Qualitative Analysis of Parramore Rosen Scholarship

Recipient Interviews

June 2019

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Contents Introduction .............................................................................................................2

Rosen Scholarship Recipient Interviews .................................................................2

Interview Methods ..................................................................................................3

Analysis ....................................................................................................................3

Findings ....................................................................................................................3

Decisions to Continue onto Postsecondary Education ............................................3

Higher Education Goals ...........................................................................................4

Obstacles Overcome ...............................................................................................6

Scholarship Value....................................................................................................7

Family Support Systems ..........................................................................................8

Messages on Student Success .................................................................................8

Inspiration to Continue with Postsecondary Education ......................................... 10

Future Aspirations ................................................................................................ 11

Summary and Discussion ...................................................................................... 13

References .............................................................................................................. 15

Appendix A ............................................................................................................. 16

Rosen Scholars Interview Protocol ........................................................................ 16

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Introduction Rosen Scholarship Recipient Interviews

The Orange County Public Schools (OCPS) and The Harris Rosen Foundation, Inc. partnership endeavors to focus efforts on effective educational pathways to student success. The first of these efforts was placing brick and mortar schools and educational programs in close proximity of Parramore neighborhood residents. In 2017-18, OCPS opened a new kindergarten through eighth grade school in the Parramore district, the OCPS Academic Center for Excellence (ACE) K-8 Community School. This community school includes a high-quality 2 and 3-year-old tuition-free preschool program installation achieved through the collaboration with the Rosen Foundation as well as an OCPS 4-year-old voluntary preschool program. Additionally, following healthy schools and community principles, ACE K-8 offers wrap-around services such as an onsite health clinic (i.e., Orange Blossom Pediatrics, covering primary medical and dental needs) and afterschool programs (i.e., Levy-Hughes Clubhouse, Boys & Girls Clubs of Central Florida). Further, the Rosen scholarship program referred to as the Rosen Parramore PS-8 Foundation Scholarship for college and career bound high school graduates of the nearby Jones High School has been introduced to the Parramore district. Beginning with the 2015-16 school year, 12 scholarships were awarded to Parramore students, followed by 18 scholarships in 2016-17, and 20 scholarships in 2017-18. Additionally, with the help of The Harris Rosen Foundation, Inc., Rollins College (a central Florida private liberal arts education institution) reserved 3 scholarship slots starting in the 2017-18 school year for the Tangelo Park and Parramore Rosen scholarship programs. Two Parramore students were awarded these scholarships for the 2018-19 school year. Further spurring change, the University of Central Florida (UCF) announced that UCF scholarships will be provided to four-year degree students of the College of Medicine who attend the new Parramore ACE K-8 school, graduate from Jones High School, and successfully complete an undergraduate program at UCF. Other synergistic activities involve the University of Central Florida and Valencia College partnership, working closely with the City of Orlando, which is developing a joint campus adjacent to the Parramore neighborhood and is scheduled to open in the fall of 2019. An untapped area of knowledge is scholarship usage and outcomes of the scholarship students in the Parramore district. Further questions come to mind when seeking other information about how scholarship students’ insights can be shared with the Parramore community to encourage younger students’ persistence in school and pursuits of college or career goals. In this vein, the OCPS Research and Evaluation department aims to gather impact stories of educational pursuits and experiences in support of career and college readiness. Information gathered can be used to support ongoing initiatives for the Parramore community.

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Interview Methods During the 2018-19 school year, six in-depth interviews occurred with Parramore scholarship recipient and college-going students. Using a qualitative method approach, an interview protocol was developed. Formative information was gathered during a summer focus group with a sample of Parramore students receiving the Rosen scholarship to examine topics for discussion relative to Parramore stakeholder groups: students in K-8 and high school, families and future financial sponsors. The protocol contains 14 open-ended questions. Two questions pertain to where college-going student decisions about college and career were at before high school graduation and where they are at now. Another seven questions explore overcoming struggles a student may encounter, family and support systems, thoughts on student success and sources of inspiration. Three questions have students reflect on their scholarship award, its value, and messages to other potential educationally-minded financial sponsors. Finally, the protocol concludes with hopes for the future and final thoughts about their educational experiences thus far. Appointments were scheduled with those agreeing to participate. All, but one, of the interviews were conducted on college or university campuses where students were attending classes. The exception was conducted at an OCPS school site.

