Transcript Aldine, TX: Raising Achievement for All Students While

NCAT 2nd Annual Redesign Alliance Conference
Orlando, FL
March, 2008
2008 by The Education Trust, Inc.
THE NATIONAL CONTEXT FOR COURSE
REDESIGN:
Why We Need to Improve Access and
Success in Higher Education
Over past 25 years, we’ve made
a lot of progress on the access
side.
2008 by The Education Trust, Inc.
Immediate College-Going Up
100
90
80
70
60
50
40
30
20
19
8
19 0
8
19 1
1982
8
19 3
8
19 4
8
19 5
1986
8
19 7
8
19 8
1989
9
19 0
9
19 1
1992
9
19 3
9
19 4
1995
9
19 6
9
19 7
9
19 8
2099
0
20 0
0
20 1
2002
0
20 3
0
20 4
05
10
0
Year
Source: U.S. Dept. of Education, NCES, The Digest of Education Statistics 2002 (2003), Table 183 AND U.S. Census Bureau, Current
Population Survey Report, October 2002.
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Percent Going to College
Recent High School Graduates
Most High School Grads Go On To
Postsecondary Within 2 Years
Entered Public 2-Year
Colleges
Entered 4-Year Colleges
Total
45%
4%
75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary
Education for the 1992 High School Graduates”, 1998, Table 2.
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Other Postsecondary
26%
College-going up for all
groups.
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90
80
70
60
50
40
30
20
10
19
80
19
81
19
82
19
83
19
84
19
85
19
86
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
0
Low**
Middle
High
* Percent of high school completers who were enrolled in college the October after completing high school
**Due to small sample sizes, 3-year averages used for Low-income category
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1,
http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp
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Percent Going to College
College-Going Increasing for Recent* High
100 School Grads at All Income Levels
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
0
20 4
05
80
70
60
50
40
30
20
10
0
Year
African American
Latino
White
* Percent of high school completers who were enrolled in college the October after completing high school
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1,
http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp
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Percent Going to College
Immediate* College-Going Increasing for
All Racial/Ethnic Groups:
100
1980 to 2005
90
But though college-going up for
minorities, gains among whites
have been greater
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50
40
30
20
23.4
13
10
1.7
0
Black
Hispanic
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
White
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Percentage Point Increase in
College Going, 1980-2005
All Groups Up In College-Going from
1980-2005, But Gaps Also Increase
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And though college going up for
low-income students, they still
haven’t reached rate of high
income students in midseventies.
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Highest Achieving Low-Income Students Attend
Postsecondary at Same Rate as Bottom Achieving
High Income Students
LowIncome
36%
50%
63%
78%
HighIncome
77%
85%
90%
97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES
Condition of Education 1997 p. 64
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Achievement
Level (in quartiles)
First (Low)
Second
Third
Fourth (High)
But access isn’t the only
issue:
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There’s a question of access to
what…
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And what about graduation?
Black and Latino Freshmen Complete College
at Lower Rates
(6 Year Rates; All 4-Year Institutions)
70%
60%
64%
59%
50%
41%
Overall
rate: 55%
41%
40%
20%
10%
0%
White
Black
Latino
Asian
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second FollowUp (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students:
Six Years Later. Table 7-6 on page 163.
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30%
And from 2-year institutions?
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Lower still.
California Community Colleges:
Success Rates for Degree-Bound Freshmen*
35%
33%
30%
27%
25%
18%
20%
15%
10%
5%
0%
Asian
White
Black
Latino
Shulock, Nancy.
Excludes students who did not complete at least 10 credits. Success defined as obtaining
Associates Degree or transferring to a 4-year institution.
2008 by The Education Trust, Inc.
15%
The result?
2008 by The Education Trust, Inc.
Increases in college completion
not commensurate with increases
in college going.
90
80
70
60
50
40
30
20
10
0
+19
+10
Year
White College-Going
White Completion
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October
after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3
http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
2008 by The Education Trust, Inc.
