Removing Barriers East Meets West College Readiness Conference Dr. John D. Barge, State School...

Removing BarriersEast Meets West College Readiness Conference

Dr. John D. Barge, State School Superintendent

Making Education

Work for All Georgians

How Low Math and Science Skills Affect College Success in Gateway Courses and What We Can Do

About It

Presented by

Amanda Buice, Math Science Partnership Program Specialist

and

Juan-Carlos Aguilar, Science Program Manager

of the

Georgia Department of Education


What are the barriers?

Complete College Georgia

By 2020, it is projected that over 60 percent of jobs in Georgia will require a certificate, associate’s degree, or bachelor’s degree. Presently, approximately 42 percent of the state’s young adults, its burgeoning workforce, are prepared to such a level. To remain competitive, Georgia must not only maintain current graduation levels, but also produce an additional estimated 250,000 graduates in upcoming years.

Complete College Georgia:

• College and career readiness in P-12 pipeline - partnerships

• Effective use of analytics, metrics, and data

• Transform remediation

• Reduce time-to-degree (e.g., articulation, prior learning assessment)

• Restructure deliveryDr. John D. Barge, State School Superintendent

Why it matters (preaching to the choir) About 40 years ago, 72% of U.S. jobs were held by

individuals with a high school degree or less. By 2018, only 38% of jobs will be available to individuals without some education and training after high school.

Nearly one-half of all job openings in the United States are “middle skill” jobs, all of which require at least some postsecondary education and training. By contrast, those with a high school diploma or less are eligible only for one-fifth of all job openings, those that are deemed “low skill.”

Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Georgetown Center on Education and the Workforce. ww9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf

Holzer, Harry J. and Robert I. Lerman (February 2009). The Future of Middle-Skill Jobs.

Brookings Institution.


Today’s College Students….

What percentage of high school teachers think that college freshman are well or very well prepared?

What percentage of college instructors think that college freshman are well or very well prepared?

From Ken Wesson’s presentation at the GaDOE STEM Forum, October 2014


In Georgia

Nationally, and in Georgia, relatively few students who begin college requiring remediation ever complete their degrees.


We have to work together…

Remember our charge? By 2020…Georgia must not only maintain current graduation levels, but also produce an additional estimated 250,000 graduates in upcoming years.

Communication and partnerships are critical.

We have to raise standards, expectations, and opportunities, but we can’t do it all at once.

The conversation must happen at all levels.


High School Graduation Rates in K-12

High School Graduation Rates in Georgia 2010-2011 67.4% 2011-2012 69.7% 2012-2013 71.5%

College and Career Ready Performance Index (CCRPI)


College and Career Clusters/Pathways HB 186 (2011) Charged GaDOE with

aligning focused programs of study to the National 16 Career Clusters

A Student Plan of Study – provides guidance to students, parents and counselors in order the help students with educational and career planning

Students develop an individual graduation plan by the end of 8th grade

On-going advisementDr. John D. Barge, State School Superintendent

K-12 Math

Math support classes are taken in conjunction with core courses for struggling students

The Common Core GA Performance Standards - Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom. This means focusing deeply on the major work of each grade as follows: In grades K–2: Concepts, skills, and problem solving related to

addition and subtraction In grades 3–5: Concepts, skills, and problem solving related to

multiplication and division of whole numbers and fractions In grade 6: Ratios and proportional relationships, and early

algebraic expressions and equations In grade 7: Ratios and proportional relationships, and

arithmetic of rational numbers In grade 8: Linear algebra and linear functions



K-12 Science

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061’s Benchmarks for Science Literacy was used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. We started the implementation in 2004-2005.

New research from the National Research Council and the National Academies of Science – A Framework for K-12 Science Education, Taking Science to School, and others offer new insight into science education.

The Next Generation Science Standards are based on the Framework. The NGSS was developed collaboratively with states and other stakeholders in science, science education, higher education and industry. Additional review and guidance was provided by advisory committees composed of nationally-recognized leaders in science and science education as well as business and industry.

Standards underwent multiple reviews from many stakeholders including two public drafts, allowing all who have a stake in science education an opportunity to inform the development of the standards.

Georgia was a lead state working with the creation of the Next Generation Science Standards. One of our teachers was on the writing committee.

We have NOT adopted the NGSS. We are still teaching our current GPS in Science.Dr. John D. Barge, State School Superintendent

An Example of Community Efforts 12 for Life – Southwire Company + Carroll County School

System Targets students who are at-risk for dropping out of high

school. 12 for Life seeks to instill in students the belief that if they

complete a full 12 years of education, they will have better lives.

Students work for four hours a day and go to school for four hours a day.

Their “plant” makes a profit. Recently visited by U.S. Secretary of Education, Arne

Duncan – of the 8 students who met with him, 6 were the first in their families to graduate from high school.

