Jaffe acsa powerpoint online

Launchpad to College-Readiness in Math: Repositioning Senior Year

Friday, November 8, 2013 8:30-10am

Association of School AdministratorsLeadership Summit

Launching our bold new futureSan Jose

Presenters

• Dr. Terry Deloria, Assistant Superintendent Santa Monica-Malibu Unified School District

• Dr. Louise Jaffe, Independent Researcher Santa Monica College Trustee

• Michele Badovinac, Director K-12 Outreach Cal-PASS Plus


To be covered…

• Research: Math from high school to community college – Louise

• Response to findings – Terry

• New tool: Cal-PASS Plus – Michele


Problem

Students are coming to community college unprepared for college-level coursework as determined by the community college

placement assessment.


Why it matters

“…placement in developmental math [is] one of the single greatest barriers

to college completion.” (Burdman, 2013, p.3)


Mathematics from High School

to Community College

What are students doing?

How does it affect their college placement?


Sample: 2920 12th Grade StudentsClasses of 2006, 2007, 2008, 2009 from a single high school


CC Freshmen Ethnicity (N=953)

8

9%

35%

7%

48%

BlackLatinoA/PIWhiteOther


High School Math Pathway Markers

• Where students start: Grade 9 Math• Geometry or Above• Algebra 1 or Below

• When students stop: Math in Grade 12• Yes or No

• Where students stop: Highest-Level Math• Above Algebra 2• Algebra 2• Below Algebra 2

Every course beyond Algebra 2 doubles the odds of college completion (Adelman, 2006)


All 12 high school math pathways lead to high school graduation

Path High School Observed Math PathwaysAll

StudentsN=2920

CC Freshmenn=953Grade 9 Math Class Math in

Grade 12Highest-Level Math

1 Geometry Yes Above Algebra 2 36.5% 17.7%2 Algebra 1 and Below No Algebra 2 12.4% 19.5%3 Algebra 1 and Below Yes Above Algebra 2 11.0% 11.6%

4 Geometry No Above Algebra 2 9.6% 10.3%5 Algebra 1 and Below Yes Algebra 2 6.0% 10.4%6 Algebra 1 and Below No Below Algebra 2 2.0% 2.9%7 Algebra 1 and Below Yes Below Algebra 2 1.5% 2.2%

8 Geometry No Algebra 2 .9% 1.3%9 Geometry Yes Algebra 2 .4% .5%

10 Geometry Yes Below Algebra 2 .4% .6%11 Algebra 1 and Below No Above Algebra 2 .2% .2%12 Geometry No Below Algebra 2 .1% .2% TOTAL 81%

(2363)78%

(739)Launchpad to College-Readiness in Math: Repositioning Senior Year

The goalposts have moved…


Economy

How do the different high school mathematics pathways prepare

students for college?


Enter Community College, Take Math Placement Assessment

Assessment PlacementCollege-level Mathematics College-level Mathematics

1-level below Intermediate Algebra2-levels below Algebra 13-levels below Pre-Algebra4-levels below Basic Arithmetic


College Math Placement Results

All CC Freshmen CC Freshmen by Ethnicity


What predicts placing into college-level or below-

college-level coursework on the community college placement

assessment?


Variables Tested in Predictive Model

1. Gender

2. Ethnicity

3. Parent Education

4. Low SES

5. Grade 9 Math Course – where students start

6. Highest-Level Math Course – where students stop

7. No Math in Grade 12 – when students stop

8. Grade 9 Math GPA

9. Grade 10 Math GPA

10. Grade 11 Math GPA

11. CAHSEE Math


Significant Predictors of Placement in Below College-Level Mathematics

Delta-p

Variable 1-level below

2-levels below

3-levels below

4-levels below

Grade 9 Math GPA 14.42**

Grade 10 Math GPA 16.74*

Grade 11Math GPA 14.96** 16.69**

Grade 9 Math 21.99** 22.27* 22.39** 21.38***

CAHSEE Math 22.64*** 22.72*** 22.53*** 21.54***

No Math in Grade 12 57.64** 45.66* 49.20**

* p < .05, ** p < .01, ***p < .001


CAHSEE Math scoreswere a significant predictor of placement at all below-college-level mathematics.

Delta-p


2-levels below

3-levels below

4-levels below

CAHSEE Math 22.64*** 22.72*** 22.53*** 21.54***

* p < .05, ** p < .01, ***p < .001


CAHSEE Math and Community College Assessed Placement Level (N=857)

FAIL ...0%

20%

40%

60%

80%

100%

82%

15%

PASS (n=340) 350-379

9%

33%

46%

10%

PROFICIENT (...

39%

19%

19%

17%

6%ADVANCED

(n=117) 422-450

0.080.08

0.83

CAHSEE Math PASS by Ethnicity (N=2753)


CAHSEE Math by Ethnicity (N=2753)


No Math in Grade 12was a significant predictor of placement at 2-, 3-, and 4-levels below college-level

mathematics, with a large effect.

