WEBVTT

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[Music] Welcome to Campus Visits:

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Helping Students Envision Their Future.

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Barbara Jordan: I am Barbara Jordan,

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principal of Chattanooga School

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for the Arts and Sciences,

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also known as CSAS,

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in Chattanooga, Tennessee.

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>>Cindy Dees: I am Cindy Dees,

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and I am the assistant principal

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of the upper grades

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at Chattanooga School for the Arts

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and Sciences.

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>>Jordan: CSAS was started

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in the late 1980s in Chattanooga,

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Tennessee, and was the first school

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in the district

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to offer a single-track curriculum

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that required all students

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to take the same core classes

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in preparation

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for postsecondary entrance.

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>>Dees: College awareness

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at CSAS is deeply embedded

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in the whole educational program.

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There is constant references

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by the teachers, by the teachers

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to the parents and to the students:

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This is what you are going to do

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when you are in college.

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There is many references

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that are instructional in the classroom

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as to what type of work,

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what type of expectations.

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Here at CSAS, we consider the college

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trip to be such an important part

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of the curriculum that any parent

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that applies for entrance

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for their student at this school,

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they actually sign a statement

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that says they understand

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that the college trip is not an option,

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that it is a required part

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of our curriculum.

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The intention is not

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that each student visit a specific

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college that they are interested in,

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but that they visit a specific type

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of college.

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We want them exposed

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to all the different settings

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so that they come away with an awareness

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of what works for them

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and what doesn't work for them.

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On some occasions,

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they sit in on the college courses.

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That is a real eye-opener for many

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of the students.

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>>Jordan: When we go

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on to college campuses,

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if we have a previous graduate

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from CSAS attending that school,

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we make it a point to contact

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that student and have

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that college student come and talk

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with our juniors.

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And it helps our students

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who saw these same graduates

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in the hallways at school to say, "Well,

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if he can do that,

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or if she can do that, I can too."

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We intentionally prepare students

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for the experience that they will have

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by doing research prior to the trip,

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by formulating questions.

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They cannot sit through a college tour

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and a college process quietly.

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Our expectation is for students

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to ask questions that are relevant

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to the college and that are appropriate

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in regard to college admission.

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They research each college before they

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leave campus and then,

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at the end of the overall trip,

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students are asked

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to give an in-depth reflection.

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The most significant impact these trips

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have on students,

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particularly those first-generation

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college going students,

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is the opportunity for them

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to see themselves not just

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at their local community college

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but that they do have the opportunity,

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the skill, and the requirements

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to be able to get

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into more selective schools.

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For our 2009 graduates,

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we had 95 percent

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of our graduates attending

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postsecondary education.

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Of those, 91 percent

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of our White students,

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100 percent of our African American

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students from 2009 are enrolled

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in postsecondary education.

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>>The percentage of students

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who are still at their same college

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for their second year,

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their sophomore year, is 88 percent.

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That tells us two things:

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that we have prepared an educated

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consumer and that we have also prepared

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them educationally and academically

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to be successful

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in their postsecondary setting.

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To learn more about Campus Visits

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please explore the additional resources

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on the Doing What Works website.

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[Music]