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
White
100
80
70
60
50
40
30
20
10
0
+20
+5.5
Year
Black College-Going
BlackCompletion
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October
after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3
http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
2008 by The Education Trust, Inc.
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
100
African American
90
100
90
80
70
60
50
40
30
20
10
0
+10
Year
Hispanic College-Going
Hispanic Completion
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October
after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3
http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
2008 by The Education Trust, Inc.
+3.3
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
Latino
Add it all up…
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Different groups of young
Americans obtain degrees at very
different rates.
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Some Americans Are Much Less
Likely to Graduate From College
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Some Americans Are Much Less
Likely to Graduate From College:
B.A. Rates by Age 24
75%
Young People From
Low SES Families
9%
SES is a weighted variable developed by NCES, which includes parental education levels and occupations and
family income. “High” and “low” refer to the highest and lowest quartiles of SES.
Source: “Family Income and Higher Education Opportunity 1970 to 2003,”
in Postsecondary Education Opportunity, Number 156, June 2005.
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Young People From
High SES Families
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These gaps threaten the health
of our democracy.
But they are also especially
worrisome given which groups
are growing…and which aren’t.
There is Rapid Growth Among Groups
Who Already Are Under-Represented
White
Native American
Latino
African American
0
2
4
6
8
12
10
Millions
Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020
Source: U.S. Census Bureau, Population Projections
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Asian
Not surprisingly, our international
lead is slipping away
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We’re still relatively strong
(although no longer in the lead)
with all adults.
50
45
40
35
30
25
20
15
10
5
0
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
2008 by The Education Trust, Inc.
Ca
na
da
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ep
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Ita
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Po
rt u
ga
Tu l
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y
Percent of Adults Ages 25-64 with
Associates Degree or Higher
U.S.: 3rd Out of 30 Industrialized
Nations in Overall Postsecondary
Degree Attainment (B.A. & A.A.)
United States (38%)
50
20
10
0
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Ca
na
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ep
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Percentage (Ages 25-34) with
Associates Degree or Higher
But the U.S. is 9th out of 30 countries
in the percentage of younger workers
with A.A. degree or higher
60
United States (39%)
40
30
Difference in Percentage of Workforce
with Associates Degree or Higher:
Ages 25-34 Compared to 45-54
40
35
30
25
20
15
10
5
0
-5
United States (0)
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Ko
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Sp
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bo
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. . . and the U.S. is one of only two countries
where there is no increase in college
attainment among younger workers.
To reach top performing countries
80
60
BA + AA
40
55
20
38
0
U.S. Attainment
Top Performers
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Percent of Adults Ages 25-64
100
WHAT’S GOING ON?
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Many in higher education would like to
believe that this is mostly about lousy
high schools and stingy federal and
state policymakers.
They are not all wrong.
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Low Income and Minority
Students Continue to be
Clustered in Schools where we
spend less…
Nation:
Inequities in State and Local Revenue
Per Student
Gap
-$907 per
student
High Minority vs. Low
Minority Districts
-$614 per
student
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
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High Poverty vs. Low
Poverty Districts
…expect less
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Students in Poor Schools Receive
‘A’s for Work That Would Earn ‘Cs’
in Affluent Schools
100
87
Percentile - CTBS4
Seventh Grade Math
56
41
34
35
21
11
0
A
B
Grades
Low-poverty schools
C
D
High-poverty schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE,
1997.
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22
…teach them less
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Fewer Latino students are enrolled
in Algebra 2
80
Percent Enrolled
62
45
0
1998
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
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Latino
White
African American, Latino & Native American
high school graduates are less likely to have
been enrolled in a full college prep track
50
46
25
22
21
Latino
Native
American
0
African
American
Asian
White
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science,
2 years of social science and 2 years of foreign language
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
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percent in college prep
39
…and assign them our least
qualified teachers.
