A guest post by Kelli Campbell

I grew up in a small town in rural Illinois. Neither of my parents has a high school diploma, so I am a first-generation high school graduate. Having that diploma opened a world of possibilities to me that would otherwise have been closed, including going on to earn a college degree, which then led to a terrific career and becoming the CEO of Acceleration Academies.

It was my high school diploma that put me on that path to giving back through a career dedicated to improving education. I began decades ago working on products that brought online educational video into the classroom. Now, I have the privilege of helping young people who, like me, face and overcome barriers impeding their education.

I love telling the story about growing up in rural Illinois to graduation candidates attending our Acceleration Academies. Because I want every young person to know they have a path open to them achieving their own dreams, I say to them, “I am a first-generation high school graduate, and now I’m a CEO. You can be anything you want to be!”

Reconnecting Students Who Have Been Pushed Out

At Acceleration Academies (AA), we focus on students who are disengaged. Usually, that means they have dropped out, but we find that more often than not, these students feel like they were pushed out by a traditional approach to schooling that wasn’t supporting their needs. They may have to work full-time to support their families, or they may already have a little one of their own. They may struggle with mental health, such as paralyzing anxiety about attending a school with 1,000 other students. Some students drop out because of bullying or fall behind because of food insecurity. There are so many challenges students can face that have nothing to do with their ability or drive. Instead, it is a school environment that doesn’t work with the circumstances of their lives.

We partner with local school districts to overcome that barrier by providing an alternative school environment where students get all kinds of support, no matter the challenges they face. They get a second chance at a high school diploma with no cost to them. The districts benefit by graduating more students and recovering the funding they lost when students disenrolled.

‘Content Coaches’ and ‘Graduation Candidates’

Creating a different environment is so central to our model that it even filters into the language we use. Our students are called “graduation candidates” to remind them that they are there to complete a goal – a goal, we tell them, that they are 100 percent capable of reaching. Our teachers are called “content coaches” because they help students work through their classes and assignments. We even have staff who will call students who have trouble waking up to their alarm to make sure they get out the door. Our staff will even help them find a job with an employer who will accommodate their school schedule and prioritize their education.

A Different Environment

All of this, our entire model, is about removing barriers and adding in support to help students overcome obstacles. That includes the setting. Our schools offer a cafe-style environment with wide open spaces, varied seating and working areas, several small rooms for meetings, and enclosed workspaces for students who prefer a more private setting.

Students take one class at a time, generally taking about three to four weeks per class, so their content coaches can guide them one subject at a time. We offer a hybrid format that allows them to learn in-person and online. There’s flexible scheduling for everyone so students who have obligations during traditional school hours can come in during the evenings or on weekends. Pacing is up to the student, guided and encouraged by coaches.

We also operate on a 12-month schedule, rather than the traditional nine-month academic calendar. Many of our students are behind grade level, and they need extra months to get back on track. We’ve also found that students lose connection with school during longer breaks and are less likely to continue with their education when they haven’t attended for even a couple of weeks.

A Win-Win-Win for Everyone

Each AA site is a program of choice within the partner district, which makes it a win-win-win. The district recovers funding when students re-enroll and their graduation rate improves as we matriculate students. Young people get back on track to earn a diploma and all the educational and career opportunities that come with it. Their immediate family and even their communities benefit from the increased economic potential each graduate earns as well.

It’s a win for students who have a variety of reasons for needing something different. For example, those who are mostly on the right track, but get into a little trouble, can continue working at their district’s AA site and then either return to their traditional school or continue with us. It is as much a win for the students who are struggling academically or socially as it is for those who want (or need) to graduate faster. See several inspiring student stories here.

A Gwinnett County Public Schools student told me her story recently. She had been depressed, unable to get out of bed and attend school because she felt afraid, almost paralyzed at school. She enrolled at Acceleration Academies after about three months at her parents’ urging. For the first six weeks, she told me she would come to school and go straight to one of the low-stimulus rooms we offer and wouldn’t talk to anyone. Little by little, she began to feel safe.

A few months later, this student walked with me – who was once, to her, a scary adult – around her school. Now, she is confident and sure of her surroundings. She is able to communicate, to advocate for herself, to tell a painful story about a hard time in her life to a stranger. This young woman is still a graduation candidate in our school, and I hope she earns her diploma. Even if she doesn’t, I’m proud to be a part of an organization that helped her find her confidence and reconnect with her goals and her community.

At every graduation I attend, someone will approach me, maybe a teacher, a caregiver, or a graduate, to tell me their personal story and thank me for Acceleration Academies. Every time, when I ask who wants to stay in school, every one of those students who had been labeled as a dropout raises their hands. It really is such meaningful work we are able to do here, and the only reason I am able to do it is because years ago I overcame my own barriers to earn a diploma. I want every graduation candidate to have the same opportunity to improve their communities, and that means removing every barrier we find with student-centered support.

About Kelli

Kelli Campbell is a first-generation high school graduate and a first-generation college graduate. She is the CEO of Acceleration Academies.

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About Rachelle

Dr. Rachelle Dené Poth is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle received her Doctorate in Instructional Technology, and her research focus was on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader who served as president of the ISTE Teacher Education Network. By EdTech Digest, she was named the EdTech Trendsetter of 2024, one of 30 K-12 IT Influencers to follow in 2021, and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of ten books, including ‘What The Tech? An Educator’s Guide to AI, AR/VR, the Metaverse and More” and ‘How To Teach AI’. In addition, other books include, “In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” “Things I Wish […] Knew” and her newest “How To Teach AI” is available from ISTE or on Amazon.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or event! Submit the Contact Form.

Follow Rachelle on Bluesky, Instagram, and X at @Rdene915

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