Southern California MCHS Program Profile

\[footnote 1: In order to give the study participants anonymity, the
specific research sites were given pseudonyms. However, the name of the
general program is used in some cases.\]

As previously described in the Accelerating Student Success Through
Credit-Based Transition Program September 2004 site profiles, \[footnote
2: Please see the Accelerating Student Success Through Credit-Based
Transition Programs study's Web page on the

U.S. Department of Education's Web site to download and view two-page
profiles of each of the study's five case sites at:
[www.ed.gov/about/offices/list/ovae/pi/cclo/cbtrans/index.html](http://www.ed.gov/about/offices/list/ovae/pi/cclo/cbtrans/index.html).\]
the CBTP in California is composed of a partnership between Southern
California Middle College High School (MCHS) and California Community
College. In general, MCHSs focus on providing at-risk students with
academic and social preparation for college and tend to be characterized
by small class sizes, support services, and close teacher-student
interaction. \[footnote 3: Please also see on the study Web page, listed
above, the program description for more information on the MCHS program
model.\] Southern California Middle College High School is located on
the campus of its postsecondary partner, California Community College,
which is situated off a major street in a residential and commercial
area of Los Angeles.

The California Community College campus consists of four modern
buildings. \[footnote 4: This descriptive information is provided so the
reader has a better understanding of the program environment.\] In the
fall of 2003, the college had an enrollment of 7,000 students. Of these,
68 percent were African-American and 28 percent were Hispanic. The
college is currently suffering from a lack of space. As of our fall 2004
visit, it was unclear as to whether or not there would continue to be
room on campus for the MCHS after the 2004-05 school year.

The MCHS has been in existence since 1989. In the 2003-04 school year,
enrollment totaled approximately 330 students, with 45 percent African
American and 55 percent Hispanic students. The MCHS is housed on a
separate section of the campus and the facilities consist of 12 small
modular buildings. There is no indoor area where the student body and
staff can meet; instead a courtyard nearby serves as the central meeting
location. One building is designated as the main office and also houses
the principal's office.

Classes run from 8 a.m. until 3:10 p.m. and the school operates on a
modified block schedule. There are six alternating 70-minute periods
taught Monday through Thursday, with all classes meeting on Fridays for
shorter periods that range from 50 to 60 minutes. On Monday and
Wednesday the schedule consists of periods 1, 3, and 5, with 2, 4, and 6
scheduled on Tuesday and Thursday. There are 13 teachers, a program
coordinator who is a teacher on special assignment, a counselor, and a
principal on staff. During the 2003-04 school year, there was also an
assistant principal for counseling; however, this individual resigned
and as of our fall 2004 site visit the position was unfilled. The
administrative team consists of the principal, the program coordinator,
and (when the position is occupied) the assistant principal for
counseling.

Student Outreach

The outreach process employed by the MCHS is multifaceted. The first
step is mailing the application to all the public middle schools in the
district. Applications also are sent to the private and parochial
schools in the surrounding community, along with a letter providing
information on the school. In addition, during the 2003-04 school year
the principal presented the program at the district's principals'
meeting and shared the application with those in attendance. The MCHS
also has a good reputation with parents of its alumni, and many people
within the community inquire about attending the school based on word of
mouth recommendations.

In the past, the MCHS counseling staff have visited local feeder schools
and met with the counselors at those sites to identify students that
would benefit from the MCHS experience.

Middle College High School Application Process

Student applicants to the MCHS are screened and then selected based upon
a process that examines four components: letters of recommendation,
writing samples, grade-point-average (GPA), and scores on the California
Achievement Test, Sixth Edition (CAT/6). The students complete the first
two components and the school requests student records to examine CAT
scores and past academic performance.

