school crisis in california: how can we reshape our children’s future?

School Crisis in California: How Can We Reshape our

Children’s Future?

University of California, Irvine University of California, Irvine FoundationFoundation

Monday, November 16, 2009Monday, November 16, 2009

Old Ways are Not Old Ways are Not WorkingWorking

International ComparisonsInternational Comparisons

• 9-year-olds9-year-olds• MATH - ranked 12MATH - ranked 12thth of 25 of 25• SCIENCE - ranked 9SCIENCE - ranked 9thth of of

2525• 15-year-olds15-year-olds

• LL ITERACY – ranked ITERACY – ranked 1515thth of 29 of 29

• MATH – ranked 25MATH – ranked 25thth of 29 of 29 • SCIENCE – ranked 21SCIENCE – ranked 21stst of of

2929

Old Ways Are Not Working

National Comparisons are Even National Comparisons are Even More Troubling More Troubling

• 28% of CA students have Below 28% of CA students have Below BasicBasic Skills in Math – only 3 states Skills in Math – only 3 states perform more poorlyperform more poorly

• 41% of CA students have only Basic 41% of CA students have only Basic Skills in Math Skills in Math

• 25% of CA students are Proficient in 25% of CA students are Proficient in Math - Ranked 41Math - Ranked 41stst

• 5% of CA score at the Advanced 5% of CA score at the Advanced level level

• Scores of Children of College Scores of Children of College Graduates – CA ranks 37Graduates – CA ranks 37thth

• <25% of CA students graduate from <25% of CA students graduate from high school college readyhigh school college ready

P-20: New Day, New Way

Technology and Media

Post-Secondary

Families Out-of-School Time

Early Childhood

What is the What is the University’s Role?University’s Role?

PreparingNew

Teachers

Preparing

Educational

Leaders Policy

Programs for

Students

Programs

for

Practicing

Teachers

Curricu

lum

Develo

pme

nt

Research

World Class STEM World Class STEM EducationEducation

Projects That AdvanceProjects That AdvanceTeacher Proficiency and Teacher Proficiency and

Student LearningStudent Learningin Science and Mathematicsin Science and Mathematics

Michael E. Martinez, Ph.D.Michael E. Martinez, Ph.D.

Professor of EducationProfessor of Education

University of California, IrvineUniversity of California, Irvine

Two ChallengesTwo Challenges

How Can We Build Excellence in:How Can We Build Excellence in:– Teaching Science and Mathematics?Teaching Science and Mathematics?– Learning Science and Mathematics?Learning Science and Mathematics?

How Can We Do So Through the How Can We Do So Through the Two Primary Functions of the Two Primary Functions of the University:University:– Teaching?Teaching?– Research?Research?

CalTeachCalTeach

A Program of Study Designed to Prepare

Talented UCI Undergraduates to

BecomeExcellent Middle and

High SchoolScience and Mathematics

Teachers

Two PathwaysTwo Pathways

Bachelors Degree in a STEM Discipline, Bachelors Degree in a STEM Discipline, andand

California Teaching CredentialCalifornia Teaching Credential

In Four YearsIn Four Years

Bachelors Degree in a STEM Discipline, Bachelors Degree in a STEM Discipline,

Master of Arts in Teaching, andMaster of Arts in Teaching, and

California Teaching CredentialCalifornia Teaching Credential

In Five YearsIn Five Years

How Is This Possible?How Is This Possible?

Streamlined and highly innovative Streamlined and highly innovative undergraduate coursework on teaching in undergraduate coursework on teaching in the STEM disciplines.the STEM disciplines.

Effective cross-campus collaboration.Effective cross-campus collaboration.– School of Physical Sciences, Biological Sciences, School of Physical Sciences, Biological Sciences,

ICS, Humanities, and the Department of ICS, Humanities, and the Department of EducationEducation

A $2.5 million grant from the National Math A $2.5 million grant from the National Math and Science Initiative (NMSI), along with and Science Initiative (NMSI), along with funding from the UC Office of the President.funding from the UC Office of the President.– UCI is one of 13 demonstration sites nationallyUCI is one of 13 demonstration sites nationally

Dedication of UCI faculty and staffDedication of UCI faculty and staff

CalTeach MeetsCalTeach MeetsDesperate NeedsDesperate Needs

Many science and math courses are staffed Many science and math courses are staffed by teachers who are poorly trained in the by teachers who are poorly trained in the STEM discipline they teach.STEM discipline they teach.

The University of California needs to do The University of California needs to do much moremuch more– About 38% of STEM teachers earn their bachelors About 38% of STEM teachers earn their bachelors

degrees at UCdegrees at UC– Only about 11% earn their teaching credential at Only about 11% earn their teaching credential at

UCUC CalTeach, streamlined but intellectually CalTeach, streamlined but intellectually

rigorous, allows students to seek a teaching rigorous, allows students to seek a teaching job immediately after graduating.job immediately after graduating.

