Challenges and Successes of Implementing STEM and Early College Pathways in Urban School Districts

December 11, 2013

Early College Schools have high expectations for all students

Every student is capable of college-level work or college and career readiness.

Students need acceleration, not remediation.

Students learn more when challenged and engaged by instruction and rigorous academic work.

Early college is an educational transformation model, that was developed and implemented by Jobs for the Future and our national partners, with funding from the Gates Foundation, over the last 10 years.

Early colleges are high schools and feeder middle schools that bring college into high school to provide underserved youth with a path to and through postsecondary education.

Features include:

Students earn a high school diploma and up to two years of transferrable college credit—tuition free

A rigorous instructional framework aligned to college-ready standards

A strong college-going culture throughout the school

Student-centered learning and student support

Location on or near college campuses to build students’ identity as college goers

Early college schools expose all students to college coursework, preparing them for college and careers, reducing time and cost toward postsecondary degrees, and building a college-going culture for all students in the school.

Early college schools are committed to serving students underrepresented in higher education, including low-income youth, students of color, first-generation college goers, and English language learners.

EARLY COLLEGE HIGH SCHOOLS

• Small, autonomous schools,

operated in close connection

with postsecondary

institutions

• Students can earn an

Associate’s degree or up to 2

years of transferable college

credit

• Schools enroll about 100

students per grade and can

start in grades 6, 7, or 9

• Can be a STEM or CTE-

focused school

BACK ON TRACK THOUGH COLLEGE

• Small, autonomous schools

and programs targeted toward

older youth who are off track

from graduation or out of

school altogether

• Adapts Early College Design

to graduate students college

and career ready

• Provides supported transition

to and through the first year of

postsecondary, in

collaboration with a

postsecondary partner

EARLY COLLEGE PATHWAYS

• Accelerated pathways for all

starting in ninth grade, with

course sequences aligned to

college-ready standards

• Designed so that as many

students as possible complete

a minimum of 12 college

credits, including gatekeeper

courses in math and English

composition: grade 7-13, 9-

13, 7-14, and 9-14 designs

• Dual enrollment options may

also include STEM and CTE

options

• Aligned with postsecondary

programs of study

8

DISTRICT-WIDE EARLY COLLEGE DESIGNS

STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy. (Tsupros, 2009)

1. It is integrated: Using a curriculum centered on principles from science, technology and engineering, and mathematics, students learn to apply previously obtained information to creatively address a problem they have never encountered.

2. STEM education is Inquiry-based: Distinct from traditional lectured-based classrooms – STEM classrooms should ask students to work together to solve problems by using questioning and answering techniques incorporated with research.

3. STEM incorporates teamwork and instruction in soft skills needed for business and industry –requiring students to practice these skills promotes confidence and insight into their own character.

4. STEM is appealing. Students enjoy classroom discussion and participation to solve a meaningful problem.

STEM careers are concentrated in the following fields:

Agriculture, Agricultural Operations, and Related Sciences

Computer and Informational Sciences and Support Services

Engineering and Engineering Technologies

Biological and Biomedical Sciences

Mathematics and Statistics

Physical Sciences and Technologies

5. STEM education is fulfilling. Teachers are able to perceive themselves as facilitators of the learning process and not merely instructors.

Roberts (2012)

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THE GAM E CHANGERSSystemic refor ms. Significant results. More col lege graduates.

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TO SUC C ESS

BEST PRACTI CES

Austin Peay State University doubled student

success with corequisite remediation.

Find out more >

KNOW THIS! DO THIS!Make enrollment in college-level courses the default for many more students.

Research has shown that many more students can succeed in college-level gateway

courses with additional support than are currently placed into them. By making these

courses the default placement for more students, colleges are left to determine why

students shouldn't start in college-level courses instead of why they should be blocked

from them.

Use a placement range, not a single cut score. High-stakes placement exams have

been proven to be poor predictors of college readiness, unnecessarily sending thousands

of students into remediation each year. Instead, use a placement range to start most

underprepared students in college-level courses with corequisite academic support, within

which 75 percent or more of those students can succeed. In essence, establish two cut

scores: one that provides direct entry into standard college courses and another that

signals very low level of readiness for college work, even with corequisite assistance.

Multiple measures should be used to provide a complete understanding of student ability.

