ell achievement in mathematics and access to advanced mathematics in our great c ity schools

ELL achievement in mathematics and access to advanced mathematics in

our Great City schools

CGCS ELL Survey Report

Comprehensive survey of 65 district members conducted in 2011-2012 about the English Language Learners that were enrolled in these districts and instructional services provided to them.

We will focus on two sections Successful completion of Algebra I by grade 8 or 9 (pg.

75) ELL participation in Gifted and Talented programs (pg.

79)

Successful Completion of Algebra I by Grade 8 or 9 and ELL Status

Survey requested data on students completing Algebra by grade 8 or 9, disaggregated by ELL, non-ELLs and former ELL status (2007–08 to 2009–10 school year).

Data on the aggregate totals of ELLs, Former-ELLs, and Non-ELLs completing algebra in 21 districts are shown in Table 28 of page 75 of the survey report.

Percentage of students completing Algebra I by ELL status, 2007-08 - 2009–10

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

13.3% 12.4% 12.4%

35.5%31.0% 31.3%

51.2% 56.6% 56.4%

Non-ELLs completing algebra as a percent of all students complet-ing algebra

Former ELLs completing algebra as a percent of all students com-pleting algebra

ELLs completing algebra as a percent of all students completing algebra

A subset of 15 districts provided detailed data that allows us to show the percentages of Algebra I completers over three years.


Between 2007–08 and 2009–10, ELLs remained around 12 percent of the total number of students completing Algebra I by grade 8 or 9.

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

13.3% 12.4% 12.4%

35.5%31.0% 31.3%

51.2%56.6% 56.4%

ELLs completing algebra as a percent of all students completing algebra Former ELLs completing algebra as a percent of all students completing algebra Non-ELLs completing algebra as a percent of all students completing algebra


Former ELLs decreased their share of the total number of completers of Algebra I over the three-year period, from 35.5 percent in 2007–08 to 31.3 percent in 2009–10.

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

13.3% 12.4% 12.4%

35.5%31.0% 31.3%

51.2%56.6% 56.4%



Non-ELLs increased their relative share of the total number of completers of Algebra I, from 51.2 percent in 2007–08 to 56.4 percent in 2009–10.

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

13.3% 12.4% 12.4%

35.5%31.0% 31.3%

51.2%56.6% 56.4%


District-by-District figures

Table 29 on page 75 provides further district-by-district figures on the percentage of ELLs completing Algebra I (by grade 8 or 9) relative Non-ELL completers.

The table also displays districts’ ELL enrollment in grades 6-12 for comparison.

ELL Participation in Gifted and Talented Programs

Survey requested data on the number of ELLs, former-ELLs, and non-ELLs enrolled in gifted and talented (GT) programs over from 2007–08 to 2009–10.

21 districts were able to provide usable information on GT enrollment among ELLs, non-Ells, and former ELLs for the requested three-year period. The aggregate totals of each subgroup within these districts are shown in Table 30 of page 79 of the survey report.

Percentage of students participating in GT by ELL status, 2007-08 to 2009–10

Using data from these districts, we calculated the percentage of students in each subgroup that are enrolled in GT out of the total number of students enrolled in GT.

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6.2% 7.1% 7.2%

25.5% 25.1% 26.1%

68.3% 67.7% 66.7%

Non-ELLs in GT as a percent of all students in GT

Former ELLs in GT as a percent of all students in GT

ELLs in GT as a percent of all students in GT

Percentage of students participating in GT by ELL status, 2007-08 to 2009–10

During this three-year period, the enrollment in GT programs remained largely static for each group.

2007-08 2008-09 2009-100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

6.2% 7.1% 7.2%

25.5% 25.1% 26.1%

68.3% 67.7% 66.7%

ELLs in GT as a percent of all students in GT Former ELLs in GT as a percent of all students in GTNon-ELLs in GT as a percent of all students in GT

Credits vs. content of curriculum

NATIONS REPORT CARDNATIONAL CENTER FOR EDUCATIONAL

STATISTICS

2009 NAEP High School Transcript Study

2009 High School graduate achievement

In 2009, graduates earned over three credits more than their 1990 counterpart, or about 420 additional hours of instruction during high school.

Nearly two-thirds of graduates who attained a rigorous curriculum took algebra I before high school.

Graduates who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, a higher level mathematics or science course in ninth grade, or a rigorous curriculum, had NAEP scores averaging at the Proficient level in both mathematics and science.

