0. Education Commission of the States
Academic Youth Development
Uri Treisman, PhD
Charles A. Dana Center
The University of Texas
at Austin
Education Commission of the States
July 2009
Learning to Learn

1. What is the Problem?
High rates of failure in Algebra I.

2. Non-Cognitive Factors
Many students have difficulty in school not because they are incapable of performing successfully but because they are incapable of believing that they can perform successfully.
BUT, efforts that attempt to enhance academic performance in the absence of efforts to increase content knowledge are doomed to failure.

3. Non-Cognitive Factors
In the National Math Panel survey, 62% of teachers rated working with unmotivated students as the single most challenging aspect of teaching Algebra I successfully. (National Math Panel, 2008)

4. Our Goals
Increase students’ commitment to learning and their productive persistence in the face of academic struggle

5. Goals
Meld recent advances in social and psychological theories with deep practitioner wisdom to build a new generation of student support structures.

6. Building on research and practice
Effective effort: Improving and getting better at something requires the right kind of effort.
Attribution: Success is attributed to task-specific causes (e.g. effort), not to global causes (e.g. luck or native intelligence).
Malleable intelligence: Intelligence is something that can be influenced and shaped through actions and beliefs.
Also students demanding high quality education
Students demand high quality learning
We believe that the next stage of school reform must more directly address the development of the students themselves, so that the culture of schools becomes one of respectful engagement.

7. Albert Bandura Social Cognitive Theory
Building on research and practice
Albert Bandura Social Cognitive Theory
Individuals function/learn through reciprocal influences
BEHAVIOR
ENVIRONMENTAL factors
PERSONAL
factors
(cognitive, affective, and biological events)

8. Self Efficacy: beliefs about capabilities
Building on research and practice
Productive Persistence
Self Efficacy: beliefs about capabilities
Self regulation: adapting, reflecting, monitoring

9. What is Mathematical Proficiency?9

10. Strands of Mathematical Proficiency

11. Sources of Students’ Self-efficacy (Bandura, 1997)
Mastery Experiences: interpreting capabilities based on previous personal experiences
Vicarious Experiences: role models, peers
Social Persuasions: peer, parents, teachers
Emotional States: arousal, anxiety, mood, fatigue
Mastery Experiences: interpreting capabilities based on previous personal experiences
Vicarious Experiences: role models, peers
Social Persuasions: peer, parents, teachers
Emotional States: arousal, anxiety, mood, fatigue

12. Building on research and practice
Asset-based approaches
Strategies: Selection-Optimization-Compensation
Goal Setting
Mastery Experiences: interpreting capabilities based on previous personal experiences
Vicarious Experiences: role models, peers
Social Persuasions: peer, parents, teachers
Emotional States: arousal, anxiety, mood, fatigue

13. Building on research and practice
Wisdom of Practice
Emerging Scholars Program (Treisman, 1992)
AVID (Mary Catherine Swanson)
Step-Up to High School (Chicago Public Schools)
The Algebra Project (Bob Moses)
Puente Project
a. Points to make about these programs:
i. These each produce gains
ii. There is an insatiable demand for them
1. reference the number of districts/schools/students who are served by them
iii. They are only viewed as self-contained programs (i.e., add ons), not a functioner of the regular math class.
b. But are these programs good enough?
i. Each program needs to be strengthened and redesigned with a broader knowledge base.
1. Current programs don't have adequate theoretical base for robust expansion.
2. Current programs are not based on sound research evidence.
ii. New programs must
1. address how the kids who are served can be key elements of school change.
2. respect practitioner wisdom, but add a theoretical base
3. systematically mine psychology for its use in the system

14. Critical role of content
Allows students to practice new ways of learning in challenging academic environments.
Academic proficiency cannot be developed in the absence of academic content.
a. Points to make about these programs:
i. These each produce gains
ii. There is an insatiable demand for them
1. reference the number of districts/schools/students who are served by them
iii. They are only viewed as self-contained programs (i.e., add ons), not a functioner of the regular math class.
b. But are these programs good enough?
i. Each program needs to be strengthened and redesigned with a broader knowledge base.
1. Current programs don't have adequate theoretical base for robust expansion.
2. Current programs are not based on sound research evidence.
ii. New programs must
1. address how the kids who are served can be key elements of school change.
2. respect practitioner wisdom, but add a theoretical base
3. systematically mine psychology for its use in the system

15. Students’ beliefs matter. Teachers’ beliefs and actions matter.
There is good news…
Students’ beliefs matter.
Teachers’ beliefs and actions matter.
Sense of
Belonging
Modest interventions are
making a difference.
Click out

16. Imagine a math classroom in which all students…
Don’t have to choose between being cool and being smart
Create a learning community in which students and teachers work together to increase everyone’s knowledge
Feel comfortable enough to take risks and participate in class
Engage in meaningful discussions about mathematical content with the teacher and their fellow students
Understand that learning math takes effort and persistence
AYD PD Spring 2009 16 16