Delta-p


2-levels below

3-levels below

4-levels below

No Math in Grade 12 57.64** 45.66* 49.20**

* p < .05, ** p < .01, ***p < .001


Who Took No Math in Grade 12?All Students (N=2920)

CC Freshmen (N=953) By Ethnicity (N=2895)

Who Took No Math in Grade 12?

Grade 9 Math

How does not taking mathematics in grade 12 negatively impact students matriculating to community college?


Where students stopped was determined in part by when students

stopped

Highest-Level Mathematics

StudentsLast

GradeAbove Alg. 2

Alg. 2 Geom.Alg. 1 and

belowAll

(n=2920)12 52% 9% 1% 2%

11 11% 15% 3% 1%

Total 63% 24% 4% 4%CC

Freshmen (n=953)

12 34% 14% 1% 3%

11 12% 23% 4% 2%

Total 46% 37% 6% 5%Launchpad to College-Readiness in Math: Repositioning Senior Year

Students who advanced beyond Algebra 2 were more frequently

college-ready

Highest-Level Math with CC Math PlacementHigh School

MathCommunity College Math Placement

NHighest-

levelGrade Taken

College-level

1-level below

2-levels below

3-levels below

4-levels below

> Algebra 2

12 54% 16% 13% 11% 6% 307

11 48% 16% 15% 12.5% 8% 104

Algebra 2 12 11% 8% 9.5% 32% 40% 126

11 11% 14% 16% 28% 31% 210

< Algebra 2 12 2% 2% 5% 24% 67% 42

11 1.9% 3.8% 5.7% 34% 55% 53


No Math in Grade 12: Different Students, Different Needs

HS

Path

High School Mathematics Pathway Markers CAHSEE

Math *Grade 10

Community College

Placement Level

% of HS Path

n% of

903Gr 9 Math* Grade 12 Math**

Highest-level Math

2 ≤ Algebra 1 No Algebra 2 380+ College-level 9% 17 2%

4 Geometry No > Algebra 2 380+ College-level 46% 43 5%

4 Geometry No > Algebra 2 380+ 1-level below 13% 12 1%

4 Geometry No > Algebra 2 380+ 2-levels below 14% 13 1%

2 ≤ Algebra 1 No Algebra 2 380+ 1-level below 9% 17 2%

2 ≤ Algebra 1 No Algebra 2 380+ 2-levels below 11% 20 2%

2 ≤ Algebra 1 No Algebra 2 380+ 3-levels below 11% 19 2%

2 ≤ Algebra 1 No Algebra 2 350-379 3-levels below 19% 34 4%

2 ≤ Algebra 1 No Algebra 2 350-379 4-levels below 27% 48 5%

6 ≤ Algebra 1 No < Algebra 2 350-379 4-levels below 41% 11 1% 23

4 26%

Four Groups No Math in Grade 12 Students

1. Did not need 12th grade mathematics;2. May have had adequate competencies but

needed to brush up; 3. Were on-track to college-readiness in grade 11

but needed to acquire additional skills in grade 12; and

4. Students with weak skills who were not on track to college-readiness and needed remediation.

By not taking mathematics in grade 12, the students in Groups 2, 3, and 4 did not just miss an opportunity;

they diminished their chances for post-secondary success.


Launchpad to College Un-Readiness

No Math in Senior Year

How is our school district addressing these findings?


Santa Monica-Malibu USD

• District Demographics• Multiple Measure of College Readiness• SMMUSD College Readiness Dashboard• SMMUSD Response


SMMUSD Overview

• PreK-12 District• Santa Monica AND Malibu• 11,417• White 51% Black 6% Hispanic 30% Asian 6%• English Learners 9%• Socio-Economically Disadvantaged 27%


SMMUSD Overview

• 53 Administrators• 66 Pupil Services• 554 Teachers• 663 Classified Staff


SMMUSD Overview

• Child Development Services (0-Pre-K)• 10 K-5 Elementary Schools• 2 Middle Schools (6-8)• 1 High School (9-12)• 1 Middle/High School (6-8, 9-12)• 1 Alternative (K-8)• 1 Continuation High School (11, 12)• 1 Adult School


So Many CR Metrics!

• A-G completion rate

• Early Assessment Program (EAP)

• SAT CR

• SMC Freshmen Course Enrollment Data

• Smarter Balanced Assessment Consortium (SBAC)

• All of them as each provides useful information


75

39

2

26

58

32

SMMUSD CR Dashboard (%)

A-G is necessary and required BUT is insufficient as a measure of CR.

SMMUSD Response

• Goal: All seniors graduate prepared to enroll in post-secondary, freshmen-level math courses


SMMUSD Plan: Increase College Readiness in Math

Curriculum Alignment

Assessment

Professional Development

Equity and Access

Homework

Intervention & Enrichment

Parent Involvement

Program Monitoring

Curriculum Alignment: What do we want students to know?