Students should also be given the opportunity to prepare for placement exams with

practice tests and prep sessions.

Align mathematics to programs of study. Leading mathematicians are clear on the

issue -- college algebra has one purpose: calculus. Therefore, placement in algebra

should not be the required mathematics for all when statistics or quantitative literacy would

be more appropriate for many programs of study.

Integrate needed support in college-level gateway courses. Depending on the

needs of students, three methods are most effective:

Single-semester, corequisite approaches deliver remediation to students enrolled in

traditional single-semester, college-level gateway courses.

One-course pathways stretch common single-semester gateway courses over two

semesters instead, benefitting students in need of more academic help while ensuring

them full credit that counts toward degrees.

Parallel remediation is effective for students enrolled in career technical or applied

degree programs. Any academic shortcomings are addressed in connection to the

program of study, so needed English and math remediation do not become obstacles to

beginning coursework.

COREQUISITE RESOURCES

Integrated curricular approach

Integration of Project Based Lessons

Academic acceleration at Middle and High School

Partnership with business, community and postsecondary organizations

Design and expansion of internships and job shadowing

Expanded professional development for instructional staff

Most employers want workers who are able to reason and solve problems using some math, science, or technology knowledge. Key STEM skills include:

Analytical skills to research a topic, develop a project plan and timeline, and draw conclusions from research results.

Science skills to break down a complex scientific system into smaller parts, recognize cause and effect relationships, and defend opinions using facts.

Mathematic skills for calculations and measurements.

Attention to detail to follow a standard blueprint, record data accurately, or write instructions.

Technical skills to troubleshoot the source of a problem, repair a machine or debug an operating system, and computer capabilities to stay current on appropriate software and equipment.

Many workers in STEM fields use "soft" skills at work as much as they use math and science. These soft skills include:

Communication and cooperation skills to listen to customer needs or interact with project partners.

Creative abilities to solve problems and develop new ideas.

Leadership skills to lead projects or help customers.

Organization skills to keep track of lots of different information.

Overview of Chicago Public Schools STEM Early College High School Initiative

SuccessesBusiness Partners (Verizon, IBM (P-TECH), Motorola, Microsoft, Cisco

Career Pathways – Computer Security, Cloud Management and Database Programming

Mentoring and Internship Development

Project based learning

ChallengesCity Colleges of Chicago

Accelerating reading, math and English in 9th grade

Professional Development Leadership and Instructional

Coherent curriculum framework

Developing Middle School Students

Ensuring that All Students Are on Target for College and Career Readiness before High School

Middle School Success

Eighth-grade students’ academic achievementhas a larger impact on their readiness for collegeby the end of high school than anything thathappens academically in today’s high schools.

The Forgotten Middle, ACT

68 graduated from high school on time

40 immediately enrolled in college

18 graduated from college on time

7,000 Students dropout every day

41% - Of 18 – 24 years old were enrolled in college

10 – 20 %

Chance of Graduating

Failed Math English/Reading

Attended School Less Than 80%

Unsatisfactory

Behavior Grade

Attendance

Measure attendance in informative and actionable manners

Take measures to increase the number of students with very good attendance and decrease the number who are chronically absent.

Recognize and reward good attendance regularly (Whale Done)

Separate attendance from course performance

Be and be perceived as safe and engaging places

Belief, Behavior and Effort

High engagement electives that provide avenues for short-term success and positively recognized asymmetrical skill levels

Activities that honor and use middle grades students’ desire for adventure and camaraderie

Recognition at both the individual and group level for positive behavior

Teaching organizational and self-management skills

Course Performance

Encouraging quality coursework may require new forms of assessment

Accept and acknowledge the implications of course grades being more predictive of eventual success than test scores

Create developmentally appropriate high school/college readiness indicators that are meaningful and engaging to middle grades students and understood by parents

Get extra help right.

Focus on effective intervention, not just identification

Recognize and build on student strengths

Provide time, training, and support and intervention systems

Match resources to student needs but practice intervention discipline

Evaluate the effectiveness of interventions

Teachers and administrators can get started with just data currently available in their schools

Getting the ratio of skilled adults to students in need rightGetting teacher buy-in and support for the mission of keeping middle grades students on the graduation pathStrengthening the family-student-teacher support triangle

Stuck in the Shallow End: Education, Race, and Computing (2011)

What Does it Mean to Prepare All Students to be Career and College Ready?