Analysis Interview data collected through video were downloaded as an audio file for the purpose of transcribing the narrative to conduct content analysis. Data were then coded and categorized into themes based on written accounts and video reflection. After identifying concepts and relationships, commonalities or irregularities within passages, themes were then interpreted and summarized in salient form. Themes were reviewed for coherence, contextual relevance, and interpretability. This method is based on the Grounded Theory framework, which is an inductive form of qualitative research (Glaser and Strauss, 1967). Finally, the amalgamation of ideas produced in this report are largely experiential-based or phenomenoghraphic, which pursues experiences as perceived by the subject, but described by the researcher (Marton, 1981, p. 180). In this report, students were assigned letters (i.e., A-F) to mask their identity where possible.

Findings Decisions to Continue onto Postsecondary Education

Decisions to continue postsecondary education were influenced by: desires to overcome non-college norms, participation in programs that exposed students to different colleges or older college-going students and secondary school opportunities like advanced coursework. In particular, one student

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stated investments made by college-going students in younger students like themselves, such as mentoring and tutoring that modeled achiever mindsets, were extremely helpful.

Ever since I was in 3rd grade… I was always involved in programs or in non-profit organizations where there were college students investing in me. …and just being around that feeling… it’s familiar, it’s not uncommon to be around people who go to college… that’s why I chose to pursue a postsecondary education. (Student F, personal communication, April 9, 2019)

Additionally, students shared their beliefs that going to college would lead to a better life for themselves or their families. Further, encouragement by adults to thrive in grade school and persist in high school or seeing their older peers achieve success motivated them to do the same. Ultimately, students conveyed postsecondary education would enable them to pursue their dreams for their future, which helped them decide to further their education. Higher Education Goals

College-going students interviewed were comprised of two freshman, three sophomores and one junior. The following table displays educational information on these six students receiving the Rosen scholarship as well as their educational goals and aspirations. Table 1: Interviewed Parramore Postsecondary Students

When asked how these six students picked their majors, all claimed it was out of interest or appeal in the college or university program, the respective program supports and the profession. Some of the ways that interests were sparked were unconventional like through TV documentaries or reality shows. One undecided student stated her perception that classes would be fun lead to her chosen major. Other ways interests were ignited included opportunities that provided exposure to career fields, curiosity of different fields of work leading to independent research on the subject matter, and aptitude

Year in Education College/University Major/Field of Study Career AspirationFreshman AdventHealth University Nursing Pediatric Nurse

Freshman Florida State University Public Health Global Health

Sophomore University of Central Florida Business Management Hospitality Management

Sophomore University of Florida Advertising Business/Law

Sophomore Valencia College Criminal Justice Police Officer/Detective

Junior Bethune-Cookman University Criminal JusticeCrime Scene Investigator/

Homicide Detective

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tests or career inventory assessments. Conversely, limitations to college or university programs or their course requirements lead to changes in their chosen field of study.

When I came for the freshman orientation program… [I was told], ‘you can’t start internships until your 4th year.’ You don’t really get a taste of the career until you’re almost done with college. …I left knowing… that I was going to go have a different major. (Student D, personal communication, February 26, 2019)

Some students internalized their interests on a deeper level. One student noted that after becoming more aware of the Public Health field, she began noticing how the health of those around her affect people close to her or in her community. Another student shared that the nursing profession really inspired her to become a nurse, and one nurse, in particular, sealed the deal. In a profound way, this student witnessed a nurse help her mother during her mother’s illness. In spite of the illness, the mother attested to having a positive experience during her hospital stay, and the student wished to have a similar impact someday. When asked why they selected their particular college or university to attend, a variety of answers were given. Half (n=3) said proximity or location to home. Two mentioned the size of the college or university. In this case, a smaller campus and smaller class sizes were attractive. One student said, “I really wanted to go here and start off small, and then work my way up into bigger classes” (Student A, personal communication, October 17, 2018). Another reports, “You go to a big university, they just know you by your numbers, but [here], they know you by your name” (Student E, personal communication, February 27, 2019). Another one said affordability. However, overall, the top two reasons most cited were faculty relationships and the program reputation or offerings. The following students illustrate this point:

“[It’s] like family… with my teachers, I can talk to them… They really want to see you go somewhere” (Student E, personal communication, February 27, 2019).

