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Making College Making College Readiness RealReadiness Real

David T. Conley, Ph.D.David T. Conley, Ph.D.Director, Center for Director, Center for

Educational Policy ResearchEducational Policy Research

ProfessorProfessor

University of OregonUniversity of Oregon

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Overview of This SessionOverview of This Session

This session is organized around three tasks that can This session is organized around three tasks that can help schools organize in ways that support student help schools organize in ways that support student success in collegesuccess in college

Each group is to select one of the tasks to focus upon Each group is to select one of the tasks to focus upon during the two hours available to workduring the two hours available to work

The goal is for each group to produce an actionable plan The goal is for each group to produce an actionable plan that seeks to implement one or more of the three that seeks to implement one or more of the three suggested taskssuggested tasks

The session begins with a brief overview of the three The session begins with a brief overview of the three tasks and related issues.tasks and related issues.

Groups work for 2 hours on a task they selectGroups work for 2 hours on a task they select Session concludes with a summary of the key issues Session concludes with a summary of the key issues

considered and results generated from each groupconsidered and results generated from each group

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The Three Task OptionsThe Three Task Options

Improving Student TransitionsImproving Student Transitions Can exit-level high school courses be designed to connect Can exit-level high school courses be designed to connect

better with the best of entry-level college courses?better with the best of entry-level college courses? More Challenging Senior-Year CoursesMore Challenging Senior-Year Courses

Can senior-year high school courses be more engaging and Can senior-year high school courses be more engaging and challenging to prepare students better for college?challenging to prepare students better for college?

Developing Placement DataDeveloping Placement Data Could joint assignments and grading criteria be developed Could joint assignments and grading criteria be developed

and used in exit-level high school and entry-level college and used in exit-level high school and entry-level college courses?courses?

Could the data from such assignments be used for Could the data from such assignments be used for placement purposes?placement purposes?

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Improving Student Transitions: Improving Student Transitions: OverviewOverview

Think about pedagogy in “best practices” entry-Think about pedagogy in “best practices” entry-level college courses and how that matches with level college courses and how that matches with exit-level high school classesexit-level high school classes

Examine Ch. 7 and Ch. 8 in College Knowledge, Examine Ch. 7 and Ch. 8 in College Knowledge, which reviews some exemplary undergraduate which reviews some exemplary undergraduate general education programsgeneral education programs

Share your own experiences regarding Share your own experiences regarding exemplary college programs for undergraduatesexemplary college programs for undergraduates

Discuss commonalities between best practices Discuss commonalities between best practices college and high school courses college and high school courses

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Improving Student Transitions: Improving Student Transitions: TaskTask

How can the best of college curriculum and instructional How can the best of college curriculum and instructional methods and practices be connected with the best of methods and practices be connected with the best of high school curriculum and instructional practices?high school curriculum and instructional practices?

What is there to be learned from the examples of college What is there to be learned from the examples of college general education programs?general education programs? How can those lessons be used to suggest changes in How can those lessons be used to suggest changes in

exit-level high school and entry-level college programs?exit-level high school and entry-level college programs? Specifically, how can the last semester of high school and Specifically, how can the last semester of high school and

the first quarter or semester experience in college be the first quarter or semester experience in college be designed to support students’ successful transition?designed to support students’ successful transition?

How can the high school program then be aligned better How can the high school program then be aligned better with the best of the college general education program?with the best of the college general education program?

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More Challenging Senior-Year More Challenging Senior-Year Courses: OverviewCourses: Overview

Think about designing senior courses that are Think about designing senior courses that are more challengingmore challenging

Review pages 79-99 in Ch. 5, Ch. 17, and Review pages 79-99 in Ch. 5, Ch. 17, and Appendix A in College KnowledgeAppendix A in College Knowledge

““Senior Seminar” concept in which the exit-level Senior Seminar” concept in which the exit-level high school course begins to approximate the high school course begins to approximate the challenge level, pace, and expectations of a challenge level, pace, and expectations of a college course (without mimicking AP courses college course (without mimicking AP courses that attempt to be college-level courses taught in that attempt to be college-level courses taught in high school)high school)

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More Challenging Senior-Year More Challenging Senior-Year Courses (Senior Seminars): TaskCourses (Senior Seminars): Task

What are the critical attributes for college What are the critical attributes for college readiness that can be built into a senior-level readiness that can be built into a senior-level course that is still teaching high school-level course that is still teaching high school-level material?material?

