improving readiness for college for all maine students: challenges and strategies david t. conley,...
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Improving Readiness for College for All Maine Students: Challenges and Strategies
David T. Conley, Ph.D.Professor, University of Oregon
Director, Center for Educational Policy ResearchCEO, Educational Policy Improvement Center
www.epiconline.org
Maine Superintendents ConferenceJune 25, 2010
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Today’s Topics1. The nature of college and career readiness and what schools can do to
make more students ready for college and careers.
2. National education policy as it relates to college and career readiness, state standards, and state assessments.
3. The Maine Course Pathways as a tool to help improve student performance on Common Core Standards and college and career readiness
Findings and Recommendations Discussed Today Are Explained In More Detail In:
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Nature of the Challenge The proportion of students going on to postsecondary education has steadily
increased over the past 100 years and is likely to continue to increase.
National education policy is beginning to emphasize college and career readiness over basic skills instruction.
Today’s young people will need to be better educated and prepared as the US continues to move to a knowledge/information economic model.
Getting more students ready for college means succeeding with an increasingly challenging student population, but one that needs the opportunity.
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Key Assumptions The goal of high school is to equip as many students as possible with a core set of
knowledge, tools, strategies, and skills necessary for college and career success. In other words, to be able to continue their education beyond high school
College eligibility is not the same as college readiness.
The definition of “ready” is a student who can succeed—without remediation—in credit-bearing general education courses or a two-year certificate program. “Succeed” is defined as being able to progress successfully in the chosen program. College readiness and career readiness are similar but not the same.
The capacity of students to learn is malleable and not fixed Achievement is a function of effort, not solely ability, or, worse yet, “intelligence.”
The Four Dimensions of College Readiness
Key Cognitive Strategies• Problem formulation, research,
interpretation, communication, precision and accuracy.
Key Content Knowledge• Key foundational content and
“big ideas” from core subjects.
Academic Behaviors• Self-management skills:
time management, study skills, goal setting, self-awareness, and persistence.
Contextual Skills and Awareness (College Knowledge)
• Admissions requirements, college types and missions, affording college, college culture, and relations with professors.
Key Cognitive Strategies
Key Content Knowledge
AcademicBehaviors
Contextual Skills and Awareness
Key Cognitive Strategies
Key Content Knowledge
AcademicBehaviors
Contextual Skills and Awareness
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The Key Cognitive Strategies Model
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College Readiness and Career Readiness:Same or Different? EPIC’s analysis of the content of two-year certificate programs is identifying
the overlap between college readiness and career readiness.
Most certificate programs require a sound academic content knowledge base and solid competency in the Key Cognitive Strategies.
Additionally, students in both types of programs need strong skills in the Academic Behaviors and a grounding in College Knowledge.
Readiness for four-year institutions requires more intense and specialized preparation and skill in Key Content Knowledge and Key Cognitive Strategies.
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Welding Technology Certificate (A.S.): Sample Student Learning Outcomes(from Los Rios Community College)
Select the correct electrode classification and parameters for various thickness of material and welding positions on ferrous and nonferrous metals.
Define principles of gas metal arc welding.
Interpret GMA electrode and classification and specification.
Select correct electrode amperage settings for the job application.
Interpret graphic welding symbols.
Describe shielded metal arc welding operations of various positions using selected electrodes on different joint designs.
Explain the reason for the formation of each discontinuity type and distinguish different discontinuities.
Interpret fabrication blueprints using a systematic process.
Relate the requirements for welding ferrous and nonferrous metals.
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Landscaping or Nursery Certificate (A.S.): Sample Student Learning Outcomes(from Los Rios Community College)
Identify and select plant materials that are used for landscapes in the northern California regions.
Analyze a landscape site and create a complete landscape design for that site.
Analyze a landscape design and apply the installation procedures necessary to implement the design.
Assess a soil analysis and apply the appropriate steps for plants health and soil sustainability.
Demonstrate horticulture skills in a work environment.
Apply safe operating procedures and practices to all landscape operations.
Assess a landscape and apply the maintenance operation techniques required.
