The Issue of College Readiness

Report
Innovations 2014 Anaheim March 2014
» Comparison of High School and College Standards
» Comparison of High School and College Behaviors
» Initial College Readiness Data
»What do students need to succeed
in college?
» Place post-it notes on the posters you deem have the
three most important attributes for academic success.
Then we’ll tally.
Self-Confidence
Interdependence
Emotional
Intelligence
Personal
Responsibility
Self-Awareness
Lifelong Learning
Self-Motivation
Self-Discipline
Time
Management
The Beginning of the Conversation…
900
800
700
600
500
CA State
400
CWHS
300
200
100
0
2006-2007 2007-2008 2008-2009 2009 - 20102010 - 2011
California Department of Education, 2012
Digging Deeper: Percentage of CWHS Graduates Needing College Remedial English
School Year
UC
CSU *
SCCCD
2005-2006
NA
45%
70%
2006-2007
NA
47%
75%
2007-2008
NA
47%
74%
2008-2009
NA
53%
79%
2009-2010
NA
45%
67%
* These numbers include AP students; without AP students, the CSU average falls to an average of 36%
(CWHS Counseling Office, 2010)
Percentage of non AP-students who complete a
college degree as compared to the initial English
placement level
80
70
60
50
40
30
20
10
0
8
ESLC
26
34
2 Years of
1 Year of
Remediation Remediation
49
68
Place into
Freshman
English
AP or
Concurrent
English
Write narratives by significantly sequencing events
11/12 CA State
Standards
English 125
Outcomes
11/12 Common
Core Standards
Write reflective compositions that explore significant experiences
Respond to literature by identifying significant ideas
Produce expository, analytical, and argumentative compositions that
introduce a complex central idea and develop it with appropriate
evidence drawn from primary and/or secondary sources, cogent
explanations, and clear transitions
Write informative/explanatory texts to examine and convey complex
ideas, concepts, and information clearly;
Write arguments to support claims in an analysis of substantive topics
or texts;
Gather relevant information from multiple authoritative print and
digital sources using advanced searches effectively
»
»
»
»
Establishing and Maintaining Course Content Rigor
Establishing and Maintaining Academic Behaviors
Student Assessment through Norming and Calibration
Commitment, Support, Dissent
 Too many students require remediation: 
 Post-secondary course outcomes
versus state standards
 College Non-fiction versus High School
fiction curriculum
 Number, type, length of assigned and
assessed texts
 Mastery versus “Second Chance”
behaviors
 Professional Development for secondary
teachers of English
Too many students require remediation:
 Weak English Conventions Skills overall
 An inability to read non-fiction texts
 A habit of personal expression and
personal narratives
 The expectation of second chances,
extra credit, and leeway on due dates
 An inability to manage time for
assignments
» Do you know what English courses are offered at your
feeder high schools?
» Do you know how they align with your college English
offerings?
» How successful are your college freshman English
students?
˃
˃
˃
˃
Percentage of students who successfully complete freshman English?
Percentage of students who successfully complete other content area classes?
Percentage of students who complete an Associate’s Degree?
Percentage of students who transfer to a four-year college/university?
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• English 11
• American Literature
• AP Language /Composition
Grade 12
• Bible as Literature
• Creative Writing
• AP Literature /Composition
Contemporary Cultures
World Literature/Composition
Percentage of minorities in
senior course offerings
Senior class percentages
by ethnicity
63
48
50
49
38
29
29
14
6
3
Grade 9
• English 9
• Honors 9
Grade 10
• English 10
• Honors 10
Grade 11
• American Literature and Composition
• AP Language and Composition
Grade 12
• World Literature and Composition
• AP Literature
» Key Cognitive Strategies (formative)
˃ Learning activities and tasks deeply embedded in the course
˃ Collection of classroom evidence collected over time
˃ Reasoning; argumentation and proof; interpretation, precision and accuracy; problem-solving; and
research
» Key Content Knowledge
˃ College admissions tests
˃ Final exams; AP exams
˃ California State exams (district benchmarks would be here as well)
» Academic Behaviors
˃ Student surveys that measure methods, tools, and strategies in areas such as study skills, time
management, and self-management
˃ Discussions between teachers and/or advisors concerning students professed and actual
behaviors
» Contextual Skills and Awareness
˃ Assessing student understanding of the entire process of college admissions, financial aid,
registration, course selections, and the overall function of college
(Conklin & Sanford, 2007; Conley, 2007; Tell & Cohen, 2007)
• Student post-secondary readiness
• Student academic performance
• Student academic behaviors
• Collaboration between secondary and
post-secondary institutions
• Formative Assessment Focus vs.
