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Annual Report for 2019-2020 School Year Published February, 2021 Message from David W

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Annual Report for 2019-2020 School Year Published February, 2021 Message from David W Annual Report for 2019-2020 School Year Published February, 2021 Message from David W. James, Ed.D Dear Friends of Akron Public Schools: It would be impossible to deliver an annual report to you Now, we look to the future and the inclusion of our middle without giving great consideration to the impact COVID-19 has schools into the academy program and eventually our had and continues to have on education and on our students elementary schools. We convened a middle school master and staff. But the positive news from this extraordinary year is planning team to develop the road map that will guide this that when we were first feeling the impact of the pandemic, endeavor (just as we did with our high schools). Eventually, without hesitation, this community and our many partners and soon, we will be linking our many elementary schools to came forth to assist us with the special challenges of our our middle school academies and creating a bridge to high College & Career Academies of Akron (CCAA). school. This holistic approach will encompass education at Akron Public Schools (APS) from our earliest learners to our Given the express mission of CCAA to fully integrate our high high school seniors. school students into the community and its many resources on the path to college, military or career, personal interaction— As you may know, I have announced my retirement as whether remotely or in person—is integral in continuing to lean superintendent at the end of this school year. Allow me to use on the strengths of this program. Community assets grounded this space to personally thank each and every one who has in education and business take students under their wing(s), made a contribution to this innovative educational model. It if you will, guide and lead them while enhancing their APS bodes well for the future of our students, their families and education in many ways. our community. This past year, we offered our high school students the first year of what we call wall-to-wall academies. In other words, every Sincerely, high school student was enrolled in an academy. Fifteen in all with 54 pathways across the district. Our partners worked with us with dedication and creativity even in the face of our 100% remote learning environment. Hundreds David W. James, Ed.D., Superintendent of partners that have been with us from the beginning continue Akron Public Schools to support us. New partners have joined and infused CCAA with Connecting Community to the Classroom new ideas for educating our children. We cannot thank them nearly enough. CCAA Mission: 2021 Board of Education The College & Career Academies of Akron gives all students N.J. Akbar, Ph.D., President confidence in their future by building a sense of belonging, Derrick Hall, Esq., Vice President Bruce Alexander through common interests and shared experiences in a supportive Diana C. Autry, BSN, RN community that offers real-world, hands-on learning, in and out of Patrick Bravo the classroom. Lisa Mansfield Valerie McKitrick David W. James, Ed.D., Superintendent Ryan Pendelton, CFO, Treasurer KeyBank Financial Services Lab Teaches Financial Literacy and More In the spring of 2018, Akron Public Schools CLC student who works in the lab, said that The KeyCash program and KeyBank announced the grand opening she is building both financial skills for the real demonstrated positive improvements in of the Financial Services Lab at East CLC world and customer service skills especially grades, discipline and supported by KeyBank Foundation. The goal when there are long lines of people. financial literacy skills. of this lab is to give students access to real Students in the Business & Entrepreneurship financial technology that would typically be Pathway are also learning real-world skills found in a banking center including teller, by managing and operating the school store loan officer and stock simulation stations. where students spend their KeyCash. Not only does this help prepare students GRADES for in-demand, high-paying financial sector Finance Pathway teacher Braylin Taylor 40.1% of students earned jobs in Northeast Ohio, but it also helps all added that students have become more a 2.5 GPA or better. 