intervention in grades 6 -12 david foster silicon valley math initiative
TRANSCRIPT
Intervention in grades 6 -12
David Foster
Silicon Valley Math Initiative
Intervention - Intensification
• Why this topic at this time?• Who is the target populations for
intervention?• What are effective practices?• What are short term and long term solutions?• How can we make sure these aren’t just more
educational buzzwords that fail in implementation?
Teaching Matters
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The greatest school related factor to learning
Improving something as complex and culturally embedded as teaching requires the efforts of all the players, including students, parents and politicians. But teachers must be the primary driving force behind change. They are the best positioned to understand the problems that students face and to generate possible solutions.
James Stigler and James Hiebert,
The Teaching Gap
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Teachers are the Key
Good Instruction Makes A Difference
Good teaching can make a significant difference in student achievement, equal to one effect size (a standard deviation), which is also equivalent to the affect that demographic classifications can have on achievement.
Paraphrase Dr. Heather Hill, University of Michigan
“There is more variability in teachers within a school than there is teaching between schools.”
Phil Daro
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Documenting Uneven Instruction2007 CST Math Scores - Proficient and Advanced
0%
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2nd 3rd 4th 5th
School 1
School 2
School 3
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Our research indicates that there is a 15% variability difference in student achievement between teachers within the same schools.
Deborah Loewenberg Ball
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If a student is in one of the most effective classrooms he or she will will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning take 2 years.
Dylan Wiliams, University of London
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Most effective classes learn 4 times the speed of least effective.
“What Matters Very Much is Which Classroom”
P.D. & Content Providers
Provide tools, PD for teachers, coaches, principals, and facilitation & technical assistance.
Leadership Team
Guide the work of the district & provide a forum to share challenges & solutions.
Curriculum & Instruction
Collaborate with stakeholders & support the work within the district.
Key Math Teachers: Target Group
Attend PD, implement strategies and work within department to create a PLC.
Math CoachesSupport the work of teachers and the development of the PLC.
PrincipalsSet expectations for math department and support their work.
Math Departments
Collaborate to improve math learning for all students
Math Departments
Collaborate to improve math learning for all students
Classroom Instruction
Conceptual understanding Procedural fluencyProductive Disposition Strategic Competence Adaptive Reasoning
InterventionsDuring year one, develop plan for
interventions.
Student Success in
Math
Knowledge Proficiency Understanding Disposition
Student Success in
Math
Knowledge Proficiency Understanding Disposition
Math Department as PLCThe Real Change Agent
What do the best in the World do?
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The United States of America (ranked 35 out of 57)
The experience of these top school systems suggests that three things matter most:
1) getting the right people to become teachers 2) developing them into effective instructors
3) ensuring that the system is able to deliver the best possible instruction for every child.
How the World’s Best-performing School Systems Come Out on Top McKinsey & Company – Sept 2007 http://www.mckinsey.com/clientservice/socialsector/ourpractices/philanthropy.asp
How the World’s Best-performing School Systems Come Out on Top
The Economist findings from PISA
• Tracking hurts weak performing students without benefiting the rest
• Rising tides lift all boats - countries do well either by children of all abilities or by none
• Top performing Finland - the differences between schools are nearly trivial
• Poland is the posterchild for improvement: not increased spending but 1999 reforms (untracking)
• Local/site control - budget, incentives, hiring, pay - improves a country's position internationally
• Teacher quality most important
http://www.economist.com/world/international/displaystory.cfm?story_id=10251324
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Is intervention an issue/solution in other states
besides California?
Yes, in other states districts and schools are investigating the issues around low achievement and exploring solutions.
But here in California low achievement is at crisis levels!
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World Class?In 2007 NAEP, CA Ranked 44th out of 49 participating.
CA was 42nd in 2005.
NAEP 2007 8th grade
National Perspective
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NAEP 2005 8th grade Math
State All Std Rank Latino Black Poor (nslp)
California 22% 40th 9% 7% 10%
Texas 31% 20th 18% 13% 17%
Nation Ave. 26% 32nd 13% 9% 13%
World Class Standards v.s Is Less….More?
California 1st grade: Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.Texas 2nd grade: Recall and apply basic addition and subtraction facts (to 18).
California 4th grade: Solve problems involving multiplication of multidigit numbers by two-digit numbers.Texas 5th grade: Use multiplication to solve problems involving whole numbers (no more than three digits times two digits without technology).
