1. Launchpad to College-Readiness in Math:
Repositioning Senior Year
Friday, November 8, 2013 8:30-10am
Association of School Administrators
Leadership Summit
Launching our bold new future
San Jose
2. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
3. To be covered…
• Research: Math from high school
to community college – Louise
• Response to findings – Terry
• New tool: Cal-PASS Plus – Michele
Launchpad to College-Readiness in Math: Repositioning Senior Year
4. Problem
Students are coming to community college
unprepared for college-level coursework
as determined by the community college
placement assessment.
Launchpad to College-Readiness in Math: Repositioning Senior Year
5. Why it matters
“…placement in developmental math
[is] one of the single greatest barriers
to college completion.”
(Burdman, 2013, p.3)
Launchpad to College-Readiness in Math: Repositioning Senior Year
6. Mathematics
from High School
to Community College
What are students doing?
How does it affect their college placement?
Launchpad to College-Readiness in Math: Repositioning Senior Year
7. Sample: 2920 12th Grade Students
Classes of 2006, 2007, 2008, 2009 from a single high school
Launchpad to College-Readiness in Math: Repositioning Senior Year
8. CC Freshmen Ethnicity (N=953)
9%
Black
Latino
48%
35%
A/PI
White
Other
7%
Launchpad to College-Readiness in Math: Repositioning Senior Year
8
9. 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)
Launchpad to College-Readiness in Math: Repositioning Senior Year
10. All 12 high school math pathways
lead to high school graduation
Path
High School Observed Math Pathways
Grade 9 Math Class
All
Students
N=2920
CC
Freshmen
n=953
1
Geometry
Math in
Grade 12
Yes
Highest-Level Math
Above Algebra 2
36.5%
17.7%
2
3
Algebra 1 and Below
Algebra 1 and Below
No
Yes
Algebra 2
Above Algebra 2
12.4%
11.0%
19.5%
11.6%
4
5
6
7
Geometry
Algebra 1 and Below
Algebra 1 and Below
Algebra 1 and Below
No
Yes
No
Yes
Above Algebra 2
Algebra 2
Below Algebra 2
Below Algebra 2
9.6%
6.0%
2.0%
1.5%
10.3%
10.4%
2.9%
2.2%
8
9
10
11
12
Geometry
Geometry
Geometry
Algebra 1 and Below
Geometry
TOTAL
No
Yes
Yes
No
No
Algebra 2
Algebra 2
Below Algebra 2
Above Algebra 2
Below Algebra 2
.9%
.4%
.4%
.2%
.1%
81%
(2363)
1.3%
.5%
.6%
.2%
.2%
78%
(739)
Launchpad to College-Readiness in Math: Repositioning Senior Year
11. The goalposts have moved…
Launchpad to College-Readiness in Math: Repositioning Senior Year
12. How do the different high school
mathematics pathways prepare
students for college?
Launchpad to College-Readiness in Math: Repositioning Senior Year
13. Enter Community College,
Take Math Placement Assessment
Assessment
College-level Mathematics
1-level below
2-levels below
3-levels below
4-levels below
Placement
College-level Mathematics
Intermediate Algebra
Algebra 1
Pre-Algebra
Basic Arithmetic
Launchpad to College-Readiness in Math: Repositioning Senior Year
14. College Math Placement Results
All CC Freshmen
CC Freshmen by Ethnicity
Launchpad to College-Readiness in Math: Repositioning Senior Year
15. What predicts placing
into college-level or belowcollege-level coursework on the
community college placement
assessment?
Launchpad to College-Readiness in Math: Repositioning Senior Year
16. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
17. 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
Grade 9 Math
No Math in Grade 12
14.96**
21.99**
16.69**
22.27*
22.39**
21.38***
57.64**
45.66*
49.20**
* p < .05, ** p < .01, ***p < .001
Launchpad to College-Readiness in Math: Repositioning Senior Year
18. CAHSEE Math scores
were a significant predictor of placement
at all below-college-level mathematics.
Delta-p
Variable
1-level
below
2-levels
below
3-levels
below
* p < .05, ** p < .01, ***p < .001
Launchpad to College-Readiness in Math: Repositioning Senior Year
4-levels
below
20. CAHSEE Math PASS by Ethnicity
(N=2753)
Launchpad to College-Readiness in Math: Repositioning Senior Year
21. CAHSEE Math by Ethnicity (N=2753)
Launchpad to College-Readiness in Math: Repositioning Senior Year
22. No Math in Grade 12
was a significant predictor of placement
at 2-, 3-, and 4-levels below college-level
mathematics, with a large effect.