ANOTHER LOOK

Mathematics curriculum study based on the 2005 NAEP High School

Transcript Study

High School Transcript Study (2005)

In algebra one, about 65 percent of the material covered, on average, was devoted to algebra topics. About 35 percent of the material focused on elementary and middle school mathematics, geometry, and other high school mathematics topics typically taught in later mathematics courses

High School Transcript Study

About 17 percent of the course content of graduates’ beginner algebra I courses focused on elementary and middle school mathematics topics, compared to 10 percent for graduates who took rigorous algebra I courses

High School Transcript Study

For graduates who took rigorous algebra I courses, about 16 percent of the course content was other high school mathematics topics that are generally taught in higher level courses, compared to 6 percent for graduates in beginner algebra I courses

School course titles often overstate course content and challenge

Approximately 73 percent of graduates who took an algebra I class labeled “honors” by their school received a curriculum ranked as an intermediate algebra I course

A higher percentage of graduates who took an algebra I class labeled “regular” by their school (34 percent) received a curriculum ranked as a rigorous algebra I course, compared to graduates who took an algebra I class labeled “honors” by their school (18 percent)

Algebra One: Illustrative Questions

Algebra One: Illustrative Question

Domain: Algebra

A-REI.1 Understand solving equations as a process of

reasoning and explain the reasoning

Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original solution as a solution. Construct a viable argument to justify a solution method

Construct viable arguments and critique the reasoning of others (MP.3)

Mathematics Progressions

The danger in learning algebra is that students emerge with nothing but the moves, which may make it difficult to detect incorrect or made-up moves later on

The first requirement in the standards in the “algebra” domain is that students understand solving equations as a process of reasoning

With an understanding of solving equations as a reasoning process, students can organize the various methods for solving different equations into a coherent picture

What are students having the opportunity to learn?

“Often inequalities in achievement are perceived as the result of a hierarchy of competence. When the very students who have been given more opportunities to learn show higher achievement than students provided fewer opportunities to learn, they are perceived as more capable or having more aptitude. This manner of talking about achievement gaps without mentioning opportunity gaps that cause them invites a focus on deficit models to “explain” low performance in terms of factors such as cultural differences, poverty, low levels of parental education, and so on.” Alfino Flores

From “Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?” The High School Journal. University of

North Carolina Press, October/November 2007

Are we “bridge builders” or “gatekeepers”?

A bridge builder cultivates talent thus increasing opportunities for all.

- Pedro Noguera

Two districts perspective

Algebra One by the end of grade eightBoston Public SchoolsNorfolk Public Schools

Boston Public Schools

Coaching Coaches assigned to 2/3 of Grade Eight Algebra Teachers

Coached to improve teacher practice Level of accountability Coached served as a critical friend to move the scope of

learning (for students) forwardRobust professional development for ALL Grade

Eight Algebra teachers Monthly professional department for Grade Eight Algebra

teachers Professional development facilitated by national experts

collaboratively with district math leaders Superintendent in charge of K-8 schools supported the work


District developed a sample algebra readiness assessment administered to students at the end of grade seven Waiver provided to those schools who wanted

ALL students in Algebra in grade eight Waiver approved by the math office and K-8

Superintendent


Summer Bridge Programs for students Offered between grade seven and eight Three week summer program

Prepping for what it means to be a student in algebra one Curriculum Resiliency

Piloted a 2nd Chance Program


Formed an advisory committee Met every two months

Policy recommendations flowed through the advisory committee

Needs assessment of support to schools How to get students into algebra at grade eight What students should be in Grade eight algebra What students should receive support in grade eight

algebra

Norfolk Public Schools

Getting Ready For Algebra Program for rising eighth and ninth graders

Three week intensive program Resiliency What it means to be an algebra student in grade eight

Two-year algebra course eliminated at the high school level


District created - Algebra I Assessment Semester exam (administered to both

middle and high school algebra one classes)

Third quarter benchmark


Cohort of teachers working on an Algebra add-on endorsement District funded

At least two teachers from each middle school (regular and special education teachers)

Algebra One Study Groups – met monthlyRegular follow-up and support at the building

level by both district and school-based math leaders


Equity and excellence Book Talks – Radical Equations and the Civil Rights

Movement – conducted with middle school principals; K-12 mathematics leaders Literacy with an Attitude Mindset, Carol Dweck (August 2010)

Thank you!

The executive summaries of both NCES’ 2009 High school transcript study and of the 2005 Curriculum study will be available on our conference web page. You can access the full reports on the NCES web page at http://nces.ed.gov/surveys/hst/.

Q & A Session and closing remarks

http://nces.ed.gov/surveys/hst/

http://nces.ed.gov/surveys/hst/

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