Research and Public School Partnerships:

Arie Greenleaf, Counseling

Gary Ritter, Education Policy

Co-Principal InvestigatorsRazor C.O.A.C.H Program

Razor C.O.A.C.H Program

Our Discussion

• What is the Razor C.O.A.C.H. Program Collaboration?

• How is the program implemented and evaluated?

• What are the Razor Coaches doing in our schools?

The Program

• Collaboration between NWAC, COEHP, and local public schools.

• Funded at $1.5M over 3 years, this program aims to serve at-risk high school students in Washington and Benton Counties.

• MA students in counseling from the U of A COEHP mentor at-risk students on a weekly basis.

Razor C.O.A.C.H. Program• Creating Opportunities for

Arkansans’ Career Hopes

Leadership Team

• Dr. Kristin Higgins – Principal Investigator/Project Coordinator

• Dr. Dan Kissinger – Co-Principal Investigator/Training Coordinator

• Dr. Arie Greenleaf – Co-Principal Investigator

• Dr. Gary Ritter – Co-Principal Investigator/Coordinator of Evaluation

• Josh Raney – Program Director

Razor C.O.A.C.H. Program - Collaboration

Implementation and Evaluation

Implementation• Higher demand than anticipated• Big 5 districts 51% FRL and 15%

dropout rate (Rural 10 - 53% and 12%)• Smaller than average but in a district of

15,000 students, 300 students from each cohort will dropout

Evaluation• Coaches can serve 20-30• Estimated slots 25*15 = 375• Initial applications (targeted 1700,

apps to 1400, returned 640) • Random assignment (@ 56%)

Student Recruitment

Challenges

• Want widest possible targets for recruitment, yet can’t serve all

• Need consent forms early on in hectic time

• Signing up for unknown• Difficult to get students to agree

to additional supervised time – not really fun!

• Reluctance with RA• Schools of varying sizes .. Not

one coach per school

Evaluation Sample –

• Total Applications Collected = 643 in 16 high schools• … minus Wildcards and Sibling Exclusions = 40• Final Analytic Sample = 603 in 16 high schools

• Participant Students = 321 (53%)

• Control Students = 281 (47%)

Outcomes for Evaluation

• Measures of Student Success• High School GPA • Absences • Application for Financial Aid • Application to Post-Secondary Education • ACT Participation and Performance • Graduation Rates/Promotion to the Next Grade • Attendance at Post-Secondary Education

• Some data collected from Students with surveys• Other data collected from School Administrators

Example Outcome Figure

Figure x: Summary of Coaching Impact

Pre-GPA Post-GPA0

1

2

3

4

HAWGS KidsOutside Group

Who are Coaches? What will they Do?

• 15 MA students in Counseling (prestigious fellowships)• Applied from various backgrounds from across the

country• Most have worked in schools (TFA, counselors,

teachers)• Will help HS students with: • Checking up on academic work• On track toward promotion and graduation• Answer questions about college prep, finances, etc.• Answer questions about other post-secondary options• Caring/Interested adult …. And … information broker

Other Affective Outcomes

• Students get to see the benefits of college through their coach

• Coaches serve as good role models for students

• Students will be more comfortable and more likely to relate with coaches given their age

Day-to-day work of Coaches

• Social cognitive career theory (SCCT): theoretical basis for new career coaching model

• Components of SCCT model: • Academic self-efficacy• Outcome expectations• Perceived barriers/resources• S.M.A.R.T goals

Outcome Expectations

Self-Efficacy

Perceived Supports

Perceived Barriers

More post secondary options

Continued practice of beneficial behavior in college/career

More resiliency

Academic Self-Efficacy Scale

Outcome Expectancies Scale

Perceived Barriers Scale

SMART GoalsTransition from discussion of Self-Efficacy and Outcome expectations into encouraging students to set goals and helping them do so with this "formula“:

• Break down the Overall goal into more managable steps

• Acknowledge the Barriers that they will have to overcome

• Identify the Motivations that will keep the student working towards their goal

• Accountability partners

Roleplay/Case Study Low Self-efficacy: Balancing schoolwork with home responsibilities, focusing in class,

distractions affect studying

High Self-efficacy-feels confident in breaking down large assignments into smaller one, strong motivation, confident in talking to someone working in her desired occupation.

Outcome Expectancy-believes when motivated you can accomplish more, studying is beneficial, gpa will affect how she performs in her career

Perceived/Real Barriers: Time Barriers, focus on time management, not having a place to study, transportation barrier

What should we work on?

Supports, goals, motivational factors, bridges to perceived barriers

Research and Public School Partnerships:

THANK YOU!

Razor C.O.A.C.H Program