“I feel like they’re more student-oriented. …They really help you here… the programs, the teachers and the counselors I have, they really help me out” (Student A, personal communication, October 17, 2018).

“They have this special program tailored to first-generation college students… we really get to delve into this [college campus] community” (Student F, personal communication, April 9, 2019).

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Obstacles Overcome

These six students shared challenges faced and overcome. Three of these students chose to discuss their finances as an obstacle. The obvious and most direct solution for two students was the Rosen scholarship, which addressed the immediate need of costs associated with attending postsecondary education such as room and board, tuition, and books. However, one student talked more specifically about financial literacy and the management of finances over the course of an educational career; not only paying entrance fees into educational programs, but continued awareness of where funds were being spent through the completion of semesters. The lesson, constant vigilance is required to ensure every aspect of a program is financially covered from large ticket items such as tuition to smaller and more ambiguous items such as ancillary or out-of-pocket costs. Fund management, for example, must span across multiple sources, whether it be institutional or personal. For instance, participation in internships, apprenticeships or other educational student life experiences may have explicit enrollment costs as well as incidental costs that need to be tracked and accounted for. Two students cited being a first-generation college student posed an obstacle. Being the first meant that the students were "on their own" to prepare for college, turning toward their families for answers were not an option. Navigating rules of engagement in postsecondary education or daily college life were new experiences. For example, one student conveyed that sheer grit and perseverance helped her get through her first year of college:

“I’m the first in my entire family to make it to college. I felt like this was a great accomplishment. …My first semester here, I did everything alone… It was really hard, but I got through it” (Student C, personal communication, February 19, 2019).

The other student said managing a personal budget was a new learning experience, and tough choices had to be made including delaying registration for classes the following semester to ensure the university was paid in full across various grant and scholarship stipulations and requirements. Other obstacles were more easily remedied by other students such as getting organized or learning APA (American Psychological Association) or MLA (Modern Language Association) writing styles. These were met through putting graphic organizers in place or attending writing labs on campus. Finally, one student shared a more personal challenge, shyness. Through class participation and seeking opportunities "to get out there" such as “networking” helped to increase confidence and motivate outreach to "get where you want to be." When asked, ‘What do you say to yourself when you feel discouraged,’ all students reported messages of positive thinking. For example, “I just think about the end goal.” Or, “I actually think about the result.” Another reflects, “There’s always different avenues to navigate a situation. …this is not the end

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of the journey” (Student F, personal communication, April 9, 2019). While others state, “I think about all the positives that will happen when you don’t give up” (Student A, personal communication, October 17, 2018). Or, “[I will tell myself] that’s possible… you can do it” (Student C, personal communication, February 19, 2019). Scholarship Value

Students recount the value of having the Rosen financial supports to continue their education. From tears of joy, relief and happiness at the opportunity to go to college to the mental preparation of being “ready for it” were reported. One student said,

“I was completely shocked, happy, excited [and] ready for it. I was really nervous, but I knew I could do it [postsecondary education]” (Student A, personal communication, October 17, 2018).

Another student sums up its value this way:

“The scholarship is honestly super valuable. …it’s priceless because in 4 years, it’s literally going to be what gave me the opportunity to do whatever I wanted to do” (Student D, personal communication, February 26, 2019).

Students learned about the scholarship through various channels of communication. Specifically, at Jones High school there were student assemblies, sports team meetings, hallway pull-aside conversations by the school guidance counselor or the “college room” appointments where the school guidance counselor would meet with students one-on-one with their parent(s) or legal guardian(s). However, other avenues of communication were mentioned, the Parramore Kidz Zone (PKZ) and word of mouth. The PKZ is run through the Families, Parks and Recreation Department of the City of Orlando, which among many youth development programs, offers assistance with college access. Students may receive assistance with filling out and paying for college applications. Referencing the PKZ, one student said,

“In high school, I was involved with the program called the Parramore Kidz Zone, they would mention it [Rosen scholarship]” (Student F, personal communication, April 9, 2019).