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Percent of Classes Taught by Out
of Field Teachers
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
50%
34%
29%
19%
21%
High poverty Low poverty
High minority Low minority
Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are
nonwhite.
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
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0%
Poor and Minority Students Get
More Inexperienced* Teachers
21%
20%
11%
10%
0%
High poverty Low poverty
High minority Low minority
*Teachers with 3 or fewer years of experience.
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with
the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of
minority students
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
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Percent of Teachers Who Are
Inexperienced
25%
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While we’re making some
progress in addressing these
problems in elementary
schools…
NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
230
210
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
250
NAEP Math, 9 Year-Olds:
Record Performance for All Groups
230
210
190
170
150
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
250
We have not yet turned the
corner in our high schools.
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Gaps between groups are wider
today than they were in 1990.
NAEP Reading, 17 Year-Olds
300
21
280
29
260
240
220
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
320
NAEP Math, 17 Year-Olds
300
28
20
280
260
240
220
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
320
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And no matter how you cut the data,
our performance relative to other
countries isn’t much to brag about.
US 15 Year-Olds Rank Near
Middle Of The Pack Among 32
Participating Countries: 1999
U.S. RANK
15TH
19TH
14TH
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READING
MATH
SCIENCE
PISA 2003: US 15 Year-Olds Rank
Near The End Of The Pack Among
29 OECD Countries
U.S. RANK
20
TH
24
TH
19
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES 2005-003
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READING
MATH
SCIENCE
TH
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
e
M exi c
o
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Greec
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Cana d
a
Bel giu
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Switz e
rla nd
New Z
e ala n
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Aus tra
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Cze ch
Re pub
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Ic ela n
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Denm
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Fra nc
e
Swed
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Aus tria
Germ
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Ire lan
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OECD
Avera
ge
Slo va
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pub lic
Norwa
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Lu xem
bo urg
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Hung a
ry
Spa in
Unit ed
St ates
Port ug
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rla nds
Kore a
Fi nlan
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350
300
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Average Scale Score
2003: U.S. Ranked 24th out of 29
OECD Countries in Mathematics
550
500
450
400
m
any
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
M exi c
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Port ug
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Greec
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Spa in
Tu rke
y
Ita ly
Pol an
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Lu xem
bo urg
Hung a
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Unit ed
St ates
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Fra nc
e
Slo va
k Rep
ubl ic
Norwa
y
Germ
Re pub
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Ic ela n
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Denm
ark
Swed
en
OECD
Avera
ge
Aus tria
Cze ch
Aus tra
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Cana d
a
Neth e
rla nds
New Z
e ala n
d
Switz e
rla nd
Fi nlan
d
J apan
Kore a
Bel giu
2
0
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Percent of Students
U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6)
in Math
10
8
6
4
U.S. Ranks 23rd out of 29 OECD Countries in
the Math Achievement of the HighestPerforming Students*
700
650
Average Scale Score
600
550
500
450
350
* Students at the 95th Percentile
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
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D AV
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Aust
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Icela
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Fra n
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Slo va
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Norw
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Hung
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Lu xe
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nd
300
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400
erla n
d
400
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
2008 by The Education Trust, Inc.
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ay
Unit e
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Aust
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New
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Aust
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OEC
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Cze c
h Re
pub li
c
Cana
da
Average Scale Score
U.S. Ranks 23rd out of 29
OECD Countries in the Math Achievement of
High-SES Students
600
550
500
450
Even in problem-solving,
something we consider an
American strength…
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e
400
350
300
2008 by The Education Trust, Inc.
