Education Trust West Educational Opportunity Audit San Diego Unified School District Tami L. Pearson, Ed.D. Dinah Consuegra Phyllis Hart

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1 Education Trust West Educational Opportunity Audit San Diego Unified School District Tami L. Pearson, Ed.D. Dinah Consuegra Phyllis Hart 2010 THE EDUCATION TRUST WEST

2 Today s Objectives Provide San Diego Unified School District s School Board with an understanding of the Education Trust West s Educational Opportunity Audit and Implementation Design process. Review list of implications for implementation of A-G for all students beginning with the freshmen class in Fall of 2010.

3 San Diego Unified School District s Resolution April, 2009 Resolution Adopting UC A-G Course Sequence as Part of High School Graduation Requirement Beginning with students entering 9 th grade in the fall of 2010

4 10 Districts have either made A-G the graduation requirements or made formal steps to do so: San Diego USD (resolution 2014) Carlsbad USD (resolution) San Marcos (resolution) San Jose USD(current graduation req.) Dublin USD (grad req 2013) San Francisco USD (resolution 2014) Oakland USD (resolution 2015) Los Angeles USD (grad req 2016) Napa Valley USD (grad req ) Montebello USD (resolution)

5 Adding up all the school districts: Over 1,000,000 Now have the opportunity to access rigorous courses preparing them for college and career.

6 The Context for the Educational Opportunity Audit and Implementation Design:

7 Ready for Career = Ready for College In the agricultural age, post-secondary education was a pipe dream for most Americans. In the industrial age it was the birthright of only a few. By the space age, it became common for many. Today, it is just common sense for all. --National Commission on the High School Senior Year, 2001

8 Report after report confirming same bleak news America is losing ground because there are not enough welleducated young people to take on jobs the 21 st century demands.

9 This is especially true as the percentage of students who historically have not attended college (ELL, Latino, lowincome) continues to increase. And baby boomers retire.

10 Growing Need for Higher Levels of Education: Projections of Education Shortages and Surpluses in 2012 Shortage Surplus Bachelor s Degree Associates Degree Some College High School Less Than High School -4,000,000-3,000,000-2,000,000-1,000, ,000,000 2,000,000 3,000,000 4,000,000 Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey ( ) and Census Population Projection Estimates

11 More Post-Secondary Education Needed for the New Jobs Source: America s Dynamic Workforce. US Department of Labor (August 2006). Retrieved from:

12 High Growth, High Wage Jobs Bachelor s Degree or Higher is Needed Source: America s Dynamic Workforce. US Department of Labor (August 2006). Retrieved from:

13 Even in Jobs We Don t Expect Plumbing-Heating- Air Conditioning Four or five years of apprenticeship and/or postsecondary training Algebra, plane geometry, trigonometry and statistics Physics, chemistry, biology, engineering economics. Construction and Engineering Four or five years of apprenticeship and/or post-secondary training Algebra, plane geometry Critical thinking, problem solving, reading and writing Culinary Arts SAT, ACT or Accuplacer test Math Algebra, ratios, conversions, accounting Science Writing skills High school diploma Foreign Language

14 California Is Now An ADP State January, 2008 California signed on to the American Diploma Project Governor, State Superintendent, UC s, CSU s, Community Colleges, Independent Colleges, Business, CTE First step is to determine what college readiness is for students Alignment Institute (English and math) Other phases Graduation requirements, data systems, assessment (EAP), accountability

15 A college ready/career ready curriculum helps students know more and do better, regardless of their path after high school.

16 The Education Trust West Signature Toolkit: Educational Opportunity Audit and Implementation Design: Moving from Rational to Action Purpose: To determine current levels of high school preparation and to identify the changes necessary to implement a college preparatory curriculum for all students.