By mid-year in 2014, more than 850 students had graduated from 12 for Life. Forty percent of those went on to post-secondary education, while another 30 percent joined the military. Another 20 percent went to work for Southwire or other employers.


12 For Life


http://www.12forlife.com/

Higher ED Inputs

Transforming Remediation


Pathways

Allowing non-STEM majors to take other entry-level math courses (Quantitative Reasoning, etc) instead of College Algebra (needed by students preparing to take Pre-Cal and Calculus)

Invigorate advisement – using advisors, “maps” and flags to help manage


Good news…


Active Learning Mathematics•Five university teams:

–Auburn University (Ulrich Albrecht)

–University of Colorado-Boulder (David Webb)

–University of Nebraska at Omaha (Angie Hodge)

–University of Nebraska-Lincoln (Jim Lewis)

–West Virginia University (Vicki Sealey)

•Funding from Helmsley Trust supports the work of this group

http://www.mte-partnership.org/Dr. John D. Barge, State School Superintendent

First Things First

•Currently, in colleges and universities across the U.S. too many students who might pursue a STEM career are not succeeding in freshman mathematics courses. This can be a barrier to all STEM careers – including secondary mathematics teaching.

–High DFW rates

–Low rates of persistence

–Limited exposure to mathematical habits of mind

•The Active Learning Mathematics Research Action Cluster seeks to change this situation by actively engaging students in learning pre-calculus and calculus.


General Approach

Increase students’ active engagement in learning mathematics via:

–emphasis on concepts, problem solving, and motivating examples;

–group work in class;

–group assignments outside of class;

–use technology to increase practice outside class;

–development of habits of mind;

–development of communication skills;

–develop a supportive classroom culture where students believe they belong and can succeed. Dr. John D. Barge, State School Superintendent

Initiatives at the University of Nebraska- Lincoln

•Major investment in developing common lesson plans for pre-calculus/college algebra;

•Renovation of four classrooms for active learning;

•Hiring Director of First-Year Mathematics;

•Extended class time (225 min/wk for 3-cr course);

•Substantial professional development for GTAs;

•Course release to take a pedagogy course the first time each GTA teaches in the program.

•Learning Assistants in every class;

•Use WeBWorK to increase homework with feedback;

•Team Quizzes (out-of-class assignments to solve extended problems and then communicate solutions)

Jim Lewis ([email protected])Dr. John D. Barge, State School Superintendent

Combined Efforts

Math support classes taken with core class

4 years of math required for graduation - Coordinate Algebra, Analytic Geometry, Advanced Algebra then other options (Pre-Cal, Cal, Advanced Mathematical Decision Making, Mathematics of Industry and Government.

• Mathematics of Finance,… ) Pathways – students meet with

counselor to develop a plan for graduation and beyond

CCGPS – professional learning focuses on practices, content and pedagogical content knowledge

https://www.georgiastandards.org/Common-Core/Documents/CCGPS-Math-Effective-

Instructiona-Practices-Guide.pdf

Remediation courses taken as a co-requisite support course - taken with the gateway collegiate course

Allowing non-STEM majors to take other entry-level math courses (Quantitative Reasoning, etc) instead of College Algebra (needed by students preparing to take Pre-Cal and Calculus)

Students work with advisors to map out their course of study via pathways

Efforts to build and sustain effective teaching and models of delivery

K-12 Higher Ed


The Knowledge Explosion

“The sum total of humankind’s knowledge doubled between 1750 and 1900. It doubled again between 1900 and 1950, again from 1950 to 1960, again from 1960 to 1965. It’s been estimated that the sum total of humankind’s knowledge has doubled at least every five years since then. It’s been further projected that by the year 2020, knowledge or information will double every 73 days.”

Dr. James Appleberry - President, American Association of State Colleges and Universities


Making it personal….

What can I do? Which workplace will students in your classroom be

best suited for?

a) 1885?

b) 1925?

c) 1955?

d) 1985?

e) 2005?

f) 2025?

g) 2045?


Reflect

Think about the barriers you came up with at the beginning

of the session.

Are we on the right track with our combined efforts to

break down these barriers?

What more could we do?

Remember, tomorrow you will be asked to compose

reflections/solutions based on today’s experience. Take

some time to reflect on our time together.

“We don’t learn from experience, we learn by reflecting on it.”

-- John DeweyDr. John D. Barge, State School Superintendent

Looking forward….

The illiterate of the 21st Century will not be those who cannot read or write, but those who cannot learn, un-learn, and re-learn.

--Alvin Toffler

We must continue the conversation and the work together.

Thank you! [email protected]@doe.k12.ga.us


mailto:[email protected]

mailto:[email protected]

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