Low Quartile Students Gain More From College Prep Courses

Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation*Grade 8-grade 12 test score gains based on 8th grade achievement.Low Quartile Students Gain More From College Prep Courses*19162820030MathReadingNELS Score GainVocationalCollege PrepSan Jose Unified A-G For AllAP Scoreswith a score of AP >=343.557.4010203040506019992004748 Test Taken1197 Tests TakenSource: EdTrust West analysis of California Department of Education dataStudents taking rigorous courses will fail less often...Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers16234731050Quartile I (Lowest)Quartile 2Percent Earning "D" or "F"College PrepLow LevelSource: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartilesLAUSD High Schools That Have High Percentages of Their Graduates Completing A-G Have Fewer Suspensions and Lower Failure Rates46%16%37%23%64%11%21%12%0%10%20%30%40%50%60%70%80%90%100%HSCompletionRateSuspensionRate% of F's inMath% of F's inEnglishLowPercentageA-G GradsHighPercentageA-G GradsSource: Ed Trust West Analysis of School-Level Data, School Accountability Report Cards, 2005.Gaps Will Close.SJUSD SAT9 & CAT6Matched Reading Scores at Grades 4-9 for Students who Have Been Tested with STAR Every Year Since 1998Gap reduced by 48%Median National PercentileSource: San Jose Unified School District*CAT6 scores adjusted to SAT9 scaleSJUSD SAT9 & CAT6 Matched Mathematics Scores at Grades 3-9 for Students who Have Been Tested with STAR Every Year Since 1998Gap reduced by 43%*CAT6 scores adjusted to SAT9 scaleMedian National PercentileSource: San Jose Unified School DistrictAnd they‟ll be better prepared for the workplace.High School Course-Taking Indicates Opportunity for Success in the Workplace75%85%0%20%40%60%80%100%Algebra II or higherGeometry or higherThe percentage of workers in the highest-paying jobs that took high-level math courses in high schoolSource: Carnevale and Desrochers, ETS, Connecting Education Standards & Employment: Course Taking Patterns of Young Workers, ADP: Workplace Study, 2002:Most 21stCentury Jobs Require Postsecondary Education American Diploma Project Interviews with Employers:•They mostly want the same things that higher education wants!–Strong Reading Ability –read/comprehend informational and technical texts–Emphatic about literature –understanding other cultures is necessary with diverse customers and co-workers–Writing ability key–Mathematics Imperative –data, probability, statistics and competent problem solvers. Algebra I, Geometry and Algebra II.Source: Workplace Study by the National Alliance for Business for the American Diploma Project, unpublished report, 2002.Even in Jobs We Don‟t ExpectRequirements for Tool and Die Makers•Four or five years of apprenticeship and/or postsecondary training;•Algebra, geometry, trigonometry and statistics;•Average earnings: $40,000 per year.Requirements for Sheet Metal Workers•Four or five years of apprenticeship;•Algebra, geometry, trigonometry and technical reading;Requirements for Auto Technicians•A solid grounding in physics is necessary to understand force, hydraulics, friction and electrical circuits. Employers Are Less Willing to Help“Remedial programs were victims of mid-90s cost cutting initiatives: from a high point of 24% of [businesses] in 1993, the share of companies sponsoring such programs dropped to 15% in 1999 and 12.3% in 2001.”--2001 American Management Association Survey on Workplace TestingEmployers are looking for better educated workers elsewhereExample: Toyota Motor CorporationWhy Ontario, Canada is a better location for a new Toyota plant…“The level of the workforce in general is so high the training program you need for people, even for people who have never worked in a Toyota plant before, is minimal compared to what you have to go through in the southeastern United States,”--Gerry Fedchun, president of Automotive Parts Manufacturers‟ Association, 7/8/2005Source: www.cbc.ca/cp/business/050630/b0630102.html“In Alabama, trainers had to use „pictorials‟ to teach some illiterate workers how to use high-tech plant equipment.”--Gerry Fedchun, president of Automotive Parts Manufacturers‟ Association, 7/8/2005Source: www.cbc.ca/cp/business/050630/b0630102.htmlTime for a Default Curriculum?San JoseLos Angeles UnifiedWoodland#3. Shouldn‟t we stop leaving teachers on their own to decide what and how to teach in “college prep” courses?Students can do no better than the assignments they are given...Grade 10 Writing AssignmentA frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.Grade 10 Writing AssignmentWrite a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.Grade 7 Writing AssignmentSource: Unnamed school district in California, 2002-03 school year.Essay on Anne FrankYour essay will consist of an opening paragraph which introduced the title, author and general background of the novel. Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the bookYou might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area. Grade 7 Writing Assignment Source: Unnamed school district in California, 2002-03 school year.•My Best Friend:•A chore I hate:•A car I want:•My heartthrob:The Odyssey -Ninth GradeLow-level AssignmentDivide class into 3 groups:Group 1designs a brochure titled "Odyssey Cruises". The students listento the story and write down all the places Odysseus visited in his adventures, and list the cost to travel from place to place. Group 2draws pictures of each adventure. Group 3takes the names of the characters in the story and gods and goddesses in the story and designs a crossword puzzle.The Odyssey -Ninth GradeHigh-level AssignmentComparison/Contrast Paper Between Homer's Epic Poem, The Odysseyand the Movie "0 Brother Where Art Thou"By nature, humans compare and contrast all elements of their world. Why? Because in the juxtaposition of two different things, one can learn more about each individual thing as well as something about the universal nature of the things being compared.For this 2-3 page paper you will want to ask yourself the following questions: what larger ideas do you see working in The Odysseyand "0 Brother Where Art Thou"? Do both works treat these issues in the same way? What do the similarities and differences between the works reveal about the underlying nature of the larger idea?Your thesis will take a position on the "larger idea" then you'll break that larger idea into smaller, but related ideas, i.e., components of the larger idea. Those will form the basis for the topic sentences of each of your body (or developmental) paragraphs. Then, in the space of your body paragraphs, you'll use specific, concrete support from both The Odysseyand "0 Brother Where Art Thou.“Some "larger ideas" you might want to consider:Women, or the feminine elements in the works/Men, or the masculine elements in the works/War, or fighting, aggression ,Mentors, teachers, leaders/Fortune, wealth/Fate, free-will, The role of characters' personas, shadows, animas/The role of characters' ids, egos, superegos/Love, Lust, desire/Homecoming/Journeys/Relationship between parents and children/Stupidity, Ignorance/Intelligence, Scheming/Manipulation, Persuasion/Your Ideas!Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.„A‟ Work in Poor Schools Would Earn „Cs‟ in Affluent Schools87355634412221110100Percentile -CTBS4ABCDGradesSeventh Grade MathLow-poverty schoolsHigh-poverty schoolsGood standards help…Source: Model College Prep Curriculum from “On Course for Success”, EdTrust and ACT, 2005“Teachers who report schoolwide instructional consistency within grades —and curricular alignment from grade-to-grade—work in schools that performed better on average. . .Those teachers who reported that their school has identified essential standards and that their classroom instruction is guided by state academic standardswere also more likely to be in high performing schools. They report that the school‟s curriculum materials in math and language arts are aligned with the state‟s standards and that they frequently map state curriculum standards onto their classroom lesson plans.”Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA: EdSource. -Initial Report of Findings, see www.edsource.org.Instruction in high-performing schools…Course Titles Don‟t Guarantee Good Instruction. …But not if they sit on the shelf.CA: Language Arts Curriculum Calibration AnalysisSource:DataWorks Education Research, 2002.Differences in Assignments across High SchoolsAverage HSHigh Impact HSHigh Achieving HSContent CoveredBelow LevelOn LevelOn LevelLevel of Challenge in AssignmentLowMiddleHighSource: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 2005#3(a): And shouldn‟t we stop counseling students out of dead end course taking patterns?In One Typical California High School, Students Can Get Credit Towards Math Graduation Requirements for:Wood TechnologyorProduction WeldingSource: Course Catalog, Unidentified California High SchoolRegressive Math –A Path to NowhereSample SequenceIn one California district, a high school student has:•passed both sections of the California Exit Exam by the beginning of the senior year.•has started her senior year with 175 of the 230 credits needed to graduate.•has not fulfilled the 10 credits for Algebra, and still needs 10 more credits in other math courses. She is only enrolled in one math course in her senior year –Business Math.Source: Unidentified Student Transcript, California High SchoolThese Course-Taking Patterns Aren‟t Helpful for Students Wanting to Go to College or Work#4. How can we provide extra instruction for students who arrive behind?Most of us think of semester-or year-long increments to teach kids what they need to learn, but...The Full Year CalendarUSE OF INSTRUCTIONAL TIMEAnalysis of One California Urban Middle School CalendarSource: Ed Trust –West analysis of the master schedule of an unnamed school in CALess Summer VacationSource: Ed Trust –West analysis of the master schedule of an unnamed school in