Presentation on theme: "1 David T. Conley, Ph.D. Professor, University of Oregon"— Presentation transcript:
1 Beyond Business as Usual—Key State Actions to Boost College and Career Readiness 1David T. Conley, Ph.D.Professor, University of OregonDirector, Center for Educational Policy ResearchCEO, Educational Policy Improvement Center
2 Today’s Talk Is Based on Research and Ideas Summarized in: 2
3 Nature of the Challenge: More Students Going to College The proportion of students going on to postsecondary education has steadily increased over the past 100 years and is likely to continue to increase.Surveys of 9th graders indicate 80%-90% aspire to collegeHowever, more students struggle in college even as more are admitted.Remediation rates remain constantCollege completion rates remain constantSurveys also indicate most high school students do not know what they need to do to be college ready3
4 Nature of the Challenge: Getting More Students Ready It should be no surprise that so many students struggle when they get to college.The information used to determine college eligibility is quite limited and problematic in a number of ways.Increasing the proportion of students going on to college means educating a more challenging student population.The good news is that the capacity of students to achieve is malleable and not fixed.Achievement is a function of the interaction of effort and ability.Some students may need to work harder than others to become college ready.Getting more students ready for college requires more information about what it means to be truly ready.4
5 Need for a More Complete Definition of “Ready” The new goal of high school should be to equip as many students as possible for college and career success, in other words, to be able to continue to learn beyond high school.Today’s high school diploma certifies college eligibility via specified courses taken and grades received.College eligibility is not the same as college readiness.College and career readiness is more complex and multi-dimensional than meeting eligibility standards.The definition of “ready” is a student who can succeed—without remediation—in credit-bearing general education courses or a two-year associates or certificate program that leads to a career in the O-NET job zone 3 classification.5
6 The Four Dimensions of College Readiness Contextual Skills and AwarenessContextual Skills and AwarenessKey Cognitive StrategiesProblem formulation, research,interpretation, communication, precision and accuracy.Key Content KnowledgeKey foundational content and “big ideas” from core subjects.Academic BehaviorsSelf-management skills: time management, study skills, goal setting, self-awareness, and persistence.Contextual Skills and Awareness (College Knowledge)Admissions requirements, college types and missions, affording college, college culture, and relations with professors.AcademicBehaviorsAcademicBehaviorsKey Content KnowledgeKey Content KnowledgeKey Cognitive StrategiesKey Cognitive Strategies6
7 What Is Key Content Knowledge? Components:Key terms and terminologyFactual informationLinking ideasOrganizing conceptsThe human brain retains this information to the degree to which it can:create connections or links among the pieces to create a “schema” or “scaffold” structureassociate emotions, positive or negative, with the knowledgefind the knowledge meaningful, relevant, or usefulapply or use the knowledge in a variety of authentic situationsreceive timely feedback on how effectively it uses the knowledge.
8 Acquiring Key Content Knowledge: If Only It Were This Simple In this brief clip from “The Matrix,” Our hero, Neo, has just escaped another predicament and is on a rooftop with his rescuer, Trinity, with no other means of escape than a helicopter that has been abandoned on the roof. What to do? Who can fly it?
9 Definition of Key Cognitive Strategies What is a strategy?A systematic approach or plan to achieving an objectiveAn elaborate plan of action that chooses among alternative approaches and anticipates potential problems that must be addressed for the objective to be achieved successfullyWhat are cognitive strategies?Systematic approaches to achieve key learning goals that take into account the rules and methods of the academic disciplines that are necessary to achieving the goalElaborate plan of action that chooses among alternative approaches and anticipates potential problems that must be addressed to solve a problem or complete a complex task9
10 C-PAS Conceptual Design The Key Cognitive Strategies
11 Consider the Cognitive Strategies Students Would Need to Use to Complete This Task Projecting Incarceration Rates in the United States Recent news has given much coverage to the growing prison population in the United States. Criminal justice organizations need to know the number of people who will be under correctional supervision in the future in order to plan ahead. The numbers will affect their budgets and the need for prison beds and support services.You have been hired to study the situation and make projections about future incarceration rates. You are to include the numbers of people in prisons, jails, and on probation.You will provide a report that presents your projections and explains how you developed them. Two specifics you have been asked to address in your report are:Projections of the incarcerated population for the years 2020, 2025, 2030, and 2050.A prediction whether, and if so, when the rate of incarceration can be expected to exceed 10% of the overall US population11