17 Pre-Study Data

18 San Diego Unified School District Enrollment % 8% 13% 9% 44% African American Latino Asian White Other Total Students: 132,256 Source: California Department of Education data, 2009

19 SDUSD District Growth API Source: California Department of Education data, 2009

20 SDUSD Teacher Credential Levels 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 98.1% 0.5% 1.0% 0.0% 1.0% 0.0% Full University Intern District Intern Pre-Intern Emergency Waiver Total Teachers: 7210 Source: California Department of Education data, 2009

21 SDUSD - Teacher Experience Average Years Teaching 14.0 Average Years in District 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 10.0% 5.0% 0.0% 1.2% First-Year Teachers 6.2% Second-Year Teachers Source: California Department of Education data, 2009

22 SDUSD H.S. Enrollment by Ethnicity 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 9th 10th 11th 12th African American Latino Asian White Source: California Department of Education data, 2009

23 SDUSD High School Special Education Enrollment % SpEd Non-SpEd District 12% 90% SpEd Non-SpEd 88% Source: California Department of Education data, 2009

24 SDUSD High School EL Enrollment % EL Non-EL District 29% 84% EL Non-EL 71% Source: California Department of Education data, 2009

25 SDUSD 2009 CST ELA 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 52% 44% 41% 31% 26% 27% 21% 25% 33% 9th 10th 11th Adv/Prof Basic BB/FBB Source: California Department of Education data, 2009

26 SDUSD 2009 CST Algebra I 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 13% 9% 4% 10% 18% 23% 86% 63% 73% 9th 10th 11th Adv/Prof Basic BB/FBB Source: California Department of Education data, 2009

27 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% SDUSD 2009 CST Algebra II 4% 22% 14% 49% 27% 82% 33% 51% 18% 9th 10th 11th Adv/Prof Basic BB/FBB Source: California Department of Education data, 2009

28 SDUSD 2009 CST ELA Proficiency 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 79% 71% 65% 65% 61% 57% 40% 35% 28% 28% 27% 26% 9th 10th 11th African American Latino Asian White Source: California Department of Education data, 2009

29 SDUSD 2009 CST Algebra I Proficiency 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 31% 29% 17% 11% 10% 8% 8% 9% 9% 9% 5% 2% 9th 10th 11th African American Latino Asian White Source: California Department of Education data, 2009

30 SDUSD 2009 CST Algebra II Proficiency 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 75% 53% 41% 26% 25% 27% 13% 12% 8% 3% 3% 5% 9th 10th 11th African American Latino Asian White Source: California Department of Education data, 2009

31 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% SDUSD EAP English % 5% 6% 19% 25% 85% 93% 92% 80% 74% Total African American Latino Asian White Ready Not Ready Source: CSU Early Assessment Program data, 2009

32 SDUSD EAP Math Algebra II % 90% 80% 70% 60% 50% 40% 13% 62% 3% 5% 39% 62% 21% 18% 62% 62% Ready Ready - Conditional Not Ready 30% 20% 10% 0% 24% 58% 32% 17% 20% Total African American Latino Asian White Source: CSU Early Assessment Program data, 2009

33 SDUSD EAP Math Summative % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 8% 1% 2% 18% 26% 16% 13% 37% 46% 48% 81% 71% 55% 36% 40% Total African AmericanLatino Asian White Ready Ready - Conditional Not Ready Source: CSU Early Assessment Program data, 2009

34 SDUSD EAP Math Total % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 8% 1% 2% 18% 26% 16% 13% 37% 46% 48% 81% 71% 55% 36% 40% Total African American Latino Asian White Ready Ready - Conditional Not Ready Source: CSU Early Assessment Program data, 2009

35 SDUSD Graduation Rates & A-G Mastery 100% 95% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 62% 38% 53% 14% 43% 11% 83% 82% 44% 39% 43% Grad Rate A-G Mastery Total African American Latino Asian White Other * Source: Education Trust West analysis of California Department of Education data, using the Manhattan Institute Technology

36 Flowchart

37 The TRANSCRIPT ANALYSIS - What is the Approach and What is Learned?

38 2 transcripts

39 Transcript Analysis Senior Class UC Eligibility by Subgroup 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 63% 37% 74% 26% 56% 54% 70% 30% 28% 72% 72% 28% 95% 94% 5% 6% UC Ineligible UC Eligible * Source: EdTrust West analysis of transcripts

40 Success Patterns by School Type 100% 90% 80% 22% 37% 70% 60% 50% Success 40% 30% 78% 63% No Success 20% 10% 0% ALL Students Magnet ETW Analysis of California High School, 2009