A weighted rubric is used to score each component of the application,
and scores for all components are totaled and grouped into ranges (e.g.,
applications with scores in the 600s are put together, and those in the
500s are put together); a perfect score is 700. Each student's
application package is carefully screened to ensure that students
selected can develop the social and academic skills needed to attend
college by 11th grade. Due to the open campus environment and the
scholastic freedom that students experience by being able to take
courses at the community college, only students that can exhibit the
maturity to manage their actions are accepted into the school.

The principal selects the final 100 students to enter the ninth grade
from the applications received.

School Orientation Process

In August, ninth graders and other new students participate in an
orientation held at the community college's theater and coordinated by
the high school staff and administration. Parents are invited, and often
attend the orientation. The purpose of the orientation is to provide
students and parents with information about the MCHS and highlight
information contained within the student handbook, including
expectations, dress code, and conduct. General information regarding
dual enrollment and college matriculation opportunities and procedures
at MCHS also are discussed during the half-day orientation.

PreCollege Curriculum and Program

The ninth and 10th grades provide an opportunity for students to prepare
academically to start college courses in 11th grade. To prepare
students, teachers at the MCHS use standards-based instruction to
establish an academically rigorous environment. While incorporating both
content and performance standards into the curriculum, teachers also
differentiate instruction, so that weaknesses are being addressed and
strengthened.

Exhibit A-1 below outlines the district's requirements for graduation.
Students in the ninth and 10th grades take academic courses that meet
these requirements and prepare them for college-level work. In addition
to mathematics, English, world history, science, technology and the
arts, ninth grade students take a Life Skills course that provides them
with academic and career guidance. Also, in order to facilitate the many
steps to college enrollment, all ninth graders take the college
placement exams at the college's assessment center.

Exhibit A-1: Southern California Middle College High School District
Graduation Requirements

+------------------------+-------------+-------------------------------+
| Subject                | Credits     | > Requirements                |
+------------------------+-------------+-------------------------------+
| English \[exhibit      | 40 credits  | > \* English 9                |
| footnote: Each high    |             | >                             |
| school course is worth |             | > \* English 10               |
| 10 credits, 5 per      |             | >                             |
| semester\]             |             | > \* American Literature or   |
|                        |             | > Contemporary Compositions   |
|                        |             | >                             |
|                        |             | > \* 12th- grade composition  |
+------------------------+-------------+-------------------------------+
| #### Social Science    | 30 credits  | > \* World History            |
|                        |             | >                             |
|                        |             | > \* U.S. History             |
|                        |             | >                             |
|                        |             | > \* Principles of American   |
|                        |             | > Democracy and Economics     |
+------------------------+-------------+-------------------------------+
| Mathematics            | 20 credits  | > \* College preparatory math |
+------------------------+-------------+-------------------------------+
| Lab Science            | 20 credits  | > \* 10 credits, biological   |
|                        |             | > science                     |
|                        |             | >                             |
|                        |             | > \* 10 credits, physical     |
|                        |             | > science                     |
+------------------------+-------------+-------------------------------+
| Visual and Performance | 10 credits  | > \* Two semesters of arts    |
| Arts                   |             | > classes                     |
+------------------------+-------------+-------------------------------+
| Applied Technology     | 10 credits  | > \* Two semesters of         |
|                        |             | > technology classes          |
+------------------------+-------------+-------------------------------+
| Health                 | 5 credits   |                               |
+------------------------+-------------+-------------------------------+
| Life Skills            | 5 credits   |                               |
+------------------------+-------------+-------------------------------+
| Physical Education     | 20 credits  | > \* Four semesters of PE,    |
| (PE)                   |             | > team sports, or dance       |
+------------------------+-------------+-------------------------------+
| Electives              | 70 credits  |                               |
+------------------------+-------------+-------------------------------+
| Total                  | 230 credits |                               |
+------------------------+-------------+-------------------------------+

MCHS freshmen and sophomores begin to experience a college environment
by attending career fairs and college fairs, among other activities, at
the community college. The MCHS curriculum also provides students with
opportunities to familiarize themselves with college facilities. For
example, the 10th- grade English teacher takes students to the college's
library and, while exposing them to the college setting, also works with
them on research and writing skills. The research and writing components
are an essential piece of the 10th- grade English curriculum, because if
students are going to be successful at the college they need to be able
to complete the many writing assignments encountered in college courses.

