Characteristics of Effective College Preparatory Classes



Creating A Massachusetts High School Curriculum

For College and Career Readiness

Summary

Nearly all high school students need and deserve a curriculum that is aligned with the standards and expectations of postsecondary education and the workplace. Research conducted by ACT and the Southern Regional Education Board (SREB) point to the same conclusion, especially in relation to courses taken in the 11th and 12th grades. The course of studies students take in high school plays the most important role in college success. The rigor of a high school curriculum also affects students hoping to enter a well-paying, high growth career field immediately following high school.

To succeed in high-paying, high-growth jobs, employees must be able to write and speak clearly, analyze information, conduct research, and solve difficult problems. These skill requirements are the same whether a high school graduate goes directly to work or college. Job-related skills, including cognitive skills, technical skills, and more general “soft skills” such as communication, problem-solving, and behavioral skills, are developed with access to and completion of a rigorous secondary curriculum. Development of these skills directly affects a person’s potential for employment and future career advancement.

The Education Trust (2005) recently studied the characteristics and practices of “high impact” high schools. “High impact” schools are defined as being especially effective in improving the academic achievement of previously low-performing students. The study found that these schools open the door to rigorous courses for nearly all students, regardless of prior academic preparation. The researchers concluded that struggling students in these schools spend more time in academic courses, rather than in support courses, as compared to their peers in high schools that do not demonstrate the same gains. One of the high impact high schools reported in the study is University Park in Worcester, where high expectations are the norm for all students, not just a portion of the school’s enrollment.

This background paper provides an overview of how well Massachusetts is preparing students for postsecondary education and the percentage of students that are not making through the educational pipeline. It examines the persistent achievement gaps that exist between white and non-white, affluent and poor students. It also identifies current state and local requirements for high school graduation as well as state college/university entrance requirements regarding high school coursework. The paper examines recommended or state mandated programs of study in addition to current research on the relationship between course taking and student achievement and success beyond high school. The paper closes with a caution that solely recommending or requiring a series of courses in high school may not be enough to raise student achievement and better prepare students for a college or a career. It is critical that the courses taken be rigorous and aligned with the courses that students are expected to take in college.

Massachusetts is Making Educational Progress

One measure of educational progress in Massachusetts has been the increase in percentage of students who have earned a Competency Determination (CD) on their first attempt. While just 68 percent of students in the Class of 2003 met this milestone as sophomores, 84 percent of students in the Class of 2008 passed both exams on their first try (as sophomores). After just one retest, the number of students in the class of 2008 that reached the competency determination is 89%.

Academic achievement increases are also reflected by national assessment exams. In 2005, according to the College Board, Massachusetts’ combined SAT scaled scores rose for the 14th year in a row, putting the state again at or near the top in nationwide performance. In addition, 85 percent of all public and private school students participated in the exam, putting Massachusetts in the top three nationwide for student participation. There was a slight decrease in scores in 2006 that reflected trends nationwide. Moreover, Massachusetts’ 4th and 8th graders ranked first or tied for first among all states on the National Assessment of Educational Progress (NAEP) in four reading and mathematics exams administered in 2005

The US Chamber of Commerce in 2007 has ranked Massachusetts at or near the top in academic achievement, academic achievement of low-income and minority students, rigor of standards, postsecondary and workforce readiness and a 21st century teaching force.

So, with these results, what is the problem?

Impetus for Change

Too many students in Massachusetts and in the nation are leaving high school under prepared for the rigors of college and the workplace. According to Achieve, Inc. (2004), 39 percent of high school graduates who are currently in college, and 39 percent of recent college graduates, say that there were gaps in how high school prepared them for the rigors of college or their current job. College instructors estimate that 42 percent of recent public high school graduates were not prepared for college-level classes, and employers estimate that 45 percent of high school graduates were not prepared to advance beyond entry-level jobs.

