Presentation on theme: "John Yochelson, Venessa Woods, and Charlene Murray"— Presentation transcript:
1 John Yochelson, Venessa Woods, and Charlene Murray THE TALENT IMPERATIVE IN SCIENCE AND ENGINEERING Annual Diversity Conference
2 What is BEST?What have we learned about program effectiveness in pre-k-12 and higher education?What is the action agenda for the corporate sector?
3 Mission BEST is a public-private partnership building What is BEST?MissionBEST is a public-private partnership buildinga stronger, more diverse U.S. workforcein science, engineering and technology.
4 Background Launched September 2001 What is BEST?BackgroundLaunched September 2001$2M Seed funding from 7 federal agencies, led by the National Science FoundationCorporate and Foundation Sponsors:Alcoa Foundation W.K.Kellogg FoundationAmerican Institutes for Research Lockheed MartinBill and Melinda Gates Foundation Lounsbery FoundationCH2M Hill QUALCOMMHewlett Packard MicrosoftWilliam and Flora Hewlett Foundation PfizerIntel Foundation TXU
5 What is BEST?StrategyConvene the nation’s most respected practitioners and researchers to identify effective practices in pre-K-12, higher education, and the workplace for women, under-represented minorities, and persons with disabilities.Disseminate findings and work with stakeholders to drive systemwide change.
6 What have we learned?Lesson # 1The United States faces a Talent Imperative in science and engineering.
7 Why the Talent Imperative Matters What have we learned?Why the Talent Imperative MattersInnovation accounts for 50 percent of long-term U.S. economic growth.Human capital is our most precious innovation asset.A world-class science and engineering workforce is indispensable.
8 A Perfect Storm in the Making What have we learned?A Perfect Storm in the MakingThe U.S. S&E workforce draws on a narrow and declining segment of our population.U.S. student interest in many technical disciplines is far off peak levels of the 1980s.The international component of the U.S. technical workforce has increased steeply.The United States is not keeping pace with the growth of international S&E capacity.
9 What have we learned?Lesson # 2There are pockets of excellence in developing talent of all groups… but they are mostly isolated and not part of system-wide solutions.
10 Solutions Require Multiple Changes: What have we learned?Lesson # 3Solutions Require Multiple Changes:Stronger pre-k-12 foundational skillsIncreased degree productionGreater career attractivenessTighter system-wide connectivityAdditional resources
11 Lesson # 4 Solutions Require Leadership of Employers from All Sectors What have we learned?Lesson # 4Solutions Require Leadership ofEmployers from All SectorsAdopt best practices within organizationsReach beyond organizational boundariesInvest in the educational supply chain
12 Lesson # 5 Solutions require effective programs What have we learned?Lesson # 5Solutions require effective programs…and program effectiveness shouldrest on evidence.
13 Pre-K-12 Findings and Recommendations What have we learned?Pre-K-12Pre-K-12 Findings and Recommendations
14 BEST’s Pre-K-12 Methodology: What have we learned?Pre-K-12BEST’s Pre-K-12 Methodology:Step 1 – Design an ApproachStep 2 – Create a National SampleStep 3 – Apply Criteria to Rate ProgramsStep 4 – Distill Design Principles
15 EFFECTIVE PRE-K-12 PROGRAMS WITH RESEARCH EVIDENCE What have we learned?Pre-K-12EFFECTIVE PRE-K-12 PROGRAMS WITH RESEARCH EVIDENCEProbableDirect Instruction MathematicsProject SEED (Special Elementary Education for the Disadvantaged )NotableAVID (Advancement Via Individual Determination )Algebra ProjectFAST (Foundational Approaches in Science Teaching )Gateway to Higher EducationProject GRAD (Graduation Really Achieves Dreams)PuenteYup’ik Mathematics
16 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesDefined outcomesPersistencePersonalizationChallenging contentEngaged adults
17 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesDefined Outcomes1) How well defined are the outcomes of the science, mathematics or pre-engineering program?2) Are these outcomes fully understood by students, teachers, parents, school boards and other educational decision makers?3) What evidence indicates the desired outcomes are being reached?
18 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesPersistence1) How long has the program lasted?2) Has the program shown the capacity to scale up in different settings?3) Has the program proved sustainable in changing conditions? Why and how?
19 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesPersonalization1) How is one-on-one contact between students and teachers organized; e.g., mentors, tutors, etc.2) How are teachers, tutors and mentors selected and trained?3) What indicators provide evidence that significant personalization has been achieved and has been effective?