College Course Selection and Enrollment Process

Through an agreement between the school district and the college
district, students at the MCHS can take courses at the community college
to satisfy either high school electives or requirements. The school
district has identified college courses that may be used towards high
school graduation. For example, the College's American history course
fulfills the high school graduation requirement in U.S. history.

To choose and prepare for enrollment in college courses, students meet
one-on-one with the counselor at the MCHS and frequently with college
counselors as well. Usually starting in the 11th grade, the counselors
help to map out a schedule that allows students to take college courses
to meet some of their requirements. While most students at MCHS begin
taking college-level courses in the 11th grade, exceptions are made for
ninth and 10th grade students that exhibit the maturity and academic
ability to enter the college environment.

The California Community College district has established procedures for
all public school students who wish to enroll in college courses. In
addition to completing the regular college application, students submit
an additional application form that is signed by their parents and their
principal, for each course they wish to take. California Community
College reviews this form along with any previous course work completed
at the college. While non-MCHS students must be interviewed by college
officials in order to be approved for admission, the college omits this
step for MCHS students, trusting that the high school has sufficiently
screened them. In addition to completing the application forms, students
must pass the college placement exams in mathematics and language arts
prior to enrolling in credit-bearing courses. These procedures have been
established to ensure that students are successful in their college
course work.

College Course Curriculum and Credit-Earning Process

All dual credit courses are regular college courses taught at the
community college by college professors. The MCHS students usually
comprise a small number of the students in these courses; therefore no
adjustments are made to the curriculum or the textbooks. The example
below (exhibit A-2) illustrates how the courses offered at the high
school and at the college are integrated to develop individualized
student schedules.

Exhibit A-2: Southern California Middle College High School--- Sample
Schedule for11th- Grade Students

+--------+-----------+---------+-----------+----------+--------------+
| Time   | Monday    | Tuesday | Wednesday | Thursday | Friday       |
+--------+-----------+---------+-----------+----------+--------------+
| 8:00   | History   | Algebra | History   | Algebra  | 8:00 -- 8:50 |
| --     | 11        |         | 11        |          | a.m.         |
|        | \[exhibit |         | --        |          |              |
| 9:25   | footnote  |         | Political |          | ##           |
| a.m.   | a\] --    |         | and       |          | ### Period 1 |
|        | Political |         | Social    |          |              |
|        | and       |         | History   |          | Power        |
|        | Social    |         | of the    |          | Reading      |
|        | History   |         | United    |          |              |
|        | of the    |         | States    |          | 8:55 -- 9:45 |
|        | United    |         |           |          | a.m.         |
|        | States    |         |           |          |              |
|        |           |         |           |          | ##           |
|        |           |         |           |          | ### Period 2 |
|        |           |         |           |          |              |
|        |           |         |           |          | Algebra      |
+--------+-----------+---------+-----------+----------+--------------+
| 9:55   | Homeroom  |         |           |          | 9:50 --      |
| --     |           |         |           |          |              |
|        |           |         |           |          | 10:15 a.m.   |
| 10:15  |           |         |           |          |              |
| a.m.   |           |         |           |          |              |
+--------+-----------+---------+-----------+----------+--------------+
| 10:40  | Con       | Ch      | Con       | C        | 10:35 --     |
| --     | temporary | emistry | temporary | hemistry | 11:25 a.m.   |
| 12:30  |           |         |           |          |              |
| p.m.   | Co        |         | Co        |          | ##           |
|        | mposition |         | mposition |          | ### Period 3 |
|        |           |         |           |          |              |
|        |           |         |           |          | Composition  |
|        |           |         |           |          |              |
|        |           |         |           |          | 11:30 --     |
|        |           |         |           |          | 12:30 p.m.   |
|        |           |         |           |          |              |
|        |           |         |           |          | ##           |
|        |           |         |           |          | ### Period 4 |
|        |           |         |           |          |              |
|        |           |         |           |          | Chemistry    |
+--------+-----------+---------+-----------+----------+--------------+
| 12:30  | Lunch     |         |           |          |              |
| --     |           |         |           |          |              |
| 1:10   |           |         |           |          |              |
| p.m.   |           |         |           |          |              |
+--------+-----------+---------+-----------+----------+--------------+
| 1:15   | Spanish 2 | Theater | Spanish 2 | Theater  | 1:15 -- 2:10 |
| --     |           | 100     |           | 100 --   | p.m.         |
|        |           | \[      |           | Intr     |              |
| 3:10   |           | exhibit |           | oduction | ##           |
| p.m.   |           | f       |           | to       | ### Period 5 |
|        |           | ootnote |           | Theater  |              |
|        |           | b\] --  |           |          | Spanish 2    |
|        |           | Intro   |           |          |              |
|        |           | duction |           |          | 2:15 -- 3:10 |
|        |           | to      |           |          | p.m.         |
|        |           | Theater |           |          |              |
|        |           |         |           |          | ##           |
|        |           |         |           |          | ### Period 6 |
|        |           |         |           |          |              |
|        |           |         |           |          | Power        |
|        |           |         |           |          | Reading      |
+--------+-----------+---------+-----------+----------+--------------+

