Focus Area 3 – Collaboration: Across and Within Systems

For each rubric indicator within this focus area, school Equity Leadership Teams are asked to identify a rating for their school from four possible options:

  • Initiating – “Thinking About It”
  • Developing – “Working on It”
  • Implementing – “Living It”
  • Transforming – “Shifting the Paradigm”

The exhibit below shows the percentage of GEAR UP schools in the Implementing or Transforming stages between the 2019–20 and 2022–23 school years.

Description 2019-20 2020-21 2021-22 2022-23
Information on college admission requirements and financial aid are disseminated to all students and families in a variety of ways throughout the school year. 35% 40% 53% 48%
Cultural strengths are consistently leveraged to support a college-going mindset. 11% 18% 24% 21%
Teachers, parents, and counselors consistently discuss student progress schoolwide. 33% 41% 53% 69%
There is consistent monitoring and collaborating with all members of the school community around student on-track progression. 23% 27% 32% 41%
There are robust Career and Technical Education Pathways that prepare students for postsecondary education and work. Articulation with postsecondary institutions and an array of industry-aligned work-based learning opportunities for students is systemic and sustainable. 27% 31% 58% 48%
Schoolwide dissemination plan includes a systemic process for identifying, obtaining, implementing new and expanded college readiness resources. 19% 27% 45% 51%
All teachers communicate student and course expectations that will assist in seamless transitions between grade levels and feeder schools. 15% 21% 33% 43%
Multi-tiered collaboration exists within feeder schools (teacher-to-teacher, course-alike, department, schoolwide) to share strategies and address challenges to learning. 0% 0% 0% 0%
All teachers provide course content that prepares all students for course-level and grade-level transitions. 23% 46% 48% 65%