmark
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Focus Groups and In-depth Interview – Qualitative Research
All responses collected from the three focus groups and the in-depth interview was
categorized as follows: Overall Perceptions of Project GRAD; Community Perceptions, Support
and Awareness; Participation; Parental Awareness and Participation; Faculty and Staff
Involvement; Summer Institute, and Ideas to Enhance Project GRAD. All responses provided
can be found in Appendix B.
Overall Perceptions of Project GRAD
An overwhelming majority of the students believes Project GRAD is a successful and
helpful program giving them an opportunity to receive financial aid for their college education.
An 11th grader noted the following as other opportunities offered by Project GRAD:
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I think Project GRAD is very helpful, not only do they help you with college, but tutors
are expensive and if you need help in school they have tutors to provide you. Sometimes
we’ll take college trips, and where you go to college – that’s an important decision that
you make in your life. And, I think it’s just helpful because you have the support you
may not have at home and it’s a loving environment and not only that but the $4,000
scholarship will come in handy wherever you go.
Another junior student explained how Project GRAD’s past success stories have
motivated them to work hard and has made them proud to be part of Project GRAD.
There are two people that have been Project GRAD Scholars that have graduated from
Buchtel and won The Gates Millennium Scholarship. So not only does Project GRAD
give you that support, but [Project GRAD gives you] the extra push to apply yourself to
things that you would never have thought of.
The students also voiced their concern with areas of Project GRAD that created
confusion, frustration, and inefficiency. These topics varied from the Summer Institute – a
program Project GRAD requirement, lack of organization and expectations from faculty and
staff, funding issues, and the lack of information provided on their individual high school
websites about Project GRAD. The following comments represent their concerns:
[Project GRAD] needs more funding and the Summer Institute needs improved. The
Law Summer Institute is extremely lax yet the students receive the same amount of
credit for participating.
There are a lot of contradictions [specifically at this current Summer Institute] about what
we can and cannot do.
I didn’t even know they had it [a Project GRAD website] and even if there is a link on
Buchtel’s website, Buchtel’s website isn’t all that great either. They only have pictures of
our Vice President, Assistant Principals, and main Principal.
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Community Perceptions, Support and Awareness
There was a mixture of opinions presented when asked if they felt the community knew a
lot about Project GRAD’s efforts. Mentioned above, the Walk for Success was discussed several
times as an effective program that annually informed the community, but a large majority of the
student respondents stated they felt only those families involved with Project GRAD were aware
of its efforts. One student in the focus group stated:
In a way, I don’t think newsletters are effective. I personally think they should come to
your house. Some people view the newsletters as garbage.
The junior male respondent in the in-depth interview provided a recommendation for
further informing the community about Project GRAD’s efforts to enhance education in the
Akron inner-city public schools.
I don’t think that many people know about it, but the people who do about it think it’s a
really good program. I think more people should be aware of it. They should start having
ads placed in the newspaper like the Akron Beacon Journal and have it more publicized.
Participation
Students that attend these five inner-city Akron schools are all considered Project GRAD
students, but individually they have the option, if they wish, to fulfill Project GRAD’s additional
requirements to obtain the scholarship provided at the end of their high school career. Some
students displayed a passion to meet these standards, receive the scholarship and obtain a higher
education. Others choose to not participate with any interest in attempting to meet requirements.
They accepted the fact that they would not be receiving the scholarship. The following
statements were made by two junior female respondents expressing why they have decided to
actively participate in Project GRAD.
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I think I participate in Project GRAD because when I had mentors in my freshman
program it really showed me that Project GRAD is more than just a program that throws
you $4,000 if you meet their requirements. It’s also a program where you can learn life
lessons like good communication skill and leadership, and how to work with teams, and
not only that, but to be responsible and determined to keep your grades up and just take
care of your business, and I just think it’s a really good program that you can use in life
and learn how to have self-discipline. You have to learn how to be a leader and how to
work on a team because you can’t always do everything by yourself.
The reason why I did it wasn’t just because of money, but because of my grandma. A lot
of my cousins, they have children already and a lot of them aren’t in college, but some of
them are. My grandma really encouraged me to be different from the rest of the people in
my family and so does my mom and dad, and I know if I do this, I’ll be able to go to
college and I know that’s what I want to do.
When asked why they believed other students did not participate in the opportunity to
receive the Project GRAD scholarship, some responses included: they don’t like applying
themselves, they like to be lazy, they may feel they are not college material, their parents might
not push them and they don’t want to fulfill any additional requirements than necessary to
graduate such as the two week Summer Institutes during their summer vacation.
Parental Awareness and Participation
The students participating in the focus groups and in-depth interview were asked to
discuss how they felt parental figures contributed to Project GRAD. We felt parental
involvement, encouragement, or lack thereof, are strong factors that could support or hinder a
student’s decision to become an active participant in Project GRAD. Some students said their
family forced them to participate, while other parents knew nothing about their child’s
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involvement. Similar to community awareness, parental figures were usually aware of Project
GRAD if their child or grandchild were involved.