a)  History 11 is a college course taught at the community college.

b)  Theater 100 is a college course taught at the community college.

Award of Credit for Courses

Units earned at the community college are doubled when applied towards
meeting high school requirements. Therefore, a one-semester three-unit
community college course is valued at six high school credits.

At the college. Students are awarded credit upon completion of a course,
and credits are reflected on their college transcript.

At the high school. After completing college courses, the students take
their college transcripts to their high school counselor, who enters the
courses on the high school transcript. Only college classes that count
towards high school requirements are factored as part of the student's
GPA.

Support Services

Numerous supports are provided to students either through the MCHS staff
or through the three main counseling centers at the California Community
College. These three centers, each of which has its own facilities and
staff, focus on the areas of assessment, careers, and transfer. MCHS
students enrolled in college courses have access to the college services
because of their official status as college students; however, even MCHS
students not enrolled in college courses are welcomed by the centers'
staffs.

Academic Counseling. The MCHS counselor meets with all students to
ensure that they have the classes they need to graduate from high
school. The counselor usually does six graduation checks, meeting
one-on-one with students to review courses taken and courses needed for
graduation. A critical check occurs in the junior year, when letters are
sent at the end of semester listing the classes students still need to
take to meet their high school graduation requirements.

To ensure that students enrolled in college courses are provided the
academic supports they need to succeed, the high school conducts a
10-week or mid semester review. Students enrolled in college courses
must provide a progress report from the college to the high school. The
counselor reviews this report to determine if there is a problem and
what supports are needed in order for the student to successfully
complete the course.

Academic Tutoring. Since most college courses do not meet on Friday, the
school provides extra support during that time period to those students
taking college courses. While the title of the course, Power Reading,
does not always reflect the activities taking place, it provides
students an opportunity to complete their college assignments in an
environment supervised by a MCHS teacher. The teacher monitors students'
progress and determines if any interventions are necessary. High school
students enrolled in college courses also have access to college
tutoring services.

Career Awareness. Students are exposed to different career options
through both the high school and college counselors. The MCHS counseling
office is in the process of implementing a computer-based software
program, a career assessment tool. At the college's Career Center, MCHS
students can speak to counselors and attend workshops on resume writing,
or participate in special industry-themed seminars, such as a
semester-long seminar presented in the spring of 2004 by real estate
professionals.

