Do Ninth Graders Who Take Integrated/Coordinated Science Do Better on Subsequent California Standards Tests in Biology and Chemistry?
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1 Do Ninth Graders Who Take Integrated/Coordinated Science Do Better on Subsequent California Standards Tests in and? Jordan H. Rickles, MPP Kimberle A. Kelly, PhD Los Angeles Unified School District Program Evaluation and Research Branch 1
2 Presentation Outline Overview of Integrated/Coordinated Science (ICS) What is ICS? Why teach ICS? Who enrolls in ICS? Implications of ICS for Subsequent Science Course Taking Which science courses do students take after ICS? What is the impact of ICS on subsequent science courses? Improving ICS Instruction 2
3 What is Integrated/Coordinate Science (ICS)? Four portions: Earth Science, Physics,, and Can be taught as four separate courses (ICS 1, ICS 2, ICS 3, ICS 4) This presentation focuses on ICS 1 ICS 1 targets 9th grade students Conceptual rather than mathematical Taught for over a decade Part of the California Standards Testing Program 3
4 It s About Time ICS Curriculum Research-based instructional program Aligned to National Science Education Standards Four week independent units or projects Pedagogy designed to highlight: science learning as an active process student-directed scientific inquiry connections to prior knowledge knowledge transfer assessment of student understanding and misconceptions 4
5 Why Teach Integrated/Coordinated Science? Increase positive student interest and engagement in science Develop widely applicable critical thinking skills Provide a foundation for future science courses Improve student achievement in science Only requires a secondary science credential Part of the California Standards Testing Program 5
6 20 Districts with the Highest Percentage of 9th Graders Enrolled in ICS (2005) 9th Grade Percent School District Enrollment Taking ICS 6 Montebello Unified 2, % Temecula Valley Unified 2, % Downey Unified 2, % Conejo Valley Unified 2, % Santa Rosa High 2, % Torrance Unified 2, % Vallejo City Unified 1, % East Side Union High 6, % Colton Joint Unified 1, % Santa Clara Unified 1, % Norwalk-La Mirada Unified 1, % Sequoia Union High 2, % Nevada Joint Union High 1, % Val Verde Unified 1, % San Bernardino City Unified 4, % Redlands Unified 1, % Oxnard Union High 4, % Whittier Union High 3, % Lake Elsinore Unified 1, % Los Angeles Unified 68, % Statewide 535, % Note: restricted to districts with at least 1,000 students enrolled in 9th grade. Source: 2005 California Student Testing and Reporting Data Files, CDE.
7 More 9th Graders are Taking a CST Science Test 60% CST Science Test Taking Among California Ninth Graders 50% % of 9th Grade Enrollment 40% 30% 20% No Science Physics Earth Science ICS 10% 0% Source: 2005 California Student Testing and Reporting Data Files, CDE.
8 ICS 1 Course Taking Among LAUSD 9th Graders Increased Dramatically in Recent Years 50% Distribution of Science Courses for 9th Graders, 2001 to 2005 % of Students 45% 40% 35% 30% 25% 20% 15% 10% 5% No Science ICS 1 Other 0% (Class of 2004) (Class of 2005) (Class of 2006) (Class of 2007) (Class of 2008) N=40,491 N=51,076 N=54,516 N=52,393 N=46,319 Source: 2005 California Student Testing and Reporting Data Files, CDE.
9 ICS 1 Course Taking Among LAUSD 9th Graders Increased Dramatically in Recent Years 50% Distribution of Science Courses for 9th Graders, 2001 to % 40% 35% Sci. CST API Adds Science CST % of Students 30% 25% 20% No Science ICS 1 Other 15% 10% ICS-IAT Curriculum 5% 9 0% (Class of 2004) (Class of 2005) (Class of 2006) (Class of 2007) (Class of 2008) N=40,491 N=51,076 N=54,516 N=52,393 N=46,319 Source: Spring Secondary Student Information System, LAUSD.