Project GRAD attempts to conduct annual meetings and share information with guardians
regarding Project GRAD’s events and programs that are planned throughout the academic school
year. In the focus group discussions, students stated that sometimes these meetings wouldn’t be
held, they were unorganized, the times and dates made it impossible for their guardians to attend,
or only a few attended. The following is a junior’s response to this topic:
Some parents don’t come because some kids don’t have their parents, or their mom and
dad is working a lot. Some kids, like my cousin, her parents ended up leaving her with
my grandma, so my grandma has to watch over her and they’re older so they can’t that
much. So it’s disappointing for some kids and a lot of kids have their parents who work
long hours and they can’t get off work and then they have hectic schedules that cause
them not to be able to do it. But I think parental involvement is important because you
need the support not only from outside but your family is the most important.
Unfortunately, there are a lot of external factors that affect parental and/or student’s
involvement, in which Project GRAD has little control over the outcomes. However, there are
times when Project GRAD does have to opportunity to reach out to parental figures and should
do so when these opportunities are present. One student shared;
They [Project GRAD] didn’t have a meeting this year. They usually have one before they
program [Summer Institute] starts to get their parents to know what exactly will be
happening as far as where we’ll be located, what activities we’re doing, but they didn’t
do that this year.
In the in-depth interview, the junior shared some examples of how he believes Project
GRAD can achieve more parental awareness and participation.
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I think there should be parental involvement. Parents don’t do hands on stuff with Project
GRAD and a lot of them probably don’t know about it. They should get sponsors, have
parent-teacher meetings, report card pick-up and tell them what Project GRAD is and
how their kids can get involved.
Faculty and Staff Involvement
About half of the students felt the faculty and staff at Buchtel High School encouraged
students to utilize all tools provided by Project GRAD. It was stated that teachers made
announcements in class related to Project GRAD, counselors assisted students though the
scholarship application process, and even teachers not directly involved with Project GRAD
emphasized the availability of tutors through the program.
The other half of the students believed some faculty and staff were detached or a large
percentage of them never offered encouragement. The following were two discerning comments
made in the focus groups that deserve attention.
It took me until my sophomore year to know that I can enter the Project GRAD room.
The only teachers that I hear talk about Project GRAD are the teachers in the Project
GRAD room.
Summer Institute
In order to obtain the Project GRAD Scholarship, students are required to complete two,
two-week Summer Institute Programs at The University of Akron. Some comments were shared
on how much they enjoyed getting a “taste” of college, sitting in large lecture halls, being
responsible for their own Zip Card, and benefiting from the education and inspirational speakers,
such as Andrew Hayes.
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The majority of students appeared very frustrated with the change in organizational
structure from the 2008 to 2009 Summer Institute. The following were complaints discussed
throughout the entire focus group and in-depth interview.
I don’t like the fact that we have to stay in one room for so long. I like to move around
and discover and see new things. Now, locked up in one room, I feel like I am in
kindergarten again.
I like the 2008 Summer Institute because we felt like we were being more prepared for
college. We actually got to walk around campus, we were in different classrooms, got to
be in the computer labs, and we were able to go to the Student Union and eat. It was more
fun, and we got paid, versus Summer Institute 2009 that was one classroom, all day, and
we might not get paid.
I’ve been in Project GRAD for three years and based on the first time I came until now
has been a big change because the first time was actually on a college campus and
switching buildings but it’s kind of different being in only one building and one class.
Now they are basing our stipend on our behavior. In the past we got $150… then $100…
Ideas to Enhance Project GRAD
Throughout the focus groups and in-depth interview, all students were encouraged to
share examples and ideas of how they could enhance Project GRAD. Interacting daily with
Project GRAD, the students provided creative and practical suggestions that could potentially
increase awareness, both in the short and long-term, if implemented.
In the short term, there were many cost-effective ideas to build community awareness,
gain parental involvement, and utilize their webpage to share valuable information. Long-term
goals related to additional funding. More funding is needed to enhance future Summer Institutes,
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implement Project GRAD into additional public schools in the city of Akron, and offer more
financial aid to those in need.
The following are several examples provided from collaborative efforts:
Having Project GRAD in local parades, because everyone in Akron will be at the parades
and having people that is in Project GRAD walking around passing out flyers would get a
lot of people aware about what Project GRAD is.
Announce scholarship award recipients and dollar amounts in newspapers. They need to
advertise more. Put the website link on [Project GRAD] shirts.
Award ceremonies, football games, basketball games – someone should be there passing
things out [to promote Project GRAD] because that is when parents come.
While most students shared ideas to create awareness, one student suggested altering the
required curriculum, not only to enhance the challenge of receiving the scholarship, but to assist
students to become well-rounded and more appealing to colleges. A female student commented:
I think something that they should add is, and it shouldn’t be something big, but maybe a
little bit of community service hours just because that’d look good on your college
resume. You don’t have to have 250 [hours] but 10 or 15 hours by the time you graduate.
