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Presentation by Laura Lord given at the Inaugural BSI Leadership Institute on June 16, 2009.
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USC Rossier School of Education
Basic Skills Action Plans: Action-ability and Account-ability
BSI Leadership Institute, June 16, 2009
Laura Lord, Research Associate
USC Rossier School of Education
The Center for Urban Education (CUE) conducts socially conscious research and develops tools needed for institutions of higher education to produce equity in student outcomes.
USC Rossier School of Education
Accountability (& action) for California’sBasic Skills Challenge
The
Basic
Skills
Initiative
USC Rossier School of Education
Intermediate Algebra
Transfer Level MathTransfer Level Math
Elementary Algebra
Pre-Algebra
Navigating the Basic Skills Pipeline
Only about 10% of Original Cohort
Succeeds in Navigating
the Gateway Curriculum
Only about 10% of Original Cohort
Succeeds in Navigating
the Gateway Curriculum
USC Rossier School of Education
Purposes/audiences for accountability
• Taking the temperature…(external)
• Creating actionable knowledge (internal)
USC Rossier School of Education
Creating Actionable Knowledge for Improved Student Outcomes
• To enable practitioners to recognize that there is a problem.
• To motivate institutional leaders and practitioners to inquire and act.
USC Rossier School of Education
The BSI through the Lens of…
• Professional Accountability
• Learning and Change Theories
Center for Urban Education
Policy/Research Questions
To what extent does the BSI provide a new model of accountability?
To what degree are the BSI action plans action-able?
USC Rossier School of Education
Methods
Basic Skills as a Foundation of Student Success• Literature review• Self assessment tool (four domains; 26
effective practices; 107 strategies)• Action planning matrixCompliance CCCC Documents• Action Plans for 25 colleges; 22 of these are
Hispanic Serving
USC Rossier School of Education
Conceptual Framework
Theory Based Evaluation (TBE)—level I– Problem/issues– Assets– Outcomes– Factors– Strategies– Surfacing the assumptions(Suchman 1967;Weiss 1972, 1995, 1997, 1998; Bickman 1987, 1990; Chen 1990; Patton, 1997)
USC Rossier School of Education
Assumptions
• Professional learning• Followed directions• Artifact
USC Rossier School of Education
Action Plans
Your ideas, beliefs, experiences, predictions…
USC Rossier School of Education
Overall
• Broad consensus on priorities• Variations in length, depth, approach,
capacity(?), action-ability!
USC Rossier School of Education
Analysis
• Strength– Problem/issues– Strategies– Outcomes*
• Opportunity– Assets– Factors– Assumptions– Outcomes*
USC Rossier School of Education
Actionable? Action Plans
• Something will stick/Battleship• Hear no evil, see no evil…• College anywhere• Not counting/no compass
USC Rossier School of Education
Actionable Action Plans
• Problem: Reflective response to challenges• Assets: resources/ways to leverage • Results: Cohesive, concrete steps towards a specific
end—planning was evident• Factors: Culture (institutional/students)• Strategies (more than a list)• Assumptions—the how and why of change• A story, not a “saga”
USC Rossier School of Education
Leaders & Exemplars
• Inquiry/evaluation• Practitioner learning/driven change• Culture
– Institutional– Community– Student
USC Rossier School of Education
No
Low
Med
Hig
h
Cu
lture
InquiryNo Low Med High
Non-HSI
1
19
Outlier
8 colleges high usage of inquiry12 colleges
low usage of inquiry
USC Rossier School of Education
No
Low
Med
Hig
h
Cu
lture
InquiryNo Low Med High
Non-HSI
1
19
Outlier
5 colleges high inclusion of culture
12 colleges low inclusion of culture
USC Rossier School of Education
No
Low
Med
Hig
h
Cu
lture
InquiryNo Low Med High
Non-HSI
1
19
Outlier
4 colleges high usage of inquiry/ culture
USC Rossier School of Education
No
Low
Med
Hig
h
Cu
lture
InquiryNo Low Med High
Non-HSI
1
19
Outlier
USC Rossier School of Education
Action-ability & Accountability
• Action-ability? (19)• Actionability! (4+2)
• Awareness• Acceptance (?)• Allocation of resources• Professional learning• Inquiry• Not just taking temp• But not fully actionable
USC Rossier School of Education
Outcomes?
• Learned?• Unanswered questions/areas for inquiry?
USC Rossier School of Education
The Center for Urban Education leads socially conscious research and develops tools needed for institutions of higher education to produce equity in student outcomes.
Center for Urban EducationRossier School of Education
University of Southern CaliforniaContact us at:
Website: www.usc.edu/cueE-mail: [email protected]
USC Rossier School of Education
Copy Right
CitationDowd, A. C., Lord, L., Bensimon, E.M., and Kutz, E. (2009). Performance Funding for Practitioner Inquiry in California: A Model for Improving Institutional Effectiveness. Paper presented at the 2009 Annual Meeting of the American Educational
Research Association, San Diego, CA.
© 2009 University of Southern California, Center for Urban Education, All rights reserved. Reproduction or translation of this work beyond that permitted in Section 117 of the 1976 United States Copyright Act without the express written permission of the copyright owner is unlawful. Request for further information should be addressed to the Center for Urban Education.
