Project Evaluation:

Breakthrough Twin
Cities
Prepared by Pa Yong Xiong
Program Evaluation EDLD 644-84

Program Identification
Program Background Information: Breakthrough Twin Cities
Breakthrough Twin Cities (BTC) is a non-profit organization with the
mission to help motivated students overcome adversity to prepare
for college with the support of older students passionate about
education.
BTC employs a Students Teaching Students model to accommodate
the number of students they are serving. This means that summer
programs and through school year, participants are taught by high
school and college students.

Founded in 2005
Program Components include:

Middle School Program

High School Program
Teaching Fellowship
Student Services

Program Evaluation
Identified for Evaluation:
1)Organization employs a student teaching student model. This means
teachers are not licensed teachers, but highly motivated high school
students and/or college students. Is this really the best practice to teach
middle school students if programs mission is focused on building
rapport to support participants throughout middle and high school years?
2)The only access point for students is during the spring of their sixth grade
year. Is this too early to identify motivated students, especially
considering that students are coming from first generation and/or low
income families who many not see the value in education?
Role of Leadership/ Engaging Stakeholders:
Currently, the organization have 7 full time staff and an AmeriCorps Vista.

Executive Director
3 Site Directors
Director of Data and Evaluation
Hmong Family Liaison

Program Evaluation

Focus the Evaluation

The purpose of this evaluation is to see if program is working ( Formative

Improvement and Learning )

Is 6th grade a good access point for students of color and low income students?
Is the student teaching student model appropriate for teaching the students?

Collect the Information

Data collection methods I plan to use are:

Survey (during program & immediately after), Interview (immediately after

program), Case Study (during program), and Testimonials (during and
immediately after)

Information will be stored using Microsoft products

Analyze and Interpret

I will be analyzing and interpreting data by looking at research, best

practices and from information collected. Data will be used by the
Executive Director, Site Directors, and Director of Data and Evaluation to
consider and improve program.

Research-

(Annotated Bibliography)

Hill, L. H. (2014). Graduate Students' Perspectives on Effective Teaching. Adult

Learning, 25(2), 57-65. doi:10.1177/1045159514522433
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
HOSKOVCOV, S., & KREJCOV, L. (2013). Transient Moments in Inclusive
Education. Transylvanian Journal Of Psychology, 277-292.
Noguera, P. A. (2011). A broader and bolder approach uses education to break the
cycle of poverty. Phi Delta Kappan, 93(3), 8-14.
The Forgotten Middle. (2009). Education Digest, 74(9), 37-41.

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-school-motivates-college-dreams-middle-s
chool-students/

Results, Recommendations, and

Conclusion

Results:

Research supported that a student teaching student model is effective. (Hill, L. H. 2014Hooker, S. & Brand, B. 2010- and Noguera, P.A. 2011)
Research supported that college readiness needs to be established before the 8 th grade.
(The Forgotten Middle. 2009)
Testimonies from Breakthrough TC students that supports program in exposure to
different teaching styles and preparation for college.
Recommendations for future:
Continue to use best practices.
Start planning long term (alumni foundation)
Expand program to other schools in St. Paul and Minneapolis
Conclusion:
Organization should continue to use the student teaching student model. According to
their statistics, 100% are accepted into college. With their first pilot class, now seniors,
they will be able to pull more statistics to support program after graduation. Organization
will also be able to interview students after high school graduation on what works and
what student wished the program would incorporated. Organization should continue to
use entry point at 6th grade. Due to limited space, student will have to continue
interviewing and be screening students to be accepted to program. This will maintain
programs competitiveness and also focus.

References
http://www.breakthroughtwincities.org/