20 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesChallenging Content1) Does content match state standards and assessments as well as national standards?2) Is mastery of content a high expectation for all students and is this well communicated to students and parents?3) How much pertinent training do program instructors have and what level of credential is required?
21 Pre-K-12 Design Principles What have we learned?Pre-K-12Pre-K-12 Design PrinciplesEngaged Adults1) Do all adults engaged in the program buy into it and believe in the capacity of all students to succeed?2) What is the consistency of staff involved in the program over time?3) Is parental support sought and encouraged? Is the level of support measured?
22 What have we learned?Pre-K-12Lesson # 6Effective pre-K-12 programs targeting under-represented groups must be more closely aligned to system-wide reform.
23 System-wide Reform Premise: Lift all boats to better prepare What have we learned?Pre-K-12System-wide ReformPremise: Lift all boats to better preparestudents from underrepresented groupsLeverage Points:TeachersCurriculumStandardsSchool and Class SizeTechnology
24 Targeted Programs Premise: The pre-K-12 system What have we learned?Pre-K-12Targeted ProgramsPremise: The pre-K-12 systemcannot meet the challenge aloneLeverage Points:Individual StudentsMentoringParentsRole Models
25 BEST’s Recommendations What have we learned?Pre-K-12BEST’s RecommendationsDeepen the knowledge baseTighten the link between research, policy and practiceUse design principles of best practice to align targeted and system–wide approaches
26 Evanston Township High School ETHS Mission Statement:Embracing its Diversity, ETHS dedicates itself toEducating all students to their fullest potential.School Goals:Align assessment, instruction, and curriculum with the K-12 Standards in every department.Examine and improve student support structures to ensure that students at all performance levels are able to meet high academic standards.Build personalized connections as a means to addressThe needs of all students, in particular the disengagedStudents.
27 THE AVID PROGRAM (Advancement Via Individual Determination) AVID is designed to increase school wide learning andperformance. The mission of AVID is to ensure that all students, and most especially the least served students in the academic middle capable of completing a college path:Will succeed in a rigorous curriculum,Will enter mainstream activities of the school,Will increase their enrollment in four-year colleges,AndWill become educated and responsible participants and leaders in a democratic society.
28 AVID EssentialsAVID programs are defined by Eleven Essentials for implementation. Each essential must be implemented over a set timeline to ensure the programs existence at any given site for AVID Certification.Each AVID site must state a description of the program’sCurrent conditionEach AVID site must state Action Steps to developor sustain all eleven Program Essentials
29 Program Essentials Scheduling Meet student selection criteria Ensure voluntary participation by students and staffProvide AVID elective within regular school dayEnroll students in rigorous course of studyScheduling
30 Program Essentials Curriculum Engage students in relevant writing and readingcurriculumUse inquiry as a basis for instructionUse Collaboration as a basis for instruction
31 SupportFacilitate student access to rigorous curriculumwith tutorsMonitor program implementation and student progressthrough the AVID data systemIdentify site/district’s resources for program costs and AVID staff developmentEnsure that an active interdisciplinary site team collaborates on issues of student access to rigorous courses
32 What do AVID students Do? The StudentWhat do AVID students Do?WritingPre-write; draftRespond; reviseEdit; final draftClass and textbookCornell note takingLearning logs & journalsWICRInquirySkilled questioningSocratic SeminarsQuick writes / DiscussionCritical thinkingActivitiesWriting questionsOpen-minded activitiesCollaborationGroup projectsStudy groupsJigsaw ActivitiesRead-aroundsResponse /Edit/ Revision groupsCollaborative activitiesReadingSQ3RKWLReciprocal teachingThink alouds
33 The Student Students with AVID Benefit From: Structured Collaborative Inquiry SessionsA re-defined Academic Peer GroupExplicit teaching of the hidden CurriculumTime to study materials more deeplyAccountability
34 All connected to academics The StudentStudents w/ AVID Benefit From:Emphasis on:Study skillsOrganizationGoal settingTime managementAll connected to academics
35 BEST: Design Principles The Connection:Defined Outcomes: Math and Science path waysPersistence: Core MethodologiesPersonalization: Building the Elective Team
36 BEST: Design Principles The Connection:Personalization: Building the Elective TeamChallenging Content: “ WICR”Engaged Adults: The Site Team & Parent Advisory Board
37 A Corporate Action Agenda What have we learned?Higher EducationA Corporate Action AgendaSupport Effective ProgramsBalance targeted and system-wide investmentsCapitalize on PartnershipsFocus on Leverage points
38 What is next for BEST Community Engagement Partnership with DOD What have we learned?Higher EducationWhat is next for BESTCommunity EngagementPartnership with DODScaling best practices