Furthermore, too many students do not make it through the educational pipeline. According to a 2004 report, the National Center for Public Policy and Higher Education estimates that for every 100 students in Massachusetts who enter ninth grade, only 76 graduate from high school, 52 enter college, 40 enroll in their sophomore year (in college), and 29 graduate (from college) in four years. (Note: In February 2007, the Department released for the first time a four-year high school graduation rate for the 2006 cohort. The overall state graduation rate was 79.9%.)

[pic]

Source: National Center for Public Policy & Higher Education, Policy Alert, April 2004.

The Challenge of Globalization

As the modernization of technology and transportation continues to create a more integrated global economy, higher skills and knowledge will be required for industry and the workplace. It is important to measure the success of our students against those from other nations. Simply stated, students in Massachusetts and the nation are competing head to head with their international peers in math, science, and technology. It is no longer sufficient to say that we lead the nation when students from other countries such as Germany, Japan, China, India and Singapore outperform even our best students.

In 2003, the United States ranked 24th in mathematics among 30 countries in the Organization for Economic Cooperation and Development (OECD) that includes most of our major trading partners and competitors. The math assessment - the Program for International Student Assessment (PISA), is an exam given to 15-year-olds around the world. (U.S. Dept. of Education)

[pic]

On average, even students in the top 10 percent in the United States were outperformed by their international counterparts.

[pic]

Education and Economic Growth

Technology has been the lifeblood of the Massachusetts economy for the past 30 years, helping to replace jobs that have been lost due to global competition, the cost of doing business in Massachusetts, and other economic factors. Biotechnology, health, pharmaceuticals, electronics, defense, communications, and high technology research continue to be an engine of economic development with the assistance of world-class private and public colleges and universities. (Mass. Executive Office of Economic Development, 2005) To succeed in this ideas-based economy, residents must be ready to meet employers’ demands for higher levels of academic and technical skills. (Association of Independent Colleges of Massachusetts, 2003)

A survey by the National Association of Manufacturers (NAM) in 2005 indicated that 84 percent of those surveyed answered “no” when asked if K-12 schools were “doing a good job preparing students for the workplace.” Additionally, the survey noted that 61 percent of businesses with 500 or more employees felt that applicants with high school/equivalency qualifications were poorly prepared for a typical entry-level job. (NAM, 2005)

The Need for Postsecondary Education

The U.S. Bureau of Labor Statistics (2001) projects that occupations requiring some type of postsecondary education will rise from 29 percent to 42 percent nationwide by 2010. The Educational Testing Service (2003) estimates that 67 percent of all newly created jobs will require at least some postsecondary education. And according to the Division of Career Services, by 2010 the Massachusetts economy is expected to expand by 9 percent, or 304,500 new jobs, with 62 percent of the new jobs requiring at least an associate degree.

[pic]

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

The creation of new employment fields has led to an increasing “skills gap,” leaving some of the state’s businesses unable to fill positions that are essential to their success and growth. Simply stated, Massachusetts’ employers are increasingly looking to employees beyond its borders to fill their employment needs. The Massachusetts Institute for a New Commonwealth (MassINC) recently reported that “the state’s future economic success hinges on its ability to attract and retain skilled workers and to ensure that its residents have the skills needed to succeed in the work place.”

Educational Attainment and Earnings

It is growing increasingly more difficult for students who drop out or end their education after high school to compete in the 21st century workplace. The average income for those with a college or advanced degree greatly exceeds that for individuals with minimal educational attainment, and this earnings gap is expected to continue to widen for the foreseeable future.

|[pic] |

|Source: U.S. Census Bureau, 2004 American Community Survey |

How Well is Massachusetts Preparing All Students for Success in College and a Career

Using MCAS as one measure, a higher percentage of African-American and Latino students continue to score in the needs improvement and failing categories on the 10th grade math assessment than their White and Asian peers. Overall, 64 percent of Hispanic students scored below the proficient level on the 10th grade mathematics MCAS (32 percent failing, 32 percent needs improvement). Similarly, 59 percent of African American students scored below the proficient level (26 percent failing, 33 percent needs improvement). Asian and White students had 21 percent (7 percent failing, 14 percent needs improvement) and 27 percent (8 percent failing, 19 percent needs improvement) respectively, scoring below proficient.

