Full Description of Proposed Session:
The STRIPES program at Belmont Charter High School in Philadelphia, PA, is an innovative, place-based learning initiative designed for 9th to 11th graders. Belmont Charter High School is located in West Philadelphia and serves a student population that has long been unsupported by the traditional education system. With a concept born in 2019, Mike Friedman partnered with Belmont Charter School to design and implement a program to support increasing high school graduation rates in a community that was not meeting this benchmark for its student stakeholders.
Launched in January 2021, STRIPES stands for STudying Real Issues, Places, and ExperienceS. It offers students the opportunity to earn credit for traditional courses while engaging in experiential learning that connects them to their local community. The program was initially adapted during the pandemic but relaunched in the 2022-23 school year as two semester-long electives: "Exploring Parkside," where students discover their neighborhood's history and culture, and "Designing Parkside," where they create projects that address community needs.
STRIPES emphasizes authentic partnerships, integrated learning, and self-knowledge, fostering a sense of connection and purpose among students. Participants engage in real-world projects that encourage collaboration, creativity, and critical thinking while developing essential life skills. This dynamic program is open to a diverse group of students, encouraging self-directed and hands-on learning experiences that help them connect academic content with their lives and the broader community. STRIPES is not a remediation program; instead, it caters to all students seeking meaningful and relevant educational experiences.
STRIPES offers
● student-led approach to learning through the implementation of Developmental Designs.
● collaborative environment where students actively participate in developing a social contract that establishes norms and expectations for collective engagement.
● Each day begins with a collective meeting, promoting community building and shared responsibility among participants.
● The program prioritizes shared power, allowing students to voice their perspectives and take ownership of their learning journey. ● Focused on identity and skill development, students connect their personal narratives to both historical and contemporary systems, enhancing their understanding of their place within the community resulting in a culturally responsive experience for students. ● Cultural responsiveness is at the heart of the curriculum, ensuring that diverse perspectives are recognized and integrated into learning experiences.
Through a partnership with STEMSpark, we have been able to analyze the impact of the STRIPES program over the last three years. Evaluations have sought to understand the impact of the STRIPES program on student agency and self-knowledge, specifically examining connectedness and willingness to act at the beginning and end of their experience, as well as comparing metrics of agency and self-efficacy between STRIPES students and those in traditional classrooms. Results from this mixed-methods evaluation suggest that participation in STRIPES is highly effective in fostering both agency and self-knowledge within just a few weeks of participation in the STRIPES program, with continued growth throughout the year. Additionally, preliminary quantitative data suggest notable differences between STRIPES students and their peers in traditional classrooms, although further studies with a larger participant pool are needed to assess the strength and significance of these effects.
The program outlines multiple pathways for learning, allowing students to explore various interests while cultivating essential skills. Through collaborative curriculum development, STRIPES participants create a dynamic and relevant learning environment that prepares them to be active, informed citizens in their communities.
This session focuses on civic learning and student success strategies through a place based curriculum.
Intended session outcomes or participant learning objectives
The proposed objectives align seamlessly with the goals of the conference theme of building connections and fostering a just and equitable democracy. By analyzing the impact of the STRIPES program on student agency and self-knowledge, participants will engage in meaningful conversations about empowering students to take active roles in their communities. This focus on agency not only reflects the conference's commitment to civic learning and democratic engagement but also highlights the necessity of equipping young people with the skills and confidence to mobilize for broad impact.
Furthermore, exploring various pathways for learning and skill development resonates with the conference's emphasis on community engagement and collaboration. By identifying ways to integrate cultural responsiveness into curriculum development, participants will be better equipped to create inclusive educational environments that reflect the diverse experiences of their students. This approach fosters a sense of belonging and encourages students to contribute to their communities, ultimately working toward the collective flourishing envisioned by the CDS Conference. Together, these objectives will inspire attendees to think critically about their roles in promoting social justice and equity within their own campuses and communities.
This session focuses on collective impact by:
1. Analyze the Impact on Student Agency and Self-Knowledge: Attendees will examine the evaluation findings on how participation in STRIPES enhances students' agency, connectedness, and self-knowledge, and discuss the differences in these metrics between STRIPES participants and students in traditional classrooms.
2. Identify Pathways for Learning and Skill Development: Attendees will discover various pathways for learning within the STRIPES program that promote identity and skill development, and consider how these pathways can be adapted or implemented in their own educational contexts.