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Automotive Collision Technology Certificate: Sample Student Learning Outcomes(from Los Rios Community College)
Identify and estimate automotive collision damage.
Develop a repair plan. Repair automotive collision
mechanical damage. Repair automotive collision body
damage. Refinish automotive collision
damage.
Electrical Systems This course covers the principles,
operation, and diagnosis of auto- motive electrical systems including fundamentals of electricity (DC), electrical circuits, battery operation, fundamentals of magnetism, charging systems, starting systems, and electrical schematics.
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If Only It Were This Easy…
Seven Key Principles of College Readiness Principle 1: Create and maintain a college-going culture in the school.
Principle 2: Create a core academic program that is aligned with and leads to college readiness by the end of 12th grade.
Principle 3: Teach key self-management skills and expect students to use them.
Principle 4: Make college real by preparing students for the complexity of applying to college and making the transition successfully.
Principle 5: Create assignments and grading policies in high school that more closely approximate college expectations.
Principle 6: Make the senior year meaningful and challenging. Principle 7: Build partnerships with and connections to postsecondary programs and
institutions.
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Principle 1: Create and maintain a college-going culture in the school
Make college readiness a key schoolwide goal. Signal to students that the school is about preparing students for
postsecondary success, not just admission. Set expectations for all students to be college ready. Send the message in numerous symbolic and substantive ways that the
school is about college readiness. Encourage students to set a goal of going on to some form of
postsecondary education.
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Principle 2: Create a core academic program aligned with college readiness
Examine the content and logic of the course sequence in English, math, science, social studies.
Review and revise syllabi to ensure all courses align with college readiness standards.
Identify how the instructional program as a whole: develops key cognitive strategies
focuses on key content
develops academic behaviors
presents key college knowledge.
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Principle 3: Teach key self-management skills and expect students to use them
Have student set goals and gauge completion of them Short-term goals for coursework
Medium-term for classes
Longer-term goals for postsecondary plans and aspirations
Provide students with tools for managing assignments and due dates. Agree on method students will be taught to take notes. Have all students participate in study groups each academic term.
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Principle 4: Prepare students for the complexity of applying to college
Familiarize students with college and the application process each successive year from ninth grade on.
Instruct all students and parents on the major timelines and requirements for college applications and financial aid.
Consider requiring all students to complete a college application. Be prepared to provide extra support to students who would be first in
family to attend college.
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Principle 5: Align assignments and grading policies with college expectations
Expect students to complete at least some homework without submitting it for points or a grade.
Give complex assignments that require independent work, team work, or study groups to complete.
Be cautious granting extra credit, limiting it to additional academic opportunities, not substitute activities.
Develop assignments that infuse college-type expectations into courses. Lots of writing, higher grading criteria, more persistence, more individual
initiative required
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Principle 6: Make the senior year meaningful and challenging Ensure that all students have a full, academically challenging
schedule senior year that includes math and writing. Encourage or expect all students to have college-like experiences
through: campus visits dual enrollment courses Advanced Placement courses senior seminars
Administer a college placement test early in the senior year. Require a senior project judged against college readiness criteria.
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Principle 7: Build partnerships with and connections to postsecondary education
Make personal connections with local postsecondary administrators and faculty.
Explore ways for high school and college faculty to coordinate and align their expectations and teaching strategies.
Take advantage of physical proximity to any postsecondary institution by offering dual enrollment opportunities.
Collect data on student performance in college to determine how well your students are succeeding in entry-level courses.
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How To Get There① Develop a profile of the school’s college readiness capacity.② Identify short-and long-term measures of success.③ Assess the school or district’s capacity to support improvements.④ Institute specific programs to address the four dimensions of college and
career readiness. Start with small, incremental changes. Plan for larger systemic changes. Engage outside partners.
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How To Get There⑤ Institute professional development to support college readiness.
Help teachers strengthen content knowledge, instructional strategies, and awareness of college knowledge.
⑥ Recognize the importance of culture and change culture. Change behaviors to change beliefs. Make symbolic changes.
⑦ Gauge the progress of changes in the high school.⑧ Determine the effects on student performance in college.