17. Academic Youth Development
Improving Achievement by Shaping the Culture of Algebra Classrooms
Learning to Learn 17 17

18. Academic Youth Development
Supports the successful transition of students into High School & Algebra I
Also students demanding high quality education
Students demand high quality learning
We believe that the next stage of school reform must more directly address the development of the students themselves, so that the culture of schools becomes one of respectful engagement. 18 18

19. Model of the program
AYD PD Spring 2009 19 19

20. AYD key program design elements
Student participants: 8th graders rising to 9th grade Algebra I — students who are “roughly at grade level”
Teachers who will be teaching Alg I in the fall
Summer: 14 days, 4 hours per day, 2 AYD teachers with up to 30 students
Fall: 5 students per class scheduled into Alg I courses in AYD teacher’s classes (this will mean hand-scheduling)
Academic year: 4-6 “gatherings” per year with students and teachers
All resources for AYD program online through Agile Mind
Districts agree to share data and learnings with the Dana Center AYD researchers and evaluators

21. Why focus on the transition to Algebra I?
Algebra is a gatekeeper—50% of all ninth-grade students fail Algebra I.
Increased college and workforce expectations.
Increased high school graduation requirements.
Inadequate preparation and limited problem-solving skills.
Crucial transition between middle school math and Algebra I.
Ask: What are your most pressing issues about student success in Algebra I? 21 21

22. What is Academic Youth Development?
AYD helps students develop
academic identities as learners who recognize, value, and seek out high-quality education.
skills to help create and contribute to a learning community.
Also students demanding high quality education
Students demand high quality learning
We believe that the next stage of school reform must more directly address the development of the students themselves, so that the culture of schools becomes one of respectful engagement. 22

23. The Academic Youth Development Initiative . . .Is
A set of experiences designed to influence student beliefs, attitudes and behaviors about learning.
An academic development program for “regular students” to help ensure they get started in high school on the right track.
An intervention designed to create and support a classroom culture of respectful engagement.
A transitional program to foster success in high school and beyond.
Is not
Student remediation of grade 8 math
Credit recovery
Pre-teaching of Algebra I
A summer math class
A program of experiences designed to influence student attitudes and behaviors about learning and to boost overall confidence and achievement.
An academic development program for “regular students” whose newly learned skills will benefit the entire community of learners as they become agents of cultural change.
An intervention designed to enhance the classroom culture and improve the learning atmosphere for all students throughout the academic year. 23

24. Goals of the AYD Initiative
Three primary goals:
Improve student performance in Algebra I and all high school mathematics courses.
Build a classroom culture focused on respectful engagement in academics.
Increase the capacity for teaching to rigorous mathematics standards. 24

25. AYD shapes and supports a culture in which . . .
Engagement, participation, positive motivation, and risk-taking are developed and embraced.
Students don’t have to choose between being smart or being cool.
Effort and persistence are recognized and valued.
Mutual accountability is fostered and expected.
feel safe making their misunderstandings public
Students and teachers are on the same team
Students feel valued 25

26. Critical problem-solving skills.
Two areas of focus
Underlying issues about controllable factors related to student learning and achievement.
Critical problem-solving skills.
Also students demanding high quality education
Students demand high quality learning
We believe that the next stage of school reform must more directly address the development of the students themselves, so that the culture of schools becomes one of respectful engagement. 26 26

27. AYD online curriculum topics
Getting smarter: growing your brain through hard work and effort.
Learning to learn and what learning feels like.
Learning with peers: the importance of good communication.
Making attributions: what do you have control over in learning?
Applying “learning about learning” strategies in problem-solving situations.
AYD contains several online curriculum topics.
<<review topics>>
Ask: What are your most pressing issues about student success in Algebra I?
Ask: What are some of the pressing issues?
Ask: How can AYD address some of these issues?
Answer based on some audience examples.

28. “Grow” Your Brain and Get Smarter
AYD for Students and Families
It’s Not Just Math
“Grow” Your Brain and Get Smarter 28 28

29. Teamwork and Communication Skills
AYD for Students and Families
It’s Not Just Math
Teamwork and Communication Skills 29 29

30. Online Tools at Home and School
AYD for Students and Families
It’s Not Just Math
Online Tools at Home and School 30 30

31. Meeting Friends and Teachers
AYD for Students and Families
It’s Not Just Math
Meeting Friends and Teachers 31 31

32. Mathematics and Forensic Science
AYD for Students and Families
What Math?
Mathematics and Forensic Science 32 32

33. Using Tables, Graphs and Equations
AYD for Students and Families
What Math?
Using Tables, Graphs and Equations 33 33

34. Measurement and Data Collection
AYD for Students and Families
What Math?
Measurement and Data Collection 34 34

35. Solving Real World Problems
AYD for Students and Families
What Math?
Solving Real World Problems 35 35

36. Academic Youth Development
is for Students
An exciting new program for incoming Algebra I students
A jump start on next year--for students and their Algebra teachers
A way for students to meet new friends and their Algebra teacher
An opportunity for students to learn strategies for success in all of their classes 36 36

