Increasing College Readiness and Literacy Development at Linden High School:

Creating an English-History Collaborative and an

A.P. U.S. History Preparatory Course

Job-Embedded Project
Submitted in Partial Fulfillment of Requirements for the
NJ EXCEL Program Model #2
Foundation for Educational Administration
David M. Walker
July 2014 Cohort, Model #2
E-Mentor: Edward Leibfried
Submitted: February 3, 2015

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NJEXCEL Job-Embedded Project

Executive Summary
For the job-embedded project, I created two specific programs within the Social
Studies Department in order to further augment student readiness and the development of
literacy skills needed for college: An English-History Collaborative and a non-credit,
voluntary, U.S. History Advanced Placement Preparatory Class. Since college readiness is
an area that has been neglected in the past as a whole by the department, I sought to target
this area because of it necessity.
The idea behind the English-History Collaborative project was to select teachers
within grade levels from the History department to work with counterparts from the English
department in order to research, formulate, and execute improved literacy strategies across
grade levels. The expectation was for their work to be turn-keyed among staff within both
departments. The idea behind the non-credit, voluntary U.S. History Advanced Placement
Preparatory Class is twofold: 1.) Since Linden High School is an International
Baccalaureate school, there are no AP offerings. By offering such a class, more students
throughout various readiness levels will be offered the chance to earn college credit. 2.) By
offering such a class to prepare students for the AP exam, more students, regardless of
academic placement (General, College Preparatory, Honors, IB) will be exposed to
challenging and rigorous work that will prepare them with necessary skills needed to
succeed in college.
Both programs were warmly welcomed. The Principal of Linden High School
allowed for coverage of teachers participating in the English-History Collaborative Project
every week, with each grade level meeting on an average of once a month. There have been
two great products of the collaborative: meaningful and realistic suggestions to curriculum

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and instruction, and alignment of goals between the two departments. More than 80% of the
staff in each department are involved in the project. The U.S. History AP Prep Class has
been taught voluntarily by staff at 7:00AM, twice a week, over the past four months.
Teachers receive no payment for their instruction, and students receive no credit. This
program has been purely about dedication, and teachers who participate in the program have
been focused solidly on student motivation and achievement. We have had a regular and
consistent group of forty students meet at every single session since its inception.
Additionally, of the students involved in the project, over 70% have identified the
acquisition of skills as a main reason for participation.
It is recommended that both programs continue to operate and continue to grow.
Since there is strong administrative support for the English-History Collaborative, it is
recommended that both departments to continue to create and execute best practices. It is
also recommended that professional development activities be offered to both departments
in areas that will further align instructional goals and outcomes. For the U.S. History AP
Prep Class, it is recommended that the program further expand, and that teachers involved
in the project attend AP training. Furthermore, funding opportunities should be sought to
defray and/or possibly eliminate the cost for taking the AP exam.

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Table of Contents
I. Project Description ....................................................................................................... 5
Project Context............................................................................................... 5
Problem Statement ........................................................................................ 6
Project Purpose .............................................................................................. 7
Project Design ............................................................................................... 8
Definition of Key Terms ............................................................................... 8
II. Research Base ............................................................................................................ 9
III. Findings, Conclusions, and Recommendations ....................................................... 11
IV. Application to School Leadership Practice.............................................................. 17
Applications .......................................................................................... 17
Dissemination ....................................................................................... 18
Implications and Recommendations for Future Study .......................... 18
Action Plan ............................................................................................ 19
V. References ................................................................................................................. 21
VI. Appendices .............................................................................................................. 22

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Project Description
Project Context:
Linden High School is located within the city of Linden, a diverse community
approximately fifteen miles away from New York City. As of the current school year, the
school had an enrollment of 1,785 students and 146.1 classroom teachers, for a student
teacher ratio of 12.22:1. There were 622 students (34.8% of enrollment) eligible for free
lunch and 176 (9.9% of students) eligible for reduced-cost lunch.
Linden High School Demographics:

Enrollment by Grade:

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Problem Statement:
The primary reason pursued this project is because in the recent School Report
Card, in the performance area of College and Career Readiness our school was at 20% of
target met. Additionally, in regards to Academic Achievement, our school outperforms
20% of schools statewide as noted by its statewide percentile and 12% of schools educating
students with similar demographic characteristics. In my opinion, there needs to be much
more done to increase the literacy skills of our students, because quite simply, we are failing
to do so.
College and Career Readiness Indicators:

Additionally, according to the data above, only 10% of students take at least one
AP test or IB test in English, Math, Social Studies or Science. With the addition of the U.S.
History AP Prep Class, more students will be able to take the exam, thereby increasing the
percentage school-wide. We have seen an increase in attendance since the first day we
initiated the class, so the continuation and expansion of the program would overall improve
the high schools indicators in this area. Furthermore, if the preparation allows a large
number of students to pass the AP exam, this will significantly increase the category
percentage of students passing with a 3 or higher, particularly in conjunction with the IB
program.