California: Algebra 1 is the 8th grade course.Texas: Algebra 1 is the 9th grade course.
A Mile Wide and an Inch Deep!• Massachusetts, the highest performing state
(43% proficient or advanced 2005 8th grade NAEP), leaves quadratics, factoring, rational expressions, exponential functions, systems of absolute value and inequalities for 9th and 10th grade.
• Washington, the highest performing state in the west (36% proficient or advanced 2005 8th grade NAEP), statewide exam incorporates performance tasks not just multiple choice items and state standards involve all strands in 8th grade.
• Texas teaches Algebra 1 from a functions approach like many other states.
California has aligned state standards to textbooks, state tests and state sponsored p.d. More students are taking algebra earlier. How successful is the California experiment?
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STAR - Stanford 9 1998 - 2002
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1998 1999 2000 2001 2002
Years Exam Administered
Percent Meeting Standards
Grade 3
Grade 5
Grade 7
Student Achievement increased on the SAT-9 during the first 5 years of the STAR Program
Students, no matter which county or even over the entire state, demonstrate dramatic growth (10%-20% increase) over the five years.
But, when the test was changed between 2002 and 2003, all the student achievement gains
were lost.
Comparison of California’s Fifth Grade 2001 SAT-9 Math, 2002 SAT-9 Math, 2003 CST Math,2 004 CST Math
California STAR Exam - Mathematics
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Sat-9 2001 Sat-9 2002 CST 2003 CST 2004
Test and Year
Percent of Students Meeting
Standards
So the gains were about test-taking not learning
STAR - California Standards Test 2002 - 2006
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Years Test Administered
Percent Meeting Standards
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Grade 5
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The same trend occurred again with the new test, scores rise (only on state test) under the demand of high stakes testing and accountability.
CST
California 2006 2007
Grade 3 58 58
Grade 5 54 49
Grade 7 48 39
STAR - California Standard Test 2006 vs 2007
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2006 2007
Years Test Administered
Percent Meeting Standards
Grade 3Grade 5Grade 7
Gap in Performance
In 2005, nearly 30% of the fourth grade students who were proficient or advanced on the CST Math Test, did not meet standards on NAEP. Passing standardized test does not necessarily equate to learning.
For the 2005-06 school year, 121 schools exited Program Improvement and 320 California schools were newly identified for a net increase of 199 schools. The number of PI schools keep rising.
Students Scoring Proficient or Advanced By Grade Level
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Grade Level
State Average 2007
In California,
Algebra proficieny rates on the CST
are about 60% of
what they are for 6th
grade math.
Copyright Tucher
The longer we teach them, the worse they perform.
Courtesy of Cheryl Anderson
The DilemmaAlgebra for All versus Tracking
• How are students placed in Middle School math classrooms?
• How are students placed in the first year of High School?
• How are teachers assigned to classes?• What are the pathways through math course?• Which students get which teachers?
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How well are 8th graders doing?
How many are actually proficient (CST) in Algebra 1?
District % NSLP % Prof. Alg. CST % in Algebra % of 8th ProfUrban 91% 38% 39% 15%Urban 43% 38% 39% 15%Urban 80% 17% 91% 15%Urban 69% 72% 25% 18%Suburban 62% 84% 22% 19%Suburban 37% 23% 88% 20%Suburban 8% 76% 27% 20%Urban 65% 22% 94% 21%Urban 90% 79% 27% 21%Suburban 1% 34% 63% 21%Urban 48% 34% 63% 21%Suburban 4% 56% 55% 31%Suburban 36% 93% 34% 31%Urban 73% 44% 74% 33%Suburban 31% 34% 99% 34%Urban 29% 34% 99% 34%Suburban 29% 38% 90% 34%Suburban 7% 94% 41% 38%Suburban 26% 42% 92% 39%Suburban 5% 92% 42% 39%Urban 71% 89% 44% 39%Suburban 11% 48% 83% 40%Suburban 13% 48% 83% 40%Suburban 3% 98% 42% 41%Urban 24% 73% 60% 44%Suburban 15% 96% 49% 47%Urban 63% 87% 56% 49%Suburban 39% 87% 56% 49%
Extremely Weak Correlation
Predicting students’ proficiency in Algebra using the usual indicators of class and affluence is only 18%.
Eighth Graders Proficient in Algebra
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% of NSLP
% Prof. in Alg
% NSLP
R2 =.18
How Well Does 6th Grade Math Performance Predict Success on the Algebra CST?
