1. Factors Influencing Preparation in Mathematics for Selective Admission to College in High Schools with Low College-going Rates Faith G. Paul Student Affairs Research & Information University of California, Davis 2001 CAIR Presentation SARI Report 226

2. http://www.sariweb.ucdavis.edu/

3. School/University Partnerships Research

4. Structure of Learning in Fixed Sequence Algebra 1GeometryAlgebra 2 CalculusPre-Calculus Trig/ Math Analysis Calculus

5. Mathematics Enrollment: From 8 th Grade through 10 th Grade

6. 13 1 1 1 14 8 th Grade9 th Grade10 th Grade Algebra N=15 Pre-Algebra N=28 Math 8 N=37 Mathematics Sp.Ed. N=12 Geometry One-Year Algebra Two-Year Algebra Integrated Math Math Skills Sp.Ed. 1 Geometry One-Year Algebra Two-Year Algebra Integrated Math Math Skills Sp.Ed. 1 Other 13 1 14 0 Mathematics Enrollment: From 8 th Grade Algebra 1 Through 10 th Grade Mathematics Course 87%

7. 8 th Grade9 th Grade10 th Grade 20 8 12 3 3 2 4 2 2 8 th Grade Algebra N=15 Pre-Algebra N=28 Math 8 N=37 Mathematics Sp.Ed. N=12 Geometry One-Year Algebra Two-Year Algebra Integrated Math Math Skills Sp.Ed. 6 Geometry One-Year Algebra Two-Year Algebra Integrated Math Math Skills Sp.Ed. 5 Other 5 12 8 20 Mathematics Enrollment: From 8 th Grade Pre-Algebra Through 10 th Grade Mathematics Course 43%

8. 8 th Grade 1 3 2 5 5 5 1 3 7 2 13 11 9 th Grade10 th Grade Algebra N=15 Pre-Algebra N=28 Math 8 N=37 Mathematics Sp.Ed. N=12 Geometry One-Year Algebra Two-Year Algebra Integrated Math Math Skills Sp.Ed. 13 Geometry One-Year Algebra Integrated Math Math Skills Sp.Ed. 18 Other 4 1 13 11 Two-Year Algebra 1 st Yr 2 nd Yr 1 2 14 3 Mathematics Enrollment: From 8 th Grade General Math Through 10 th Grade Mathematics Course 3%

9. What is the respective role of gender, ethnicity, and K-12 preparation in mathematical achievement in high school as measured by: 1. Highest mathematics course completed and grade received. 2. Potential eligibility in mathematics for UC.

10. Sample: 9 th Graders in Fall 1997 53% Female and 47% Male Total464100% African American11725% Asian9921% White6714% Hispanic5813% Other*12327% Other includes 34 Filipino, 29 Pacific Islander, and 60 additional students who declined to state their ethnicity.

11. Enrollment in 9 th Grade Mathematics by Ethnicity

12. Eligibility in Mathematics at the End of Spring Semester of 9 th Grade & Measured by Completion of Algebra 1 or a Higher Mathematics Course and Averaged Two Semester Grade by Ethnicity *There were no differences in gender in course enrollments or in grades received in 9 th grade mathematics courses.

13. Eligibility in Mathematics at the End of Spring Semester of 10 th Grade & Measured by Completion of Geometry or a Higher Mathematics Course and Averaged Two Semester Grade by Ethnicity *There were no differences in gender in course enrollments or in grades received in 9 th grade mathematics courses.

14. Changes in Eligibility From 9 th to 10 th Grade 80% of cohort on-track at beginning of 9 th grade. 57% of cohort are potentially eligible in math for UC at the end of 9 th grade. 43% of cohort are potentially eligible in math for UC at the end of 10 th grade. 28% of cohort completed Algebra 1 or higher with A/B at end of 9 th grade. 18% of cohort completed Geometry or higher with A/B at end of 10 th grade

15. Taking Advantage of Summer School to Advance in Mathematics or Make Up Work Need = Started below Algebra 1 in 9 th grade, or failed one or more math courses. * = Some made up a whole failure; others ½ of a failure. *** = Took 1 term only of an advanced course.

16. Eligibility at End of 10 th Grade: Summer School and Regular Academic Term Data by Ethnicity

17. Enrollment and Grade Received in 11 th Grade Mathematics

18. Use of Summer School Between 11 th & 12 th Grade Need = Started below Algebra 1 in 9 th grade, or failed one or more math courses.

19. Highest Mathematics Course Passed Prior to Entering 12 th Grade Includes summer school data between 9-10 th grades, 10 th & 11 th grades, and 11 th and 12 th grades

20. Highest Math Course Passed Prior to Entering 12 th Grade by 9 th Grade Math Course

21. Highest Math Course Passed Prior to 12 th Grade: By Gender: Not statistically significant By Ethnicity: Sig..000 Highest Math Course Passed Prior to 12 th Grade by 9 th Grade Math Course: For All Students: Sig..000 By Gender: Not Significant By Ethnicity: Not Significant

22. Eligibility to the University of California For Every 100 Students How Many Are Most Likely to Progress ?

23. Factors Shaping Eligibility Gender in not statistically significant in course enrollment or grade received. Ethnicity is significant by itself in course enrollment. When controls are established for initial 9 th grade course, ethnic differences disappear. Initial 9 th grade course enrollments are significant at.000 in shaping and grade received. – Course enrollment and grade received in 9 th, 10 th, and 11 th grade. – Highest mathematics course passed and grade received. – Potential eligibility in mathematics for the University of California.

24. Does this mean early high achievers in mathematics have a straight path to eligibility?

25. High Achieving Students From Algebra 2 in 9 th Grade Math Enrollment and Grades Received in 10 th and 11 th Grades

26. High Achieving Students From Geometry in 9 th Grade Math Enrollment and Grades Received in 10 th and 11 th Grade

27. High Achieving Students From Algebra 1 in 9 th Grade Math Enrollment and Grades Received in 10 th and 11 th Grade

28. The UC Davis Experience How Shared Goals, Data Bases and Research In A Higher Education Consortia Can Transform Both the University and the Schools Transforming Teaching and Learning in K-12 Schools University recommendation and implementation of a two-year Algebra 1 Program for a partner school. Individually designed professional development work in mathematics with teachers in partner schools. A tutor-mentor program that uses undergraduate and graduate students to support students in the class room and after school.

29. Development of blended majors in mathematics and history at UC Davis, with faculty in mathematics and history shaping the curriculum on how their academic field can best be taught. Changes in pre-service preparation and in-service professional development of teachers through the Division (College) of Education. Availability of individual student level data for UC Admissions Student Outreach Programs and Recruitment. The UC Davis Experience Transforming Academic Programs, Outreach & Recruitment at the University

30. Implications Mathematics course enrollment in 9 th grade appears to be the most powerful variable shaping highest mathematics course passed in high school, and potential eligibility in mathematics for the University of California. High Schools appear to be passing on, and in many instances deepening the differences in mathematical preparation as represented in 9 th grade mathematics course enrollment. High achieving students in mathematics in 8 th and 9 th grade do not have a straight path to eligibility in mathematics. Underlying weaknesses in preparation need to be addressed to prevent large numbers from becoming ineligible. Shared databases as a part of higher education consortia with school districts can generate research useful to both the University and schools fulfilling the intent of the legislature to transform both institutions to the benefit of society.