41 English, math, and science - are the most frequent chokepoints to UC/CSU Eligibility 100% 90% 80% 70% 60% 66% 43% 43% 48% 51% 83% 50% 40% 30% 20% 10% 34% 57% 57% 52% 49% 17% Met Not Met 0% Social Science English Math Lab Science World Language Visual/Perf Arts ETW Analysis of California High School, 2009

42 Analysis of Grades 5% 4% 2% 0 Ds or Fs 1 D or F 2 Ds and/or Fs 3 or more Ds and/or Fs 89% ETW Analysis of California High School, 2009

43 Transcript Analysis INTERVENTIONS/CHOKEPOINTS Repeated failures in math, especially Algebra and Geometry Students struggling in Algebra rarely went any further in math, most dropped to a lower course for their second math credit (Algebra is the state graduation requirement) Math Intervention of choice: repeat the course, (up to 6 semesters of failing Algebra!), or drop to less challenging course

44 Transcript Analysis PATTERNS Students getting by with academic minimums and no clear pathways. Only 2 clear tracks: college track and non-college track. Students who start HS in non-college track, rarely move up into college-track. The only real movement between tracks is to drop down from college coursework to less rigorous after struggling.

45 Master schedule data

46 Percent of Courses Meeting the UC/CSU A-G requirements 100% 97% 90% 80% 84% 86% 77% 81% 70% 69% 64% 60% 50% 40% 30% 20% 10% 0% A - Social Studies B - English C- Math D - Science E - Foreign Lang. 1% F - Arts G- Electives Total Source: EdTrust West analysis of a California high school s master schedule

47 Types of Math Courses Offered by High Schools 100.0% 90.0% 80.0% 6.7% 8.5% 9.5% 17.0% 13.2% 13.2% 17.1% 70.0% 60.0% 20.0% 17.9% 22.0% 25.7% Trig/Precalc & Higher Algebra % 40.0% 37.1% 28.3% 24.3% Geometry Algebra 1 Basic/Remediation 30.0% 37.4% 20.0% 10.0% 0.0% 27.1% 26.7% 28.3% 14.3% 5.7% HS A HS B HS C HS D ETW analysis of four California High School s master schedules

48 San Jose Case Study

49 Dispelling Myths

50 The Curriculum Will be Watered Down

51 Percentage of Students Earning Five Credits or More in AP or IB Has Increased 100% All Students Percent 80% 60% 52% 58% 47% Latino 40% 36% 20% 0% Source: EdTrust West analysis of SJUSD data

52 Percentage of Students Who Scored a Three of Higher on an AP Test Has Remained Steady 100.0% Percent 80.0% 60.0% 71.0% 70.3% 40.0% 20.0% 0.0% Source: EdTrust West analysis of SJUSD data

53 Grades Will Plummet

54 Mean Academic GPA for All SJUSD Graduating Seniors Has Remained Steady GPA Source: EdTrust West analysis of SJUSD data

55 Percentage of SJUSD Graduates from Comprehensive High Schools With Ds or Fs in Core* Courses Has Not Changed Significantly 60.0% 50.0% 40.0% Percent 30.0% 20.0% 10.0% English Math Science World Language 0.0% * Note: Core courses generate credit for graduation Source: EdTrust West analysis of SJUSD data.

56 Students Will Drop Out

57 Graduation Rates Using the Manhattan Institute Methodology Have Remained Steady 100% Percent 80% 60% 71% 71% 40% 20% 0% Source: EdTrust West analysis of SJUSD data

58 Low Income Students and Students of Color Will Suffer the Most

59 Latino Students API Has Steadily Improved and the Gap Has Narrowed 1, API Latino White Source: EdTrust West analysis of CDE data.

60 The Number of Latino Graduates Who Earned at Least Five Credits in AP or IB During Their Work in SJUSD Has Increased Significantly Number Source: EdTrust West analysis of SJUSD data

61 There is not enough room/time in student s schedules for both CTE and college prep course

62 Electives do not have to be sacrificed for A-G completion 9 th 10 th 11 th 12 th English 9 English 10 English 11 English 12 Band World History US History Gov t/econ Geometry Algebra 2 Trig/Precalc Calculus Biology Chemistry Physics Art/Drama Spanish 1 Spanish 2 Spanish 3 Band PE Band Band PE UC/CSU A-G requirement CA State HS requirement Additional Elective (i.e., Agriculture, Applied Arts, Band, Choir, Debate, Drafting, Foreign Language, Technology, Woodshop, Yearbook, etc.)