R2 = 0.85
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0 10 20 30 40 50 60 70 80 90 100
Grade 6 CST Percent Proficient
Algebra
CST Percent Proficient
Copyright Tucher
Does 6th Grade Preparation Suggest When Students Will Take Algebra?
R2 = 0.48
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6th Grade Mean Scale Score
Average Algebra Grade Level
Does Having Students Take Algebra More TimesIncrease District Performance?
R2 = 0.73
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440
0.8 1.0 1.2 1.4 1.6 1.8 2.0 2.2 2.4
Average # of Years Students Take the Algebra CST
Algebra CST (Mean Scale Score)
Copyright Tucher
Basic
Proficient
UCLA Middle School Study• 90% of the schools that used conservative algebra placement policies saw
an increase in the number of proficient students or decrease in the number of non-proficient students, while only 20% of the schools using an aggressive algebra placement policy saw improvement in at least one of these ranges.
• High ranked schools were three times as more likely to only place students demonstrating proficiency in 7th grade mathematics into algebra, while low ranked schools were three times more likely to place students who were at below basic or far below basic proficiency levels into algebra.
• Although State and National policies offer strong incentives to schools to make algebra its 8th grade course, still only half of California's students are completing algebra in the 8th grade [or at least taking the Algebra CST in 8th grade], and less than half of those students are demonstrating proficiency in the subject.
www.introtoalg.org/resources
General Math is Not the Answer
45% of Eighth Graders took the General Math Exam
Only 23% of those students met standards
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Tracking is not a Solution
Findings from Data• Understanding and being successful in mathematics up
through 6th grade is most powerful predictor of success in algebra/college prep math.
• A large percentage of districts are not thoughtful about how students are assigned courses and classes.
• Tracking is detrimental to students.• Failing Algebra 1 is detrimental to students.• Multiple years of Algebra 1(two year algebra) is detrimental
students.• Early access and success in Algebra 1 is most beneficial to
students future in math.
What Happens in High School?
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Examining Our 2008 Class of Students
Accumulated Results over 4 Years
Class of 2008 % of Std ProfMet Standard Alg 1 24%Met Standard Geom 17%Met Standard Alg 2 11%
Year Course Enrolled Alg 1 Geom Alg 2 Total2004 Eighth Grade 38% 3% 0.1% 40%2005 Ninth Grade 46% 19% 3% 68%2006 Tenth Grade 29% 31% 19% 78%2007 Eleventh Grade 16% 18% 24% 58%
Total 129% 66% 43%
“This last year we had 23% proficient or advanced on the Algebra 1 Standards Test (received a 4 or 5, 9th grade). That is up from 16% in 2005. The state proficient rate for 9th graders is 19%.. Our lowest subgroup is Number Properties, Operations, and Linear Equations. Our best subgroup is Functions and Rational Expressions. Kind of interesting except that the Rational Expressions are the thing that is taught right before the test.”
Comment by a Math Director from a Large Urban High School District in California
7th Grade
Pre-algebra
8th Grade
Algebra 1
9th Grade
Algebra 1A
10th Grade
Algebra 1B
11th Grade
Algebra w/
CAHSEE Prep
Unfortunately an all too typical pathway through secondary education
It is not Algebra for ALL its is Algebra FOREVER
Two Year Algebra Sequence
“What logic are we using when we take students that are far behind and tell them to slow down so they can catch up?”
Paraphrased of Uri Triesman
Erica is putting up lines of colored flags for a party.
The flags are all the same size and are spaced equally along the line.
1. Calculate the length of the sides of each flag, and the space between flags.
Show all your work clearly.
2. How long will a line of n flags be?
Write down a formula to show how long a line of n flags would be.
MARS/BA 2001
The Findings from Party Flags• The task may be approached as a system of
simultaneous equations, almost no algebra students used such an approach.
• 49% of algebra students had no success.• 44% accurately found the two lengths (most
commonly by an estimation strategy only using one constraint).
• 21% correctly used both constraints (the length of three flags is 80 cm. and the length of 6 flags is 170 cm.).
• 7% of the students were able to develop a valid generalization for n flags.
MAC Final Report 2001
Why Students Struggle in Math Class?
