2015 Community Grantees

College Spark Washington's 2015 grant recipients are listed below by region. 

 

Map of Washington

Northwest

Big Brothers Big Sisters of Snohomish County (Snohomish) --  $49,556 over three years to develop, implement, and refine a curriculum designed for use by school-based volunteer mentors to reduce Early Warning Indicators of course failure, absenteeism, and disciplinary problems leading to suspension or expulsion with middle school students at North Middle School in Everett. 

Communities in Schools of Auburn (Auburn) -- $141,228 over two years to foster a community/district partnership between Communities in Schools of Auburn and the Auburn School District to improve current intervention strategies for 7th and 8th grade students at Olympic, Mt Baker, and Cascade Middle Schools. The project includes a mix of planned, evidence-based interventions and work to develop new interventions. 

Everett Public Schools (Everett) -- $150,000 over three years to improve access to rigorous course work for low-income students.  This project will analyze student and survey data to identify the most important readiness, information, and expectation barriers to Advanced Placement (AP) enrollment for low-income students and inform the planning and implementation strategies for student outreach, recruitment, and academic support.  Additionally, Everett Public Schools will work on increasing the effectiveness of teachers with low-income youth in high-rigor courses through professional learning communities focused on teaching AP strategies and developing growth mindset. 

Highline College (Des Moines) -- $150,000 over three years to enhance its current work on existing placement practices for credit-bearing math courses. This project focuses on redesigning the student experience with placement so that students are making better informed choices. A new sequence of placement activities will require increased student participation, pre-placement advising, multiple measures for assessment, and requiring students with a remedial placement to attend a workshop and retest.   

Northwest Indian College (Bellingham) -- $114,864 over three years to develop and pilot non-cognitive interventions in the classroom, including the integration of cultural topics and experiences in order to make academic content more relevant to students’ lives, interests, and cultural identities. Forging a greater sense of cultural identity in a classroom setting may influence important markers of degree progress for students. 

Seattle University (Seattle) -- $150,000 over three years to refine and improve its program by updating training materials for volunteers, aligning tutoring with classroom learning objectives, and creating parent engagement activities.  This project explores how to deepen the partnership between a school and a community partner. 

 

Multiple Regions

Edge Foundation (Tacoma, Burien, Spokane, Yakima, and White Swan) -- $150,000 over three years to partner with the University of Washington to evaluate Edge Coaching interventions with middle school students receiving the intervention and a control group of students.  Lessons learned from this evaluation will be instructive to Edge Foundation,  to schools, and to other community based organizations.

Gateway to College National Network (Spokane, Kirkland, Des Moines) -- $121,700 over two years to support a “Schools to Jobs” intervention program for dual credit students to help them build a sense of identity and tie that identity to academic and career planning.  Students in the program have the opportunity to complete their high school requirements and transition to college courses on campus at Spokane Falls Community College, Lake Washington Institute of Technology, and Highline College. 

University of Washington (Seattle, Granger, Manson, Othello) -- $149,995 over two years to support a collaborative effort between University of Washington faculty and high school English teachers to develop and implement a supplemental curriculum for 10th and 11th grade students to improve their readiness for a UW in the High School English class.  The goal of the project is to prepare a more diverse range of students for success in a UW in the High School English course and increase the rate of students earning their first college credit in high school.