10 10 November 17, 2005 Differences in 9th Grade Science Taking across Student Groups Distribution of Science Courses for th Graders, by Student Characteristics 100% 90% 80% 70% 60% 50% 40% 30% 20% 31% 28% 33% 25% 18% 33% 25% 20% 3% 2% 44% 1% 3% 1% 1% 1% 19% 22% 23% 30% 1% 27% 16% 17% 27% 63% 1% 26% 0% 18% 7% 49% 49% 50% 51% 50% 49% 51% 49% 45% 49% 55% 55% 57% 47% 37% 33% 10% 20% 0% 4% 18% 32% 0% 36% 30% 3% 14% 2% 42% 73% 0% 0% 9% 12% 48% 8% None Other ICS 1 0% 6% 0% All 9th Graders Female Male African American Asian Hispanic White Other English Learner Student w/ Disabilities Free/Reduced Meals Pre-Algebra 1 2-Year Algebra 1 Algebra 1 Beyond Algebra 1 Other None % of Students Gender Race/Ethnicity x x x Math Course in Spring 2005 N=46,234 N=22,834 N=23,485 N=5,220 N=1,661 N=33,735 N=3,961 N=1,742 N=13,420 N=5,326 N=34,687 N=1,079 N=2,650 N=28,292 N=9,830 N=243 N=4,225 Source: Spring Secondary Student Information System, LAUSD.
11 Presentation Outline Overview of Integrated/Coordinated Science (ICS) What is ICS? Why teach ICS? Who enrolls in ICS? Implications of ICS for Subsequent Science Course Taking Which science courses do students take after ICS? What is the impact of ICS on subsequent science courses? Improving ICS Instruction 11
12 What Do Most Students Take After ICS 1? 1st Science Course 2nd Science Course 3rd Science Course 2,413 (42%) 345 (6%) ICS 1 N=5,688 (29%) 2,746 (48%) 63 (1%) ICS 2 Adv PhSci 45 (1%) Other D 12 Notes: Restricted to Class of 2004 with at least two years of high school science and not retained during high school (N=19,902). Not all possible course sequences are shown.
13 What Do Most Students Take After ICS 1? 1st Science Course 2nd Science Course 3rd Science Course 2,413 (42%) 280 (10%) 345 (6%) 821 (30%) ICS 1 N=5,688 2,746 (48%) ICS (15%) ICS 3 (29%) 63 (1%) Adv PhSci 70 (3%) Adv PhSci 45 (1%) Other D 302 (11%) Other D 13 Notes: Restricted to Class of 2004 with at least two years of high school science and not retained during high school (N=19,902). Not all possible course sequences are shown. 704 (26%) None
14 What Do Most Students Take After ICS 1? 1st Science Course 2nd Science Course 3rd Science Course 2,413 (42%) 51 (2%) 345 (6%) 1,599 (66%) ICS 1 N=5,688 2,746 (48%) ICS 2 13 (1%) ICS 3 (29%) 63 (1%) Adv PhSci 161 (7%) Adv PhSci 45 (1%) Other D 179 (7%) Other D 14 Notes: Restricted to Class of 2004 with at least two years of high school science and not retained during high school (N=19,902). Not all possible course sequences are shown. 324 (13%) None
15 Presentation Outline Overview of Integrated/Coordinated Science (ICS) What is ICS? Why teach ICS? Who enrolls in ICS? Implications of ICS for Subsequent Science Course Taking Which science courses do students take after ICS? What is the impact of ICS on subsequent science courses? Improving ICS Instruction 15
16 What is the Impact of ICS on Subsequent Science CSTs? Objective: Compare biology and chemistry CST results based on the science course taken in 9th grade. Data: Three years of matched student-level CST data Population: Students who entered 9th grade in 2003 and took the biology CST as 10th grader in 2004 and chemistry CST as 11th grader in 2005 (n=8,055) 16
17 What is the Impact of ICS on Subsequent Science CSTs? Value Added Approach: compare actual CST results to predicted results Use OLS Regression Models to Predict CST Scale Scores: 2004 = b 0 + b 1 (ELA 2003 ) + b 2 (Math 2003 ) + PreAlg PostAlg e 2005 = b 0 + b 1 (ELA 2003 ) + b 2 (Math 2003 ) + PreAlg PostAlg e 17
18 9th Graders Taking ICS Perform better than Expected on Subsequent Science CSTs CST Science Results: Expected vs. Actual Expected Actual Preliminary Results Scale Score (2004 CST) (2005 CST) (2004 CST) (2005 CST) (2004 CST) (2005 CST) ICS 1 (2003 Class) Other Science (2003 Class) No Science (2003 Class) 18 Notes: Expected scale scores based on OLS regression model where the science scale score is dependent on 9th grade ELA and Math CST scale scores. Analysis restricted to students who entered 9th grade in 2003 and took the CST as a 10th grader in 2004 and the CST as an 11th grader in 2005 (N=8,055).