Summative Assessment Focus
• Concurrent Remediation vs.
Prerequisite Remediation
• Teacher-Student-Parent Relationships
vs. Teacher-Student Relationships
• Collegiality
• Assessment Norming
and Calibration
• Open to “the
Possible”
Partnership
Commitment
Teacher Input
• Domain Skills
• Non-Fiction Text
focused on Global
Issues
• Guided Practice
• Cooperation
• Academic Writing
• Oral Presentation
Student
Production
CW
WI
CW/WI
Increase Freshman English Placement
Norm assignments
Continued dialogue
Clear curriculum alignment
Norm assessments
Shared Data
Increase assignment rigor
Increase 1A success
Public Relations
Increase assessment rigor
Presentations
Grades = Placement
High School
» Placement Tests/Benchmarks
˃ Administer
» Professional Development
˃
˃
Teacher Standards/Evaluation
ERWC
» Meetings: Running Interference
˃
˃
˃
˃
Team
Staff
Parent
Board
» Conferences
˃
Attend
» Senior Team and Textbook Selection
» Built-in Time for PLT
Community College
» Placement Tests/Benchmarks
˃ Fund
˃ Deliver
˃ Retrieve and score
» Meetings: Support
˃
˃
˃
˃
Team
Staff
Parent
Board
» Conferences
˃ Suggest
˃ Attend
» Multi-Year Feedback
» Student Feedback
» Increased Opportunities for Transferable Credits
Placement Test
Date
ESLC
250/260
(Grade 11)
1A
(College
English)
125/126
(grade 12)
May 2006 - 2010
% 1A (College
English)
36%
May 2012 (237)
0
19
80
138
58.22
May 2013 (209)
02
45
20
142
67.9%
May 2014 (221)
Prediction
03
43
65
+
108
Up to 81%
» I was looking forward to an easy senior year.
» Push me – push me hard. I need to go to college.
What ever that takes to get me there I am
willing to do.
235/237 Respondents
Agree
Disagree
This course is trying to increase academic
reading, thinking and writing skills for
students.
99.1%
(233)
.9%
(2)
This course is trying to increase positive
academic behaviors for students.
96.9%
(226)
98.3%
(230)
96.2%
(225)
3.1%
(9)
1.7%
(5)
3.8%
(10)
This course is trying to increase the number of
students that place into college freshman
English.
This course is trying to increase the rigor in
both the quality and quantity of assignments
and assessments.
I believe that this class can help prepare high school students to
transition to college. The earlier that this type of teaching and
learning is started, the better it will show in the results.
January 2011 Student Survey Written Responses
I am definitely ahead of the game and already know how to write
anything that has been thrown at me. While the other students are
asking how to do this or that, I already have it nailed in my brain
and can just start writing without worrying about researching how
to do it. It is especially helpful that I know what a "credible source"
is and how I have to make sure that person is an expert on that
subject before I can reference them.
September 2012 Graduate E-mail
I have to say the class last year definitely prepared me for college as far as in
the English world. I wouldn't change a thing! As for me, I am loving Arizona
State. Although it is the biggest college in the nation as far as enrollment, I
somehow have managed a schedule with no more than 30 people in any of my
classes.
I am happy to say that school is doing well! I am actually enjoying school. I've
gotten A's on every written assignment I've had so far, and I haven't failed
anything yet (knock on wood!). Taking the new senior English class was the
best decision I made in high school – I almost get my work done before my
roomies, and have way more time to get involved on campus
I am currently enjoying my first semester at Fresno State. I am taking 15 units
and working part time (very busy!). I currently have 2 essays due this week, 2
exams, and a speech next week. I feel totally at ease knowing I have the skills
to accomplish what is ahead. I am totally confident in knowing I am prepared.
English 1A Classes offered at Clovis West
140
120
100
80
# of Students
60
40
20
0
2012 (30)
2013 (81)
2014 (127)
» Partnering with High Schools
˃ Jeff Burdick: [email protected]
» Revising ELA Curriculum for Behavior , Content, and Performance
˃ Dr. Ellen Melocik: [email protected]
» Navigating through District Policy and Personnel
˃ Karen Boone: [email protected]

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