missouri school boards’ association 2015 fall conference national statistics in this deck are...

Missouri School Boards’ Association2015 Fall Conference

National statistics in this deck are based on original analysis of data on all high school students and all AP and IB students provided by College Board, International Baccalaureate, and the US Department of Education. Major results published by the Education Trust & Equal Opportunity Schools in 2013. Additional findings from

analysis of 350,000 students across 64 districts.

Missouri School Boards’ Association2015 Fall Conference



Dr. Chris BelcherUniversity of MissouriRetired Superintendent – Columbia

Public [email protected]

Dr. Tracey ConradRetired Principal – Columbia Hickman

High [email protected]

mailto:[email protected]


Missouri School Boards’ Association



Equity vs Excellence

Or

Equity and Excellence




Our teachers are overworked and underappreciated. Our schools are underfunded and in need of repair. Our students are often unchallenged – or worse – unmotivated. Our brightest students are not competitive with those from other nations – perhaps to our own peril. And perhaps most troubling of all, our standards of education are shockingly low.




Time Life Magazine - 1958




Across the U.S. today brilliant youngsters are growing up in an isolation almost as profound as Barry Wichmann’s. These children should be getting the best education that the nation can provide. But because of ignorance, prejudice, and a paralyzing inflexibility in the whole public school system, tragically little is being done to help them. Time Life - April 7, 1958




What is more profoundly needed are parents who share the tasks of education, creating a climate for learning at home and a respect for learning in their children. Most parents just plain neglect this job, through lack of time, lack of interest or lack of confidence. Time Life -April 21, 1958




Research on Academic Rigor:

Great predictive variable of college completion

ACT Scores By Courses TakenTechnical Reading/Writing Skills




At the same time, after holding all other variables constant, students who took rigorous coursework in high school significantly increased their chances of staying on the persistence track to a bachelor’s degree. Taken together, these results suggest that, while first-generation status is an important predictor of success in postsecondary education, rigorous preparation in high school substantially narrows the gap in postsecondary outcomes between first-generation students and their peers whose parents graduated from college.

Bridging the Gap Academic Preparation and Postsecondary Success of First-Generation Students. 2001. NATIONAL CENTER FOR EDUCATION STATISTICS




Could the recent news on low SAT and flat ACT scores be a result of increasing income and race diversity in our schools, more students taking the ACT/SAT, and less students taking the recommended course work to adequate prepare for an ACHIEVEMENT test??




The Good News:

Missouri High Schools Have A Rigorous Curriculum

HonorsAdvanced PlacementProject Lead The WayDual Credit Many Others

Effective Strategies Strategy Average Effect Size

(ES)

Identifying Similarities and Differences 1.61

Teacher Expectations 1.03

Summarizing & Note Taking 1.00

Micro-Teaching 0.88

Reinforcing effort & providing recognition 0.80

Homework & Practice 0.77

Nonlinguistic Representations 0.75

Cooperative Learning 0.73

Student-Teacher Relationship 0.72

Students at CEO’s of Their Learning 0.64

Student Led Conferences 0.64

Small Groups/Differentiated Instruction 0.59

Teacher Content Knowledge 0.09

Hattie J (2009) Visible Learning; a synthesis of over 800 meta-analyses relating to achievement London; Routledge.

ACHIEVE – National Survey 2014• 87% of recent HS graduates say

they would have worked harder if their HS had demanded more, set higher standards, and raised expectations for coursework and study necessary to earn a diploma

• 72% of college students indicate they would have taken higher-level or more challenging courses given what they know now about the expectations of college

Civil Rights

Broad Majority Of Freshmen At Elite Virginia High School

Asian.The Washington Post (3/31, Shapiro) reports that 70% of the incoming students at Thomas Jefferson High School for Science and Technology, an “elite magnet school” in Fairfax County, Virginia, will be Asian Americans, noting that this reflects “a widening demographic” at the school, where white students made up 53% of incoming freshmen ten years ago. At that time, only 32% of freshmen were Asian. The Post notes that the school offers “courses in differential equations, artificial intelligence and neuroscience.” The Post notes that a group advocating for black and Hispanic students filed a complaint with ED’s Office for Civil Rights in 2012 “alleging that the admission process discriminates against black, Hispanic and poor students.”