63 Sample Schedules 9 th 10 th 11 th 12 th English 9 English 10 English 11 English 12 Elective World History US History Gov t/econ Algebra I Geometry Algebra 2 Statistics Art/Drama Biology Chemistry Elective Elective Drafting 1 Spanish 1 Spanish 2 PE PE Drafting 2 CAD UC/CSU A-G requirement CA State HS requirement Additional Elective (i.e., Agriculture, Applied Arts, Band, Choir, Debate, Drafting, Foreign Language, Technology, Woodshop, Yearbook, etc.)

64 Sample Schedules - ELL 9 th 10 th 11 th 12 th ELL Art Algebra I (SDAIE) ELL (Eng. 9 summer) World History (SDAIE) Geometry (SDAIE) English 10 (Eng. 11 summer) US History (SDAIE) Algebra II English 12 Gov t/econ Statistics ELL Biology (SDAIE) Chemistry Physics Elective ELL Elective AP Spanish* PE Elective PE Elective UC/CSU A-G requirement CA State HS requirement *Can test out of foreign language requirements Additional Elective (i.e., Agriculture, Applied Arts, Band, Choir, Debate, Drafting, Foreign Language, Technology, Woodshop, Yearbook, etc.)

65 Even students who fail a course can still complete the A-G sequence 9 th 10 th 11 th 12 th English 9 English 10 English 11 English 12 Algebra Support World History US History Gov t/econ Algebra I F Algebra I Geometry Algebra II Biology Algebra Support Environmental Science Chemistry Elective HVAC 1 HVAC 2 Art/Drama PE CAHSEE Prep - ELA PE HVAC Intern Spanish 1 Spanish 2 UC/CSU A-G requirement CA State HS requirement Additional Elective (i.e., Agriculture, Applied Arts, Band, Choir, Debate, Drafting, Foreign Language, Technology, Woodshop, Yearbook, etc.)

66 Reality is: Graduation Rates Have Remained Steady Grades Point Averages Do Not Drop Gaps Close College Ready Graduation Rates Rise

67 Percentage of Students in the Class of 2009 in Comprehensive High Schools, Redesignated FEP, and ELL Who Accessed the UC/CSU A-G Courses 100% 90% 80% 6% 13% 33% 70% Percent 60% 50% 40% 30% 93% 87% 67% L Plan Access A-G 20% 10% 0% Comprehensive High Schools Redesignated FEP ELL Source: EdTrust West analysis of SJUSD data.

68 Percentage of Students in the Class of 2009 in Comprehensive High Schools, Redesignated FEP, and ELL Who Accessed the UC/CSU A-G Courses 100.0% 90.0% 80.0% 70.0% Percent 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% English Math Science Foreign Language All Four 0.0% Source: EdTrust West analysis of SJUSD data.

69 Implications and Challenges Access to A-G courses yet maintain rigor.

70 Grade K Average Grade Level of Assignment Grade Level Standard Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC. 2/2/2010

71 Grade Grade 9 Grade 10 Grade 11 Grade 12 Average Grade Level of Assignment Grade Level Standard Source: John Holton, South Carolina Department of Education, analysis of English Language Art Assignments in14 High Schools in South Carolina 2/2/2010

72 Percent of Assignments Aligned With SC Standards K Grade Source: John Holton, South Carolina Department of Education, analysis of assignments from 362 Elementary and Middle Schools in SC THE EDUCATION 2/2/2010 TRUST WEST

73 Implications and Challenges (cont.) Access to A-G courses yet maintain rigor Involve the community and all stakeholders in the process Provide students supports and interventions that are effective and fluid All programs, supports, and resources used to support this mission

74 Implications and Challenges (cont.) Determine if district has enough science, math, and world language teachers Leadership

75 9 th Graders Fall, 2010 All 9 th graders enrolled in minimum of 4 UC/CSU A-G approved courses Review UCOP A-G course approved list High Schools need to offer enough sections to meet this requirement (Master schedules) Supports in place for 9 th graders PD for teachers/counselors/leaders supporting this mission Special populations

76 Questions and Answers

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