CALess Weekends, Holidays, & Summer VacationSource: Ed Trust –West analysis of the master schedule of an unnamed school in CALess Professional Development Days & Early Dismissal/Parent ConferencesSource: Ed Trust –West analysis of the master schedule of an unnamed school in CALess Class Picnic, Class Trip, Thanksgiving Feast, Christmas, Kwanzaa, Hanukkah, Awards, Assembles, & ConcertsSource: Ed Trust –West analysis of the master schedule of an unnamed school in CALess State and District Testing and Other Non-Instructional TimeSource: Ed Trust –West analysis of the master schedule of an unnamed school in CAUse of Instructional Time?BOTTOM LINE?Teachers are Left with about24 School DaysOR18 Eight Hour DaysPer SubjectPer YearAnd the instructional time we do have is not well-used, particularly for students who come in behind..Students who arrive behind in reading…often simply assigned to courses that don‟t demand much reading.Average High School: Percent of Instructional Time in Reading Intensive CoursesBelow Grade Level StudentsOn Grade Level StudentsAdvanced Students24%29%35%Source: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 2005High Impact High School: Percent of Instructional Time in Reading Intensive CoursesBelow Grade Level StudentsOn Grade Level StudentsAdvanced Students35%33%35%Source: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 2005–“Behind” students spend 60additional hours (25%more time) over 1 year in reading related courses) –“Behind” students get 240additional hours over 4 years! High Achieving High Schools:Source: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 2005When Kids Are Behind, Schools Must Provide More Instruction and Support:•Kentucky provides extra time for struggling students in high-poverty schools, in whatever way works best for the community: before school, after school, weekends or summers.•Maryland offers extra dollars for 7th and 8th graders who need more support•San Diego City created more time, mostly within the regular school day, by doubling –even tripling –the amount of instructional time in literacy and mathematics for low-performing students. Students and Teachers Need More TimeSJUSD‟s Structural/Programmatic Changes to Support All Students in A-G•Master Schedule•Block scheduling•Shadow Classes•Seventh Period/Zero Period•T-Periods•Coring•Open Enrollment in A.P.•Extended Day/Week/Year•AVID•Detracking/Mixed Ability Grouping in Grades 4-9•Desegregated Classes in Grades 10 -12#5. Are there better ways to accelerate our more advanced students?Over past 20 years, fastest growing part of the high school curriculum: AP, IB…college-level courses.At same time, fastest growing part of the college curriculum: remedial, developmental…high school-level courses.#5(a). Are there better ways to catch our low performing students up, quickly?How much does it cost to fund interventions and services to support A-G for All in SJUSD?$15$180** Per student. Schools in more affluent areas require less for implementation, remediation and support.Pays for:•College Counselors, Mentors, Coordinator of Peer Tutoring•Homework Center•Math Lab, English/Language Arts Lab, Reading Lab•Additional Classes, Additional Teachers Source: San Jose Unified School DistrictNeed to think hard about this…and be mindful of both strengths and weaknesses of various strategies.How? Data Driven Everything.•High Impact High Schools -have early warning systems to identify students who need help so that they can be caught up.•Average Impact High Schools-more likely to provide remedial help after students have faltered.High Impact High Schools vs. Average Impact High SchoolsSource: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 20050%36%46%18%5%74%16%5%0%10%20%30%40%50%60%70%80%NeverA few timesa yearA few timesa monthA few timesa weekgap-closersnon-gap-closersSchools that Close the Achievement Gap Use Data to Understand Skill Gaps of Low-Achieving StudentsSource: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005. http://www.springboardschools.org/research/other_research.htmlWhat Works? Extensive use of student assessment data.Principals from better performing schools more often reported that they and the district use assessment data from multiple sources —curriculum program and other commercial assessments, district-developed assessments, and the California Standards Tests and the CAT/6 —to evaluate teachers’ practices and to identify teachers who need instructional improvement.Teachers report receiving CST/CAT-6 test data in a variety of formats: for all students in their grade level; disaggregated by specific skills for all students in their classrooms; and disaggregated by student subgroup for students in their classrooms. Principals report using the CST and CAT/6 data to examine school-wide instructional issues, to develop strategies for moving students from below basic and basic to proficient, to compare grades within the school, to identify struggling students and evaluate their progress, and to inform and