The National Educational Policy Environment Rapid shift toward common expectations across states, higher, clearer
standards, and more complex assessments
Accountability will remain a key element in federal policy
Greater openness to growth model approaches and performance assessment
Focus on low-performing schools
Sincere desire to bring about real change and to confront the status quo to do so
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The Blueprint for Reform All students college and career ready by 2020
Raise standards for all students and align standards with college and career Create a new generation of assessments aligned with college and career readiness Improve professional development and institute evidence-based practice
Great teachers and great leaders in every school Define, recognize, and reward excellence in teaching Create incentives for teachers to teach in high-needs schools Strengthen recruitment and preparation of teachers and principals
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The Blueprint for Reform Equity and opportunity for all students
Support implementation of rigorous and fair accountability systems Meet the needs of diverse learners Create greater equity of resources across all schools
Raise the bar and reward excellence Conduct the Race to the Top competitions Support effective school choice Increase access to dual enrollment and support college-going models & strategies
Promote innovation and continuous improvement Conduct the Investing in Innovation (i3) competition Support, recognize, and reward local innovation Nurture comprehensive school redesign, community partnerships
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The Common Core Standards Spell out in greater clarity expectations at each grade level
Are “fewer” and “higher” than what exists in many states currently
Attempt to recognize the importance of applying knowledge in cognitively complex ways, not just retaining factual information
Are designed to culminate at a college and career level by end of high school
Are subject-specific in math at the high school level
Are contextually-defined in English at the secondary level
Open the door for potential improvements in curriculum and instruction
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Maine Course Pathways and Common Core Standards Common Core Standards enhance the value of an aligned program of
instruction that addresses all the standards
Maine Course Pathways is designed to let schools know how well their program aligns with a set of standards Initially designed to gauge alignment with Maine Learning Results Being adapted to align courses with the Common Core Standards
Can be a powerful tool to ensure that all students take a course of study aligned with the Common Core Standards
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Maine Course Pathways Based on the following principles:
Students will learn state standards better if they have the opportunity to learn them in the first place.
Teachers will teach better if they know what they are expected to teach. A school’s program of instruction will be more effective if it systematically aligns
with a set of learning standards that cover important material and progresses appropriately across grade levels and courses.
Administrators will be better able to mange school improvement when they know what is going on in all classes and how classes relate to one another.
States will need less intrusive accountability systems if there is assurance schools are following a program of study aligned with state standards.
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Possible Next Steps for Maine Course Pathways Align high school courses with Common Core Standards
Identify areas of high and low alignment and develop resource networks and supports for specific topics and subjects
Determine alignment between a school’s overall course of study and the Common Assessments
Apply Course Pathways model to teacher preparation to ensure prospective teachers have requisite knowledge and skills to teach Common Core Standards
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The Common Assessment Competition Two major consortia: SMARTER Balance Assessment, PARC
Proposals just submitted, awards in September, 2010, up to $160 million
Implementation by 2013-2014
Computer adaptive testing to get to right challenge level for all students
Growth models that allow better measures of student progress and, potentially, of teacher effectiveness
Interim benchmark assessments for diagnostic purposes
Performance tasks to assess more complex skills
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EPIC’s Work in These Areas Conducting a Gates-sponsored validity study of the Common Core Standards
How well do the College and Career Readiness Standards do what they say they do? Analyze the content of 25 courses titles (over 3,000 total courses, both general
education and career pathway course) at 2-year and 4-year postsecondary institutions.
Working with states to align high school and college systems better South Carolina Paired Courses Project Texas College Readiness Assignments
Working with the College Board to diagnose district and school’s ability to prepare more students for college
Developing the CollegeCareerReady System
The CollegeCareerReady™ SystemThe system measures and improves readiness at multiple levels and in multiple components.
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DIAGNOSTIC SYSTEMSSchool Diagnostic
Performance Assessment
Student Profile
QualityCourse Design SystemSCHOOL ALIGNMENT
QualityCourse Alignment System
QualityCoursePathways
SECTOR ALIGNMENTSecondary/Postsecondary Partnerships
CollegeCareerReady