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Understanding the Challenge
• ‘low achievers’ are not slow learners they are learning a different mathematics
• The mathematics they are learning is ‘a more difficult form of mathematics’
Gray & Tall
Compression“low achievers” “high achievers”
Dr. Jo Boaler
Mathematics is amazingly compressible: you may struggle a long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics.
W. T. Thurston
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“Their persistence in emphasizing procedures leads many children inexorably into a cul-de-sac from which there is little
hope of future development.”
They become further apart from the flexible thinkers
In one California district, student achievement was tracked from 5th grade to 8th grade over 4 years. The data is bleak.
If a student was proficient or advanced on the 5th grade CST math test, the chances of that student being proficient or advanced in 8th grade was 50%.
And if a student was far below basic on the 5th grade CST math test, the chances of that student being proficient or advanced in 8th grade was 0%.
Sheer imitation, dictation of steps to be taken, mechanical drills may give results most quickly and yet strengthen traits likely to be fatal to reflective power.
John Dewey, 1910
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What is often missing from mathematics instruction?
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Adding It Up: Helping Children Learn Mathematics, NRC, 2001
Mathematical Proficiency
• conceptual understanding - comprehension of mathematical concepts, operations, and relations.
• procedural fluency - skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.
• strategic competence - ability to formulate, represent, and solve mathematical problems.
• adaptive reasoning - capacity for logical thought, reflection, explanation, and justification
• productive disposition - habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy.
Depth of Knowledge
Level 1: Recalling and Recognizing:Student is able to recall routine facts of knowledge and canrecognize shape, symbols, attributes or other quali ties.
Level 2: Using Procedures: Student uses or applies procedures and techniq ues to arrive atsolutions or answers.
Level 3: Explaining and Concluding: Student reasons and derives conclusions. Student explains reasoningand processes. Student communicates procedures and find ings.
Level 4: Making Connections, Extending and Justifying:Student makes connections between d iff erent concepts and strandsof mathematics. Student extends and builds on knowledge to asituation to arrive at a conclusion. Students use reason and logic toprove and justify conclusions.
Adapted from the work of No rman L. Webb
What should be considered in an intervention plan?
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System or Sieve?
• A system of interventions that catch students that need a little help and gives it
• Then catches those that need a little more and gives it
• Then those who need even more and gives it• By layering interventions, minimize the
number who fall through to most expensive
Phil Daro, UC Berkeley
Situation of S Needed by S Intervention Keeps up Regular Instruction None
Struggles some assignments
Extra feedback on work, thinking
Classroom Q&A, partner, teacher’s ear
Not bringing enough from earlier lessons each day
Extra support with regular program
Homework clinic, tutoring, attention beyond regular class
Misconceptions disrupt participation
In depth concentration on troublesome concepts
Sustained instruction with special materials beyond regular class
More than a year behind, misconceptions from many years
Intensive ramp-up course
Designed double period ramp-up course,
Summer schools
Copyright Phil Daro 2007
Intervention ChartSituation of S Needed by S Intervention Current
InterventionsCapacity of current intervention
Actual numbers needed for S
Proposed interventions needed
Resources needed to either add or improve intervention
Keeps up Regular Instruction
None
Struggles some assignments
Extra feedback on work, thinking
Classroom Q&A, partner, teacher’s ear
Not bringing enough from earlier lessons each day
Extra support with regular program
Homework clinic, tutoring, attention beyond regular class
Misconceptions disrupt participation
In depth concentration on troublesome concepts
Sustained instruction with special materials beyond regular class.
More than a year behind, misconceptions from many years
Intensive ramp-up course
Designed double period ramp-up course, Summer schools
Where do misconceptions come from?
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Misconceptions
• When students reach your class they are not blank slates
• They are full of knowledge• Their knowledge will be flawed and
faulty, half baked and immature; but to them it is knowledge
• This prior knowledge is an asset and an interference to new learning
7th Grade Geometry TaskTriangles
This problem gives you the chance to:
• reason about similar figures and scale factor
Here are some right triangles.
A
B
C
D
E
F
G
1. Which of the triangles on the opposite page are congruent to triangle A?
Explain your reasons.
2. Which of the triangles on the opposite page are similar to triangle A?
Explain how you decided.
3. If triangle A is enlarged by a scale factor of 3, what will the area of the new triangle be?
Show your work. MARS
2003
Score Distribution for7th Grade Similar Triangles
Similar Triangles
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Points Awarded
7th Grade Scores
Misconception students illustrated in their work on Similar Triangles
• Students thought the orientation of the figure mattered in whether figures were similar (they both face the same way).