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Project Purpose:
As discussed previously, improving college readiness is the top priority of this
dual-program project. By teaming up with key people in the English department, the
Social Studies department will better be able to support literacy practices taught in
English classes. Furthermore, there is a large component of nonfiction reading and
analysis integral to the PARCC exam. By researching, investigating, creating, and
implementing best practices shared by both departments, it is much likelier for students at
Linden High School to do well on standardized exams. Lastly, by both departments
focusing on student achievement and the development of literacy, the goals of the
Common Core State Standards will be much more achievable since there is a professional
learning community to support such rigorous instruction.
As the current chair of the Social Studies department, I see this project as a way to
lead my own department, but also as a project to exhibit leadership within another
department. I see this project as possibly helping to increase a sense of shared
collaboration and collegiality within the school. It would be great if other departments did
the same. It would be even better if the establishment of professional learning
communities throughout the entire school could be established, since they do not
currently.
Both the English-History Collaborative and the U.S. History AP Prep Class both
align to the districts goal to improve the academic achievement of all students, in all
grade levels, and in all demographic categories. Additionally, these align to the schools
goal of increasing achievement on standardized exams such as the SAT.

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Project Design:
This project should be ongoing throughout the school year. However, the initial
establishment of the collaborative team, preliminary meetings, and posted information
on MyBigCampus will range from October 2014 February 2015. The English-History
Collaborative meets every Thursday, between 12:58-1:49, alternates between grade
levels. For example, the first Thursday of the month hosts 9th grade teachers, while the
last Thursday of the month hosts 12th grade teachers.
At the completion of this project, I will deliver a formal project report to the
Principal, as well as Social Studies and English Supervisors. To date, I have collected
student-writing samples at the beginning of the project, and will as well near the end,
looking for specific techniques to have began being utilized, displaying proof of
progress. Additionally, I surveyed the teachers in the project, as well as students.
Sample U.S. History AP tests have also been administered to the class, illustrating
growth in key skills since the first pre-assessment was administered.

Definition of Key Terms:

AP Advanced Placement
Collaborative: produced or conducted by two or more parties working together.
MyBigCampus: Learning Management System, utilized by the Linden Public Schools
which is part social-network, part teacher website creation.

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Research Base
There is a great amount of research to support both the English-History
Collaborative and the A.P. History Prep Class. In regards to the English-History
Collaborative, it is evident how a cross-discipline approach would benefit the students at
Linden High School. There are volumes of research that point to increased academic
achievement. The harder task, however, was to find research to support why having
initiating an early-morning, voluntary, AP Prep Class, would be needed.
Students in classes that are AP or IB (International Baccalaureate), specifically
known to be more rigorous demand increase expectations for students, and therefore
demand them to rise to the challenge. According to recent research, students in [a] 2006
cohort were aware of their reputation among teachers as a smarter class or better class.
These messages from teachers may have bolstered the students confidence and pride and
may have inspired them to work harder so as to not disappoint their instructors (Conner,
2009, p.30).
Additionally, research suggests that many students see enrollment in a class with
an AP or IB distinction as one that will benefit them in the long run. Students who chose
to participate in IB did so to gain an advantage in the college admission process,
particularly at selective institutions and to better prepare themselves for college study
(Culross & Tarver, 2007, p. 57). Additionally, IB students see IB classes as providing a
more conducive learning environment that broadens their horizons, increases their
breadth and depth of knowledge, and improves their writing skills and their study habits
(Culross & Tarver, 2007, p. 57).
Linden High School is a fully IB school, meaning that there are no AP classes

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offered to students. The IB program at Linden High School is based upon an open
enrollment model. While this is an extremely relevant and beneficial program for our
students, there are naturally some who are left out of the mix. The AP Prep Class has
sought to remedy this problem, offering student not enrolled in IB courses the
opportunity to earn college credit and become part of an elite academic community.
Because students are part of this program, the challenge placed upon the teachers
who voluntarily teach in the program is to keep expectations high in a non-credit course
offering. However, research suggests that participation in such a program offers students
the opportunity to also develop their own self-confidence. Recent research suggests that
program participation is reported as allowing the possibility for students to expand upon
what they are capable of accomplishing. This is demonstrated through taking the program
to prove what they are able to accomplish or realizing their true potential because of
program participation (Park, Caine, & Wimmer, 2014, p. 145).
To be brutally honest, the majority of students in the class will not go on to
become professional historians. That, however, is of little consideration. In addition to
feeling more empowered, students also develop skills in such a program that will benefit
them regardless of their future career paths. In a recent study, involvement in such a
program results in a larger, more all-encompassing outcome, whereas the program will
teach you general skills in learning and problem solving that will be useful no matter
what career you choose (M. L. Taylor & Porath, 2006, p. 154).
As a result of this research, the benefits of initiating such a program have become
much more evident, and as a result of this research, there is a better foundational
argument established upon why such a program needs to exist.