[pic]

English Language Arts scores paint a similar picture, where 61 percent of Hispanic students scored below proficient (41 percent needs improvement, 20 percent failing), and 52 percent of African American students scored below proficient (39 percent needs improvement, 13 percent failing). In contrast, 24 percent of White students and 27 percent of Asian students scored below proficient on the ELA exam.

[pic]

Limited English Proficient Students and Students with Disabilities

The figures for limited English proficient (LEP) and special education students are equally alarming. A total of 87 percent of LEP students and 70 percent of special education students scored below proficient on ELA 10th grade MCAS in 2006, and 73 percent of LEP students and 70 percent of special education students scored below 240 on mathematics. While the needs of these different learning groups differ, the scores are unacceptable and serve as a call to action.

Changes in Student Population

Massachusetts schools continue to become more racially and ethnically diverse. In 2005, there were nearly 976,000 students enrolled in public schools in the Commonwealth. Of that total, 251,992 or 34 percent were minority students, including 86,553 African American and 115,267 Latino students. The growth in these populations further challenges the state to close the achievement gap between White and Asian students, and African-American and Latino students.

[pic]

Too Few Students Graduate College-Ready

Massachusetts leads the country in the percentage of students completing college in four years, but the story is quite different for the percentage of students graduating college ready. In fact, in this area the Commonwealth lags behind a number of other states. As a result, many of the state’s students need remediation in reading and math irrespective of their prior educational record.

[pic]

Source: Manhattan Institute, 2003.

Nationally, nearly three in ten college students are placed in a remedial course during their first year. According to a 2005 Massachusetts Board of Higher Education report, 37 percent of incoming freshmen from public high schools were required to take a remedial course in reading, writing, or math in 2004. The additional costs borne by students, their families, and the Commonwealth is financially burdensome. Even more concerning is the fact that the majority of college students in the United States taking remedial coursework never graduate from college. According to data from the National Center of Education Statistics, 76 percent of students requiring remediation in English do not end up receiving an associate’s degree or a bachelor’s degree. The non-degree-earning rate for students requiring math remediation is 63 percent. (The Condition of Education, 2004)

[pic]

Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.

Improving college readiness is crucial to the development of a talented and diverse labor force. An ACT (p. v, 2005) policy report states that there are three overlapping reasons that many students are not ready to succeed in postsecondary programs without support:

• The broad array of courses offered in our high schools and the varying course sequences that students can take.

• Students do not always take the right courses in the right order that contribute most to postsecondary readiness.

• The lack of rigor of the high school curriculum (graduation requirements, curriculum depth, and alignment with the knowledge and skills required for successful transition to postsecondary education) leaves many students inadequately prepared for college success.

Current High School Graduation Requirements

Currently, Massachusetts has three state requirements for graduation: (1) meet the Competency Determination standard in math and English language arts, (2) take American History/Civics (MGL Ch. 71 S. 2), and (3) take four years of physical education (MGL Ch. 71 S. 3). Local school districts are expected to set additional graduation requirements, which may include the number of English, math, and science courses. Based upon a spring 2005 survey of school district handbooks and courses of study, 16.4 percent of districts in the state have established a two-year requirement for math and 27 percent have established a two-year requirement for science. Thus it is possible for students in some high schools to take as few as two years of math and two years of science and still earn a high school diploma. This contrasts to high school districts that require four years of math (25.2 percent) and those that require four years of science (13.9 percent).

Source: Mass. Dept. of Education Survey, 2005.

Listed below is a side-by side comparison of state high school requirements and requirements for admission into a public higher education four year institution. According to data collected by the Board of Education, there continues to be students who apply to state colleges or universities, who have met state and local graduation requirements, yet have not taken the requisite core courses for admission.