To ensure that MCHS students are aware of the Career Center and its
services, all ninth graders, some time during their freshman year, are
provided with a tour of the center.

College Awareness. Because MCHS students enroll in California Community
College courses and have full access to the college campus and college
services, college awareness is a daily activity. To further promote a
college-going culture, the high school sponsors or collaborates with the
community college on field trips to other college campuses and college
fairs. The high school counselor also coordinates in-class presentations
by college speakers. In addition, counselors from the different college
counseling centers make presentations to MCHS classes to encourage
students in their college aspirations.

The required ninth grade life skills class focuses on steps that
students must take to prepare for and enter college. Themes explored
include the high school courses needed to enter college, the range of
college options available to students, the college application process,
and the federal, state, and private financial aid application processes.

College Transition. Since the MCHS is a small school, with 64 seniors in
the 2003-04 school year, the counselor works with each one to ensure
that all students continue in college after high school graduation.

The college's transfer center holds presentations, open to MCHS
students, for students at California Community College who wish to
transfer to a baccalaureate- granting institution. The Transfer Center
also works with students individually to help them transfer any credits
earned at California Community College to other colleges.

The MCHS provides individual counseling for financial aid, as well as
workshops on applying for state and federal aid. The counselor uses
homeroom time to speak with the students about upcoming application
deadlines and to encourage them to apply for both college and financial
aid. College counseling staff also assist in these efforts.

Professional Development

While regular professional development is provided through the school
district, most teachers also participate in targeted professional
development that is encouraged by the principal. For example, the school
started implementing the Advancement via Individual Determination (AVID)
program in the fall of 2004. In preparation, several staff members
attended an AVID summer training institute. AVID promotes the
college-going theme across the curriculum by incorporating specific
techniques such as writing, critical reading, and inquiry through group
or research projects. As another example, a new science teacher attended
a conference on watershed education and subsequently participated in a
collaborative program between the school district and city environmental
officials.

Funding

Full-Time Equivalent (FTE) and Average Daily Attendance (ADA).
California state policy stipulates that public school students enrolled
in college courses are counted in the same way as matriculated college
students for funding purposes. As such, the community college receives
FTE funding for all MCHS students enrolled in college credit courses.
However, the state limits students to taking no more than 11 units per
semester. The school district also receives funding provided the
students are enrolled in high school for a minimum of four hours per
day.

Fees and Textbooks. The California Community College district waives
tuition for public school students enrolled in college courses, provided
they enroll for no more than 11 units per semester. The school district,
on the other hand, pays the cost of college textbooks. In order to
decrease program costs, an agreement among the MCHS, the community
college and the school district allows the district to receive credits
for returned books. During the buy-back period, students return books to
the MCHS, it returns the books to the community college, and the college
issues a credit to the district.

Exhibit A-3: Southern California Middle College High School Outcomes,
2003-04

Student Outcomes \[Exhibit footnote a: All data come from school staff
and were not externally validated.\]

\* The total enrollment at the middle college was 304 students, with 72
percent eligible for the National School Lunch Program's free or reduced
price lunches.

\* The senior class included 64 students. Sixty-three (98 percent)
graduated from the school.

\* During the fall of 2003, 150 students were enrolled in college
courses at the community college. Of those, 142 completed their courses
with a grade of C or better.

\* During the spring of 2004, 175 students were enrolled in college
courses at the community college. Of those, 162 completed their courses
with a grade of C or better.

\* The total number of credits earned by California MCHS students was
545 in the fall of 2003 and 735 in the spring of 2004.

\* Students enrolled in college courses in the fall of 2003 earned, on
average, 3.6 credits. Those enrolled in the spring of 2004 earned, on
average, 4.2 credits.

\* Fifty-six of the 63 seniors that graduated during the 2003-04 school
years plan to attend college. Twelve of the graduates plan to attend
California Community College, the postsecondary partner of Southern
California Middle College High School.