The Education Trust – West
Educational Opportunity
Audit Report of FindingsMontebello Unified School District
March 5, 2009
Phyllis Hart
Tami Pearson
Sheilagh Polk
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Action Already Taken by MUSD’s School
Board
•Resolution Number 8 (2006-07)•September, 2006
•“Resolution to Create K-12 Educational Equity That Leads to a More Rigorous High School Curriculum for All Students”
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Goals
• Committed to eliminating the
achievement and opportunity gaps
among all students
• Adopt a college/career preparatory
course sequence as a graduation
requirement for all students
• Class of 2013 (current 8th grade
students)
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Education Trust – West’s Role
• Educational Opportunity Audit
– Transcript Analysis
– Other Artifacts
– Visit High Schools
– Focus Groups
– Data Team
– Community Conversation
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Good News!
MUSD Stakeholders agree that all
students should be prepared for college
and career!
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Focus Groups
• Students
– Implement A-G as the graduation requirement for all students
– Believe all students should be prepared and have the option to attend college if they choose.
– More rigorous senior year
– Could do more if more is expected of them
– Good teachers care about kids
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Focus Groups
• Parents
– All students must be enrolled in A-G course
sequence
– More information on what is needed for
college
– Better communication
– Parents want to be part of the solution
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Focus Groups
• Teachers/Counselors
– Believe all students can achieve at high levels
– Need support to help all students succeed in the
rigorous courses
– Want consistency/alignment in same subjects
– Effective and meaningful Professional
Development
– Time to collaborate
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Community Conversation
• A-G courses should be rigorous and
demanding
• Additional college workshops for
parents
• Critical skills must be developed early
(elementary school)
• Encourage active parent participation
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Where is the District Currently?
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MUSD is Composed Mostly of
Latino Students
Source: EdTrust West analysis of California Department
of Education data, 2008
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609
641
658
669 679
549577
610622
618
566
626 645 643643618
677 686 687 694
500
550
600
650
700
750
2003-2004 2004-2005 2005-2006 2006-2007 2007-2008
MUSD
Bell Gardens
Montebello
Schurr
MUSD High Schools Show Significant API
Growth Over 5 Years
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Slightly More Than 60% of 9th Graders are
Graduating Four Years Later Using Manhattan
Institute Technology
Source: EdTrust West analysis of California Department of
Education data using Raising the Roof, 2008
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MUSD Students Meeting UC/CSU
A-G Requirements by Ethnicity
Source: EdTrust West analysis of California
Department of Education data, 2008
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And the Class of 2008 transcripts tell us…
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Class of 2008 Projected UC/CSU A-G Eligibility
Less Than ¼ of MUSD Seniors are on Track to Meet A-G
Requirements for UC/CSU
Source: EdTrust West analysis of MUSD
transcript data, 2008
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2007-08 Projected UC Eligibility By School
The Percent of Students on Track to Meet A-G Requirements
Varies by High School
Source: EdTrust West analysis of MUSD
transcript data, 2008
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Disaggregated by demographics and
special populations…
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A Small Percentage of MUSD Students Are
Meeting the UC/CSU A-G Requirements
2007-08 Seniors Transcript Analysis
Source: EdTrust West analysis of MUSD transcript data,
2008
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What about students in programs
designed to get students into college?
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AVID
Only 45% of AVID Students are On Track to Meet UC/CSU
Eligibility
45%
55%
UC/CSU Eligible
UC/CSU Ineligible
Source: EdTrust West analysis of MUSD transcript
data, 2008
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That was the big picture … but what about
in the classroom?
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2007-08 Algebra I CST Grades 7-11
A Large Percentage of Latino, ELL and Special
Education Students Are Not Reaching the “Basic”
Level
Source: EdTrust West analysis of California
Department of Education data, 2008
63%
15%
49%
87%92%
22%
19%
26%
10%6%
14%
66%
24%
3% 2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Latino Asian White ELL Special
Ed
Prof/Adv
Basic
Below Basic
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MUSD Students are More Likely to Meet
the College Prep Requirements If They
Pass Algebra 1 in 8th Grade
Source: EdTrust West analysis of MUSD
transcript data, 2008
81%
18%
19%
82%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8th Grade Algbera 1 or Geometry 8th Grade No Algbera 1
UC/CSU Ineligibile
UC/CSU Eligibile
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Coordinated Sciences 1 & 2 Cohort Data
Students in Coordinated Science Do Not Demonstrate
Proficiency
Source: EdTrust West analysis of California
Department of Education data, 2008
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Barriers and Chokepoints to College and
Career Readiness
• Regressive Math Sequence
• Low Grades
• Repeating Courses
• Course-taking Patterns
• ELL
• Special Education
• Lack of Rigor in Senior Year
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Student A Student B Student C
Concert Band Senior Math Late Arrival
Library Practice Teacher Asst Concert Band
Office Practice Short Story Marching Band
American Gov’t Office Practice Senior Math
Marching Band Early Departure Office Practice
Teachers Asst Early Departure Latin Amer. Lit
Art Fundamentals Food Service
Early Departure
Senior Schedules Lacking Rigor
Source: EdTrust West analysis of MUSD
transcript data, 2008
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What Else is Needed?
• Effective supports/interventions (AVID)
• Master schedules built for students
• Better use of time
• Science labs
• Closer examination of middle school – prepare
students for rigors of high school
• CTE facilities (Applied Technology Center)
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What’s Next: Removing Barriers and
Improving Access
– Change Graduation Requirements
– Identify Early Warning Systems
– Response to Intervention (RtI)
– Pyramid of Interventions
– Supports for students
– Multiple Pathways
– Support for teachers
– CEE
– Collaboration time driven by teachers
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Removing Barriers and Improving Access
– ELL students
– Comprehensive, multi-year plan
– Site ELL coordinators
– SDAIE
– Parent and community outreach
• Community Partners
• Parent Outreach
– Thoughtful Resource Allocation
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Strong foundation for development of the
Blueprint
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“You need a door, or a window. The A-G curriculum gives you that opportunity. I can’t imagine not having it. Students will find
the motivation, they only need the opportunity.
Personally, I didn’t see myself in college until my sophomore
year. I had kept up in my school work, but I didn’t know what I
would do after graduation. It was that persistence; that I had to
keep doing well and the bar being raised so high, that made me realize that I was college material.”
- Cesar Lopez, Senior, Lincoln High, San Jose Unified
Source: Students Speak Out, The Education Trust – West, 2005.
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The Education Trust – West
www.edtrustwest.org
510-465-6444