Information was also shared across peer groups: “After learning about this great opportunity… I told everyone else who lived in [the] Parramore community… I was telling my friends” (Student F, personal communication, April 9, 2019). Another student said, “I told my whole family… I called everybody in my [phone] contacts [list]… I told them, ‘I just got a scholarship, I’m going to college’” (Student A,

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personal communication, October 17, 2018). Rosen scholarships serve as a safety net should other financial supports fall short. To-date, Rosen scholarships in the Parramore neighborhood have paid for room and board, tuition, books or supplies, and any remaining debt after financial aid was afforded (e.g., Pell Grant, Bright Futures, Florida Prepaid, or other non-Rosen scholarships). Family Support Systems

It is important to note that family support systems were still evident in other ways over financial means. Families were still giving emotional support through encouragement and pride. In one example, mental and physical space was provided to one stay-at-home student so as to allow more focus on their studies:

“Like if I'm going to do my homework, they’re like, ‘Oh, you’re doing homework? Okay, I'll come back later.’ I can tell …they really want me to succeed” (Student C, personal communication, February 19, 2019).

Families provided other more practical supports like transportation. In one case, a car was secured for the sole purpose of providing their student the means to travel uninterrupted back and forth to classes. This was viewed by the student as a sacrifice by their family. In another case, an entire family entourage escorted their student to the college campus. Beyond what is typically seen as the migration of students from home during move-in day on campus of fall semester, this was viewed as a big event and a source of pride. Messages on Student Success

All interviewed students shared a range of messages on student success for younger students at both the elementary and high school level. The overarching theme was to stay focused and get good grades because it is worth the effort in the end. However, one student said to seek a balance between academia and other interests. For example, getting involved in other activities “gives you something to look forward to,” and having fun may “release some of that stress” connected to “your head always in the books.” This student, in particular, shares a concrete example of another activity outside of academics:

“I was in the marching band in high school, so I was able to make connections with other people. Just being involved in a club or an activity really helps” (Student F, personal communication, April 9, 2019).

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Further, there were strong believes in achieving success. Most students convey postsecondary education is within their reach:

“In order to be where I would be [sic], you have to get good grades, stay on it and stay focused, and [you’ll] get there” (Student E, personal communication, February 27, 2019). “Don’t give up, always pursue to be better in life” (Student A, personal communication, October 17, 2018). “I would tell them you have the opportunity to [go to college], so I would take it” (Student B, personal communication, October 24, 2018). “You have support systems there waiting for you to help you every step of the way…” (Student F, personal communication, April 9, 2019). “I know they can do it” (Student D, personal communication, February 26, 2019). “You have to do good [sic] in school. It’s really important, especially when you go to college. …[You never know], you can be granted with so many things… [like a scholarship]” (Student C, personal communication, February 19, 2019).

For high school students, in particular, words of wisdom became more concrete. One student shares keeping purpose in mind, “…of what you want to do… You got to have the right mindset… to finish” (Student E, personal communication, February 27, 2019). Conversely, one student takes a more pragmatic approach, and reiterates monitoring progress against your peer group, “Look at your peer’s grass and see how green it is, make sure your grass is greener because you always want to be above average” (Student D, personal communication, February 26, 2019). Another student promises, “High school is so much different than college. …I felt like more of an adult and I feel like I have more of a purpose here [college]” (Student C, personal communication, February 19, 2019). More frankly put by another student regarding success during college, “Be an adult, take things seriously, and just work hard.” And, “I would say be prepared for a heavier workload and you’re going to have to really study” (Student B, personal communication, October 24, 2018). Yet another student echoes this sentiment with more determination:

“Success is just around the corner. It’s up to you to go and strive and get it” (Student A, personal communication, October 17, 2018).

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Inspiration to Continue with Postsecondary Education

The majority (n=4) of the students said their parent(s) or family members inspired them most to finish high school and consider postsecondary education. A couple of students conveyed a sense of indebtedness for the supports their parents provided them while growing up: For Student E, “I feel like I owed them that, [to] get an education” (personal communication, February 27, 2019) or “[My mother] has done so much for me… I want to reciprocate that” (Student C, personal communication, February 19, 2019). The encouragement from family came in other forms, too, “to live a better life than they did” (Student B, personal communication, October 24, 2018). Or, conversely, a parent and school guidance counselor working in tandem offering support were retrospectively appreciated, “They kept pushing me and making me strive to be better” (Student A, personal communication, October 17, 2018). Further expressed,

“I knew I wanted more in life. …you can’t sit down and wait for it” (Student E, personal communication, February 27, 2019).

