Fresno Systemic Program

National Science FoundationUSP Mid-point Review and Accomplishments

February 10, 2003

Fresno Schools –

Making A+ DifferenceFor Every Student, Every Day

Dr Santiago V. Wood, Superintendent

FSP Senior Leadership Team

• Dr. Carole Sarkisian-Bonard– Associate Superintendent, Assistant to the Superintendent

• Jerry Valadez– Science Coordinator, K-12

• Caran Resciniti– Mathematics Coordinator, K-12

• Dave Calhoun– Administrative Analyst, Lead Evaluator

Fresno Unified School District

• 4th Largest in California (80,000 students)

• 92 Schools (61 Elem., 19 MS, 8 HS, 4 Alt.)

• 10,000 Employees

• District Budget: $858 million

• 3rd in U.S. in Child Poverty Index

• City of Fresno: 1st in U.S. in per capita people age 0-17

Challenges Facing FUSD

• 74% Free or reduced lunch

• 75% Qualify for Title I

• 11.5% Special Education

• 101 Identified languages

• 32% English Learners

• 2,400 Homeless

FUSD Success Stories

• NRT Scores are increasing

• Achievement Gaps are closing

• 64 Schools showing growth on the California Accountability Model– 6 of 8 Comprehensive High Schools– 10 of 15 Middle Schools– 48 of 60 Elementary Schools

The Context

• California State Budget Deficit

• Fresno Unified: $30 million in cuts over past 30 months

• Fresno Unified: An additional $30 million in cuts in the next 18 months

• Two Bond Measures passed since 1998

Student Achievement: 5-Year FSP Goals

• 50% Increase in enrollment in advanced coursework (80% for minority population)

• 20% Increase in successful completion of core coursework (35% for minority population)

• 25% increase in students scoring a 3+ on AP tests in mathematics and science

• Increase in overall achievement test scores• Reduction of the achievement gap between white and

traditionally under-represented groups• 85% of schools will show an increase in the average NCE score

Access to Advanced Mathematics Coursework

0%

10%

20%

30%

Enrollment in Trig., AP Calculus AB/BC & AP Prob/Stat. as a Percentage of 11-12th Grade Population

99-00 7.3% 23.3% 6.5% 23.4%

01-02 9.0% 22.1% 7.1% 24.4%

Afr. Am. Asian Am. Hispanic White

7.6% increase overall (1,194 to 1,285)12.8% increase for minority groups (675 to 762)

Access to Advanced Science Coursework

0%

5%

10%

15%

20%

Enrollement in Biology AP, Physics AP, Chemistry AP, Env. Sci. AP as a Percentage of 12th Grade Population

99-00 2.8% 6.9% 3.2% 6.4%

01-02 8.4% 15.3% 5.7% 18.8%

Afr. Am. Asian Am. Hispanic White

145% increase overall (174 to 427)128% for minority groups (108 to 246)

Success in Algebra IB Among Middle School Students (Grade of A, B, or C)

59

120

194

340

173

472

375

440

31

45

12

79

49

249

42

154

0 100 200 300 400 500 600 700 800

Afr Am 99-00

Afr Am 01-02

Asian Am 99-00

Asian Am 01-02

Hispanic 99-00

Hispanic 01-02

White 99-00

White 01-02

A, B or C D, F or Inc.

71.7% increase overall, 115.7% increase for minority groups

Success in Geometry Among High School Students (Grade of A, B, or C)

151

236

594

766

648

999

630

776

162

207

337

403

540

1104

297

373

0 500 1000 1500 2000 2500

Afr Am 99-00

Afr Am 01-02

Asian Am 99-00

Asian Am 01-02

Hispanic 99-00

Hispanic 01-02

White 99-00

White 01-02

A, B or C D, F or Inc.

37.2% increase overall, 43.6% increase for minority groups

Success in Biology Among High School Students (Grade of A, B, or C)

128

284

370

768

550

1117

564

775

101

197

84

202

456

943

197

278

0 500 1000 1500 2000 2500

Afr Am 99-00

Afr Am 01-02

Asian Am 99-00

Asian Am 01-02

Hispanic 99-00

Hispanic 01-02

White 99-00

White 01-02

A, B or C D, F or Inc.

81.8% overall, 107% increase for minority groups

Success in Chemistry Among High School Students (Grade of A, B, or C)

63

101

222

382

142

355

376

500

22

46

49

91

67

191

85

95

0 100 200 300 400 500 600 700

Afr Am 99-00

Afr Am 01-02

Asian Am 99-00

Asian Am 01-02

Hispanic 99-00

Hispanic 01-02

White 99-00

White 01-02

A, B or C D, F or Inc.

66.2% increase overall, 96.3% increase for minority groups

Students Receiving a 3+ Score on a Mathematics/Science Advanced Placement Test

Student Group

2000

2002

% Increased Passing

White 118 of 178 164 of 230 39% African-American 3 of 11 10 of 30 233% Hispanic 15 of 56 36 of 103 140% Asian-American 55 of 133 49 of 181 -11% Total Minority 73 of 200 95 of 214 30% Total (incl. “Not Stated”) 248 of 463 295 of 617 19%

Fresno Unified School District | Research, Evaluation & Assessment

MATH: District Average Stanford 9 Achievement Test Scores By Grade LevelBased On National Percentile Ranks (NPR)

2928

25

28

38

34 34

3836

42

3635

30 30

41

3738

4140

47

4039

3334

44

37

40

44

38

47

3941

3536

47

36

39

44

38

4443

45

3839

50

3836

44

39

44

05

1015202530354045505560

Na

tio

na

l P

erc

en

tile

R

an

k

1998 29 28 25 28 38 34 34 38 36 42

1999 36 35 30 30 41 37 38 41 40 47

2000 40 39 33 34 44 37 40 44 38 47

2001 39 41 35 36 47 36 39 44 38 44

2002 43 45 38 39 50 38 36 44 39 44

1998-2002 Change + 14 + 17 + 13 + 11 + 12 + 4 + 2 + 6 + 3 + 2

2 3 4 5 6 7 8 9 10 11

NOTE: Scores from state file for

Stanford 9 results as provided by

Harcourt Educational Measurement.