Course Requirements (in Years)

| | Massachusetts Legislative Requirements|Requirements for Admission into Massachusetts |

| |for a HS Diploma |Public Higher Education 4-year institutions |

|English | |4 |

|Mathematics | |3 (including Algebra II) |

|Social Studies/US History |1 |2 |

|Science | |3 (two with Lab) |

|Foreign Language | |2 (in a single language) |

|Health/PE |1 | |

Source: Mass. Department of Education Survey, Spring 2005 and Massachusetts Board of Higher Education

Improving the College and Work Readiness Rate

Taking a rigorous academic core can make a significant difference in preparing for and succeeding in college and the workplace. Completion of a high school curriculum of high academic intensity and quality has a significant impact on the college degree completion rate particularly for African-American and Latino students. This effect is more pronounced than any other pre-college indicator of academic resources. Taking a rigorous high school curriculum that includes a math sequence at least through Algebra II reduces by half the gap in college completion rates between White students and African-American and Latino students. (Adelman, 1999)

[pic]

Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999

A strong curriculum is defined by Clifford Adelman is as follows:

• 3.75 or more Carnegie units of English;

• 3.75 or more Carnegie units of mathematics;

Highest mathematics of calculus, precalculus, or trigonometry;

• 2.5 or more Carnegie units of science or more than 2.0 Carnegie units of core

Laboratory science (biology, chemistry, and physics);

• More than 2.0 Carnegie units of foreign languages;

• More than 2.0 Carnegie units of history and/or social studies;

• More than 1 Advanced Placement course; and no remedial English or remedial mathematics courses

Taking a Rigorous Math Core Makes a Difference

[pic]

Source: Adapted from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999

[pic]

Source: Adapted by Achieve, Inc. from Adelman, Clifford, U.S. Department of Education, Answers in the Toolbox, 1999

Graduation Requirements in Other States

Nationwide, states have begun to develop more structured requirements for high school graduation including a mandatory course sequence, tiered or differentiated diplomas, senior or community service projects, and exit exams. Many states have established a recommended or required course of study for graduation. Arkansas, Indiana, and Texas have adopted a “default” course of study defined by the state as college and work preparation. In these states students and their parents are allowed to assume responsibility for selecting a less rigorous option by “opting-out” of the challenging state-designated curriculum. (Achieve, 2004) Michigan has recently adopted the “Michigan Merit Core” which requires 16 “credits” for students beginning with the class of 2010. (Michigan Board of Education, 2005) Michigan had previously required only a single one-semester civics class.

These courses of study set a target for high schools with a specific focus on multiple years of college preparatory math and science as well as foreign language. Further detail on course requirements in other states is available in Appendix 1.

Other Recommended High School Courses of Study

The High Schools That Work (HSTW) initiative, led by the Southern Regional Education Board, has spread since 1987 to over 1,200 sites in 32 states (including Massachusetts) and recommends the following core curriculum. ()

• At least four English courses;

• Four credits in mathematics, including algebra II and a higher level or a specifically developed course to prepare students for postsecondary study so they can avoid remedial college mathematics;

• Three college preparatory science courses, including biology, chemistry, physics, or anatomy/physiology with labs and research reports;

• One computer course or demonstrated proficiency beyond keyboarding early in the high school course of study; and

• Four credits in a concentration such as math/science, humanities, or a career/technical concentration.

The State Scholars Initiative program was originally developed by a group of business leaders in Austin, Texas and encouraged students to challenge themselves by completing a course of study beyond the minimum requirements for high school graduation. Listed below are the recommendations of the State Scholars course of study:

• Three years of math: algebras 1 and 2, and geometry;

• Three years of science: biology, chemistry, and physics;

• Four years of English;

• Three and a half years of social studies, including economics; and

• Two years of a language other than English.

Appendix 2 provides a chart describing diplomas and endorsements issued in all fifty states as assembled by Achieve, Inc. (2005).