19 9th Graders Taking ICS Perform better than Expected on Subsequent Science CSTs CST Science Results: Expected vs. Actual Expected Actual Preliminary Results Scale Score (2004 CST) (2005 CST) (2004 CST) (2005 CST) (2004 CST) (2005 CST) ICS 1 (2003 Class) Other Science (2003 Class) No Science (2003 Class) 19 Notes: Expected scale scores based on OLS regression model where the science scale score is dependent on 9th grade ELA and Math CST scale scores. Analysis restricted to students who entered 9th grade in 2003 and took the CST as a 10th grader in 2004 and the CST as an 11th grader in 2005 (N=8,055).
20 9th Graders Taking ICS Perform better than Expected on Subsequent Science CSTs CST Science Results: Expected vs. Actual Expected Actual ab Preliminary Results 0.8 Scale Score ab (2004 CST) (2005 CST) (2004 CST) (2005 CST) (2004 CST) (2005 CST) ICS 1 (2003 Class) Other Science (2003 Class) No Science (2003 Class) 20 Notes: Expected scale scores based on OLS regression model where the science scale score is dependent on 9th grade ELA and Math CST scale scores. Analysis restricted to students who entered 9th grade in 2003 and took the CST as a 10th grader in 2004 and the CST as an 11th grader in 2005 (N=8,055). a Statistically different from no science in 9th grade; Effect sizes of 0.15 and 0.24, respectively. b Statistically different from other science in 9th grade; Effect sizes of 0.08 and 0.13, respectively.
21 Presentation Outline Overview of Integrated/Coordinated Science (ICS) What is ICS? Why teach ICS? Who enrolls in ICS? Implications of ICS for Subsequent Science Course Taking Which science courses do students take after ICS? What is the impact of ICS on subsequent science courses? Improving ICS Instruction 21
22 Few 9th Graders are Proficient on 2005 ICS 1 CST 9th Grade 2005 CST Science Results for Select Districts: ICS 1 % Advanced % Proficient % Basic % Below Basic % Far Below Basic 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Long Beach N=1,159 (15%) Torrance N=1,479 (65%) East Side Union High N=3,910 (62%) STATE E N=84,050 (16%) Montebello N=2,416 (81%) San Francisco N=1,060 (21%) ICS 1 Whittier N=1,437 (42%) San Diego N=60 (1%) Downey N=1, 381 (68%) LAUSD N=27,923 (41%) Centenella Valley N=763 (36%) Norwalk-La Mirada N=1,011 (53%) San Bernardino N=2,117 (48%) 22
23 What is LAUSD Currently Doing to Improve ICS Instruction? Curriculum adoption Periodic assessments Differentiated professional development Observation-based evaluation classroom validation of curriculum implementation teacher training as a predictor of classroom practice classroom practice as a predictor of student performance Continue to monitor science performance based on different 23 science entry points and pathways
24 Questions? Jordan H. Rickles, MPP Kimberle A. Kelly, PhD Los Angeles Unified School District Program Evaluation and Research Branch 24
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