Other Contributing Other Contributing FactorsFactors

Strong program managementStrong program management Vigorous recruitment of undergraduatesVigorous recruitment of undergraduates Ongoing support, including scholarshipsOngoing support, including scholarships Launching of new science and math Launching of new science and math

majors, and major concentrations, majors, and major concentrations, aligned with prospective careers in aligned with prospective careers in teachingteaching

Support from school district partners, Support from school district partners, including Santa Ana, Newport Mesa, including Santa Ana, Newport Mesa, Tustin, and AnaheimTustin, and Anaheim

Spatial Temporal Spatial Temporal Mathematics at ScaleMathematics at Scale

An Innovative and Fully Developed Paradigm to Boost

Math AchievementAmong All Learners

Traditional Instruction in Traditional Instruction in MathematicsMathematics

Traditional math education relies Traditional math education relies heavily on symbolic notation in the heavily on symbolic notation in the form of numerals, operations, and form of numerals, operations, and equations, as well as on technical equations, as well as on technical terminology.terminology.

A Spatial-Temporal A Spatial-Temporal ApproachApproach

Instead, mathematical Instead, mathematical patterns can be patterns can be represented as represented as images or images or transformations of transformations of images.images.

Pattern-finding, Pattern-finding, experienced as mental experienced as mental imagery, is a natural imagery, is a natural ability of the human ability of the human mind and its mind and its underlying neural underlying neural circuitry.circuitry.

An Exciting PossibilityAn Exciting Possibility

Spatial-temporal (ST) reasoning may be a Spatial-temporal (ST) reasoning may be a highly intuitive way of learning fundamental highly intuitive way of learning fundamental math concepts.math concepts.

ST-based mathematics offers the potential for ST-based mathematics offers the potential for effective learning among students who effective learning among students who experience frustration with traditional ways of experience frustration with traditional ways of teaching math.teaching math.

ST Math may be a gateway to far larger ST Math may be a gateway to far larger numbers of students gaining high levels of numbers of students gaining high levels of mathematical proficiency, opening a pipeline mathematical proficiency, opening a pipeline of future scientists, engineers, and medical of future scientists, engineers, and medical professionals.professionals.

ST Math SoftwareST Math Software

Designed to develop deep intuitive Designed to develop deep intuitive understandings of fundamental understandings of fundamental mathematical concepts:mathematical concepts:– Fractions, proportions, symmetries, Fractions, proportions, symmetries,

and functionsand functions Video game metaphorVideo game metaphor

– Universally motivatingUniversally motivating– Games With a Purpose (GWAP)Games With a Purpose (GWAP)

Activities challenge children to apply Activities challenge children to apply spatial-temporal skills to solve problemsspatial-temporal skills to solve problems

Prior Research ResultsPrior Research Results ST Math has produced substantial gains in ST Math has produced substantial gains in

mathematics achievement in comparison to mathematics achievement in comparison to control group students.control group students.

Learning advantages tend to grow each Learning advantages tend to grow each year.year.

Effects have been found on standardized Effects have been found on standardized tests of broad mathematics achievement, tests of broad mathematics achievement, not only on ST concepts.not only on ST concepts.

Martinez, M. E., Peterson, M., Bodner, M. Coulson, A., Vuong, S., Hu, W., Earl, T., & Shaw G. L. (2008). Music training and mathematics achievement: A multiyear iterative project designed to enhance students’ learning. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 396-409). New York: Routledge.

Findings From Findings From Previous ResearchPrevious Research

Our research shows that a large Our research shows that a large segment of students, perhaps most, segment of students, perhaps most, can benefit from an approach to can benefit from an approach to learning math that uses spatial-learning math that uses spatial-temporal reasoningtemporal reasoning

SSpatial-temporal reasoning and patial-temporal reasoning and representations might hold special representations might hold special promise for English language learnerspromise for English language learners– By de-emphasizing mathematical By de-emphasizing mathematical

terms and explanations expressed in terms and explanations expressed in EnglishEnglish

A New Project:A New Project:ST Math At ScaleST Math At Scale

An Innovative and Fully Developed An Innovative and Fully Developed Paradigm to Boost Math Achievement Paradigm to Boost Math Achievement Among All LearnersAmong All Learners

FundingFunding– US Department of Education, Institute of US Department of Education, Institute of

Education Sciences (IES)Education Sciences (IES)– Four years (2009-2013)Four years (2009-2013)

Participating SchoolsParticipating Schools– 52 elementary schools in Orange County52 elementary schools in Orange County– Allied with the Orange County Math Allied with the Orange County Math

InitiativeInitiative

The Collaborating The Collaborating InstitutionsInstitutionsUniversity of California, Irvine