• Reshape school culture: Require parents/caregivers to “opt out” of senior math

• Create two new senior math electives1. Review only of math concepts found on SMC’s

math placement test2. Intensive reteaching of math concepts required

for placement in post-secondary freshman math courses (Aligns with SMC’s accelerated path)

• Team with SMC to administer math placement test at SMMUSD sites as appropriate


Curriculum Alignment: What do we want students to know?

• Pre-K Alignment to K-5• K-12 Alignment: Curriculum AND Rigor

– Vertically and horizontally– Standards-based (CCSS, NCTM, SAT, AP)

• How?– Curriculum Guides– Teacher collaboration– Data– Classroom Walk-Through’s


Assessment: How will we know if students learned?• Formative—Used effectively twice a week for

one school year resulted in a mean gain of 30 percentile points over control group (Ahead of the Curve, p. 106)

• Summative• Common, teacher-created (School & District)• Data used to inform teaching, intervention and

enrichment • CR Diagnostic Tools beginning in grade 5


Professional Development: Teachers

• Content• Cognitive Strategies (visualization, active

engagement, vocabulary, culturally responsiveness, etc.)

• Non-cognitive strategies (grit, self-control, curiosity, conscientiousness, optimism, etc.)

• RTI2, Differentiation and Small Group Instruction

• STEM Connections


Professional Development: Others

• Who else?– Principals, Co-Administrators, District Leaders– Counselors/Advisors– Parents/Caregivers– Students

• Focus– Rationale : Why all students need to be CR– Roles and Responsibilities


Equity and Access

• Review of Board Policies and Administrative Regulations

• Review of school practices and traditions– Progress and Repeat “rules”– Grading policies– Homework policies– Reteach and Retest policies– Homework policies


Homework

• Homework practices contribute to achievement gaps• Harris Cooper (Duke University)

– Meta-analysis of empirical research– Class Comparison: homework vs. no homework– Grade Level StudiesElementary – no academic gain JHS – 12-15 percentile gains on nationally-normed testsHS – 24-31 percentile gains on nationally-normed tests


Homework

• Professional Development– Effective homework– Differentiated homework

• Monitoring completion rates• Comprehensive Response: The only

consequence for not doing homework is to do the homework!– Classroom– Department– School


Intervention and Enrichment: How will we respond when students don’t learn? What if they already know the content?

• Comprehensive system response– Classroom level– Department/grade level– School level

• Data and Assessment• Small group instruction (practice, intervention,

enrichment)• Timely, high-quality corrective action


Parent Involvement

• Parenting: Help all families establish home environments to support children as scholars

• Communication: Design effective tools for school-to-home AND home-to-school on programs, policies and student progress

• Volunteer support• Learning at home strategies• Collaboration• Training


Program Monitoring and Refinement

• Common District Assessments• 2014: SBAC interim assessments• Collaboration

– Among teachers– Among leaders– Among partners

• Classroom Walkthrough’s • Data, data, data


How is our community college addressing these findings?


Santa Monica College Programs• Prep 2 Test• Early Assessment Program (June 2013)• Accelerated Math Pathways• SMC First Year Experience (FYE)• SMC FYE Summer Bridge• Summer Jams• Supplemental Instruction


Data Aligns Our Work

Teaching Learning

Messaging

Messaging

AssessingPlacing

Scheduling

AssessingPlacing

Teaching Learning

School District Community College District


Data can show us the way• Shared research – cross-systems analyses

– can help us increase college readiness• Collective and Collaborative Impact

– If school districts and community colleges see the same findings for shared students, they can implement reforms and interventions that align and increase student success, and

– work together more easily and more effectively.


Overcoming Barriers to College Success Through Actionable Data

and Collaboration

56

Finding Solutions:Using Actionable Data and Collaboration• Creating a shared pathway to college and career

readiness by connecting Pre-K through 12 to post-secondary education.

• Increasing college completion by reducing the need for remedial coursework through the use of effective interventions and multiple measures of placement.

• Targeting and improving the transition from post-secondary education to the workforce.

57

Website in TransitionA Sneak-Peek

58

New Website Preview

59

New Website Preview

60

Where Are Our Students Enrolling in College?

61

Each box can be expanded to provide additional detail: school names, demographics, etc.

Are Students “Ready” to ProgressThrough The Pipeline?

62

Are Students Progressing Through The Pipeline?

Momentum points

New Website Preview

64

College Readiness-EAP Algebra II

College Readiness-EAP Summative Math

New Website Preview

67

College-Readiness Charts

School Proficiency Compared to Peers

Grade 5 Math 2012 CST

Where Are Their Peers?

For Additional Information Contact:

Michele Badovinac [email protected]

www.calpassplus.org

mailto:[email protected]

http://www.calpassplus.org/

Thank you!

Terry Deloria, Assistant Superintendent, Educational ServicesSanta Monica Malibu USD, [email protected]

Louise Jaffe, Independent Researcher, [email protected] Monica College Trustee, [email protected]

Contacts


Michele Badovinac, Director K-12 OutreachCal-PASS Plus, [email protected]





http://www.calpassplus.org/