Literature Review: Program Evaluation: Breakthrough Twin Cities
Hill, L. H. (2014). Graduate Students' Perspectives on Effective Teaching. Adult Learning, 25(2),
57-65. doi:10.1177/1045159514522433
The study explored the topic of effective teaching characteristics through the perspective of
graduate students in adult and/or higher education. The major findings of the study pinpointed
several characteristics that graduate students found important in effective teaching such as the
ability to motivate students and engage them in the materials that is taught, being culturally
adaptive and more. The findings from this research provides examples of effective teaching
characteristics that can be applied to students teaching students models suggesting that
students can be effective teachers and are not bound to licensing.
Hooker, S., & Brand, B. (2010). College knowledge: A critical component of college and career
readiness. New Directions For Youth Development, 2010(127), 75-85.
doi:10.1002/yd.364
The authors in this article found that low-income, first generation college students need more
resources and guidance to help them on the path to college. Youth from this background can
become disengaged very quickly and most likely to drop out. The American Youth Policy Forum
(AYPF) published a piece on 23 programs that support college readiness and this author
highlighted 3 programs: Early College High School, Washington State Achievers, and Citizen
Schools. Ultimately, the article suggests that having exposure to college, creating good habits
and skills, and exploring career interests can help engage students and help them be successful in
college and career life.
HOSKOVCOV, S., & KREJCOV, L. (2013). Transient Moments in Inclusive Education.
Transylvanian Journal Of Psychology, 277-292.
This article focuses on the factors that affect student success as they transition through different
levels of education. The major finding in this article shows that students are more successful if
they are taught in an inclusive environment, specifically students with special needs. This
suggests that students develop self-efficacy through the interaction and encouragement of peers
supporting their success.
Noguera, P. A. (2011). A broader and bolder approach uses education to break the cycle of
poverty. Phi Delta Kappan, 93(3), 8-14.
This article addresses the concerns that there is a need for education reform in which schools can
help students living in poverty succeed by providing a more comprehensive education and
additional social services. The major finding was that schools using the Broader, Bolder
Approach (BBA) reform plan have improved student achievement in language arts, mathematics
and are English language learners are passing state exams at increasing rates. This suggests that
for students to succeed, education has to be more comprehensive using different forms of
teaching such as student teaching student to help students grow.
The Forgotten Middle. (2009). Education Digest, 74(9), 37-41.
This article used ACT data to prove that it is when a student is in 8th grade that will determine
whether or not a student is college ready. The research showed a stronger correlation between 8th
grade achievement and college and career readiness than other factors such as background
characteristics, standard coursework, advanced/honors coursework, high school gpa, and student
testing behaviors. This article suggests that students study skills and prepping students for
college success happens way earlier than in high school.
Rubin, T. (2014, September 2014). Summer school motivates college dreams for middle school
students [Video file]. Retrieved from http://www.pbs.org/newshour/bb/summer-schoolmotivates-college-dreams-middle-school-students/
This video describe what Breakthrough-Twin Cities is and documents program participants. The
organization attribute their success to two elements: implanting the idea of attending college for
these middle school students, and modeling what they have to do for the next six years. They
achieve these success by employing a student to student model. Both students and teachers (high
school and college students) are benefiting from the learning experience within the summer
program. This video suggests that by using nontraditional teachers, it can create a creative, fun,
and relatable environment for the students.