Michael E. MartinezPeg BurchinalLindsey RichlandAnneMarie ConleyKeara OsborneMelissa KibrickTeya Rutherford

Mind Research Institute

Andrew CoulsonFran AntenoreAbby Daniels

Orange County Department of Education

Stephanie SchneiderLauren Duran

A New ParadigmA New Paradigm Prior research shows that a spatial-temporal (ST) Prior research shows that a spatial-temporal (ST)

approach to mathematics learning can open the approach to mathematics learning can open the gateways to STEM learninggateways to STEM learning

Now it’s time to put this exciting possibility to a Now it’s time to put this exciting possibility to a rigorous testrigorous test– To understand the nature and magnitude of To understand the nature and magnitude of

causal effects through a large-scale randomized causal effects through a large-scale randomized experimentexperiment

– To understand whether ST Math offers To understand whether ST Math offers particular advantages to specific subgroups of particular advantages to specific subgroups of learnerslearners

– To understand what implementation factors To understand what implementation factors moderate the effects of ST math on student moderate the effects of ST math on student learninglearning

Addressing Critical Addressing Critical NeedsNeeds

The U.S. faces a crucial need for elevated The U.S. faces a crucial need for elevated achievement in math and, more broadly, STEM achievement in math and, more broadly, STEM fieldsfields– To close the achievement gapTo close the achievement gap– And to increase the pool of highly-trained And to increase the pool of highly-trained

scientists and engineersscientists and engineers– Resulting in heightened international Resulting in heightened international

competitivenesscompetitiveness These are longstanding valued goalsThese are longstanding valued goals

– Now we need fresh thinking to achieve themNow we need fresh thinking to achieve them– The UCI Department of Education is playing The UCI Department of Education is playing

a leading role, locally and nationallya leading role, locally and nationally

What is school What is school readiness?readiness?

Greg J. DuncanGreg J. Duncan

Department of EducationDepartment of Education

University of California, IrvineUniversity of California, Irvine

What school-entry What school-entry academicacademic, , attentionattention, , social and social and emotionalemotional skills matter most skills matter most for:for:

School achievementSchool achievement High school completion and High school completion and

college enrollmentcollege enrollment Crime in early adulthoodCrime in early adulthood

Kindergarten Skills and Kindergarten Skills and BehaviorsBehaviors

Achievement

DescriptioDescription:n:

Concrete academic skills

Example Example test areas test areas or or question question wording:wording:

Knowing letters and numbers;

beginning word sounds, word

problems

Kindergarten Skills and Kindergarten Skills and BehaviorsBehaviors

Achievement Attention

DescriptioDescription:n:

Concrete academic skills

Ability to control

impulses and focus on tasks

Example Example test areas test areas or or question question wording:wording:

Knowing letters and numbers;

beginning word sounds, word

problems

Can’t sit still; can’t

concentrate; score from a

computer test of impulse

control

Kindergarten Skills and Kindergarten Skills and BehaviorsBehaviors

Achievement AttentionProblem

Behaviors

DescriptioDescription:n:

Concrete academic skills

Ability to control

impulses and focus on tasks

i) Ability to get along with others

ii) Sound mental health

Example Example test areas test areas or or question question wording:wording:

Knowing letters and numbers;

beginning word sounds, word

problems

Can’t sit still; can’t

concentrate; score from a

computer test of impulse

control

i) Cheats or tells lies, bullies, is disobedient at school

ii) Is sad, moody

Simple associations with Simple associations with later achievementlater achievement

Simple associations with Simple associations with later achievementlater achievement

Effects on later Effects on later achievementachievement

Effects on later Effects on later achievementachievement

Effects on high school Effects on high school completioncompletion

Effects on high school Effects on high school completioncompletion

Effects on arrests, Effects on arrests, incarcerationincarceration

Effects on arrests, Effects on arrests, incarcerationincarceration

SummarySummary

Early reading and, especially, math Early reading and, especially, math matter the most for future school matter the most for future school successsuccess

Anti-social behaviors don’t interfere with Anti-social behaviors don’t interfere with early learning, but hurt in the long runearly learning, but hurt in the long run

Attention skills matter early but not laterAttention skills matter early but not later

Mild mental health problems do not Mild mental health problems do not affect school successaffect school success

ImplicationsImplications

Pre-K curricula focused on early Pre-K curricula focused on early math skills should be an math skills should be an evaluation priorityevaluation priority

The Importance of The Importance of Out-of-School Time for Out-of-School Time for

Education & Youth Education & Youth DevelopmentDevelopment

Joseph L. Mahoney, Ph.D.Joseph L. Mahoney, Ph.D.