How can the challenge level in senior-year How can the challenge level in senior-year courses be set at a level that is appropriate to courses be set at a level that is appropriate to prepare the student for a successful transition to prepare the student for a successful transition to entry-level college courses?entry-level college courses?

What should the pace be?What should the pace be? What should the grading criteria be?What should the grading criteria be? Which key “habits of mind” should be developed?Which key “habits of mind” should be developed?

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Developing Placement Data: Developing Placement Data: OverviewOverview

Think about placement data that could help inform exit and entry-Think about placement data that could help inform exit and entry-level expectationslevel expectations

Identify a series of tasks, assignments, etc., that could be given in Identify a series of tasks, assignments, etc., that could be given in high school courses that would yield key placement datahigh school courses that would yield key placement data

Consult Appendix A and Part Three in College Knowledge for Consult Appendix A and Part Three in College Knowledge for examples of possible knowledge and skill areasexamples of possible knowledge and skill areas

Develop a list of no more than ten items that would yield information Develop a list of no more than ten items that would yield information key to placementkey to placement

Devise assignments that would yield that information in high school Devise assignments that would yield that information in high school and that could be used by college faculty for placement purposesand that could be used by college faculty for placement purposes

Ideally, the information that would be transmitted from high school to Ideally, the information that would be transmitted from high school to college and be used by both high school students and college college and be used by both high school students and college instructors to gain awareness of student college readinessinstructors to gain awareness of student college readiness

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Developing Placement Data: Developing Placement Data: TaskTask

1.1. Identify an assignment that could be given in Identify an assignment that could be given in high school but will yield info useful for high school but will yield info useful for placement into entry-level college courseplacement into entry-level college course

2.2. Develop the grading criteria jointlyDevelop the grading criteria jointly Think about what criteria would be useful to Think about what criteria would be useful to

signal to students their readiness for college signal to students their readiness for college and also provide information to college and also provide information to college instructor when student gets to collegeinstructor when student gets to college

3.3. Determine how the information can be Determine how the information can be transmitted from high school to college and transmitted from high school to college and used by instructors in entry-level coursesused by instructors in entry-level courses

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Methods for ECHS to Analyze Challenge Methods for ECHS to Analyze Challenge Level Overall and in Individual Courses Level Overall and in Individual Courses

Techniques that high schools can use in Techniques that high schools can use in partnership with higher education to analyze partnership with higher education to analyze course content against college readiness course content against college readiness standardsstandards

Techniques that high schools can use by Techniques that high schools can use by themselves to analyze course content against themselves to analyze course content against college readiness standards and to diagnose college readiness standards and to diagnose areas in need of changeareas in need of change

Techniques that involve an external consultant Techniques that involve an external consultant or facilitatoror facilitator

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Techniques That High Schools Can Use Techniques That High Schools Can Use in Partnership With Higher Educationin Partnership With Higher Education

Common scoring sessionsCommon scoring sessions A common assignment is given in both the high A common assignment is given in both the high

school and college courseschool and college course Papers are then blind-scored by high school and Papers are then blind-scored by high school and

college faculty using the same scoring guidecollege faculty using the same scoring guide Results are compared and papers are arrayed to Results are compared and papers are arrayed to

see how many high school students are doing see how many high school students are doing college-level work and vice versacollege-level work and vice versa

This is primarily a way to calibrate expectations This is primarily a way to calibrate expectations among teachers rather than score papersamong teachers rather than score papers

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Techniques That High Schools Can Use by Techniques That High Schools Can Use by Themselves or With External FacilitatorThemselves or With External Facilitator

Self-reported behaviors in relation to college Self-reported behaviors in relation to college readiness standardsreadiness standards Using the Alignment and Challenge Audit (ACA) Using the Alignment and Challenge Audit (ACA)

tool, teachers simply report what they are doing tool, teachers simply report what they are doing relative to college readiness standardsrelative to college readiness standards