Delta-p
Variable
No Math in Grade 12
1-level
below
2-levels
below
57.64**
3-levels
below
45.66*
* p < .05, ** p < .01, ***p < .001
Launchpad to College-Readiness in Math: Repositioning Senior Year
4-levels
below
49.20**
23. Who Took No Math in Grade 12?
All Students (N=2920)
CC Freshmen (N=953)
By Ethnicity (N=2895)
25. How does not taking mathematics in
grade 12 negatively impact students
matriculating to community college?
Launchpad to College-Readiness in Math: Repositioning Senior Year
26. Where students stopped was determined in
part by when students stopped
Students
Last
Grade
Above
Alg. 2
Alg. 2
All
12
52%
9%
1%
2%
11
11%
15%
3%
1%
63%
24%
4%
4%
12
34%
14%
1%
3%
11
12%
23%
4%
2%
46%
37%
6%
5%
(n=2920)
Total
CC
Freshmen
(n=953)
Total
Alg. 1 and
Geom.
below
Launchpad to College-Readiness in Math: Repositioning Senior Year
27. Students who advanced beyond Algebra 2
were more frequently college-ready
Highest-Level Math with CC Math Placement
High School Math
Community College Math Placement
Highest-level
Grade
Taken
Collegelevel
1-level
below
2-levels
below
3-levels
below
4-levels
below
> Algebra 2
12
54%
16%
13%
11%
6%
30
7
11
48%
16%
15%
12.5%
8%
10
4
12
11%
8%
9.5%
32%
40%
12
6
11
11%
14%
16%
28%
31%
21
0
12
2%
2%
5%
24%
67%
42
11
1.9%
3.8%
34%
Launchpad to College-Readiness in Math:5.7%
Repositioning Senior Year 55%
53
Algebra 2
< Algebra 2
N
28. No Math in Grade 12:
Different Students, Different Needs
High School Mathematics
HS
Pathway Markers
Path
Grade 12 HighestGr 9 Math*
Math** level Math
CAHSEE
Math *
Grade 10
Community
College
Placement Level
%
of HS
Path
n
%
of
903
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
26%
4
29. 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.
30. 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 postsecondary success.
Launchpad to College-Readiness in Math: Repositioning Senior Year
31. No Math in Senior Year
Launchpad to College Un-Readiness
32. How is our school district
addressing these findings?
Launchpad to College-Readiness in Math: Repositioning Senior Year
33. Santa Monica-Malibu USD
•
•
•
•
District Demographics
Multiple Measure of College Readiness
SMMUSD College Readiness Dashboard
SMMUSD Response
Launchpad to College-Readiness in Math: Repositioning Senior Year
34. 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%
Launchpad to College-Readiness in Math: Repositioning Senior Year
36. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
37. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
38. SMMUSD CR Dashboard (%)
75
58
39
32
26
2
A-G Rate
EAP English EAP Algebra 2
EAP
Summative
Math
SAT CR
A-G is necessary and required BUT is
insufficient as a measure of CR.
CC CollegeLevel Math
39. SMMUSD Response
• Goal: All seniors graduate prepared to enroll
in post-secondary, freshmen-level math
courses
Launchpad to College-Readiness in Math: Repositioning Senior Year
41. 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 electives
1. Review only of math concepts found on SMC’s math
placement test
2. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
42. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
43. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
44. Professional Development: Teachers
• Content
• Cognitive Strategies (visualization, active
engagement, vocabulary, culturally
responsiveness, etc.)
• Non-cognitive strategies (grit, selfcontrol, curiosity, conscientiousness, optimis
m, etc.)
• RTI2, Differentiation and Small Group
Instruction
• STEM Connections
Launchpad to College-Readiness in Math: Repositioning Senior Year
45. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
46. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
47. Homework
• Homework practices contribute to achievement gaps
• Harris Cooper (Duke University)
– Meta-analysis of empirical research
– Class Comparison: homework vs. no homework
– Grade Level Studies
Elementary – no academic gain
JHS – 12-15 percentile gains on nationally-normed tests
HS – 24-31 percentile gains on nationally-normed tests
Launchpad to College-Readiness in Math: Repositioning Senior Year
48. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
49. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
50. Parent Involvement
• Parenting: Help all families establish home
environments to support children as scholars
• Communication: Design effective tools for school-tohome AND home-to-school on programs, policies
and student progress
• Volunteer support
• Learning at home strategies
• Collaboration
• Training
Launchpad to College-Readiness in Math: Repositioning Senior Year
51. Program Monitoring and Refinement
• Common District Assessments
• 2014: SBAC interim assessments
• Collaboration
– Among teachers
– Among leaders
– Among partners
• Classroom Walkthrough’s
• Data, data, data
Launchpad to College-Readiness in Math: Repositioning Senior Year
52. How is our community college
addressing these findings?