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Findings, Conclusions, and Recommendations
There was a great deal of research completed in order to complete this project,
particularly in the development of the AP U.S. History Prep Class. Considering that there
are no existing models existing of voluntary programs designed for students and teachers,
this was a program that had to be developed focused solely with the student in mind. The
first topic of inquiry was getting to know the students who decided to participate in the
program, since many are from a wide range of classes, representing every instructor at
Linden High School.
Figure A: Student Participation

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The pie chart above represents the students involved in the program, which is quite
insightful. The data reveals that the majority of participants represent 10th grade honors,
however, it is also important to note that another 13% of participating students are also
sophomores, at the college preparatory level. Therefore, 81% of students in the program
are sophomores. This has a considerable impact on the future of the program, in a very
beneficial way. This is a class that meets twice a week, and not everyday, therefore it is
often difficult to ascertain the success of students on the AP exam. Since it is expected
that students will take the test in their Junior year, having a two-year exposure and
participation in the class will greatly improve a students probability of success on the AP
exam.
Figure B: Writing Skills

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The data from this question reveals that many students are conflicted over where
they stand with their writing skills. Roughly 68% of students in the program do not feel
overly certain in their writing abilities. This is relevant because writing is a large
component on the AP exam. Being able to identify a weakness in student skills sets is a
huge advantage, since it allows us to tailor the class and program to the specific needs of
our students, in order to maximize student success on the AP exam.
Figure C: Multiple-Choice Skills
Do you agree or disagree with this statement. Explain why, if desired.
I usually do very well on multiple-choice tests in history class.

The data in the chart above represents a great opportunity. The majority of students,
roughly 87% of students in the program, believe that they do well on multiple-choice
assessments in history. Since there is a large multiple-choice component on the AP exam,

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this is an area that will have to be tested often prior to the actual exam.
Figure D: Student Motivation

The data from the chart above reveals that students in the program are for the
most part, highly self-motivated. Approximately 87% of participants categorize
themselves as self-motivated, which is crucial to the success of the program. This is a
voluntary class that aims to have students pass the AP exam, that many of them will not
take until the 2015-2016 school year. Therefore, having students who categorize
themselves as self-motivated goes a long way in sustaining the program. Naturally, to
sustain such motivation, students in the class will be given perks such as field trips, team-

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building exercises, as well as retreats.
Figure E: Program Expectations

According to the data, students in the program are seeking to get out of the class
many different experiences. For the majority, they seek to be prepared to pass the AP
U.S. History examination. Another large percentage of students seek to become more
prepared for college, gaining invaluable skills that will enable them to succeed more in
their postsecondary education. A surprising statistic that surfaced was that more than a
quarter of students are participating in the course in order to do better in the history
classes, therefore allowing the class to serve as a supplement to the districts Social

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Studies curriculum. Finally, some students seek to further develop their skills. It is
important to note that the class will improve the skills of all involved, but interesting to
observe that some students have enrolled specifically to augment these skills.
Figure F: Practice AP Exam Scores

A practice exam was administered to students in the fourth month of the program,
with the intent to assess current student knowledge of historical topics and skills that will
be tested on the AP exam. The results indicated that the majority of students continue to
struggle with the topics that will be assessed on the AP U.S. History exam. While some
would receive perhaps a passing score of 3 on the exam with these scores, the vast
majority would fail. The data above represents an opportunity to adjust the program to
ensure the success of students on the actual AP U.S. History exam.

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Application to School Leadership Practice
Applications:
I took on this project in order to help prepare students for college, because at
Linden High School, that seems like a very distant, and almost impossible goal for many
of our students. It has been my privilege to teach many students at various readiness
levels at Linden High School, and I wanted to see the most amount of students impacted
by the programs established. Having established the English-History Collaborative, I
have learned that there will be many who will stand in the way of initiatives, often within
own departments who have the most to seek from such a partnership. Some teachers have
been resistant to working collaboratively with others because of the mentality that their
resources are theirs and should not be shared. Fortunately, this is not the majority
opinion, and in our meetings it has been evident that collegiality and collaboration are
desired by most. However, it is important to note that establishing this partnership has
allowed me to become more diplomatic and responsive to the needs of various faculty
members. I strongly believe it has greatly improved my abilities to empathize and then
lead others to a shared vision.
In regards to the establishment and operation of the AP U.S. History exam, I have
been able to see how a simple, voluntary, early morning class has succeeded in the
following: enabling many of our students to do better in their classes; bringing together
faculty members to volunteer their own time and abilities; bringing on parents as key
partners in augmenting the rigor of instruction; and allowing students who are not in the
IB program to find an opportunity in an equally rigorous class. In just a few short months,
there has been much success with the program, so much that my own Supervisor has

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come on board to voluntarily teach the class. This project has allowed me to further
develop my own leadership abilities in a myriad of ways.

