The extent to which success coaches have a positive impact on high school seniors, as analyzed through self-reported student perception
Start Date
29-4-2022 2:15 PM
Location
Alter Hall Poster Session 1 - 3rd floor
Abstract
In numerous school districts around the country, community schools are implemented for a more holistic to approach learning and to better identify and fill the needs of students, families, and the surrounding communities. Cincinnati Public Schools (CPS) has found great success over the last few decades while accomplishing progress towards community schools in every neighborhood, particularly through partnering with the Community Learning Center Institute (CLCI). Currently, CLCI primarily serves six public schools in the district, beginning initially with Oyler, a K-12 school located in Lower Price Hill, just outside downtown Cincinnati. CPS and CLCI have helped fund and implement enrichment for all ages, college and career assistance, mental and physical health services, including dental and vision, food and housing assistance, on top of education and academic services; all located in house at Oyler School. A part of these services has been to provide success coaches to students, specifically seniors. Advisors are tasked with helping students break down barriers on their path to graduation, as well as formulate postsecondary plans to ensue following graduation. Progress is monitored weekly and additional check-in’s can be made, as well as referrals to other services if necessary or applicable to what a student may be facing. The Purpose of this study as presented is to obtain an understanding of how students, specifically high school seniors, perceive services offered by student success coaches assigned to them for the academic year. To determine this, a multipart anonymous survey was administered to seniors aged 18 or older attending Oyler, which was structured as a 5-point Likert scale, with the option to leave additional feedback for the benefit of the researchers as well as relevant staff in the high school department. The survey addressed if students felt their advisor met their academic, emotional, and social needs throughout the year, and whether they felt this positively impacted their overall experience at the community school. 29 participants were asked to fill out the survey; 21 participants successfully completed it. Eight participants were excluded from data analysis due to non-applicable or incomplete responses. Results will be determined via quantitative measures completed by the researcher.
The extent to which success coaches have a positive impact on high school seniors, as analyzed through self-reported student perception
Alter Hall Poster Session 1 - 3rd floor
In numerous school districts around the country, community schools are implemented for a more holistic to approach learning and to better identify and fill the needs of students, families, and the surrounding communities. Cincinnati Public Schools (CPS) has found great success over the last few decades while accomplishing progress towards community schools in every neighborhood, particularly through partnering with the Community Learning Center Institute (CLCI). Currently, CLCI primarily serves six public schools in the district, beginning initially with Oyler, a K-12 school located in Lower Price Hill, just outside downtown Cincinnati. CPS and CLCI have helped fund and implement enrichment for all ages, college and career assistance, mental and physical health services, including dental and vision, food and housing assistance, on top of education and academic services; all located in house at Oyler School. A part of these services has been to provide success coaches to students, specifically seniors. Advisors are tasked with helping students break down barriers on their path to graduation, as well as formulate postsecondary plans to ensue following graduation. Progress is monitored weekly and additional check-in’s can be made, as well as referrals to other services if necessary or applicable to what a student may be facing. The Purpose of this study as presented is to obtain an understanding of how students, specifically high school seniors, perceive services offered by student success coaches assigned to them for the academic year. To determine this, a multipart anonymous survey was administered to seniors aged 18 or older attending Oyler, which was structured as a 5-point Likert scale, with the option to leave additional feedback for the benefit of the researchers as well as relevant staff in the high school department. The survey addressed if students felt their advisor met their academic, emotional, and social needs throughout the year, and whether they felt this positively impacted their overall experience at the community school. 29 participants were asked to fill out the survey; 21 participants successfully completed it. Eight participants were excluded from data analysis due to non-applicable or incomplete responses. Results will be determined via quantitative measures completed by the researcher.