This generates a profile of self-reported behaviorsThis generates a profile of self-reported behaviors Use ACA tool with external reviewers Use ACA tool with external reviewers

determining alignment of hs courses with college determining alignment of hs courses with college readiness standardsreadiness standards Provides a more objective view of alignmentProvides a more objective view of alignment

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Gauging the Overall Development and Gauging the Overall Development and Progression of Challenge LevelsProgression of Challenge Levels

Some of the things that can be done:Some of the things that can be done: Gradually increase frequency of assignments (not Gradually increase frequency of assignments (not

always length of papers)always length of papers) Gradually increase quality expectations (much Gradually increase quality expectations (much

higher standards in 12th grade than 9th grade)higher standards in 12th grade than 9th grade) Emphasize thinking skills and strategies Emphasize thinking skills and strategies

systematically in greater depth each year from systematically in greater depth each year from 9th to 12th grade9th to 12th grade Argumentation, analysis, interpretation, rules of Argumentation, analysis, interpretation, rules of

evidence, precision, written expression (particularly evidence, precision, written expression (particularly expository writing), informational textsexpository writing), informational texts

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Big Picture Components of Aligning Big Picture Components of Aligning Across High School and CollegeAcross High School and College

Standards that specify exit-level high school Standards that specify exit-level high school skills and entry-level college expectationsskills and entry-level college expectations

More communication between high school and More communication between high school and college faculty regarding grading practicescollege faculty regarding grading practices

Awareness by high schools of placement Awareness by high schools of placement practices at receiving collegespractices at receiving colleges

Emphasis on thinking skillsEmphasis on thinking skills Content as both ends and meansContent as both ends and means

How experts in the subject area thinkHow experts in the subject area think Deep mastery of core elements of a subject areaDeep mastery of core elements of a subject area

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Elements Frequently Missing From Elements Frequently Missing From High School Programs of StudyHigh School Programs of Study

EnglishEnglish Informational textsInformational texts Charts, graphs, tables (read, interpret)Charts, graphs, tables (read, interpret) Research skillsResearch skills

Evaluate sources (e.g., appropriateness of Internet sources Evaluate sources (e.g., appropriateness of Internet sources (credibility, bias)(credibility, bias)

PlagiarismPlagiarism Argumentation (document claims, assertions)Argumentation (document claims, assertions)

MathMath Multi-step and non-routine problem solvingMulti-step and non-routine problem solving Proper uses of calculator (systematic trial-and-error problem Proper uses of calculator (systematic trial-and-error problem

solving)solving) Estimation and comparing solutions to what’s reasonableEstimation and comparing solutions to what’s reasonable Inductive and deductive reasoningInductive and deductive reasoning

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Elements Frequently Missing From Elements Frequently Missing From High School Programs of StudyHigh School Programs of Study

ScienceScience Precision in observation, measurement, and Precision in observation, measurement, and

reporting of findingsreporting of findings Connecting science and mathConnecting science and math Science as a method and processScience as a method and process

Social sciencesSocial sciences Interpreting sourcesInterpreting sources Comparing competing explanations or claimsComparing competing explanations or claims Understanding historical themesUnderstanding historical themes

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Habits of the Mind- ScienceHabits of the Mind- Science

The bulleted statements identify the key habits of mind in The bulleted statements identify the key habits of mind in four science and three history subject areasfour science and three history subject areas

Biology, Chemistry, Environmental Science, Physics:Biology, Chemistry, Environmental Science, Physics: Values and AttitudesValues and Attitudes Communication SkillsCommunication Skills Critical-Response Skills Critical-Response Skills  Systems Systems  Models Models  Constancy and Change Constancy and Change  The Scientific World ViewThe Scientific World View Scientific Inquiry Scientific Inquiry  Scientific EnterpriseScientific Enterprise

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Habits of the Mind- HistoryHabits of the Mind- History

European, US, World HistoryEuropean, US, World History Use of Evidence to Support Interpretation and Use of Evidence to Support Interpretation and

ArgumentationArgumentation Identification and Evaluation of Sources, including Identification and Evaluation of Sources, including

Document AnalysisDocument Analysis Written and Oral Expression, including DiscussionWritten and Oral Expression, including Discussion Multiple CausationMultiple Causation Comparison and DifferenceComparison and Difference Continuity and ChangeContinuity and Change Structure, Purpose, and Evolution of HistoryStructure, Purpose, and Evolution of History