All Really Does Mean All!

Early College and

Student Success

Professional Development

System for Non-

Traditional Students

Postsecondary and Career Pathways

Community, Business and

Postsecondary Partnerships

Curricular Alignment and Development

Academic and Social

Interventions

Developing a system of postsecondary and career pathways that lead to:

Associate’s or Higher Degrees

Significant College Credits

Career Certifications

Developing Community, Business and Postsecondary Partnerships

Business partnerships related to pathways

Develop system of internships and mentoring

Curricular Alignment

Common Core / College Readiness Standards

Middle and high school focus

All Really Does Mean All!Develop Academic and Social Interventions

Middle school indicators

Restructure high school schedule

For example – doubling up on math and English in 9th grades

Afterschool and in-class academic supports

Intensive and Robust Professional Development

Leadership development system

Developing leadership teams

Teacher development system

Content

Instructional strategies

Externships (business, community, postsecondary)

Paraprofessional development system

All Really Does Mean All!

Develop a System for Non-Traditional an Out of School Youth

Synchronous and asynchronous E-Learning

Develop work-based experiences

Postsecondary and career pathways

10/ 5/ 13 10:54 AMSTEM and Healthcare Employment Trends in Ohio, Pennsylvania, Kentucky, and…cchio :: Economic Trends :: 09.24.13 :: Federal Reserve Bank of Cleveland

Page 2 of 5http:/ / www.clevelandfed.org/ research/ trends/ 2013/ 1013/ 01regeco.cfm

Historically, recessions have slowed or stopped some labor market trends while simultaneouslyaccelerating others. The growth of STEM and healthcare employment was one trend slowed by the lastrecession. Growth went from over 10 percent between 2003 and 2007 in the United States to under 5percent between 2008 and 2012. However, the trend toward STEM and healthcare work occupying agrowing share of the US labor force has accelerated.

Growt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAsGrowt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAs

STEM and healthcare as apercent of total employment

Growth in STEM and healthcare,percent

MSA 2012 2003-2007 2008-2012

Dayton 18.43 −3.28 5.50

Lima 17.31 −25.69 6.86

Cleveland 16.65 7.86 11.64

Akron 16.24 14.61 12.57

10/ 5/ 13 10:54 AMSTEM and Healthcare Employment Trends in Ohio, Pennsylvania, Kentucky, and…cchio :: Economic Trends :: 09.24.13 :: Federal Reserve Bank of Cleveland

Page 2 of 5http:/ / www.clevelandfed.org/ research/ trends/ 2013/ 1013/ 01regeco.cfm

Historically, recessions have slowed or stopped some labor market trends while simultaneouslyaccelerating others. The growth of STEM and healthcare employment was one trend slowed by the lastrecession. Growth went from over 10 percent between 2003 and 2007 in the United States to under 5percent between 2008 and 2012. However, the trend toward STEM and healthcare work occupying agrowing share of the US labor force has accelerated.

Growt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAsGrowt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAs

STEM and healthcare as apercent of total employment

Growth in STEM and healthcare,percent

MSA 2012 2003-2007 2008-2012

Dayton 18.43 −3.28 5.50

Lima 17.31 −25.69 6.86

Cleveland 16.65 7.86 11.64

Akron 16.24 14.61 12.57

Between 2008 and 2018, new jobs in Michigan requiring postsecondary education and training will grow by 116,000 while jobs for high school graduates and dropouts will grow by 22,000.

Between 2008 and 2018, Michigan will create 1.3 million job vacancies both from new jobs and from job openings due to retirement.

836,000 of these job vacancies will be for those with postsecondary credentials, 388,000 for high school graduates and 103,000 for high school dropouts.

62% of all jobs in Michigan (2.9 million jobs) will require some postsecondary training beyond high school in 2018.

Michigan K-12 STEM Ed Report Card 2011: STEMconnector – www.stemconnector.org

274,000 Michigan STEM* Jobs to fill for 2018

ALL OF OUR STUDENTS HAVE THE

POTENTIAL TO BE SUCCESSFUL. IT IS OUR

RESPONSIBILITY TO ENSURE THAT THEY

REACH AND EXCEED THEIR POTENTIAL.

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