communicate with parents.Source: Williams, T., Kirst, M., Haertel, E., et al. (2005). Similar Students, Different Results: Why Do Some Schools Do Better? A large-scale survey of California elementary schools serving low-income students. Mountain View, CA: EdSource. -Initial Report of Findings, see www.edsource.org.High Impact High Schools vs. Average Impact High Schools•High Impact High Schools -use data to plan –improve teaching /learning /making teacher assignments. •Average Impact High Schools-use data primarily to measure past student performance. Source: Education Trust, Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students, 2005“…in high-performing high schools, this study found that teachers…look at test results together and use those results to determine which students need more help. Then they work with colleagues to discuss how to provide that help. These frequent assessments are particularly important for English language learners and students reading below grade level.”Source: Three Lessons from California’s Highest Achieving High Schools, Springboard Schools, 2005MONITORING AND MEASURING, FREQUENTLY IS KEY.9%36%55%21%47%32%0%10%20%30%40%50%60%A fewtimes ayearA fewtimes amonthA fewtimes aweekgap-closersnon-gap-closersSource: After the Test, Using Data to Close the Achievement Gap, Springboard Schools 2005. http://www.springboardschools.org/research/other_research.html#6. How Can We Organize Schools in Pursuit of Different OutcomesSchool Size Matters4-State Study:Small Schools Reduce “Power” of Poverty by 30-50%Source:Rural Community Education Trust, 2/2000Why These Effects?•ACADEMIC FOCUS/PURPOSE PERVADES EVERYTHING;•STUDENTS MORE ACTIVELY ENGAGED WITH SCHOOL;•RELATIONSHIPS AMONG ADULTS MORE COLLEGIALSource: Small Schools, Big Imaginations 1998But small alone is not enough. . . It‟s easy to fall into a pattern of blaming poor results on problems “beyond our control.” For example, high 9thgrade failure rates generally blamed on poor preparation, difficult transitions.But…One High School: Student/Teacher Ratio by GradeGrade9th10th11th12thAverage number of students per teacher30.316.711.612.1Source: Jovenes Unidos & Padres Unidos; March, 2004.Same High School:Counselor Deployment by GradeGrade9th10th11th12thNumber of Counselors1111Number of Students 572366309213Source: Jovenes Unidos and Padres Unidos; March, 2004Likewise, large achievement gaps at exit…typically blamed on large achievement gaps at entry.But…Poor kids and kids of color get less than their fair share of experienced and well educated teachers.In California’s highest minority schools, 1 in 5 teachers are underprepared or novice. In California’s lowest minority schools, only 1 in 10 teachers are under-prepared or novice.Source: Center for the Future of Teaching and Learning, The Status of the Teaching Profession2005More than half of the teachers with internship credentials work in the highest minority schools3%12%32%53%0-30% minority31-60% minority61-90% minority91-100% minoritySource: Center for the Future of Teaching and Learning, The Status of the Teaching Profession2005And, not surprisingly, when students have more under-prepared teachers, they do less well.Schools with lowest passing rates on the CAHSEE have the most underprepared/novice teachers.Source: Center for the Future of Teaching and Learning, The Status of the Teaching Profession2005If you‟re a student in CA‟s lowest performing schools, your odds of having more than oneunderprepared teacher is 3 in 103 in 10= a student‟s odds of having had more than one underprepared teacher.In CA schools in the lowest achievement quartile:In CA schools in the highest achievement quartile:Source: Center for the Future of Teaching and Learning, The Status of the Teaching Profession, 20051 in 50= a student‟s odds of having had more than one underprepared teacher.Dollars Spent on Teachers –80% of a School‟s Budget$2,576$3,014$2,300$2,400$2,500$2,600$2,700$2,800$2,900$3,000$3,100Estimated Gap Per Teacher in High-Poverty SchoolsEstimated Gap Per Teacher in High-Minority SchoolsIn the 50 largest California districts, significantly less money is spent on teachers in high-poverty and high-minority schools within the same district.Source:California’s Hidden Teacher Spending Gap: How State and District Budgeting Practices Shortchange Poor and Minority Students and Their Schools, Education Trust West, 2005.Average School Gaps in 10 Largest CA Districts by School TypeDISTRICTPovertyMinorityElementaryMiddleHigh SchoolElementaryMiddleHigh SchoolElk Grove Unified36,561-157,937325,113102,762-319,075252,503Fresno Unified125,881104,98085,534108,113126,829125,639Long Beach Unified362,683251,012574,387381,587218,585289,968Los Angeles Unified83,363175,960-23,763112,743200,178161,686Sacramento City Unified140,144-39,078227,073142,01289,692522,459San Bernardino City Unified228,668239,357463,426231,464345,367382,690San Diego Unified139,972216,460267,900223,072268,907254,832San Francisco Unified43,81744,905195,42686,399146,006263,816San