• Students believe that all triangles are similar or all rectangles are similar.
• Students misinterpreted how to measure length of figures on graph paper.
• Students added the scale factor, instead of multiplying to find proportional enlargements of the lengths.
• Students seldom identified that a similar figure could be smaller in size. (go from large triangle to small triangle)
Stubborn Misconceptions
• Misconceptions are often prior knowledge applied where it does not work
• To the student, it is not a misconception, it is a concept they learned correctly…
• They don’t know why they are getting the wrong answer
Promising Intervention Practices
• Double periods/block, full year course• Best teachers working with struggling
students• Teach for conceptual understanding• Teachers attend to students’ self-image,
productive disposition and status• Pre-teach instead of remediate• Arithmetic through the lens of algebra
How to Design an Intensification Period • Students are enrolled in the regular college
prep/grade level course as well as a second intensification period.
• Schedule the intensification period first in the day.• The teacher of the intensification period is the
same teacher as the teacher teaching the college prep/grade level course.
• The teacher is a very effective teacher.• The content is pre-teaching (not merely remedial).• This will increase student achievement and support
students affective attitude toward math and their own abilities.
Content for Intervention/Intensification
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Building Conceptual Understanding
Malcom Swan
Balanced Assessment,
Shell Centre Nottingham, England
Problem: Number line
Where are a+b, b-a and a-b?
What can you say about where a/b is?
Always, Sometimes, or Never True
A.
If you double the numerator of a fraction, you double the size of the fraction.
a 2 x a
b bRational Numbers - Mathematics Navigator America’s Choice 2006
Always, Sometimes, or Never True
C.
When you add the same number to the numerator and denominator of a fraction, the fraction becomes greater in value.
a a + 1
b b + 1Rational Numbers - Mathematics Navigator America’s Choice 2006
Always, Sometimes, or Never True
B.
If you double the denominator of a fraction, you double the size of the fraction.
a a
b 2 x bRational Numbers - Mathematics Navigator America’s Choice 2006
Always, Sometimes, or Never True
F.
To add one-half to a fraction you add 1 to the numerator and 2 to the denominator.
a 1 a + 1
b 2 b + 2
+
Rational Numbers - Mathematics Navigator America’s Choice 2006
-1.8
-1.6
-1.4
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
fall spring next fall
misconceptionsremedial
Bell and Swan study
Academic Youth Development Academic Youth DevelopmentShaping the Culture of Algebra 1 Classrooms
Program Themes
Get Smarter Stay Motivated
Build a LearningCommunity
Make Connections
11 day Summm
er Course
Model of the Program
Successful Structures/Models for Intensification and Intervention
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Grant High School - Portland, Oregon
• The Math Department provided an intensive math program for struggling students by providing double period over two year. In two years the students completed 3 years of math - Pre Algebra, Algebra 1 and Geometry.
• The target students were predominantly ethnic minorities, disproportionate in numbers of below grade level achievement.
• The goal was to help students who entered high school behind in math to catch up, so they could enroll in higher-level math courses.
It is not just more time or different schedules that made the difference!
• The teachers looped with students for consistency over the two years.
• Four very experienced teachers taught the courses.• They were all trained and used complex instruction.• Used innovative and integrated curriculum modifying to
provide access and enhance student interest.• The principal supported the program by scheduling
common planning periods for the four teacher.• The teachers actively participate as a professional
learning community maintain optimistic perspectives.• The teacher sought out parents and communicated
regularly.
Grant High School Findings
Demographics ‘02-’03 ‘03-’04 ‘04-’05
Asian 5.6 6.3 5.1
Black 8.9 12.3 17.9
Hispanic 2.3 2.4 4.3
White 83.2 80.6 72.7
NSLP 3.3 Na 20.9
Percent of Students Enrolled in Algebra II
Grant High School continued
Demographics ‘02-’03 ‘05 -’06
All Students 66 68
Asian 65 90
Black 25 31
Hispanic 30 29
White 75 81
NSLP 29 37
Percentage At and Above the Proficient Level Oregan Statewide Math Assessment
Railside High School Study
Dr. Jo Boalerformerly of Stanford University
Currently Marie Curie Professor at the University of Sussex, England
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The Research Study
• The five year study involved 3 high schools, one urban and two suburban.
