Transcript Removing Barriers East Meets West College Readiness Conference

Removing Barriers
East Meets West College Readiness Conference
Making
Education
Work for All
Georgians
How Low Math and Science Skills Affect
College Success in Gateway Courses and
What We Can Do About It
Presented by
Amanda Buice, Math Science Partnership Program Specialist
and
Juan-Carlos Aguilar, Science Program Manager
of the
Georgia Department of Education
Dr. John D. Barge, State School Superintendent
What are the barriers?
Dr. John D. Barge, State School Superintendent
Complete College Georgia
By 2020, it is projected that over 60 percent of jobs in Georgia will require a
certificate, associate’s degree, or bachelor’s degree. Presently, approximately
42 percent of the state’s young adults, its burgeoning workforce, are prepared
to such a level. To remain competitive, Georgia must not only maintain current
graduation levels, but also produce an additional estimated 250,000
graduates in upcoming years.
Complete College Georgia:
• College and career readiness in P-12 pipeline - partnerships
• Effective use of analytics, metrics, and data
• Transform remediation
• Reduce time-to-degree (e.g., articulation, prior learning assessment)
• Restructure delivery
Dr. John D. Barge, State School Superintendent
Why it matters (preaching to the choir)
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About 40 years ago, 72% of U.S. jobs were held by individuals with a high
school degree or less. By 2018, only 38% of jobs will be available to
individuals without some education and training after high school.
Nearly one-half of all job openings in the United States are “middle skill”
jobs, all of which require at least some postsecondary education and
training. By contrast, those with a high school diploma or less are eligible
only for one-fifth of all job openings, those that are deemed “low skill.”
Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through
2018. Georgetown Center on Education and the Workforce.
ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf
Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-Skill Jobs. Brookings Institution.
Dr. John D. Barge, State School Superintendent
Today’s College Students….
What percentage of high school teachers think that college freshman are
well or very well prepared?
What percentage of college instructors think that college freshman are well or
very well prepared?
From Ken Wesson’s presentation at the GaDOE STEM Forum, October 2014
Dr. John D. Barge, State School Superintendent
In Georgia
Nationally, and in Georgia, relatively few students who begin college requiring
remediation ever complete their degrees.
Dr. John D. Barge, State School Superintendent
We have to work together…
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Remember our charge? By 2020…Georgia must
not only maintain current graduation levels, but
also produce an additional estimated 250,000
graduates in upcoming years.
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Communication and partnerships are critical.
We have to raise standards, expectations, and
opportunities, but we can’t do it all at once.
The conversation must happen at all levels.
Dr. John D. Barge, State School Superintendent
High School Graduation Rates in K-12
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High School Graduation Rates in Georgia
 2010-2011
67.4%
 2011-2012 69.7%
 2012-2013 71.5%
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College and Career Ready Performance Index
(CCRPI)
Dr. John D. Barge, State School Superintendent
College and Career Clusters/Pathways
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HB 186 (2011) Charged GaDOE with aligning
focused programs of study to the National 16
Career Clusters
A Student Plan of Study – provides guidance to
students, parents and counselors in order the help
students with educational and career planning
Students develop an individual graduation plan by
the end of 8th grade
On-going advisement
Dr. John D. Barge, State School Superintendent
K-12 Math
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Math support classes are taken in conjunction with core courses for struggling
students
The Common Core GA Performance Standards - Rather than racing to cover many
topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to
significantly narrow and deepen the way time and energy are spent in the
classroom. This means focusing deeply on the major work of each grade as follows:

In grades K–2: Concepts, skills, and problem solving related to addition and
subtraction
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In grades 3–5: Concepts, skills, and problem solving related to multiplication and
division of whole numbers and fractions
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In grade 6: Ratios and proportional relationships, and early algebraic
expressions and equations
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In grade 7: Ratios and proportional relationships, and arithmetic of rational
numbers
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In grade 8: Linear algebra and linear functions
Dr. John D. Barge, State School Superintendent
Dr. John D. Barge, State School Superintendent
K-12 Science
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The Georgia Performance Standards are designed to provide students with the knowledge and skills for
proficiency in science. The Project 2061’s Benchmarks for Science Literacy was used as the core of the
curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the
National Research Council’s National Science Education Standards. We started the implementation in
2004-2005.
New research from the National Research Council and the National Academies of Science – A Framework
for K-12 Science Education, Taking Science to School, and others offer new insight into science education.
The Next Generation Science Standards are based on the Framework. The NGSS was developed
collaboratively with states and other stakeholders in science, science education, higher education and
industry. Additional review and guidance was provided by advisory committees composed of nationallyrecognized leaders in science and science education as well as business and industry.
Standards underwent multiple reviews from many stakeholders including two public drafts, allowing all who
have a stake in science education an opportunity to inform the development of the standards.
Georgia was a lead state working with the creation of the Next Generation Science Standards. One of our
teachers was on the writing committee.
We have NOT adopted the NGSS. We are still teaching our current GPS in Science.
Dr. John D. Barge, State School Superintendent
An Example of Community Efforts
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12 for Life – Southwire Company + Carroll County School System
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Targets students who are at-risk for dropping out of high school.
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12 for Life seeks to instill in students the belief that if they complete a full
12 years of education, they will have better lives.
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Students work for four hours a day and go to school for four hours a day.
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Their “plant” makes a profit.
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Recently visited by U.S. Secretary of Education, Arne Duncan – of the 8
students who met with him, 6 were the first in their families to graduate
from high school.
By mid-year in 2014, more than 850 students had graduated from 12 for
Life. Forty percent of those went on to post-secondary education, while
another 30 percent joined the military. Another 20 percent went to work for
Southwire or other employers.
Dr. John D. Barge, State School Superintendent
12 For Life
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http://www.12forlife.com/
Dr. John D. Barge, State School Superintendent
Higher ED Inputs
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Transforming Remediation
Dr. John D. Barge, State School Superintendent
Pathways
Allowing non-STEM majors to take other entrylevel math courses (Quantitative Reasoning, etc)
instead of College Algebra (needed by
students preparing to take Pre-Cal and
Calculus)
 Invigorate advisement – using advisors,
“maps” and flags to help manage
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Dr. John D. Barge, State School Superintendent
Good news…
Dr. John D. Barge, State School Superintendent
Active Learning Mathematics
•Five university teams:
–Auburn University (Ulrich Albrecht)
–University of Colorado-Boulder (David Webb)
–University of Nebraska at Omaha (Angie Hodge)
–University of Nebraska-Lincoln (Jim Lewis)
–West Virginia University (Vicki Sealey)
•Funding from Helmsley Trust supports the work of this group
http://www.mte-partnership.org/
Dr. John D. Barge, State School Superintendent
First Things First
•Currently, in colleges and universities across the U.S. too many
students who might pursue a STEM career are not succeeding in
freshman mathematics courses. This can be a barrier to all STEM
careers – including secondary mathematics teaching.
–High DFW rates
–Low rates of persistence
–Limited exposure to mathematical habits of mind
•The Active Learning Mathematics Research Action Cluster seeks
to change this situation by actively engaging students in learning
pre-calculus and calculus.
Dr. John D. Barge, State School Superintendent
General Approach
Increase students’ active engagement in learning mathematics via:
–emphasis on concepts, problem solving, and motivating
examples;
–group work in class;
–group assignments outside of class;
–use technology to increase practice outside class;
–development of habits of mind;
–development of communication skills;
–develop a supportive classroom culture where students
believe they belong and can succeed.
Dr. John D. Barge, State School Superintendent
Initiatives at the University of
Nebraska- Lincoln
•Major investment in developing common lesson plans for pre-calculus/college
algebra;
•Renovation of four classrooms for active learning;
•Hiring Director of First-Year Mathematics;
•Extended class time (225 min/wk for 3-cr course);
•Substantial professional development for GTAs;
•Course release to take a pedagogy course the first time each GTA teaches in
the program.
•Learning Assistants in every class;
•Use WeBWorK to increase homework with feedback;
•Team Quizzes (out-of-class assignments to solve extended problems and then
communicate solutions)
Jim Lewis ([email protected])
Dr. John D. Barge, State School Superintendent
Combined Efforts
K-12
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Higher Ed
Math support classes taken with core class
4 years of math required for graduation Coordinate Algebra, Analytic Geometry,
Advanced Algebra then other options (Pre-Cal,
Cal, Advanced Mathematical Decision Making,
Mathematics of Industry and Government.
Mathematics of Finance,… )
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Pathways – students meet with counselor to
develop a plan for graduation and beyond
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CCGPS – professional learning focuses on
practices, content and pedagogical content
knowledge
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Remediation courses taken as a co-requisite
support course - taken with the gateway
collegiate course
Allowing non-STEM majors to take other entrylevel math courses (Quantitative Reasoning, etc)
instead of College Algebra (needed by
students preparing to take Pre-Cal and
Calculus)
Students work with advisors to map out their
course of study via pathways
Efforts to build and sustain effective teaching
and models of delivery
https://www.georgiastandards.org/CommonCore/Documents/CCGPS-Math-Effective-InstructionaPractices-Guide.pdf
Dr. John D. Barge, State School Superintendent
The Knowledge Explosion
“The sum total of humankind’s knowledge doubled
between 1750 and 1900. It doubled again between
1900 and 1950, again from 1950 to 1960, again from
1960 to 1965. It’s been estimated that the sum total of
humankind’s knowledge has doubled at least every five
years since then. It’s been further projected that by the
year 2020, knowledge or information will double every
73 days.”
Dr. James Appleberry - President, American Association of State Colleges and Universities
Dr. John D. Barge, State School Superintendent
Making it personal….
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What can I do?
Which workplace will students in your classroom be best suited for?
a)
1885?
b)
1925?
c)
1955?
d)
1985?
e)
2005?
f)
2025?
g)
2045?
Dr. John D. Barge, State School Superintendent
Reflect
Think about the barriers you came up with at the beginning of the session.

Are we on the right track with our combined efforts to break down
these barriers?
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What more could we do?
Remember, tomorrow you will be asked to compose reflections/solutions
based on today’s experience. Take some time to reflect on our time
together.
“We don’t learn from experience, we learn by
reflecting on it.”
-- John Dewey
Dr. John D. Barge, State School Superintendent
Looking forward….
The illiterate of the 21st Century will not be
those who cannot read or write, but those
who cannot learn, un-learn, and re-learn.
--Alvin Toffler
We must continue the conversation and the work together.
Thank you! [email protected]
[email protected]
Dr. John D. Barge, State School Superintendent