Associate Professor of EducationAssociate Professor of Education

University of California, IrvineUniversity of California, Irvine

Some Key Developmental Tasks Some Key Developmental Tasks for Children (ages 5-12)for Children (ages 5-12)

• Basic School Achievement (e.g., reading, arithmetic)

• Interact Competently with Peers and Adults

• Resolve Conflicts Peacefully

• Develop Health Promoting Habits

Some Key Developmental Tasks Some Key Developmental Tasks for Youth (ages 13-18)for Youth (ages 13-18)

• Construct Positive Aspirations for the Future

• Form an Appreciation for Community and Work

• Complete Formal Schooling / College

• Become Productive Members of Society

Academic Performanceand

Educational Attainment

After-school After-school ProgramsPrograms

and achievementand achievement

Study of 651 Highly Study of 651 Highly DisadvantagedDisadvantaged

Children in ConnecticutChildren in Connecticut2002-20062002-2006

Source: Mahoney, Carryl, & Lord (2005)

Comparison of After-school Comparison of After-school Arrangements: Arrangements:

Parent, Program, Relative, SelfParent, Program, Relative, Self

Reading Achievement Reading Achievement ScoresScores

at Follow-upat Follow-up3rd

Grade

2nd Grade

Organized Youth Organized Youth Activities and Activities and

Higher EducationHigher Education

Study of 695 Youth in Study of 695 Youth in North CarolinaNorth Carolina

Followed from age 10 - 24Followed from age 10 - 24Sources: Mahoney & Cairns (1997); Mahoney (2000); Mahoney, Cairns, & Farmer (2003)

Enrolled in High SchoolEnrolled in High School(Grade 11)(Grade 11)

PE

RC

EN

T

Youth Activity Involvement

Enrolled in Post-Secondary Enrolled in Post-Secondary EducationEducation(Age 20)(Age 20)

PE

RC

EN

T

Youth Activity Involvement

Antisocial Behaviors

After-school Time and After-school Time and Delinquency:Delinquency:

Peak Hours for Juvenile Peak Hours for Juvenile ViolenceViolence

012345

6789

10

6am 9am 12pm 3pm 6pm 9pm 12am 3am 6am

Time of Day

Per

cen

tage

Source: Office of Juvenile Justice and Delinquency Prevention (1999)

After-school Care and After-school Care and Substance UseSubstance Use

Self Care in LA and SD Self Care in LA and SD CountiesCounties– Twice as likely to use:Twice as likely to use:

CigarettesCigarettesMarijuanaMarijuanaAlcoholAlcohol

Sources: Richardson et al. (1989)

Adolescent After-school Adolescent After-school Activities Activities

and Adult and Adult Criminal Arrests Criminal Arrests

# of Adolescent After-school Activities

% A

rrest

ed

Source: Mahoney & Eccles (2008)

Physical Health

Percentage of U.S. Youth who are Obese by age

Source: Ogden et al. JAMA;195:1549-55, Hedley et al. JAMA;291:2847-2850

Equal or greater than 95% age/sex CDC Growth ChartsEqual or greater than 95% age/sex CDC Growth Charts

66% of Americans are overweight or obese. 66% of Americans are overweight or obese. Child obesity has more than tripled since Child obesity has more than tripled since

1963. 1963. In orange county 82,000 kids are obese In orange county 82,000 kids are obese

and 36,000+ more are overweight.and 36,000+ more are overweight. 75% overweight children will overweight 75% overweight children will overweight

adults. adults. Obesity-related deaths/year = 300,000 - Obesity-related deaths/year = 300,000 -

500,000500,000 Causes of death:Causes of death:

– Obesity 16.5% deaths vs. Tobacco 18.1% deathsObesity 16.5% deaths vs. Tobacco 18.1% deaths

The Skinny on Obesity

Obesity Status and Summer Obesity Status and Summer ActivitiesActivities

Organized Activities

% O

bese

Quality is CriticalQuality is Critical

Poor Quality Programs Do Not Poor Quality Programs Do Not Confer BenefitsConfer Benefits

Program Staff are Key to Program Staff are Key to QualityQuality– Typically receive little or no Typically receive little or no

formal trainingformal training

UCI Certificate in After-School UCI Certificate in After-School Education: Education:

Coursework & FieldworkCoursework & Fieldwork

Foundations of

Out-of-School

Learning

Foundations of

Out-of-School

Learning

Child orAdolescent

Development

Child orAdolescent

Development

Physical/Health EDPhysical/Health ED

Reading/LiteracyReading/Literacy

ArtsArts

Math/ScienceMath/

Science

Technology

Technology

60+ Hours of Interactive Fieldwork60+ Hours of Interactive Fieldwork

TutoringTutoring

10 HoursObservational Fieldwork

10 HoursObservational Fieldwork

2 CORES 3 ELECTIVES in 2 CATEGORIES

Multicultural

Educational

Multicultural

Educational