At the Urban District• The study followed Students over 4 years• 700 students were studied• 600 hours of classroom observations, assessment,
questionnaires.• 160 interviews with students.
Railside an Urban High School
Findings from Student Achievement• Results from the five year study of three high schools,
Railside and two more affluent suburban high schools.• Entering high school, the means scores of students at
Railside were significantly behind compared to the two other schools(mean score16 vs. 22).
• By the end of the first year (Algebra) the Railside students were outperforming the students in the other two schools.
• By the end of the second year the mean scores of Railside students was significantly higher than the other students (mean score 26 vs. 18).
• By their senior year 41% of Railside students were taking either pre-calculus or calculus versus 27% at the other two schools.
What is Unique• The guiding theme is equity for all! It is a lot more than
a slogan, it permeates all instructional decisions.• The math department has worked together as a team
for years and developed a common vision and culture, even though there as been significant turn over throughout the years.
• There is an intense hiring and induction process for new teachers.
• All class are taught with the principles of Complex Instruction(E. Cohen) to address status issues.
• The curriculum is designed by the math dept. and pulls from reform math programs, CPM, IMP, etc.
Complex Instruction
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Designing Groupwork: Strategies for the Heterogeneous Classroom
Elizabeth G. Cohen
Teacher College Press
Copyright1994
ISBN 0-8077-3331-8
No one of us alone is as smart as all of us together
Comparison of Pass Rates
• A look at five neighboring high schools in an urban setting in California with similar demographics.
• Only one school, Railside, offers one type of double block Algebra 1 course.
• Other 4 high schools offer Algebra 1 and a two year Algebra 1a and 1b
• The percent of students getting into Algebra 2 by their junior year is significantly higher without a 2 year algebra sequence (see table)
Data Source: http://star.cde.ca.gov/star2006/Viewreport.asp
School
% NSLP
9th Graders in Algebra 1 or Algebra 1A or Algebra 1B 2004
10th Graders in Algebra 1 or Algebra 1A or Algebra 1B 2005
10th Graders in Geometry 2005
11th Graders in Algebra 1 or Algebra 1A or Algebra 1B 2006
11th Graders in Geometry 2006
11th Graders in Algebra II 2006
High School with no 2 year algebra sequence
31%
52% (only
Algebra 1)
38% (only
Algebra 1)
38%
9% (only
Algebra 1)
15%
33%
Other HS in District with 2 year Algebra sequence
12%
43%
33%
31%
13%
15%
10%
Neighbor HS 1 with 2 year Algebra sequence
31%
44%
49%
20%
13%
8%
21%
Neighbor HS 2 with 2 year Algebra sequence
31%
48%
35%
21%
32%
18%
12%
Neighbor HS 3 with 2 year Algebra sequence
49%
31%
51%
23%
23%
21%
19%
Railside Data from 2007 CST• Railside’s 9th graders are above state averages for
% of the class scoring proficient or above on WHATEVER math test taken. (state nslp 15% while Railside is 41%)
• Railside high school Algebra CST scores rank 7th of 50+ high schools in their county. (Only 3 comprehensive HS poorer than Railside in county)
• The number of African-American and Latino students from Railside HS scoring Proficient or Advanced on the Algebra exam is greater than that of any other high school in the county.
John Hopkins University’s Talent Development High School Model
EDUCATION SECTOR REPORTSMarch 2006Measured Progress:A Report on the High School Reform Movement By Craig D. Jerald
A large-scale evaluation of accelerated "catch up" courses in reading and math is one conducted by Johns Hopkins University researchers affiliated with the University's Talent Development high school model. Ninth graders in Talent Development high schools spend double the amount of time in math and English courses for the entire year—90 minutes in each.
John Hopkins University’s Talent Development High School Model
• During the first semester, students take three classes designed to give them the academic and study skills necessary to handle college prep courses later on—Strategic Reading, Transition to Advanced Mathematics, and Freshman Seminar.
• During the second semester ,teachers follow the district's regular English and Algebra 1 curriculum, supplemented with special materials developed by Johns Hopkins University.
• The researchers found that students taking the Talent Development catch-up courses significantly outperformed their peers in comparison schools, taking into consideration students' previous achievement levels and their attendance during the school year.
• Interestingly, students who started out with higher than average achievement seemed to benefit from the courses too, leading the researchers to conclude that high-poverty urban high schools should consider making such courses standard for all entering freshmen.