10.1 students learn about financial literacy. motivated than ever to share the financial percentage points higher than the academy goal. literacy skills they’re learning with their By the beginning of the 2019-2020 school parents and others. East CLC student year, the lab was open and ready for Zanetta Walker said, “I think about how business. Students in the KeyBank Academy much harder it would be for my parents and of Business and Health Services were able to having to withdraw a lot of money for a lot of CLIMATE DATA experience earning and managing KeyCash, different things.” The number of events a program developed by a team of APS resulting in out-of-school teachers and administrators, with the advice “KeyBank and KeyBank Foundation have suspensions decreased and guidance of KeyBank staff. KeyCash is invested in our students, educators and by 29.3% between 2018- 2019 and 2019-2020. given to the academy students for earning schools in ways that are both supportive good grades or demonstrating positive and inspirational,” said APS Superintendent behaviors and good citizenship. Students David James. “True to the college and career use their KeyCash to purchase items in academy model, the Financial Services the school store or deposit and save their Lab means that our students are able to KeyCash to purchase experiences such as make connections between their academic KEYBANK tickets to football games or prom. courses and the real world, helping them TRANSACTIONS 98.3% of students in the prepare the future.” KeyBank Academy made Students in the Finance Pathway operate the 3 or more transactions in Financial Services Lab during lunch periods the Financial Services Lab throughout the week. Janiyah Carter, an East during the school year. Zenetta Walker Finance Pathway “I am appreciative that I am able to be in my pathway because we go through a lot of fun experiences, both individually and as a school. We want to make things better for each other…you’re also learning about how to have your own bank account. For many students that don’t have their own bank account, they are able to see how things will become when you get older.” To read Zenetta’s full story, visit ccaa.akronschools.com/Zenetta 2019-2020 Accountability Data Akron Public Schools launched wall-to-wall college and career High School Attendance academies in the 2019-2020 school year after implementing Freshman Academies in 2018-2019. Every high school student is enrolled in a college-and career-themed academy, a FY19 FY20 small learning community, staffed with designated academy 90.0% 90.79% principals, counselors and teams of teachers empowered to support students. In the academies, 15 in all across the district, Attendance and timeliness have a significant impact on student students chose to enroll in one of 54 college and career achievement and are imperative for gainful employment. The attendance rate is also an indicator of student engagement as students pathways based on their interests and aptitudes. who understand the relevance of what they’re learning are more likely to attend school daily. Accountability measures chosen by the CCAA Steering Committee are used to show our progress toward CCAA goals. “When I was a freshman and Tracking this data is important on both an annual and long term sophomore in high school, I still basis to continue to guide the work of CCAA. didn’t know what I wanted to do job wise. When I got into this (Automotive Technology), I just knew that this was going to be Graduation Rate the type of job for me.” FY19 FY20 - Armonie Jackson, East CLC Automotive Technology District 4 Year Rate 79.8% 80.2% District 5 Year Rate 79.9% 83.8% The graduation rate measures the percentage of Climate Data (OSS and ISS) - students who successfully completed high school Days per 100 students with a diploma in four or five years. FY19 FY20 Change 9th Grade OSS 231.48 202.95 -12.32% “All these opportunities I got as a result of going down the 9th Grade ISS 111.55 69.02 -38.13% Environmental Engineering Pathway have been instrumental 10th - 12th Grade OSS 167.14 149.40 -10.61% for me in deciding what college I am going to go to, what major I 10th - 12th Grade ISS 73.09 35.72 -51.12% am going to pick, figuring things out for my future, and figuring In-school (ISS) and out-of-school suspensions (OSS) are reported by things out for myself.” 100 students to be able to provide an accurate visual of suspension rates in the district. APS will continue to build systems that support and - Nick Hann, NIHF STEM HIgh School encourage positive behaviors so all students graduate college and PLTW Environmental Engineering career ready. Pathway Industry Credentials Earned “The activities I was involved with helped improve my problem Graduating Class of solving skills and ability to think on my feet in any situation” 2019 2020 - Kaylie Weston, Kenmore-Garfield 1,223 935* High School Business Management Pathway An industry-recognized credential is a verification of a student’s qualifications or competence in a specific career field. Students in each pathway have the opportunity to prepare for and take adult level assessments that allow students to earn credentials. Industry Military Enlistment Numbers credentials provide students with a competitive advantage for employment after school. *The number of industry credentials earned by the graduating class of FY19 FY20 Change 2020 was impacted by the governor’s stay-at-home order due to COVID-19 in the 4th quarter of 2020.
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