Demographics

English Learners (EL)

Economically Disadvantaged

Minority

Special Education

FUSD

32%

73%

81%

10%

Fresno Unified School District | Research, Evaluation & Assessment

SCIENCE: District Average Stanford 9 Achievement Test Scores By Grade LevelBased On National Percentile Ranks (NPR)

33 343635

39 4039 39

42

3937

3939 3840

05

1015202530354045505560

Na

tio

na

l P

erc

en

tile

R

an

k

1998 33 34 36

1999 35 39 40

2000 39 39 42

2001 39 37 39

2002 39 38 40

1998-2002 Change + 6 + 4 + 4

9 10 11

Demographics

English Learners (EL)

Economically Disadvantaged

Minority

Special Education

FUSD

32%

73%

81%

10%

NOTE: Scores from state file for

Stanford 9 results as provided by

Harcourt Educational Measurement.

Comparison of Mathematics CST Scaled Scores: 2002

250

275

300

325

350

California 343 332 332 323 328 320 312 318 318

Fresno 306 296 302 293 308 300 290 287 303

Oakland 316 300 302 299 297 293 279 273 291

Los Angeles 324 317 321 303 301 296 290 287 294

San Bernardino 314 306 311 297 306 300 280 288 283

San Diego 338 329 322 311 322 320 283 291 304

Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Alg. I Geom. Alg. II

Comparison of Science CST Scaled Scores: 2002

250

275

300

325

350

California 334 328 321 314

Fresno 315 308 304 298

Los Angeles 312 310 312 270

Oakland 302 298 NA NA

San Bernardino 304 309 NA NA

San Diego 322 313 290 NA

Biology Chemistry Physics Earth Sci

Average '98 to '02 SAT-9 Mathematics NCE Reduction in Achievement Gap Between Minority and White Groups

-4 -2 0 2 4

2nd

3rd

4th

5th

6th

7th

8th

9th

10th

11th

Gra

de L

evel

Gap Increased AVG NCE Change Gap Reduced

Asian (11,256) 3.4 3.9 5.1 3.5 0.4 1.1 1.1 2.8 1.9 1.5

African Am. (7,419) 3.5 -2.6 0.4 1 -1.2 -0.1 -1.3 1.8 0.5 3.8

Hispanic (31,834) 3.6 2.2 1.1 1.8 0.4 0 0.4 2.8 1.9 0

2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th

Average '98 to '02 SAT-9 Science NCE Reduction in Achievement Gap Between Minority and White Groups

-3 -2 -1 0 1 2 3 4

9th

10th

11th

Gra

de

Lev

el

Gap Increased AVG NCE Change Gap Reduced

Asian (11,256) 1.1 3.3 3.1

African Am. (7,419) 2.6 2.1 2.9

Hispanic (31,834) 1.9 3.1 3

9th 10th 11th

School Improvement Since 2000

• Between 2000 and 2002, 63 of 89 (71%) Fresno schools have evidenced an increase in the average NCE in mathematics.

• Between 2000 and 2002, 53 of 89 (60%) Fresno school have evidenced an increase of 1.0+ in the average NCE in mathematics.

Connecting Professional Development with Student Achievement

0

1

2

3

4

5

AVG NCE Gain

SAT-9 Grade 3-6 Math NCE Avg Gains by # of PD Hours in 01-02

0 Hours 2.9

1 to 14 Hrs 2.4

15 to 29 Hrs 4.7

30+ Hrs 3.9

1st Qtr

Connecting Professional Development with Student Achievement

294297300303306309312

AVG NCE Gain

Grade 3-6 Math Standards Test Avg Scaled Score by TEKI 2001 Participation

Non-TEKI 300

TEKI Participant 311

Avg Math Scaled Score

Totals for 429 students in classrooms with TEKI graduates, and 20,220 students with non-TEKI teachers

Connecting Teacher Collaboration with Student Achievement

0

2

4

6

AVG NCE Gain

Grade 3-6 Math Avg SAT-9 NCE Gain by Survey Response: "I have time during the regular week to work with my peers on mathematics

curriculum and instruction"

Strongly Disagree 0.4

Disagree 3.4

No Opinion 3.2

Agree 5.5

Avg Math Scaled Score

FSP: Quality of M/S Teaching•Education Leadership •Standards-based alignment between curriculum and instruction

•Reflective practice as an effective coaching strategy•English Learner strategies•Literacy connections •Environmental Education •California Accountability Model•Educational Decisions Based on Data

FSP Increasing the Opportunity to Learn

• Intergenerational tutorial and mentoring programs• After School Programs & Family Nights• Energy Conservation Education Fairs• Summer Academies• District/City Partnership to expand Community

based Science Workshops• Multi-Lingual Parent Education Opportunities

FSP Partnerships

• Collaborative Summer Institutes with IHEs• Teacher preparation partnership• Early induction experiences for future teachers• University content coursework designed for

teachers• University M/S courses for high school students• Masters in Math/Science Education established• Doctorate in Math/Science Education in planning• Research in Math/Science Education

Fresno Systemic Program

National Science Foundation

Fresno Schools –

Making A+ DifferenceFor Every Student, Every Day

Dr Santiago V. Wood, Superintendent