The Federal Role in Defining Rigorous High School Curricula

The U.S Department of Education has begun to expand its role into the realm of encouraging rigorous curriculum in high schools. While the state and local school districts have traditionally assumed this role, the U.S. Department of Education has begun the Academic Competitiveness Grants federal student aid program. This program will provide college financial grants for low-income students who have taken a rigorous high school curriculum. The determination of a rigorous high school curriculum will be made by a state agency and will need to be recognized by the U.S. Secretary of Education. Additional funds will be available through the National Science & Mathematics Access to Retain Talent Grant (National Smart Grant) for those students who have continued success at the postsecondary level and major in critical areas such as math, science, and engineering. On June 29, 2006 the U.S. Department of Education approved Massachusetts five Academic Competitiveness Grant eligibility options outlined in our state’s proposal - complete the courses outlined in the State Scholars Course of Study; or set of courses similar to the State Scholars Curriculum; meet the requirements of the Massachusetts Board of Higher Education admissions criteria; complete the standards of the Certificate of Occupational Proficiency; take at least two Advanced Placement or International Baccalaureate courses and pass the examinations.

Defining the Characteristics of a Rigorous High School Curriculum

The development of curriculum standards, assessments, and either a required or recommended course of study comprise only one step in ensuring college and career readiness. The greater portion of the work resides in identifying and delivering the appropriate sequence of coursework that has high expectations for students at the school and district level. In fact, high-level “pipeline” courses such as algebra, geometry, algebra 2, biology, chemistry, and physics are necessary to develop the skills required to succeed in college courses. Close monitoring of students’ selection and successful completion of these courses through individualized career and education plans should begin as early as junior high/middle school.

At present the characteristics of an individual course can vary greatly among the Commonwealth’s more than 300 high schools. Two courses with the same name can have completely different content, instructional expectations and assessments, even within the same high school building or district. Expectations and course rigor can be measured in part by examining the syllabus and sample student assignments. Part of the task of reforming or redesigning high schools is to measure the course by its content and expectations rather than by the course title or level.

Rigor and Relationships

Successful schools combine rigor—high expectations and a meaningful course of study—with relationships—powerful, sustained involvement with caring adults who mentor, advise, and support students throughout their high school careers. (Gates Foundation, 2003) These caring adults manifesting themselves to a great degree as skilled teachers and administrators are the core constituency in planning and implementing effective college oriented courses. Effective teachers have flexible pedagogical styles to assist students to comprehend difficult concepts and make connections to former learning, current events, popular culture, and across the curriculum. (ACT, Inc. and the Education Trust, 2004)

High School Homework

In absolute terms, most high school students do not spend a lot of time preparing for class. According to a 2005 national High School Survey of Student Engagement (HSSSE) conducted by Indiana University with more than 80,000 students, approximately 50 percent of respondents reported doing four hours or less per week preparing for class, 32 percent spent two hours or less, and 20 percent spent one hour or less doing homework. In addition, almost 60 percent of seniors reported spending three hours or less doing homework. These are troubling statistics because these few hours may leave many students ill-prepared for the transition to college. According to the National Survey of Student Engagement (NSSE), one-half of first year students in four-year college spend 10 hours per week doing homework, which is at least twice as many hours per week as they did when they were high school seniors. .

Engaged Classrooms

Effective college preparatory classrooms are those in which students are actively engaged in their learning. Academic engagement heavily depends on educators and students building relevant learning experiences. It is also vital, particularly for students who are most at risk for disengagement and dropping out, that curriculum and instruction connects learning to students’ lives and cultural and linguistic contexts. Academic engagement also grows through educators who connect students with resources, guidance, and information needed to make decisions about course-taking, postsecondary education, and career pathways. Low-level courses and general or non-academic tracks, where many at risk students are found, foster and deepen student disengagement. All students should be engaged in disciplined inquiry, which requires problem-solving, higher-order thinking, and the capacity to construct, rather than merely reproduce knowledge. (National High School Alliance, 2005)

_____________________________

References

Achieve, Inc., (2004) Expectations Gap: A 50-State Review of High School Graduation Gap. Washington, DC. Author.

ACT, Inc. and the Education Trust. (2004). On Course for Success: A Close Look at Selected High School Courses that Prepare All Students for College. Iowa City, IA. Author.

ACT, Inc. (2004). Crisis at the Core: Preparing All Students for College and Work. Iowa City, IA. Author.