Another student reported that the competitiveness alongside their peers was incentive enough to continue on: “A big part of going to college for me is not falling behind the pack… I feel that pressure… people [having] expectations” (Student D, personal communication, February 26, 2019). For another, “Just the thought of me being successful in the future, really made me take that extra step to go to college” (Student A, personal communication, October 17, 2019). And finally, another claims an internal drive and curiosity to learn more was a motivation:

“It wasn’t really a person, I was just motivated to do for myself” (Student F, personal communication, April 9, 2019).

When asked if attending their college or university would have been possible without their Rosen scholarship, responses were split. Three students clearly stated it would not have been possible. One student expresses this sentiment:

“It would have not been possible at all. I was not even going to go to college. I didn’t know if I would be able to financially be able to go” (Student A, personal communication, October 17, 2018).

The other three said yes, it would have been possible, but it would have been much more challenging without the support of the Rosen scholarship. One student conveys this idea,

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“I was going to make it possible. It would have been way, way harder” (Student F, personal communication, April 9, 2019).

Inspiration spilled over with encouragement to other potential sponsors of education. The main message was that offering educational scholarships would change a life and benefit a community. For example, one student reflects on her destiny, “Kids in my neighborhood… we have a mindset of getting out… we want to be successful” (Student E, personal communication, February 27, 2019). Further, a commitment to this end is promised by this student to the educational sponsor:

“I won't let you down. I will finish what I started and I will make the promise that it will happen” (Student E, personal communication, February 27, 2019).

Others offer more pointed words of engagement, a desire to have sponsors get to know students more deeply, which may encourage giving in the future. One student puts it this way: “Have a conversation with the students. Actually go there, go to places like the Downtown Rec or the Callahan Center and actually have a conversation with those that are aspiring to reach their dreams” (Student D, personal communication, February 26, 2019). Another student counts the scholarship as a “blessing,” and if sponsors connect with students, they would feel compelled to give: “I feel like when kids are excited, and it makes them [educational sponsors] excited; it makes them want to give more scholarships out” (Student C, personal communication, February 19, 2019). Summing up the effect of being afforded the opportunity to continue with postsecondary education:

“It’s like a ricochet effect or a domino effect. It not only helps just one person, it helps everybody” (Student A, personal communication, October 17, 2018).

Future Aspirations

Even though not all students recite with exact precision what professional position they will land once graduated from their postsecondary education, all can see a future because of it. Students cast a scenario of where they believe the direction of their lives will go in the next five to six years. A few ideate: “I’m not sure. …You can go do anything with that [Criminal Justice] Bachelor’s Degree… from CSI all the way to Intelligence, FBI [or] DEA” (Student A, personal communication, October 17, 2018). And another, “I’m not sure. Hopefully, in five to six years, I’ll see myself working in the hotel industry” (Student B, personal communication, October 24, 2018). Most of the students (n=4) pose the pursuit of graduate school in some form or fashion, some while “breaking in my career.” For example, one student states, “I see myself in five years in the field being a detective or a crime scene investigator, either/or, while I get my Master’s” (Student E, personal

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communication, February 27, 2019). Another suggests, “In five to six years, I see myself with my Bachelor's degree, working at Florida Hospital as a pediatric nurse. But, I might also still be in school to get my Master's” (Student C, personal communication, February 19, 2019). All students see themselves achieving their bachelor’s degree, which leads to opportunity. Aptly stated by the myriad of opportunities an earned Bachelor’s degree may gain them, one student surmises:

I could be starting law school. I could be finishing a Master’s program. I could be into the workforce. I could be overseas interning. I have no idea where I could be, but I just know I have a lot of possibilities. (Student D, personal communication, February 26, 2019).