Launchpad to College-Readiness in Math: Repositioning Senior Year
53. 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
Launchpad to College-Readiness in Math: Repositioning Senior Year
54. Data Aligns Our Work
Teaching
Learning
Assessing
Placing
Assessing
Placing
Messaging
Scheduling
School District
Teaching
Learning
Messaging
Community College District
Launchpad to College-Readiness in Math: Repositioning Senior Year
55. 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.
Launchpad to College-Readiness in Math: Repositioning Senior Year
57. Finding Solutions:
Using Actionable Data and Collaboration
• Creating a shared pathway to college and career
readiness by connecting Pre-K through 12 to postsecondary 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 postsecondary education to the workforce.
57
72. Thank you!
Contacts
Terry Deloria, Assistant Superintendent, Educational Services
Santa Monica Malibu USD, tdeloria@smmusd.org
Louise Jaffe, Independent Researcher, louisecjaffe@gmail.com
Santa Monica College Trustee, jaffe_louise@smc.edu
Michele Badovinac, Director K-12 Outreach
Cal-PASS Plus, michele@calpass.org
www.calpassplus.org
Launchpad to College-Readiness in Math: Repositioning Senior Year
Notes de l'éditeur
Collective impact….
Four classes of 12th graders, class of 06, 07, 08, and 09, all from the same relatively resource-rich, diverse high school.Show of hands – how many of you know how many of your students go to a community college? Which community college?
Looked at three main markers I used to describe a high school mathematics pathway. And, of course, “where students stop” is in part determined by “When students stop”….
THOUGHTS? DISCUSSION? Which path is best? All are appropriate if your goal is high school graduation. But the goalposts have moved!Comparison of Participation by All Students (N=2920) and the subset of Community College-Bound Students (CC Freshmen) (N=953) in 12 different High School Mathematics PathwaysNote. Some students did not attend all four years of high school at the same school. In this sample, high school student records including Grade 9 Math were available for 2363 (81%) of 2920 students; this includes 739 (78%) of the 953 students who went on to become community college freshmen (CC Freshmen). Row 1 describes the accelerated mathematics pathway most taken by all students. Row 2 describes the pathway most taken by community college-bound students: Algebra 1 or below in grade 9, no math in grade 12, no advancement beyond Algebra 2. Participation in alternative pathways drops off rapidly.
NOTE: All students at all levels.
Narrow definition of college-readiness.. Assessing into college-level coursework
After a lot of preliminary analysis, these are the variables I tested in a multinomial logistic regression to see which, if any, were significant predictors of placement in 1-, 2-, 3-, or 4-levels below college level mathematics. College level mathematics was the reference.
Discuss. What’s missing? Gender. Ethnicity. SES. Parent Ed…. Highest-level math. What can you tell me about the CAHSEE Math?However, Here you can see that Grade 9 Math and CAHSEE Math were significant predictors at all levels below college-level math; and that No Math in Grade 12 was a significant predictor at 2-,3-, and 4-levels below college-level, with a large effect. 58% more likely to place 2-levels below (into Algebra 1) if you took no math in grade 12.But the finding we want to highlight right now is the No Math in Grade 12. Students were 58% more likely to place 2-levels below (into Algebra1) than into college-level mathematics, all other factors being equal, if they took no math in grade 12.. Also a large effect for students who placed 3-levels below (into pre-algebra) and 4-levels below (into basic arithmetic).Thoughts? Comments?
p <.05, ** p < .01This table tells us that students who took no math in grade 12, all other factors in the model being equal, were almost 58% more likely to place 2-levels below college-level mathematics than into college-level mathematics! They were almost 50% more likely to place 4-levels below college-level mathematics than in college-level mathematics, other factors being equal.
27% (750/2753) of students “passed” the CAHSEE…
Realize moving students up is easier said than done….not really low hanging fruit but….
p <.05, ** p < .01This table tells us that students who took no math in grade 12, all other factors in the model being equal, were almost 58% more likely to place 2-levels below college-level mathematics than into college-level mathematics! They were almost 50% more likely to place 4-levels below college-level mathematics than in college-level mathematics, other factors being equal.