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES 2005-003
M exi c
o
Tu rke
y
Greec
Ita ly
Ire lan
d
Lu xem
bo urg
Slo va
k Rep
ubl ic
Norwa
y
Pol an
d
Spa in
Unit ed
St ates
Port ug
al
Hung a
ry
OECD
Avera
ge
Ic ela n
d
Swed
en
Aus tria
New Z
e ala n
d
Aus tra
l ia
Cana d
a
Bel giu
m
Switz e
rla nd
Neth e
rla nds
Fra nc
e
Denm
ark
Cze ch
Re pub
lic
Germ
any
J apan
Fi nlan
d
Kore a
Average Scale Score
PISA 2003: Problem-Solving, US
Ranks 24th Out of 29 OECD Countries
600
550
500
450
So yes, preparation is part of
the problem.
2008 by The Education Trust, Inc.
And so is government support for
financial aid.
2008 by The Education Trust, Inc.
Both the federal government and state
governments have shifted more and
more of their aid resources toward
more affluent students.
2008 by The Education Trust, Inc.
Maximum Pell Grant
Coverage of Cost of College
0.9
84%
0.8
0.7
0.6
0.5
36%
0.3
0.2
0.1
0
1975
2005
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0.4
East
West
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But
colleges and universities are not
unimportant actors in this drama of
shrinking opportunity, either.
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.
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For one thing, the shifts away
from poor students in institutional
aid money are MORE
PRONOUNCED than the shifts in
government aid.
Students from Families with Income < $40,000, 1995:
56% of Institutional Aid,
38% of students on Public 4-Year Campuses
60
38
Share of Institutional
Grant Aid
Percentage of
Undergraduate
Population
20
0
1995
Note: These numbers reflect outcomes students in four-year public colleges.
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
2008 by The Education Trust, Inc.
Percent
40
56
By 2003, Aid and Enrollment Had Declined
For Students from Family Income < $40,000
60
38
Percent
40
56
Share of Institutional
Grant Aid
35
28
20
0
1995
2003
Note: These figures are for students in four-year public colleges.
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
2008 by The Education Trust, Inc.
Percentage of
Undergraduate
Population
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Today?
Fully 60% of the institutional aid
granted by 4-year public colleges
and universities goes to students
with NO financial need.
These patterns hold even for our
most prestigious public
universities.
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Flagships and other Public
Research Extensive Universities
They could choose to cushion the
effects of increased cost on poor
students. But they don’t.
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Flagships spend more money on
aid than their students receive
from either federal or state
sources.
Big increases in spending on high
income students
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Typical institutional grant recipient in lowincome family now gets LESS than typical
grant recipient in high income family
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So it’s not all about the students.
What colleges do is important.
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Moreover, what colleges do also
turns out to be very important in
whether students graduate or
not.
Current College Completion Rates:
4-Year Colleges
• Approximately 4 in 10 entering freshmen
obtain a Bachelor’s degree within 4 years;
• Within six years of entry, that proportion
rises to about 6 in 10.
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But graduation rates vary widely
across the nation’s postsecondary
institutions
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Some of these differences are
clearly attributable to differences
in student preparation and/or
institutional mission.
But not all…
Some colleges are far more
successful than their students’
“stats” would suggest.
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Doc/Research Institutions With Similar
Students Getting Different Results
Median Size
SAT
% Pell Overall 6 White/URM
Yr-Grad
Grad Rate
Rate
Gap
1195 33,975 19% 83%
-14%
Univ of
Wisconsin
Texas
A&M
Univ of
Washington
Univ of
Minnesota
1240 27,711 12% 76%
-21%
1185 33,901 14% 75%
-9%
1185 25,059 21% 71%
-11%
1145 28,273 16% 54%
-19%
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Penn State
Masters Level Institutions With Similar
Students Getting Different Results
Median
SAT
% Pell
Overall 6
Yr-Grad
Rate
URM 6-Yr
Grad Rate
1055 6369 19%
66%
46%
1045 5130 33%
59%
52%
1010 5043 27%
53%
44%
1010 7831 32%
45%
38%
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Millersville
U of PA
SUNY at
Plattsburgh
NW MO
State
Northern
Michigan U
Size
Bac General/Masters Institutions With
Similar Students Getting Different Results
% Pell
Overall 6
Yr-Grad
Rate
URM 6-Yr
Grad Rate
810
2039
60%
51%
54%
825
1827
49%
39%
44%
865
3820
55%
38%
39%
775
2918
68%
31%
31%
875
2691
57% 22%
22%
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Elizabeth
City (NC)
Kentucky
State
Fayetteville
State (NC)
U of Ark
Pine Bluff
Coppin
State (MD)
Median Size
SAT
College Results Online
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2008 by The Education Trust, Inc.