Dissemination:
I have been keeping in close contact with the building Principal in the
development of both of these programs, and have regularly shared information and
packets with her. The AP U.S. History Prep Class has also been so successful that it was
featured on the districts Facebook page, which means that the program has received
publicity reaching thousands in the local community.
Both the Supervisor of Social Studies and the Supervisor of Language Arts has,
and will continue to receive information related to the continued success of the programs.
The members of my inquiry group will also receive information related to the
establishment and sustainability of the programs.

Implications and Recommendations for Future Study:

One of the biggest obstacles in the operation of the English-History Collaborative
has been receiving coverage for teachers participating in the program. Since teachers
have been meeting according to grade level, coverage has been requested for these
teachers once a month, depending on the week they are scheduled. This has often
exhausted substitutes on that particular day. Therefore, it is suggested that when possible,
the building Principal allow teachers to meet for the English-History Collaborative on
scheduled department meeting dates.

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The data revealed that perhaps meeting just twice a week is not necessarily
sufficient. Therefore, it is recommended, as a result of this study, that the AP Prep Class
meet perhaps one to two times more per week. Since the class meets twice a week in the
morning currently, it is suggested that two after-school classes be added. Also, more
practice tests need to be administered in order to accurately gauge student growth for
those involved in the program.
Action Plan:
English-History Collaborative
Mission Statement
Goals
Objectives

Strategies
Activities
Timelines

Persons Responsible
Resources Needed
Evaluation Methods

The mission of the English-History Collaborative is to maximize

professional collaboration between disciplines in order to increase
student achievement.
Create cross-curricular assessments; unite literacy strategies and
approaches; align topics in curriculum when possible.
To allow students to more deeply learn materials in both
disciplines; to enable students to learn how to write essays in a
common standardized approach; to prepare for standardized exams
more effectively.
Shadowing students; adding to the MyBigCampus group resources;
joint-professional development, joint department meetings.
Development of shared assessments, data-analysis team formed
within the collaborative.
September-October: Joint Department Meetings.
October: Shadowing of students in both classes.
September-June: Adding to the MyBigCampus group resources.
November: Preparation for Department PD Day.
December-February: Creation of shared assessments.
March-May: Data-analysis team formed and meets during
scheduled department meetings.
June: Joint-department meetings to reflect, revise, and refocus.
Department Chair of Social Studies; Department Chair of English;
Department members.
Coverage for meetings.
Teacher Surveys, Data-Analysis of Shared Student Assessments.

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Advanced Placement U.S. History Preparatory Course
Mission Statement

Goals
Objectives
Strategies
Activities
Timelines

Persons Responsible
Resources Needed
Evaluation Methods

The mission of the Advanced Placement U.S. History Preparatory

Course is to provide all students interested in pursuing college
credits through the AP U.S. History Examination with the
preparatory skills needed to succeed.
Increase student skill development, ability to pass the AP U.S.
History exam. Build student confidence and skills required for
college.
To allow students to acquire skills needed to pass the AP U.S.
History exam both content and skills sections.
Meet three times/week, bring in guest presenters, field trips, three
practice tests/year.
Adopting a cohort model; study groups; building credit for the
program within regular curriculum of student.
September-October: Adopt cohort model assign students groups.
September-May: Hold three classes/week.
October: US I Field Trip
November: Practice Test #1
February: Practice Test #2
March: US II Field Trip
April: Practice Test #3
Department Chair of Social Studies; Monica Goncalves; Robert
Mangel.
Funding for field trips; access to NearPod educational resource.
Teacher Surveys, Student Surveys, Results of Practice Tests,
Results of Actual AP U.S. History exam.

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References
Conner, J. O. (2009). Student engagement in an independent research project: The
influence of cohort culture. Journal of Advanced Academics, 21, 8-38.

Culross, R. R., & Tarver, E. T. (2007). Teacher and student perceptions of the
International Baccalaureate program: A first year perspective. Journal of School
Choice, 1, 53-62. doi:10.1080/15582150802098670

Park, K., Caine, V., & Wimmer, R. (2014). The Experiences of Advanced Placement and
International Baccalaureate Diploma Program Participants: A Systematic Review
of Qualitative Research. Journal Of Advanced Academics, 25(2), 129-153.
doi:10.1177/1932202X14532258

Taylor, M. L., & Porath, M. (2006). Reflections on the International Baccalaureate

program: Graduates perspectives. Journal of Secondary Gifted Education, 17,
149-158.