I think community service would be good if it could be interchangeable with the 93%
attendance rate.
Recommendations
Project GRAD and Key Stakeholders
The quantitative research analysis suggests more tools need to be available, or current
educational tools need to be enhanced, in order to improve success rates in mathematics, science
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and reading. External factors, such as community awareness, faculty and staff support, and
especially parental support, play a big role in these low achievement scores. The qualitative data
illustrates opinions and concerns of those students who participate in Project GRAD on a daily
basis. Their shared perceptions and ideas contributed considerably in formulating
recommendation to increase overall awareness of Project GRAD.
Our first recommendation for Project GRAD is to continue creating and distributing
newsletters to the community by means of mail and e-mail. We encourage Project GRAD to
include additional information regarding the program on all inner-city school websites. To
further encourage community awareness and involvement, we believe Project GRAD students
should be front and center when this information is distributed. Placing a face behind the words
helps to encourage the community to become more involved.
New community activities recommended, mainly derived from the focus groups, include
the following;
We urge Project GRAD students to work together on themed floats for local parades, while
wearing Project GRAD apparel and passing out flyers to the individuals attending these
community events.
We advise Project GRAD to set up informational booth, especially directed at parents, during
academic award ceremonies, athletic and band banquets, and during sporting events.
Information can also be distributed at parent-teacher conferences and at PTA meetings.
Project GRAD’s website and the websites of the school districts, Buchtel, Perkins, Rankin,
Schumacher, and Crouse, are all in need of drastic improvement. Understandably, with the
lack of resources, it is difficult to continually upgrade and monitor these websites. Our
proposal is to have students in Project GRAD be given the responsibility to gather
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information they believe would be beneficial on these websites. Such information they
deemed important within the focus groups were events, activities, programs, colored visuals,
contact information for each teacher, awards, scholarships and accomplishments of students,
curriculum selection, and a Project GRAD link.
To draw more students, parents, community, and business partners to Project GRAD’s
website, we recommend producing Project GRAD t-shirts and other apparel items that
incorporate the website link and logo as an additional media outlet.
Though the Walk for Success program, participating in parades and advertising the Project
GRAD website, we can encourage local businesses and civic organizations to get involved.
Forming a partnership with these key stakeholders can prove beneficial in many ways. They
can provide funding through scholarship opportunities, provide community service
opportunities, and provide support for future school levies.
Additional events Project GRAD can conduct to raise funds includes traditional bake sales
and car washes. This supplemental funding can help to purchase materials to build floats for
parades, purchase Project GRAD apparel, replenish supplies for the Project GRAD room, or
be invested in the Summer Institutes.
Future Research Recommendations
If research is conducted in the future regarding Project GRAD’s awareness and image
within the Akron community, the following recommendations would enhance the research as
explained above:
Conduct focus groups with those students who choose not to participate in Project GRAD.
Compare their perceptions with those who do participate and offer suggestions as how to
close that gap; thereby increasing participation and graduation scores.
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Conduct individual focus groups with the faculty, staff and administration within each of the
five Project GRAD schools. It would be interesting to learn their perspective on the program,
learn what they do to contribute to the betterment of their student’s education, and discover
some of their problems and challenges associated with their profession.
If Project GRAD and the five schools do implement interactive websites, tracking website
traffic over the period of a year would yield interesting results. These results could be
compared to participation rates, report card scores and graduation rates to see if these factors
correlate.
Conclusion
Building educational awareness within the community and rallying support from parents,
guardians, faculty and staff, key stakeholders, as well as students, can bring positive change.
Project GRAD wants all children to have a quality education, especially at-risk children living in
economically disadvantaged communities.
Providing a quality education beginning at a young age has the power to create a ripple
effect. Quality education brings a quality community, a strong drive for academic achieve, a
more well-defined value system, a sense of belonging, and a strong sense of pride. We want
these children to be proud of the education they receive and the opportunities they are given. We
want them to acknowledge those responsible for the program and to recognize those who support
it at the location in which it was received – Akron, Ohio.
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Works Cited
1. "Home-Project GRAD Akron." Home-Project GRAD Akron. N.p., n.d. Web. 14 Nov. 2010.
<http://www.projectgradakron.org/site/pp.asp?c=isKTL6PRLvF&b=783363>.
2. "ODE - Home." ODE - Home. N.p., n.d. Web. 14 Nov. 2010. <http://www.ode.state.
oh.us/GD/Templates/Pages/ODE/ODEDefaultPage.aspx?page=1>.
3. "Project GRAD USA - K 12 Education Reform to Improve Graduation Rates for At Risk
Youth-Project GRAD USA." Project GRAD USA - K 12 Education Reform to Improve
Graduation Rates for At Risk Youth-Project GRAD USA. N.p., n.d. Web. 14 Nov. 2010.
<http://www.projectgrad.org/site/pp.asp?c=fuLTJeMUKrH&b=365959>.
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