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General Strategies to Improve Student General Strategies to Improve Student Readiness for College CourseworkReadiness for College Coursework

More deliberate monitoring of pacing with gradual More deliberate monitoring of pacing with gradual increase in pacing from year to yearincrease in pacing from year to year

Clearer identification of what is foundational and truly Clearer identification of what is foundational and truly important in each subject area and attention to ensuring important in each subject area and attention to ensuring mastery and retention of these elementsmastery and retention of these elements

Conscious development of key habits of mind through Conscious development of key habits of mind through courses throughout a sequence or subject areacourses throughout a sequence or subject area

Conscious connections and linkages between and Conscious connections and linkages between and across courses and subject areas in ways that build across courses and subject areas in ways that build deeper mastery of content and development of habits of deeper mastery of content and development of habits of mindmind

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General Strategies to Improve Student General Strategies to Improve Student Readiness for College CourseworkReadiness for College Coursework

Assignments requiring deeper levels of thought such as analysis, Assignments requiring deeper levels of thought such as analysis, synthesis, or interpretationsynthesis, or interpretation

More frank feedback to students on the quality of their work coupled More frank feedback to students on the quality of their work coupled with opportunities for students to act upon the feedbackwith opportunities for students to act upon the feedback

More demanding grading criteria implemented consistently across More demanding grading criteria implemented consistently across the school the school Grading systems that provide enough early warning so students Grading systems that provide enough early warning so students

can seek help or change behaviorscan seek help or change behaviors Common schoolwide grading criteria that define Common schoolwide grading criteria that define

the conditions under which extended time lines or modifications the conditions under which extended time lines or modifications are allowedare allowed

the uses and limits of extra creditthe uses and limits of extra credit the limits of non-academic componentsthe limits of non-academic components the conditions under which a grade may be changedthe conditions under which a grade may be changed

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Creating a Simulation of College Creating a Simulation of College Work Work

For 9 weeks the pace of work (although not For 9 weeks the pace of work (although not necessarily the difficulty) parallels what students necessarily the difficulty) parallels what students will encounter in collegewill encounter in college

Then 9 weeks back to a high school pace Then 9 weeks back to a high school pace during which they diagnose how well they during which they diagnose how well they

handled the more rapid pace and expectations, handled the more rapid pace and expectations, and learn and practice how to do better next time and learn and practice how to do better next time

Then they go back to 9 weeks “on” again with Then they go back to 9 weeks “on” again with increased pacing, higher expectationsincreased pacing, higher expectations

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Techniques That Involve an External Techniques That Involve an External Consultant or FacilitatorConsultant or Facilitator

Course Analysis AuditCourse Analysis Audit Course syllabi are submitted for all college prep coursesCourse syllabi are submitted for all college prep courses

In many cases, however, this requires teachers to develop In many cases, however, this requires teachers to develop syllabus more fullysyllabus more fully

Teachers also self-report in relation to college readiness Teachers also self-report in relation to college readiness standardsstandards

Syllabi are then rated by external raters who are all college Syllabi are then rated by external raters who are all college facultyfaculty They compare syllabi to college readiness standardsThey compare syllabi to college readiness standards

Results are reported as a profile of alignment and Results are reported as a profile of alignment and appropriate level of challengeappropriate level of challenge

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Syllabus Generation ToolSyllabus Generation Tool

Having all courses with high quality, detailed Having all courses with high quality, detailed course syllabi that specify desired learning course syllabi that specify desired learning outcomes, habits of mind developed, and means outcomes, habits of mind developed, and means of assessment and grading is critical to of assessment and grading is critical to improving college readiness and course improving college readiness and course alignmentalignment

The Syllabus Generation Tool is a means to The Syllabus Generation Tool is a means to create syllabi that follow a consistent format create syllabi that follow a consistent format (with differing content) for all courses in a high (with differing content) for all courses in a high schoolschool

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Example: Overall Coverage of Example: Overall Coverage of KSUS Standards: EnglishKSUS Standards: English

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Example: Standard with Example: Standard with Redundant CoverageRedundant Coverage

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Example: Standard with Uneven Example: Standard with Uneven CoverageCoverage

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Example: Standard with Low Example: Standard with Low CoverageCoverage