Mariner High School

Number of Students by
Ethnicity
White 37.7%
Asian 15.1%
Native Hawaiian
2.0%
Hispanic 30.8%
American Indian/
Alaskan 0.9%
Asian/Pacific
Islander 17.1%
Black/African
American 8%
Student
Demographics
Students Percent
Free or
Reduced-Price
Meals
1,321 65.3%
Special
Education
273 13.5%
Transitional
Bilingual
204 10.1%
Migrant 0 0.0%
Section 504 27 1.3%
Foster Care 0 0.0%
Male 1,070 51.1%
Females 1,024 48.9%
0
10
20
30
40
50
60
70
80
90
100
2
0
0
9
-
1
0
2
0
1
0
-
1
1
2
0
1
1
-
1
2
2
0
0
9
-
1
0
2
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0
-
1
1
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0
1
1
-
1
2
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0
0
9
-
1
0
2
0
1
0
-
1
1
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0
1
1
-
1
2
2
0
0
9
-
1
0
2
0
1
0
-
1
1
2
0
1
1
-
1
2
2
0
0
9
-
1
0
2
0
1
0
-
1
1
2
0
1
1
-
1
2
2
0
0
9
-
1
0
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0
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-
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0
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0
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-
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0
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-
1
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2
Hispanic American Indian Asian Black/African Native Hawaiian White Two or More Races
Graduation
Rate (%)
Ethnicity
Mariner Graduation Rates by Ethnicity
Block 9 is a program where specifically
identified students are given 2 hours of
math and 2 hours of English every day.
These students are chosen based on MSP
scores from 8
th
grade (Less than 360 for
math and less than 400 for reading).
They are Mariners most at-risk freshmen
to drop out of high school.
70 students
Hispanic
50%
White
32%
African
American
7%
Asian
7%
Pacific
Islader
4%
Block 9 Ethnicity
Female
46%
Male
54%
Gender
0
5
10
15
20
25
# of
Students
Ethnicity
Number of "F" Grades
0
1 to 2
3 or More
Since I work very closely with 4 teachers and the principal, I
felt the need to ask their input about the advocacy project.
I decided to focus on college exploration and how it is
connected with good grades during high school.
The survey included:
People that expect students to go to college (i.e. parents, teachers, counselor)
Plans after high school
Whether or not students know how to achieve their plans
The level of importance they place in high school graduation
Whether or not they think they will graduate on time
Demographic information

After high school I plan to

0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
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w
AfterhighschoolIplanto
I know the steps I need to take to
complete the goals identified in the last
question


Yes
33%
No
67%
I need help planning my options after
high school

Stronglyagree
48%
agree
50%
disagree
2%
strongly
disagree
0%
How important is graduation for you

Extremely
important
64%
very
important
28%
slightly
important
8%
Notalall
important
0%
What are my grades right now

MostlyA's
13%
MostlyB's
20%
MostlyC's
28%
MostlyD's
36%
MostlyF's
3%
The needs assessment was administered at the beginning of
January 2014.

67% of the students reported not knowing the steps they
need to take to reach their goals after high school.

In 5 years, the percentage of Block 9 students that do not
know the steps they need to take to reach their goals after
high school will decrease to 17%.




A 10% decrease each year

Year 1: 57%
Year 2: 47%
Year 3: 37%
Year 4: 27%
Year 5: 17%


Microlevel:
Carry out needs assessments and analyze results
Creating Interventions- Guidance curriculum and
engaging activities
Meeting students individually to discuss what their plans
are after high school
Mesolevel:
Meeting with teachers to share needs assessment results
and get input
Asking teachers to be involved in interventions and
activities
After interventions occur, share pre and post results with
school staff to increase awareness of the importance of
college readiness for Block 9 students


