Model Program

Academic Acceleration Academy

1990 Jefferson Ave.
Columbus, OH 43211-2175

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Contact Information:
Mr. Brian J. Terrell
Chief Academic Officer

Program Specification:






Limited Evidence of Effectiveness

Age/Grade Level:

Target Settings:

Target Groups:

High School

Inner City



Other Participation Criteria:

All Ethnicities


Schools like AAA are challenging reform efforts like no other time in recent history. AAA and other dropout intervention and recovery schools would like to advance the notion of credit flexibility over Carnegies Units as a primary unit of measurement for credit attainment. Credit flexibility assumes that students are developing skills to master the academic content, and enhance competencies beyond what is typically expected in a traditional classroom. Students at AAA are provided numerous opportunities to extend their learning through creative and innovative projects that challenge student intellect to solve complex problems with real-life practical solutions.

Program Descriptors Include:
Charter School, Students with Disabilities

Strategies for Locating Students:

Starting Date: 2006
Students Served Per Year: 500+
Reenrolled Students with Disabilities: 6-10%
Last Verified: 2010

Risk Factors:

Protective Factors:

Program addresses the following:

Individual factors

  • Has a learning disability or emotional disturbance
  • High number of work hours
  • Parenthood
  • High-risk peer group
  • High-risk social behavior
  • Highly socially active outside of school
  • Low achievement
  • Retention/overage for grade
  • Poor attendance
  • Low educational expectations
  • Lack of effort
  • Low commitment to school
  • No extracurricular participation
  • Misbehavior
  • Early aggression

Family factors

  • Low socioeconomic status
  • High family mobility
  • Low education level of parents
  • Large number of siblings
  • Not living with both natural parents
  • Family disruption
  • Low educational expectations
  • Sibling(s) has dropped out
  • Low contact with school
  • Lack of conversations about school

School factors

  • School size: too small/too large
  • School math achievement
  • School policies and practices
  • Student engagement
  • Teacher expectations

Community factors

  • Family composition/socioeconomic status
  • Local labor market/neighborhood stability
  • Youth social attitudes

Program promotes the following:


  • Presence and involvement of caring, supportive adults
  • Opportunities and rewards for pro-social involvement
  • Clear social norms
  • Good relationships with parents, peers, and teachers
  • Involvement with positive peer activities
  • Perception of support from adults and peers


  • Healthy/conventional beliefs and standards
  • Positive/resilient temperament


  • Social competencies
  • Self efficacy


  • Problem-solving skills
  • Flexibility


  • High expectations by community, family, school, and self
  • Optimistic

Program Resources:

Annual Cost:

The annual cost range of the program is over $500,000 or over $2000 per student.

Funding Sources Include:

Program Staff Includes:

State Agencies

Social Workers

Materials Used:

Supporting / Partner Organizations:

Instructional Texts/Manuals

Columbus City Schools

Evaluation Information:

The program has had 142 graduates since its opening in 2006; 93 in the past 12 months. The AAA is a Columbus City Schools sponsored charter school designed to provide direct instruction with students who are over-aged for their grade, who may or may not have passed all parts of the Ohio Graduation Test, and who need remediation to accelerate student achievement. This past twelve months 93 students have graduated, for many of these students they would have otherwise dropped out of school with little opportunity for post-secondary education, work or meaningful life. Equally important is the relationship AAA has with its sponsor to help boost the graduation rate of the Columbus City Schools district by extracting from the traditional school's enrollment, students who are at-risk for dropout thus increasing the percentage of students who make it to completion.

How evaluation data was collected:
Data collected and analyzed at school/district level
Data collected and analyzed at state or organizational level