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Helping Students Transition to College English and Science College Readiness January 2007

Helping Students Transition to College English and Science College Readiness January 2007. Higher Education Coordinating Board. College Readiness.

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Helping Students Transition to College English and Science College Readiness January 2007

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  1. Helping Students Transition to CollegeEnglish and Science College ReadinessJanuary 2007 Higher Education Coordinating Board

  2. College Readiness • The 2004 Strategic Master Plan for Higher Education calls for educators collaboratively to define college readiness in several core subjects including: math, science, English, social studies, world languages, and the arts. • The Legislature and Governor included $600,000 in the 2005-07 operating budget, for the HECB to define college readiness in science and English.

  3. Remediation in Washington • Among the 2004 public high school graduates attending Washington’s state universities or community and technical colleges in their first year after graduation, 42 percent enrolled in at least one remedial course (English or math, or both). • About twice as many recent graduates enroll in remedial math than in remedial English. • Remedial enrollment is much higher among students at open-enrollment community and technical colleges (55 percent), compared to the competitive admission universities (13 percent).

  4. Remediation in Washington • Remediation rates are not measured in science. • What is known, however, is that Washington’s students do not fare well on 10th grade science Washington Assessment of Student Learning (WASL) tests. • Only 35 percent of Washington’s 10th graders met WASL standards in science in 2005-06. • Compares to 51 percent of students who met the 10th grade math WASL standards in 2005-06.

  5. College Readiness Rates 2005-06 • Percent of ACT-tested students in Washington State meeting or exceeding ACT benchmark scores for college readiness, 2005-06. • NationWA • English Comp. 69% 80% • Algebra 42% 57% • Social Sciences 53% 67% • Biology 27% 38% • All Four 21% 32%

  6. Bridging the Gap • English and science GLEs do not exist beyond the 10th grade. • English and science college readiness attributes and definitions were constructed by teams of educators in Washington State to bridge this gap. • Intent is to provide an essential educational framework so that teachers and learners have consistent, understandable and measurable learning goals, and work together toward those goals.

  7. English/Science College Readiness Starting points in Washington: • Define what students must know to succeed in entry-level general education coursework at two-year and four-year colleges and career schools • Bridge the gap between K-10 learning goals and requirements to be prepared for the rigors of entry level college-level English and science.

  8. HIGHER EDUCATION COORDINATING BOARD HECB Executive Director Project Coordination Team HECB Staff Team English Content Development Team 6-7 members each: • K-12 •CTCs •Universities • Consultants • Center for Learning Connections • EPIC--David Conley Science Content Development Team 6-7 members each: • K-12 •CTCs •Universities Statewide English Expert Review Team 40-50 teachers, faculty, administrators Statewide Science Expert Review Team 40-50 teachers, faculty, administrators College Readiness Organization

  9. Project Milestones • October 2005 - Project Coordination Team convened • January 2006 - First of three, two-day meetings of English and science content teams: • Teams of 19-20 in each subject area • Online editing; synthesis teams • June 2006 - Expert review teams; 78 teachers and faculty members met to review 2nd draft • January 2007 - Education Committee of HECB approved preliminary attributes and definitions • January 25, 2007 - HECB scheduled to approve preliminary definitions; anticipate Phase II

  10. Defining College Readiness • Attributes reflect “how to learn” while definitions reflect “what to learn” • Examples of Attributes: • Demonstrate intellectual engagement • Take responsibility for his or her own learning • Persevere through the learning process • Attributes identified that are common to English, science and mathematics

  11. English College Readiness Definitions • Reading, Analysis, Interpretation • Writing Processes • Rhetoric, Analysis and Argument • Business Reading and Writing

  12. Science College Readiness Definitions Foundational Skills • Investigating Systems • Quantitative Analysis • Science and Society • Technology • Communications

  13. Science College Readiness Science Content (Big Ideas) • Emphasizes a student's proficiency with core science concepts at cognitive levels beyond those described in Washington State’s grade 10 science EALR 1. • Emphasis on learning moves from primarily knowing and understanding towards synthesizing and evaluating big ideas into a coherent and useful picture of the natural world, including physical, life and earth/space sciences.

  14. Phase II - English and Science College Readiness State funding sought : 2-4 cross-sector pilot implementation teams in English and science to integrate English and science college readiness definitions into secondary school (11th and 12th grades) learning experiences. Private funding sought: Expand to 8-10 teams, and provide for in-depth professional development, research and evaluation. Research design and evaluation includes tracking students through first year of college. Phase II College Readiness

  15. Phase IIEnglish/Science College Readiness • Establish cross-sector teams to pilot college readiness definitions in K-12 classrooms. • Identify and develop exemplar teaching materials, assignments and assessment practices. • Develop professional development training models that incorporate college readiness strategies and complement and enhance K-12 learning goals.

  16. Phase IIEnglish/Science College Readiness • Utilize student works to measure the effectiveness of college readiness teaching strategies • Develop and implement a research strategy to measure outcomes of Phase II activities. • Propose recommendations for system-wide implementation of college readiness strategies.

  17. Expanding College ReadinessSocial Studies, World Languages, Arts • While it is imperative to complete the work underway in defining college readiness in mathematics, English and science, it is also important to define college readiness covering other critical subject areas. • Phase I (2007-08): convene content teams comprised of educators, K-20, to define the scope of the project and provide clear direction as to purpose, process and expected outcomes in each discipline—social studies, world languages, arts.

  18. The Challenge ofCollege Readiness • “Gaining (a) consensus on a single set of standards is absolutely fundamental if clear signals about (college) readiness are to be sent to all school teachers in a state. No state has accomplished this as yet.” • -- David S. Spence, President • Southern Regional Education Board • January 10, 2007, Online Chat

  19. English and Science College Readiness Project HECB College Readiness Website http://www.learningconnections.org/clc/hecb.htm Ricardo Sanchez ricardos@hecb.wa.gov

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