Juan Unified81,899202,423103,33053,964150,314139,570Santa Ana Unified120,456309,381-215,96084,678175,13364,291A Tale of Two SchoolsGranada Hills High SchoolLos Angeles Unified•32% Latino & African American •27% of students receive free or reduced price lunch•Academic Performance Index = 773Locke High SchoolLos Angeles Unified•99% Latino & African American•66% of students receive free or reduced price lunch•Academic Performance Index = 440Source: California Dept of Ed, 2003-04 dataLooking at these two schools, some might automatically think…Student demographics = lower student performanceBut this assumption ignores the underlying factors….The average teacher at Locke High School gets paid an estimated $8,034 lessevery year than his counterpart at Granada Hills High School.If Locke spent as much as Granada Hills on teacher salaries for its 119 teachers, the school budget would increase by nearly a million dollars ($956,056)every year.Districts report only districtaveragesfor teacher salaries, even on school levelSchool Accountability Report Cards…Help us make this information publicly available and accessible… Visit www.hiddengap.org to report your district‟s data.If we had the courage and creativity to change these patterns?“The Rivkin, Hanushek, and Kain estimates of teacher performance suggest that having five years of good teachers in a row* could overcome the average seventh-grade mathematics achievement gap […].”* “1.0 standard deviation above average, or at the 85thquality percentile”SOURCE: Eric A. Hanushek and Steven G. Rivkin, “How to Improve the Supply of High-Quality Teachers,” In Brookings Papers on Education Policy: 2004,” Diane Ravitch, ed., Brrookings Institution Press, 2004.Estimates based on research using data from Texas described in “Teachers, Schools, and AcademicAchievement,” Working Paper Number 6691, National Bureau of Economic Research, revised July 2002.Successful High Schools Provide Intensive Ongoing, Site-Based Professional Development and Collaboration“If the performance picture in our schools is to show dramatic improvement, teachers need:1.Regularly-scheduled collaboration time;2.Access to expertise;3.Feedback and coaching on implementation.”Source: Springboard Schools, Lessons from California’s Highest Achieving High Schools, 2005High Performing Schools and Districts Act Immediately on Results from Snapshot Assessments•When the data suggests individual kids are behind those kids get immediate help.•When the data suggests that ½ or more of the kids in a class are behind, the teacher gets help. •No one right way, but high performers have consistent methods to intervene and help ... whoever needs it . . . when they need it. Would More Money Help? California ranks 43rdin per-pupil spending. We could do much better.$8,041$6,765$6,000$6,500$7,000$7,500$8,000$8,500National AverageCA averageAverage Per-Pupil Spending2003Note: These figures are adjusted for regional cost differences.Source: Education Week, Quality Counts 2006Still, the Money We Do Have is Not Distributed Equitably.Per Student Funding Lowest Poverty Districts vs. Highest Poverty Districts$6,522$5,988$5,500$5,700$5,900$6,100$6,300$6,500$6,700$6,900Lowest-Poverty DistrictsHighest-Poverty DistrictsAverage Per-Pupil Spending2002-03Source: Education Trust, The Funding Gap, 2005. Data are for 2002-03 school year and include a 40% adjustment for low-income students.Funding Gaps in California: Inequities in State and Local RevenueAnd these are the gaps between districts, remember inequity is exacerbated by the gaps within districts.Gap Per StudentGap for Typical High School Serving 1800 StudentsHigh Poverty vs. Low Poverty Districts-$534per student-$961,200 per high poverty high schoolHigh Minority vs. Low Minority Districts-$684per student -$1,231,200 per high minority high schoolSource: Education Trust,The Funding Gap, 2005. Data are for 2002-03 school year and include a 40% adjustment for low-income students.But how much more money will help depends on how wisely we spend it. Some Districts Get More for Less. Some districts that out-perform spend lessNAEP 2005 Grade 8 Math -Overall Scale Scores220230240250260270280290AustinCharlotteBostonSan DiegoHoustonNew York CityChicagoLos AngelesClevelandAtlantaDistrict of ColumbiaAverage Scale ScoreSource: National Center for Education Statistics, http://nces.ed.gov/nationsreportcard/nde and Standard and Poor’s www.schoolmatters.com$7,284$7,132$12,562$8,311$6,923$11.920$7,799$8,283$10,199$11,312$11,847In the End, It is About Choices Adults Make. At the Main, Achievement and Opportunity Gaps Come from Choices That Educators and Policymakers Make. Choices About: -How Much to Spend on Whom. -What to Expect of Different Schools and Students. -Choices Even About Who Teachers Whom. -Choices About How to Organize Classroom and Schools. Join Us! The Education Trust–West’s Biennial Conference: All Kids College and Work Ready: What will it take to close the gap?April 2 –4, 2006 Los Angeleswww.edtrustwest.org