12 How Novices and Experts Solve Problems are slower and more deliberateknow individual facts about topicslearn about pieces of systemsmemorize bits of information and encode the bits superficiallytend to focus on discrete knowledge in isolation of the structure of a disciplinereason in specific contexts by using recently-acquired informationrecall information by roteExperts:are faster and more accurateorganize facts into “chunks” for better recall and applicationintegrate pieces of knowledge into systems frameworksconnect new knowledge to existing knowledgelearn through example and analogyuse analytical skills to apply knowledge and select proceduresgeneralize knowledge to new settings and circumstancescreate mental cues to facilitate recall12
13 Accomplished Strategic Thinker Emerging Strategic Thinker C-PAS Novice-to-Expert Scoring Scale at Four Benchmark Levels Grades 6-12Green indicates the student is on the pathway to college readiness.Gray indicates performance levels not scored at that benchmark level.Benchmark Level IBenchmark Level IIBenchmark Level IIIBenchmark Level IVEmergingExpertAccomplished Strategic ThinkerStrategic ThinkerEmerging Strategic ThinkerAccomplished NoviceNovice13
14 Tracking Readiness in Multiple Skill Areas For An Individual Student This line shows the student’s content knowledge, which is stronger than the optimalThis Line shows an optimal trajectoryThis line shows academic behaviors, which dip precipitously in 10th grade, but show a comeback by 12th gradeThis line shows the student’s growth on key cognitive strategies, which levels off in high schoolThis line shows student college knowledge strengthens late in high school but remains below optimalThis profile describes a student whose content knowledge is strong, but for whom some concerns remain: cognitive strategies are not developing, college knowledge is below optimal and academic behaviors are somewhat erratic. This profile could be used to diagnose and prescribe in high school or to link the student with support services in college14
15 College Readiness and Career Readiness: Same or Different? EPIC’s research on the content of courses in two-year certificate programs is identifying the overlap between college readiness and career readiness knowledge and skills.Necessary academic content knowledge varies among in two-year certificate programs and between certificate programs and general education courses at four-year institutions.However, almost all certificates require a strong academic foundation, and students in certificate programs need strong skills in the area of Academic Behaviors15
16 Welding Technology Certificate (A. S Welding Technology Certificate (A.S.): Student Learning Outcomes (from Los Rios Community College)Select the correct electrode classification and parameters for various thickness of material and welding positions on ferrous and nonferrous metals.Define principles of gas metal arc welding.Interpret GMA electrode and classification and specification.Select correct electrode amperage settings for the job application.Interpret graphic welding symbols.Describe shielded metal arc welding operations of various positions using selected electrodes on different joint designs.Explain the reason for the formation of each discontinuity type and distinguish different discontinuities.Interpret fabrication blueprints using a systematic process.Relate the requirements for welding ferrous and nonferrous metals.16
17 Seven Key Principles of College Readiness Principle 1: Create and maintain a college-going culture in the school.Principle 2: Create a core academic program that is aligned with and leads to college readiness by the end of 12th grade.Principle 3: Teach key self-management skills and expect students to use them.Principle 4: Make college real by preparing students for the complexity of applying to college and making the transition successfully.Principle 5: Create assignments and grading policies in high school that more closely approximate college expectations.Principle 6: Make the senior year meaningful and challenging.Principle 7: Build partnerships with and connections to postsecondary programs and institutions.These principles are derived from the CREST study and the 38 value-added high schools on some college readiness indicator that were visited.
18 Exemplar State Policy Frameworks Texas College and Career Readiness Initiative (HB 1, HB 3)Link to Texas College and Career Readiness InitiativeOhio’s Promise (HB 1)Link to Ohio's Promise
19 The CollegeCareerReady System ™The system improves college readiness by diagnosing schools and students, aligning the instructional program, and strengthening connections between high schools and colleges.DIAGNOSEStudent ProfilePerformance Assessment(C-PAS)School DiagnosticALIGNQualityCourseDesign System(formerly SyllabusMaker)Alignment SystemPathwaysPARTNERSecondary–Postsecondary ConnectionsAligned CoursesReferenceDocumentsCollegeCareerReady System™19
20 Some Example Recommendations Key Content Knowledge:Standardize placement tests statewide and familiarize high school students with the test and allow students to take the test while in high schoolIncrease dual enrollment, AP, IBKey Cognitive Strategies:Require senior assignment or project that requires a research paper as one required elementConsider “senior seminars” where students are exposed to college-level assignments that require cognitive strategiesAcademic Behaviors:Require schools to adopt common policies regarding the content of syllabi, including dates for all assignments and testsProvide resources for students to learn time management, study skills, goal settingCollege Knowledge:Expect students to access online college prep systemsEncourage college campus visits20
21 An Unconventional Recommendation for State Policy Makers Diagnose the capacity of schools to build college and career readiness on all four dimensions, not just content knowledge.Institute opportunity-to-learn requirements for the Academic Behaviors and College KnowledgeReview high school course syllabi to ensure they address development of Key Cognitive StrategiesProvide extensive resources online in all of these areas