So, now we know who didn’t take math --- disproportionately students going to community college, black and latino students, students with weak math skills
LOW HANGING FRUIT HERE --- Where students stop is of course related to when students stop. This table illustrates that the subset of students who matriculated to the community college under-performed the full class in terms of the highest-level of mathematics they attained. For all students, 63% took mathematics above Algebra 2, compared to just 46% of the CC Freshmen subset. Now look at the Algebra 2 column --- we see that 24% of all students and 37% of CC Freshmen did NOT advance beyond Algebra 2. AND 15% of all students and 23% of the CC Freshmen took Algebra 2 as their highest-level math course, in grade 11.Note.Highest-level mathematics course is the 12th grade mathematics course unless mathematics was not taken in grade 12, in which case it is 11th grade mathematics. Highest-level mathematics is not included for students who took no mathematics in grade 11 or 12.
This is in keeping with Adelman’s finding that every course beyond Algebra 2 doubles the odds of college completion. (This is why I am using Algebra 2 as a marker).Note. Highest-level math was NOT a significant predictor in this model.
Patterns of Progress: No Math in Grade 12 High School Mathematics Pathways and CAHSEE Math scores per Community College Placement Levels (N=903)Note. Tracking the above variables, there were 172 patterns for the 903 CC Freshmen who were assessed for college placement. There was no data missing for 741 or 82% of these students. The table above presents the 10 patterns most frequently followed by more than 10 students with no missing data who took no mathematics in grade 12. The high school paths correspond to those in Table 1.a CAHSEE Math assesses middle school competencies. Scores from 350-379 indicate Pass, 380 and above indicates students are Proficient or Advanced. * Grade 9 Math Class and CAHSEE Math Scores were significant predictors of community college placement level at 1-, 2-, 3-, and 4-levels below college-level.** No Mathematics in Grade 12 was a significant predictor of community college placement level at 2-, 3-, and 4-levels below college level.
Plus is system of data that can be used by education stakeholders to improve outcomes along the education-to-workforce pipeline.
Although Cal-PASS has historically been known for being a data repository, we strongly believe that data must lead to action that improves outcomes for our students.Cal-PASS Plus is committed to working on these 3 primary initiatives.
We are currently developing a new more user friendly and actionable Cal-PASS Plus website. It is currently undergoing Beta testing and will be r
Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
Although horizontal conversation is a good starting place, it is often where we get stuck. Thanks to the linked data provided by Cal-PASS Plus, vertical articulation can be informed by a more comprehensive set of student outcome data. It can now focus on what happens to students as they progress from one segment of the pipeline to the next.This chart shows what happens to students when they leave a given high school district. Here we see the numbers of graduates who enrolled in community college or university within one year of graduating. By clicking on the segment , a viewer can drill down to see exactly which community colleges and universities were attended by the selected cohort of graduates. Viewers are also able to see a demographic breakdown for those students, by school attended.
This chart shows how many students are placed in college credit-bearing courses and how many are placed in remedial coursework (there is a math report and an ELA report) when they leave a given high school district. Although it’s not visible on this slide, much more detail can be accessed by expanding the fields online
Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
But even bright spots have challenges on the education pipeline. Proficiency does not always equal college readiness. Here is where a major disconnect occurs in our schools – leading to a high percentage of college remediation and hampering students’ ability to obtain a degree in a timely manner, and sometimes at all. Identifying challenges is the first step in addressing them and improving outcomes.
But even bright spots have challenges on the education pipeline. Proficiency does not always equal college readiness. Here is where a major disconnect occurs in our schools – leading to a high percentage of college remediation and hampering students’ ability to obtain a degree in a timely manner, and sometimes at all. Identifying challenges is the first step in addressing them and improving outcomes.
Cal-PASS Plus is a unique system of data because it has the ability to link data records from multiple segments of the college-career pipeline.This is very beneficial if we want to begin looking at how students progress through our pipeline and into college and the workforce.
As indicated, our first initiative involves creating a shared pathway to college. College readiness preparation begins early in the education pipeline although its importance is often magnified in high school.As we look at the chart on the left, each left hand column shows us how students at one high school performed on the math CSTs compared to the top 10 comparable schools. Cal-PASS Plus data is not available for the purposes of “shaming” anyone—we want to highlight the bright spots so others can learn. For this reason, if you click on the bar showing the top 10 schools we can learn about them and learn from them. In this particular example, schools could be learning quite a bit from Cesar Chavez since they are outperforming their peers at every level.
Here is where collaboration comes in. Struggling schools are encouraged to learn from their higher performing peers in their area. Again, this is a K-12 example but Cal-PASS Plus will include information like this for community colleges and universities as well.