Macrolevel:
Intervention will hopefully take place at the beginning
of every year
Carrying out parts of the intervention with parents
would be helpful
Original Idea: My original idea was to bring in different
speakers to the Block 9 classes to discuss ways in which
they have overcome difficult situations that at some
point prohibited them from doing well academically.
Final Idea: 3 different Interventions
1) Senior Panel: 14 seniors from Mariner served as
mentors to the Block 9 students for a day during HSPE
week. Seniors were given a script with topics that
needed to be covered.
2) MESA Class Activity: The MESA teacher and her
students came to give a presentation about the class
and how it prepares students for college (College field
trips, SAT and ACT prep, scholarships, career
information, etc.).
The MESA class brought materials to build a catapult
with the students to give them a taste of the exciting
types of projects they do in the class.
3. College Guidance Lesson: types of colleges
(community and technical colleges, and 4 year
universities), the degrees they obtain from each,
opportunities to transfer from a community college to a
4 year university, and financial aid such as scholarships,
FAFSA, and WASFA. Also, the College and Career
Center came to the classroom to talk about what they
can do for students, as well as to do a career activity
with them.
http://prezi.com/3kcm1e6zmarq/mission-to-college/


Though college aspirations across race and
ethnicity, and income have increased,
significant gaps remain in college readiness,
access, and success across these
groups(Roderick, Nagaoka, and Coca, 2009)



College preparation starts during junior year
Pre Test Post Test
Strongly
agree
7%
Agree
84%
Disagree
9%
Strongly
Disagree
0%
Strongly
agree
3%
Agree
16%
Disagree
80%
Strongly
disagree
1%
0
20
40
60
80
100
120
I know what MESA is MESA offers college prep MESA offers SAT/ACT prep
Pre- Test
Post-Test
I am interested in taking the MESA class

Yes
64%
No
10%
Idon'tknow
26%
Pre-Test

Post-Test

Yes
3%
No
87%
Iknowa
little,but
need
more
informatio
n
10%
Yes
96%
No
0%
Idon'tknow
4%
Pre-Test

Post-Test
Yes
1%
No
99%
Yes
97%
No
3%
Pre-Test

Post-Test

Strongly
agree
2%
Agree
4%
Disagree
94%
Strongly
agree
26%
Agree
63%
disagree
11%
Strongly
disagree
0%
Yes
63%
No
6%
Idon'tknow
31%
An immediate understanding of college
options, financial aid, and what needs to
be done in high school in order to attend
college.
Students passing all their classes for 2
nd

semester
Increasing student grades and GPA
Increase in student and school staff
interaction regarding college (College
and Career center, counselor, and
teachers)
Increase student involvement in the
school and community
An increase in career exploration
A decrease in behavioral and
academic referrals

An increase of students continuing their
education after high school, especially
those from underrepresented groups
To decrease drop-out rates
To increase graduation rates
To prepare students to become
contributing members of our society and
provide them with a future full of
opportunities


Continued:
Senior Panel
Guidance Curriculum
Visit from the College and Career Center
MESA Class Visit
School staff and students participation in interventions
Modified:
Start classroom curriculum regarding college during first
semester.
Break classroom guidance into different parts and deliver it
throughout the year
Carry out senior panel at the very beginning of the school
year.
Have a second round Senior Panel
Parental Involvement

What did you learn about yourself as a school counselor?

What did you learn about being an advocate in schools?

What barriers and risks did you experience as a result of your
advocacy effort that can help you in the future

What might you do differently based on what you learned?
Bell, A. D., Rowan-Kenyon, H. T., & Perna, L. W. (2009). College knowledge of 9th and
11th grade students: Variation by school and state context. Journal Of Higher
Education, 80(6), 663-685.

Mariner High School Website. (2013). Retrieved from:
http://schools.mukilteo.wednet.edu/ma/

Mariner High School. (2014-2015). Course description handbook.

Roderick, M., Nagaoka, J., & Coca, V. (2009). College readiness for all: The challenge for
urban high schools. Future Of Children, 19(1), 185-210.

Washington State Report Card. (2013). Retrieved from:
http://reportcard.ospi.k12.wa.us/summary.aspx?schoolId=2474&OrgType=4&report
Level=School&year=2012-13