ACT, Inc. (2005). Courses Count: Preparing Students for Postsecondary Success. Iowa City, IA. Author.

Adelman, C. 1999. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment. Washington, DC: U.S. Department of Education.

Association of Independent Colleges and Universities in Massachusetts. (2003). Engines of Economic Growth: The Economic Impact of Boston's Eight Research Universities on the Metropolitan Boston Area. Boston, AICUM.

Bill and Melinda Gates Foundation. (2003). Closing the Graduation Gap: Toward High Schools that Prepare All Students for College, Work and Citizenship.

Bill and Melinda Gates Foundation. (2005). High Schools for the New Millennium: Imagine the Possibilities. Author.

Carnevale, A. and Desrochers, D. (2002). Connecting Education Standards and Employment: Course-taking Patterns of Young Workers. Washington, DC. Achieve, Inc.

Clayton-Matthews, A. (2005) A Groundhog Day economy in the Bay State. MassBenchmarks. V.7.4.

College Board. (2005). 2005 College-Bound Seniors State Profile Report: Massachusetts. New York. Author.

Davis, M. (2006). Bill Pushes “Rigorous” Curricula. Education Week. Feb. 1, 2006.

Education Week. (2006). Quality Counts at 10: A Decade of Standards-Based Instruction. Bethesda, MD. Editorial Projects in Education Research Center.

Friedman, T. (2005.) The World is Flat: A Brief History of the Twenty-First Century. New York. Farrar, Straus and Giroux.

Greene, J. and Forster, G. (2003). Public High School Graduation and College Readiness Rates in the United States. New York. Manhattan Institute.

Hart Research Associates. (2005). Rising to the Challenge: Are High School Graduates Prepared for College and Work. Washington, DC. Achieve, Inc.

Horowitz, J. and California Academic Partnership Program. (2005). Inside High School Reform: Making the Changes that Matter. San Francisco. WestEd.

Lemke, M., Sen, A., Pahlke, E., Partelow, L., Miller, D., Williams, T., Kastberg, D., Jocelyn, L. (2004). International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results From the U.S. Perspective. (NCES 2005–003). Washington, DC: U.S. Department of Education, National Center for Education Statistics.

Massachusetts Department of Education. (2005). Performance Improvement Mapping. Malden, MA. Author.

Massachusetts Department of Education. (2005). 2005 NAEP Tests: Summary of Results for Massachusetts. Malden, MA. Author.

Massachusetts Executive Office of Economic Development. (2005). Key Industries. . Commonwealth of Massachusetts.

The Massachusetts Institute for a New Commonwealth. (2004). Getting the Job Done: Advancing the New Skills Agenda. Boston. MassInc.

National Association of Manufacturers, The Manufacturing Institute and Deloitte Consulting. (2005). 2005 Skills Gap Report: A Survey of the American Manufacturing Workplace. Washington, DC. Author.

National High School Alliance. (2005). A Call to Action: Transforming High Schools for All Youth. Washington, DC. Author.

Michigan Department of Education. (2005). State Board of Education Approves Increased State High School Graduation Requirements. Lansing, MI. Author.

Oesterreich, H. (2000). Characteristics of Effective Urban College Preparation Programs. ERIC Digest No. 159. New York. ERIC Clearinghouse on Urban Education.

Schneider, C. (2003). Preparing Students for What? School-College Alignment in an Era of Greater Expectations. Peer Review, p. 13-16. Winter 2003.

United States Chamber of Commerce. (2007). Leaders and Laggards: A State-by-State Report Card on Educational Effectiveness. Washington, DC. U.S Chamber of Commerce. Available online at

U.S. Department of Education. (2003). Preparing America’s Future: High School Initiative

From There to Here: The Road to Reform of American High Schools. Washington, DC. Office of Vocational and Adult Education.

U.S. Bureau of Labor Statistics. (2001). 2000-2001 Employment Projections. Washington, DC. U.S. Department of Labor.

-----------------------

[pic]

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download