37. What Students are Saying…
“It’s fun and you’ll learn a lot. You don’t just do math here, but learn how to work as a community.”
--Academic Youth
Development Student
California 37 37

38. Findings from the Summer 2008 Bridge Component
Students surveyed and/or interviewed reported these key ideas. . .
higher self-confidence and a higher level of support in mathematics by their peers and teachers;
higher motivation and persistence--that is, the students were more likely not to give up when frustrated or stuck or when working on particularly challenging math problems;
Increased use of metacognitive learning strategies--for example, purposeful selection of approaches when engaged in problem solving; and
a greater understanding of theories of intelligence--that is, understanding that with hard work and effort, they could increase their intelligence and their capacity for academic success.
Ask: What are your most pressing issues about student success in Algebra I? 38 38

39. Academic Youth Development
is for Teachers and Leaders
AYD focuses on the beliefs, attitudes, and behavior of a cadre of emerging student ‘allies’ algebra teachers can rely on to
model effective engagement and academic success.
help support and shape the Algebra I classroom culture for learning mathematics.
build a strong relationship between teachers and students. 39 39

40. What Teachers are Saying…
“Seeing students motivated and working together and hard is energizing me for next year. Students do work well in groups and help each other out..”
--Academic Youth
Development
Teacher
California 40 40

41. Findings from the Summer 2008 Bridge Component
In interviews, teachers reported an emerging classroom culture. . .
students taking more responsibility for their role in creating and sustaining a positive academic learning environment;
better student-to-student communication--for example, sharing, talking through ideas, solving problems together;
higher levels of students engagement--for example, almost all students, even those who previously were disengaged in school, participated more in class;
increased willingness of students to work with one another; and
increased willingness of students to encourage and support one another in their learning.
Ask: What are your most pressing issues about student success in Algebra I? 41 41

42. Who can be an Academic Youth Development Teacher?
Teachers who will be teaching Algebra I in the fall
Students will be scheduled, at least 5 per class, into their Algebra I classes
Two teachers per cohort of 30 students
Teachers will attend a two-day professional development session in the Spring 2009
Teachers will teach the 14-day summer bridge class
Teachers and leaders will facilitate up to six academic year gatherings during the school year. 42 42

43. Who can be an AYD student?
Student has regular attendance in middle school.
Student is at or near grade level in mathematics performance.
Student is enrolled in Algebra I for the 2009—2010 academic year.
Student has clear potential to be an effective leader and role model in the classroom. 43 43

44. AYD: What can schools expect?
AYD becomes an integral part of a comprehensive approach to improving student outcomes in math
Bonding between teachers and students
Changes in beliefs and attitudes
Students will be able to articulate their own role in learning
Students are increasingly able to work and learn together
AYD is designed to complement your campus/district improvement efforts.

45. utdanacenter.org/academicyouth
Contact Information
Uri Treisman
utdanacenter.org/academicyouth

46. AYD Selected References
Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion from High School Through College. Washington, DC: U.S. Department of Education. Retrieved February 20, 2006. 
Aronson, J., Fried, C. & Good, C. (2002). Reducing the Effects of Stereotype Threat on African American College Students by shaping theories of intelligence. Journal of Experimental Social Psychology. 38,
Aronson, J. & Steele, C.M. (2005). Stereotypes and the fragility of human competence, motivation, and self-concept. In C. Dweck & E. Elliot (Eds.), Handbook of Competence & Motivation. New York, Guilford.
Dweck, C. S. (2006). Mindset. New York: Random House.
Dweck, C. S. (2007). The Perils and Promises of Praise. Educational Leadership, 65,
Good, C., Aronson, J. Inzlicht, M. (2003). Improving Adolescents’ Standardized Test Performance: An Intervention to Reduce the Effects of Stereotype Threat. Journal of Applied Developmental Psychology, 24,
Marks, H.M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal. 37 (1),
National Research Council (2000). How people learn. Brain, mind, experience, and school. National Academy Press.
Sedlak, M.W., Wheeler, C.W., Pullin, D.C., & Cusick, P.A. (1986). Selling students short: Classroom bargains and academic reform in the American high school. New York: Teacher’s College Press.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6),
Steinberg, L., Brown, B., & Dornbusch, S. (1996). Beyond the classroom: Why school reform has failed and what parents need to do. New York: Simon and Schuster.
Vaughn, (2005). Tipping a middle school to excellence. Paper presented at theTechnology Information Conference for Administrative Leadership, Little Rock, AK.
Lisa presents
Get Haycock slide and need backing for each of these statements. 46