Finally, when asked to summarize their learning experience thus far, students provided additional insight. Three of the six students are experiencing postsecondary education as a transfer student using Valencia College as a critical stepping stone to completing their 4-year degree. For example, one student started out their postsecondary education at a 2-year college completing requirements to enter a 4-year college as a transfer student, while earning an Associate’s degree. Two others are relying on Valencia College to help complete or retake requirements to transfer back into a 4-year college after completing their freshman year. In these two cases, the 2-year college will assist with costs associated with core coursework or better prepare the students with undergraduate eligibility. Further, some students wish to offer some practical advice to their lowerclassmen. One student shares, “I really grew from the experiences outside of the classroom” (Student F, personal communication, April 9, 2019). Making the most of summers may enhance a student’s experience; whether it be, taking part in a cultural exchange program, participating in internships, apprenticeships or taking additional courses. These experiences will hone in on students’ interests or expand social awareness. A couple of students look to emotional supports as a good resource to help when times may be tough. For example, making use of the counseling center on campus, reaching out to an “old friend or mentor,” or even taking advantage of a professor’s office hours can make the difference: “There’s always supports or someone willing to help you” (Student F, personal communication, April 9, 2019). This is further explained,

There might be times when something is going on at home. …maybe your family doesn’t necessarily understand the pressure you’re under… to just make it or just get good grades or just do your best and sometimes we hit these roadblocks… you do not have to go through anything alone. (Student F, personal communication, April 9, 2019)

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Summary and Discussion The following observations may offer some assistance with transitional student supports from high school to college or beyond. While these six students are determined to succeed, a few have shared some struggles along the way. Summative remarks and discussion attempt to expose some insight to propel student success further. In the case of first-generation college-going students, it may be beneficial to ensure enrollment into a summer bridge program. Only one student claimed to have participated in such a bridging experience whereby first-generation college-going students are acclimated to student campus life prior to starting their freshman year at a college or university. For others, this may have mitigated some feelings of being alone in their higher education pursuit and may have increased some confidence early on in navigating campus life and coursework. In absence of this, perhaps a mentor program (whether with upperclassmen or with an instructor) would offer more immediate support. In addition to support for first-year students, an underpinning of support may be necessary to ensure students are succeeding over the course of their freshman year, where dropout rates may be more of a threat. Further, support may be needed even more keenly during upperclassman years as coursework may become more challenging. Tracking Parramore student progress is necessary, and outreach to students with consistency would help. In two cases, students are partially off-track or lag behind by a year or two of their peers within similar educational programs. At the time of this writing, academic counselors are actively assisting these two students to provide uninterrupted educational eligibility to continue progress within their programs. One academic counselor is observed from the high school level and another at the college level. However, the two are not related. Support appears to be student-driven or if financial concerns arise, related to institutions’ billing protocols. Currently, there may still be gaps in these transitional supports from high school to college and college to graduation. Students with more intensive (hands-on) supports may be more likely to persist in postsecondary education over those students with no or low support. Exposing students to messages of student success and postsecondary education, early and often, appear to have an effect. In the case of these six students, decisions to continue onto postsecondary education were “familiar,” “expected” or perceived as attainable given the opportunity. Students felt grateful that a scholarship was available to bridge financial gaps to postsecondary education and “ready” to take the chance to continue on. However, matching the right institution to the student is critical to their learning environment. For example, some students are better suited to smaller campuses and class sizes, while others may need to rely on school offerings to thrive in a larger campus environment. More descriptive information on these differences may assist students with their decisions and pathway through postsecondary education.

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Students could benefit from more active summer experiences in preparation of postsecondary education or during it. Perhaps non-academic workshops could assist with more practical aspects of college life such as personal finance and understanding school-life balance. Some students are taking advantage of summer school to recover credit deficits or advance their coursework gaining additional credit hours. Students still rely on their families for emotional support, and this should not be overlooked. There may be opportunities to assist families in their support of their students, if only for consistent encouragement and emotional support. In absence of this, students need alternatives. Ensuring students know where to get help or find additional support may be another essential factor to student success.

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Developing Grounded Theory (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc. University of Central Florida. (2017). College of Health and Public Affairs, Center for Community

Partnerships [PDF]. [Effective July 2, 2018 the College of Health and Public Affairs’ academic programs are now in two new colleges: College of Community Innovation and Education and College of Health Professions and Sciences] Retrieved May 15, 2018 from https://www.cohpa.ucf.edu/partnerships/wp-content/uploads/sites/22/2017/08/ucf-parramore-paper-fnl.pdf

Yin, R. K. (2011). Qualitative Research from Start to Finish. New York, NY: The Guilford Press.

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Appendix A Rosen Scholars Interview Protocol

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