Bottom Line:
• So yes, we have to keep working to
improve our high schools;
• But we’ve got to focus on improving our
colleges, too.
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What can we do?
Several high-leverage places to
focus
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First, let’s be clear:
improving high schools is
hugely important.
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2008 by The Education Trust, Inc.
Far too many of our high
schools—especially those
serving concentrations of poor
and minority students—don’t
prepare their students for much
of anything.
But let us also be clear that it
doesn’t have to be that way.
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Some schools serving exactly the
same students manage to produce
much, much higher achievement.
Elmont Memorial Junior-Senior
High School
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Elmont Memorial Junior-Senior High School
Elmont, New York
• 1,966 Students in Grades 7-12
• 75% African American
• 12% Latino
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Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
100
99
99
100
100
99
88
85
74
80
72
75
60
Elmont
New York
40
20
0
All
African
American
Latino
Poor
Non-Poor
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
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Percent Meeting Graduation Requirements
Elmont Memorial
Higher Percentage of Students Meeting Graduation
Requirements than the State,
Class of 2004 Regents English
100
96
95
94
96
94
86
83
80
68
68
72
60
Elmont
New York
40
20
0
All
African
American
Latino
Poor
Non-Poor
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
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Percent Meeting Graduation Requirements
Elmont Memorial
Higher Percentage of Students Meeting Graduation
Requirements than the State,
Class of 2004 Regents Math
University Park Campus School
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University Park Campus School
Worcester, Massachusetts
220 Students in Grades 7-12
9% African American
18% Asian
35% Latino
39% White
73% Low-Income
Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/
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•
•
•
•
•
•
University Park Results: 2004
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• 100% of 10th graders passed MA high
school exit exam on first attempt.
• 87% passed at advanced or proficient
level.
• Fifth most successful school in the state,
surpassing many schools serving wealthy
students.
These schools, however,
exceptions.
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We need them to be the rule.
More than half of all states now
headed down this path with the
American Diploma Project.
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Work on aligning standards,
assessments and high school
course requirements matters a
lot.
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But everybody in this room
knows that policy alignment is
only the first—and perhaps the
easiest—step.
To get students to these standards,
teachers will need:
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• Robust curriculum materials;
• Help designing powerful units,
assignments;
• Help mastering the array of teaching
strategies necessary to get all learners to
much higher standards;
• Better data on how their students are
doing along the way.
College faculty: great partners in
this work.
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What to do on the higher
education side?
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Six suggestions.
1. Get folks engaged in looking
at their data.
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Yes, the numbers will often suggest the need
for better preparation. But they will also
typically show that we’re not doing so well
even by the students who meet our definition
of “prepared.”
NASH/EdTrust Math Success
Initiative
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9 Systems Analyzing Data on
Student Success in Math Courses
Participating Systems
• Kentucky Council on
Postsecondary Ed
• University of
Louisiana System
• Mississippi
Institutions of Higher
Learning
• Nevada System of
Higher Education
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• State Univ System of
Florida
• University System of
Georgia
• University of Hawaii
System
• Purdue University
• State University of
New York
Some Initial Findings
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• Large D, F, W rates in both remedial and first several
credit-bearing courses;
• Large numbers of NON-remedial students not
successful, even those who test into Calculus.
• Preparation matters. Students who have higher ACT
math subscores, for example, more likely to be
successful. BUT prep levels only explain a small part of
success (ACT around one-third; SAT even less).
