John Yochelson, Venessa Woods, and Charlene Murray

1. John Yochelson, Venessa Woods, and Charlene Murray THE TALENT IMPERATIVE IN SCIENCE AND ENGINEERING2004 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. What is BEST? Mission • BEST is a public-private partnership building • a stronger, more diverse U.S. workforce • in science, engineering and technology.

4. Background What is BEST? • Launched September 2001 • $2M Seed funding from 7 federal agencies, led by the National Science Foundation • Corporate and Foundation Sponsors: • Alcoa Foundation W.K.Kellogg Foundation • American Institutes for Research Lockheed Martin • Bill and Melinda Gates Foundation Lounsbery Foundation • CH2M Hill QUALCOMM • Hewlett Packard Microsoft • William and Flora Hewlett Foundation Pfizer • Intel Foundation TXU

5. Strategy What is BEST? • Convene 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 # 1 • The United States faces a Talent Imperative in science and engineering.

7. What have we learned? Why the Talent Imperative Matters • Innovation 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. What have we learned? A Perfect Storm in the Making • The 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. There are pockets of excellence in developing talent of all groups…but they are mostly isolated and not part of system-wide solutions. What have we learned? Lesson # 2

10. Lesson # 3 What have we learned? • Solutions Require Multiple Changes: • Stronger pre-k-12 foundational skills • Increased degree production • Greater career attractiveness • Tighter system-wide connectivity • Additional resources

11. Lesson # 4 What have we learned? • Solutions Require Leadership of • Employers from All Sectors • Adopt best practices within organizations • Reach beyond organizational boundaries • Invest in the educational supply chain

12. Lesson # 5 What have we learned? • Solutions require effective programs • …and program effectiveness should • rest on evidence.

13. Pre-K-12 Findings and Recommendations What have we learned? Pre-K-12

14. What have we learned? Pre-K-12 • BEST’s Pre-K-12 Methodology: • Step 1 – Design an Approach • Step 2 – Create a National Sample • Step 3 – Apply Criteria to Rate Programs • Step 4 – Distill Design Principles

15. EFFECTIVE PRE-K-12 PROGRAMS WITH RESEARCH EVIDENCE What have we learned? Pre-K-12 • Probable • Direct Instruction Mathematics • Project SEED (Special Elementary Education for the Disadvantaged ) • Notable • AVID (Advancement Via Individual Determination ) • Algebra Project • FAST (Foundational Approaches in Science Teaching ) • Gateway to Higher Education • Project GRAD (Graduation Really Achieves Dreams) • Puente • Yup’ik Mathematics

16. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Defined outcomes • Persistence • Personalization • Challenging content • Engaged adults

17. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Defined Outcomes • 1) 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. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Persistence • 1) 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. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Personalization • 1) 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. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Challenging Content • 1) 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. What have we learned? Pre-K-12 Pre-K-12 Design Principles • Engaged Adults • 1) 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. Effective pre-K-12 programs targeting under-represented groups must be more closely aligned to system-wide reform. What have we learned? Pre-K-12 Lesson # 6

23. System-wide Reform What have we learned? Pre-K-12 • Premise: Lift all boats to better prepare • students from underrepresented groups • Leverage Points: • Teachers • Curriculum • Standards • School and Class Size • Technology

24. Targeted Programs What have we learned? Pre-K-12 • Premise: The pre-K-12 system • cannot meet the challenge alone • Leverage Points: • Individual Students • Mentoring • Parents • Role Models

25. BEST’s Recommendations What have we learned? Pre-K-12 • Deepen the knowledge base • Tighten the link between research, policy and practice • Use 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 to Educating 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 address • The needs of all students, in particular the disengaged • Students.

27. THE AVID PROGRAM(Advancement Via Individual Determination) AVID is designed to increase school wide learning and performance. 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, • And • Will become educated and responsible participants and leaders in a democratic society.

28. AVID Essentials AVID 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’s • Current condition • Each AVID site must state Action Steps to develop • or sustain all eleven Program Essentials

29. Scheduling • Meet student selection criteria • Ensure voluntary participation by students and staff • Provide AVID elective within regular school day • Enroll students in rigorous course of study Program Essentials

30. Program Essentials Curriculum • Engage students in relevant writing and reading • curriculum • Use inquiry as a basis for instruction • Use Collaboration as a basis for instruction

31. Support • Facilitate student access to rigorous curriculum • with tutors • Monitor program implementation and student progress • through the AVID data system • Identify site/district’s resources for program costs and AVID staff development • Ensure that an active interdisciplinary site team collaborates on issues of student access to rigorous courses

32. The Student What do AVID students Do? • Writing • Pre-write; draft • Respond; revise • Edit; final draft • Class and textbook • Cornell note taking • Learning logs & journals W I C R • Inquiry • Skilled questioning • Socratic Seminars • Quick writes / Discussion • Critical thinking • Activities • Writing questions • Open-minded activities • Collaboration • Group projects • Study groups • Jigsaw Activities • Read-arounds • Response /Edit/ Revision groups • Collaborative activities • Reading • SQ3R • KWL • Reciprocal teaching • Think alouds

33. The Student Students with AVID Benefit From: • Structured Collaborative Inquiry Sessions • A re-defined Academic Peer Group • Explicit teaching of the hidden Curriculum • Time to study materials more deeply • Accountability

34. The Student Students w/ AVID Benefit From: Emphasis on: • Study skills • Organization • Goal setting • Time management All connected to academics

35. BEST: Design Principles The Connection: • Defined Outcomes: Math and Science path ways • Persistence: Core Methodologies • Personalization: Building the Elective Team

36. BEST: Design Principles The Connection: • Personalization: Building the Elective Team • Challenging Content: “ WICR” • Engaged Adults: The Site Team & Parent Advisory Board

37. A Corporate Action Agenda What have we learned? Higher Education • Support Effective Programs • Balance targeted and system-wide investments • Capitalize on Partnerships • Focus on Leverage points

38. What is next for BEST What have we learned? Higher Education • Community Engagement • Partnership with DOD • Scaling best practices