College Track is a national education nonprofit that empowers students from underserved communities to reach their dreams of a college degree. It works closely with high school students via after-school support, among other services.

About College Track

Vores mission er at lukke huller og skabe en sund college kultur, for de elever som historisk er underrepræsenterede på de videregående uddannelser. Vi har i øjeblikket 1.000 elever indskrevet på seks lokaliteter: East Palo Alto, San Francisco, Oakland, New Orleans, Aurora og Boyle Heights. Hver lokalitet rekrutterer elever fra 8. klasse til at starte med College Track i løbet af sommeren mellem 8. og 9. klasse. Vores high school program er for alle elever til og med 12th grade, og når vores elever kommer på et college, hjælper vores mentorer i College Succes programmet dem. Vi ønsker ikke bare at de eleverne bliver optaget på college; vi ønsker, at de klarer sig hele vejen gennem college og får college-grader.

Student demographics
Køn: 63% kvinder, 37% mænd
Ethnicity: Latino = 44%, Black = 37%, Asian = 9%, Multiracial = 5%, Other = 6%
80% of our students come from households WITHOUT a parent with a 4-year degree.

Vores start med Khan Academy

Vi begyndte at bruge Khan Academy i efteråret 2011 i Aurora, da vi åbnede vores Colorado-hjemmeside. Vores mål var at hjælpe eleverne med at forbedre deres matematiske færdighededer. Vi havde sammensat en klasse af 60 elever, der var begyndt i 9.-klasse på Rangeview High School, og alle 60 var opsat på at starte på college. Men vi blev chokeret over hvor langt bagud de var med de mest grundlæggende matematikfærdigheder, såsom multiplikation, division, addition og sutraktion, alt der havde meget brøkdele at gøre, osv. Mens matematiklærere på RHS arbejdede hårdt, så gav det pensum, som der var på skolen, sjældent mulighed for, at eleverne kunne øve sig på disse grundlæggende færdigheder. Vi opfattede vores efter skole lektiehjælp og workshop program som et sted, hvor vi kunne give de dedikerede elever en mulighed for at øve de vigtigste matematiske færdigheder.
Vores administrationshold har været utroligt opbakkende i vores plan om at bruge Khan Academy til at forbedre elevernes matematikfærdigheder. They identified a Khan Academy implementation as an organizational priority, authorized the purchase of technology for the purpose of using KA, were instrumental in developing KA professional development for all Academic Directors, and supported the development of our student progress portal to make information about student performance on KA easily accessible to students and staff. This portal, www.collegetrackmath.org, was developed by one of Aurora's volunteers, and we began working on version 2.0 later in spring 2013.
CollegeTrack's national organization has taken the model started by Aurora and allowed all sites like Boyle Heights to adapt and set up students on the collegetrackmath.org website.

How we use Khan Academy​

Som en organisation, har vi tilpasset alle Khan Academy øvelser til ACT standarder, fordi vores ultimative mål er, at alle er klar til college ud fra deres ACT score. Forskellige websteder laver forskellige modeller for ramme særlige elever. Som organisation arbejder vi altid mod at finde de bedst egnede øvelser for eleverne. To this point, we've found that offering targeted math workshops for students below ACT benchmark in math is a solid way to provide a required time for students to practice math skills. Each location uses Khan Academy in a way that suits their needs:
San Francisco: We have two different approaches for students Below Benchmark or Approaching Benchmark.
  • Students "Approaching" Benchmark are required to use Khan Academy for one hour each week. Students may opt in at any point during the week to complete their Khan hour while programming is in session. Students use the CollegeTrackMath website to determine which exercises to complete and track progress.
  • Students "Below" Benchmark are scheduled into one hour-long workshop with direct intervention and instruction. Khan bruges til de elever, der er færdige med fællesaktiviteterne, eller til dem som har brug for ekstra øvelse. Outside of the workshop, students are expected to use their Individual Learning Plan to navigate Khan exercises that cover objectives taught in the workshop each week for additional practice and mastery.
For all students our “Khan Corner” is set up on the outside desks of the tutoring room next to the Math Table so that help is readily available. Computere og pladserne er reserveret hele ugen, så eleverne kan udnytte dette område, når det passer dem.
Aurora: We target students who are below ACT's college readiness benchmark in math. Hver af disse elever bliver en del af et skræddersyet matematikforløb, hvor de skal opnå udmærkelse i udvalgte emner, som har forhindret dem i at kunne gå videre med sværere emner. We also encourage students to use KA during tutoring once they have finished their homework.
Boyle Heights: Students are enrolled in differentiated workshops based on 1) Fall 2012 GPA and 2) ACT Explore math score. Math workshops use Khan for the first twenty minutes or so and students are encouraged to use the site during tutorials when they don't have homework.
New Orleans: We have scheduled several students, mostly juniors and seniors, for a Khan Academy Lab once a week (45 minutes) during their tutoring block. Elever får tildelt arbejdsopgaver baseret på deres ACT score, samt deres evne til at arbejde i et online-læringsmiljø. Elever som ikke har lektier eller der kommer som valgfrit arbejder derudover også med Khan.
Med hensyn til samspillet på lærer- og elevniveau. Alle vores vejledere og workshop-instruktører har selv arbejdet med det og derfor haft mulighed for at opleve Khan Academy på første hånd. Vi har et lab med en KA koordinator. This person is a certified secondary mathematics teacher with ten years teaching experience, and three years experience working at our center, both as a tutor and as a math workshop instructor. The Academic Affairs Director and Academic Coordinator program students for their work on Khan Academy based upon the ACT Test, Khan Academy correlations, and the students' demonstrated ability to successfully work independently. All programming information is kept in students' academic profile folder, which is regularly accessed by the students, tutors and the Khan Coordinator, who also provides backup tutoring support to students working on Khan. Students' progress is regularly monitored by the KA Coordinator and Academic Resource Specialist, as well as the Academic Affairs Director. Lab-koordinatoren understøtter de studerende men de arbejder gennem sig gennem materiale i programmet, og giver dem mulighed for at reflektere over deres emner, og dokumenterer de studerendes fremskridt. Elever har fået afsat tid til Khan mindst en time om ugen. Mange tager også muligheden for at arbejde på KA under deres "hop-ind-vejledning"-sessioner. Lektievejledere giver udvidet støtte i emnerne, der er dækket af KA.

Teknologiadgang for vores studerende

Access to technology looks different at each College Track site.
De studerende på Aurora: har adgang til 18 MacBooks og 22 iPads. Our students attend College Track between 2:30 and 7:00pm daily (Session 1 is from 2:30 to 3:45pm, Session 2 is from 4:00 to 5:25pm, and session 3 is from 5:40 to 7:00pm). Technology flies out of our carts at the beginning of each session for use on essays, research, and Khan Academy.
Boyle Heights: studerende har adgang til 9 iPads og 12 bærbare computere. Studerende indskrevet i matematik workshops bruger iPads til Khan Academy øvelserne.
De studerende i New Orleans: har adgang til computere med internet på ULCT; det ' s meget sjældne, en elev har brug for en computer og en er ikke tilgængelig. There are a significant number of students who do not have a computer with internet access at home.

Samarbejde mellem CollegeTrack Centre

Vi håber på at kunne samarbejde mere, men per dato har vi arbejdet sammen på et par måder:
  1. All sites joined www.collegetrackmath.org in January 2013.
  2. We've discussed the idea of cross-site competitions among students but have tabled that until all sites are more comfortable using KA regularly.
  3. Academic Directors have come together for two day-long professional developments on developing tracking tools for KA and implementing KA in program.