• Math coursework taken during senior year important.
But many students taking courses below Algebra 1.
• In many cases, students who test as non-ready have
success rates in non-remedial courses equal to those in
the remedial courses designed for them. (California
Community Colleges, too.)
• Wide differences in these rates even among comparable
institutions.
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Much more to learn—including
how big the differences are
among faculty members teaching
different sections of same
course--but clear indicators for
action.
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2. Do a close analysis of student
progression through your
institutions and ACT on what you
learn.
Conclusion: Student who take those
courses immediately on entry are
much more likely to succeed.
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Two states in our network—KY
and NV—have done such
analyses, focused specifically on
students with developmental
needs.
Both now have new policies.
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By adding just a few sections,
unblocked clogged arteries…and
student success went up.
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University of Northern Iowa “Path
Analysis”:
Not enough sections of key
courses.
#3. Learn from the high
performers.
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Should be looking at the data by faculty
member, as well, and working to
understand teaching practices that
work.
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Almost every system and/or state
has found some campuses that
get better results. Important to
understand what they are doing.
4. Take on introductory
courses.
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Drop-Failure-Withdrawal Rates
Mathematics
Georgia State U
Louisiana State U
Rio CC
U of Alabama
U of Missouri-SL
UNC-Greensboro
UNC-Chapel Hill
Wayne State U
Source: National Center for Academic Transformation
45%
36%
41%
60%
50%
77%
19%
61%
2008 by The Education Trust, Inc.
•
•
•
•
•
•
•
•
Drop-Failure-Withdrawal Rates
Other Disciplines
Calhoun CC
Chattanooga State
Drexel U
IUPUI
SW MN State U
Tallahassee CC
U of Iowa
U of New Mexico
U of S Maine
UNC-Greensboro
Source: National Center for Academic Transformation
Statistics
Psychology
Computing
Sociology
Biology
English Comp
Chemistry
Psychology
Psychology
Statistics
35%
37%
51%
39%
37%
46%
25%
39%
28%
70%
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•
•
•
•
•
•
•
•
•
•
Of course, some of this may be
about preparation. But clearly
not all…
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College Algebra Course Redesign:
UNIVERSITY OF ALABAMA
SUCCESS RATES
• 47.1%
• 40.6%
•
•
•
•
•
•
•
•
•
•
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
50.2%
60.5%
63.0%
78.9%
76.2%
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• Fall 1998
• Fall 1999
Also, totally eliminated
black/white gap in course
outcomes.
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Same students.
Same preparation.
Different results.
#5. Set some stretch goals.
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A lot of systems, campuses don’t
set goals. At best, report
increases or decreases.
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Those numbers can be seriously
misleading. But they also don’t
inspire or engage.
Goal?
By 2015 to reduce by at least half the gaps in
college going and college success that
separate low-income students and students
of color from others.
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New NASH/EdTrust
Access to Success Initiative:
One example of an effort to set
serious stretch goals, measure
and report progress over time.
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#6. Finally, what about rethinking
how we use our institutional aid
dollars (even as we work to
increase state and federal
investments in need-based aid)?
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Over the past few decades, role
of higher education has been
transformed from agent of
opportunity and mobility, to
another agent of stratification.
Sadly, even the colleges created
to expand opportunity…don’t
always do that.
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Illinois data: most of the students
transferring from 2- to 4-year colleges
were “ready” for those colleges as high
school seniors!
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Perhaps not surprising, given the
relentless march of privilege in
our society and the tendency of
privileged people to demand ever
more.
But…that’s not why most of us in
higher education got into this
business.
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Somehow, we’ve got to find a way
to refocus our energies and our
resources.
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When our resources aren’t
adequate to begin with, that
requires a lot of very tough
choices…
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But acknowledging that the
choices are tough is not the
same as suggesting that we
shouldn’t make them.
The Education Trust
2008 by The Education Trust, Inc.
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