http://mailview.bulletinmedia.com/mailview.aspx?m=2015040101nassp&r=7040191-e202&l=003-de9&t=c

Civil RightsDC School District Offering More AP, Elective Courses To High School Students.The Washington Post (9/3, Chandler) reports DC Public Schools are increasing the number of Advanced Placement (AP) and elective courses offered in high schools throughout the district this year. High schools are expected to offer at least 6 AP and 20 elective courses this year. The ED sent a letter to school districts last year warning them to provide equal resources to students and failure to do so could lead to an investigation by the Office of Civil Rights. Many minority students have access to fewer AP and elective courses across the nation.

http://mailview.bulletinmedia.com/mailview.aspx?m=2015090301nassp&r=7040191-de1b&l=006-e6b&t=c



Special Education Student Discipline

Student Discipline

Curriculum Equity




Access To Curriculum

IB/APHonors

Dual CreditMissouri School Boards’ Association




The Columbia Story:Good Intentions Do Not Create Results




The Columbia Story:Process and Fidelity to Implementation

Create Result

EOS Impact

Columbia Public Schools, AP Participation in Fall 2012

Columbia Public SchoolsRace/Income AP Access Gaps | >250 missing students

EOS Impact

Columbia Public Schools, AP Participation in Fall 2013

Single-year process: ~230 missing students found

500+ increase in AP test-takersHigh standards remain

816 1349

2011-2012

2012-2013

Students taking an AP exam,

Columbia Public Schools

• While the number of AP exam takers increased 65%, the AP exam pass rate was far above the national average of 60%.

• AP exam pass rates remained statistically comparable between 2012 & 2013 (90%-85%).

Student Insight

EDUCATIONAL GOAL: Advanced degree

CAREER INTERESTS: Computer science or engineering

TRUSTED ADULT : Ms. Brazelton

SUBJECT INTERESTS: Math/Science

TEACHER RECOMMENDATIONS:

GRADE POINT AVERAGE: 2.6

Indicators of AP Readiness• Feels classes not preparing for college• Willing to take AP • Has Growth Mindset, Grit, Academic Strategies

Monica’s Comments:

I struggled with grades early in high school because I was bullied by my classmates and I couldn't do my work, but now no one can stop me from reaching my future goals. I’m going to be the first in my family to graduate college.

Test Scores Relative to Your Other AP Students

Access Barriers to AP• Not sure how to get signed up for AP• No staff encouragement to take AP• Parents did not attend college

Math

Writing

Critical Reading

1 2 3 4

44

46

48

Indicates comparability to current AP students

Monica WilliamsRising 12th

grader

How Did We Change this?

o Each school developed a recruitment plan for students who were identified by EOS as either traditional (GPA, test scores, teacher recommendations, credits in honors courses, college plans) AP students or non traditional (those that had the desire, the aptitude based on GPA, or standardized test scores, or both)

How Did we Change This?

• We shared the findings with the faculties• We identified and utilized adults who were

particularly influential in the enrollment process (i.e. guidance counselors)

• Each faculty member was asked to identify potential AP students

• We met with individual students• We met with parents• We held assemblies for students and

parents

“Finding America’s Missing Students”, Education Trust (Theokas), Equal Opportunity Schools (Saaris), 2013

Concept from Stephanie Robinson, The Education Trust

Leaders can break the “Cycle of Low Expectations”

EOS 3-Phase Program Model toClose AP/IB enrollment gaps and dramatically boost AP/IB success

1. STUDY2.

STRATEGIZE3. SUPPORT

IMPLEMENTATION

SU

STA

IN

RES

ULT

S

Sept-Nov Dec-Jan Feb-June

LEA

DER

S

CO

MM

IT T

O

CLO

SE G

AP

Detailed teacher and student survey, and academic record data is merged to measure school, staff, and student strengths and the size of specific access hurdles

1. STUDY

DATA COLLECTION SURVEYS

• EOS data analysts work with school and district data leaders

• Collect demographic and course enrollment data, test scores, grades

• Quick, high-impact surveys of all 9-12th grade students and their teachers

• Survey data shows causes of access barriers and best opportunities to close“Equal Opportunity Schools’ analysis is the best that we have ever

received. I use EOS to discuss how equity moves from a conceptual framework to an operational change.”

CHRIS BELCHER, SUPERINTENDENT

EOS uses deep data to provide tools and tailored coaching with school leaders to set a localized strategy that closes AP/IB enrollment gaps & improves outcomes.

2. STRATEGIZE

EQUITY PATHWAYS STRATEGY PLANNING

• Comprehensive report to show magnitude and cause of enrollment gaps

• Data analysis informs how to eliminate access barriers to AP/IB, leverage student assets to activate their potential, and put systems in place for success

• Expert advisers work w/ school leaders to develop these plans:

Student outreach & recruitment

Academic support for students

Teacher PD support

Success plans and culture change

EOS provides support to school and district staff as they implement the plans formulated during the Strategy phase

3. SUPPORT IMPLEMENTATION

ENROLLMENTS TRACKING SUSTAINABILITY

• Develop interim performance indicators

• Ongoing check-ins to track progress against accountability metrics

• Troubleshooting support and course-corrections to ensure implementation produces results

• EOS works with district- and school-level leadership and data teams to systematize the process

• EOS works with school, district, and board leadership, where possible, to enact policy-level changes that support equitable access to college-aligned courses




Lessons Learned:Student SupportTeacher Support

Board Communication



School Board Members, Superintendents, and Principals :

Are seldom rewarded for curriculum equity work

The parents of current AP/IB/Honors student tend to be satisfied with the system

The parents of underrepresented students may not have the awareness fo the AP/IB/Honors program or its impact on college acceptance and success

Teachers tend to like the more homogeneous student populations in AP/IB/Honors classes



School Board Members, Superintendents, and Principals:

Are often attacked for curriculum equity work

Work in a system is designed to resist change

Struggle to convince many students that they should be in challenging classes

Face resource limitations



School Board Members, Superintendents, and Principals:

Have an ethical obligation to provide a rigorous curriculum to as many students as possible: improving the possibility of success.

The Results From Our Surveys Were Consistent With the Research of Equal Opportunity Schools- Our Students of Color Face 4 General Types of Hurdles Which Were Preventing Them From Accessing AP Classes at the Rates of Their White Peers- They lacked:

1. Information about AP2. Encouragement3. Academic preparation4. Grit

Med/high income

Low income

Med/high income

Low income

Med/high income

Low income

Med/high income

Low income

White & Asian Hispanic Black Other

0%

20%

40%

60%

80%

100%

Rock Bridge and Hickman Combined College aspirations of all students by race and

by income

Four year or graduate degree Two year degree

Black/African American

American Indian/Alaska Native

Hispanic/Latino

White

Asian/Asian American/Native American

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

20%

26%

30%

38%

58%

College Board National Participation Data Participation in Recommended AP Subjects by

Race/Ethnicity of 2011 Graduates with AP Potential

Source: College Board, “8th Annual AP Report to the Nation.” Retrieved from http://media.collegeboard.com/digitalServices/public/pdf/ap/rtn/AP-Report-to-the-Nation.pdf on 12/10/2012.

Race matters: African-American and Latino students are significantly less likely to attain college degrees.

Source: NCES, Condition of Education 2010 and U.S. Census Bureau, Educational Attainment in the United States: 2011.

Socio-economic status matters: Low-Income students are significantly less likely to attain college degrees.

Source: Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2010.”

Luke JusticeSenior Director ([email protected])




http://images.google.com/url?sa=i&rct=j&q=google+global+impact+award&source=images&cd=&cad=rja&docid=plDHU66fgNpORM&tbnid=CHk8rjucEWsfIM:&ved=0CAUQjRw&url=http://www.brandchannel.com/home/post/2012/12/04/Google-Global-Impact-Awards-120412.aspx&ei=JhYMUazxHeWriAKl1oGoCg&bvm=bv.41867550,d.cGE&psig=AFQjCNEuHLuvcrEBFQlh3_a8G-mbY-2LjA&ust=1359832966311899

missouri school boards’ association 2015 fall conference national statistics in this deck are...

Documents

high school students

ib students

brightest students

us department of education

original analysis of

standards of education

international baccalaureate

college board