California Adoption Materials
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2007 Mathematics Adoption - Algebra Readiness ProgramsIMAP/CRP Reports of FindingsAugust 2, 2007
Publisher Program Title(Link to Report of Findings)
Type GL IMAP/CRPRecommendation
Advanced Academics, Inc. Advanced Academics' Algebra Readiness (DOC; 62KB; 3pp.) Algebra Readiness 8 Not Recommended
America's Choice, Inc. Ramp-Up Algebra (DOC; 57KB; 3pp.) Algebra Readiness 8 Recommended
Carnegie Learning, Inc. Carnegie Learning Cognitive Tutor Bridge to Algebra (DOC; 85KB; 8pp.)
Algebra Readiness 8 Not Recommended
CompassLearning, Inc. Odyssey Focus Math: Algebra Readiness (DOC; 54KB; 3pp.) Algebra Readiness 8 Recommended
Glencoe/McGraw-Hill California Algebra Readiness: Concepts, Skills, and Problem Solving (DOC; 59KB; 4pp.)
Algebra Readiness 8 Recommended
Holt, Rinehart and Winston Holt California Algebra Readiness (DOC; 56KB; 3pp.) Algebra Readiness 8 Recommended
iLearn, Inc. iPass Algebra Readiness (DOC; 53KB; 3pp.) Algebra Readiness 8 Not Recommended
JRL Enterprises, Inc. (I Can Learn Ed Systems)
I Can Learn Fundamentals of Math, Algebra, Pre-Algebra and Geometry (DOC; 58KB; 3pp.)
Algebra Readiness 8 Recommended
Learning To Learn Learning to Learn Algebra Readiness (DOC; 66KB; 4pp.) Algebra Readiness 8 Not Recommended
McDougal Littell, a division of Houghton Mifflin
McDougal Littell Algebra Readiness (DOC; 60KB; 3pp.) Algebra Readiness 8 Recommended
MIND Institute Algebra Readiness (DOC; 52KB; 3pp.) Algebra Readiness 8 Recommended
Pearson Prentice Hall Prentice Hall Mathematics California Algebra Readiness (DOC; 64KB; 3pp.)
Algebra Readiness 8 Recommended
Pearson Prentice Hall Connecting to Algebra for Algebra Readiness (DOC; 57KB; 4pp.) Algebra Readiness 8 Recommended
SRA/McGraw-Hill SRA Algebra Readiness (DOC; 121KB; 5pp.) Algebra Readiness 8 Not Recommended
Teacher Created Materials Active Algebra: Algebra Readiness (DOC; 90KB; 4pp.) Algebra Readiness 8 Not Recommended
The Princeton Review Lighting Math (DOC; 51KB; 3pp.) Algebra Readiness 8 Not Recommended
UCLA Mathematics Department
Introduction to Algebra (DOC; 50KB; 2pp.) Algebra Readiness 8 Recommended
These programs have not been adopted by the State Board of Education
Publisher Program Title(Link to Report of Findings) Type Grade Level
IMAP/CRP Recommendatio
n
Advanced Academics, Inc.
Advanced Academics' Mathematics Intervention (DOC; 64KB; 4pp.)
Intervention 4-7 NOT Recommended
CompassLearning, Inc. Odyssey Focus Math (DOC; 60KB; 3pp.) Intervention 4-7 Recommended
Glencoe/McGraw-Hill California Math Triumphs (DOC; 61KB; 3pp.) Intervention 4-7 Recommended
Harcourt School Publishers
California Fast Forward Math (Harcourt/Holt) (DOC; 81KB; 3pp.)
Intervention 4-7 Recommended
iLearn, Inc. iPASS ハ Math Intervention (DOC; 87KB; 5pp.) Intervention 4-7 NOT
Recommended
InfoSis, LLC Effective Math Intervention (DOC; 66KB; 3pp.) Intervention 4-7 NOT Recommended
Kaplan K-12 Learning Services
Momentum Math (DOC; 61KB; 4pp.) Intervention 4-7 Recommended
Mastery Learning Systems
Count, Notice & Remember Math Intervention (DOC; 56KB; 4pp.)
Intervention 4-7 NOT Recommended
Pearson ハ Scott Foresman California Math Intervention (Pearson Prentice Hall/Pearson Scott Foresman) (DOC; 53KB; 2pp.)
Intervention 4-7 NOT Recommended
Riverdeep Inc. LLC Destination Math California Intervention (DOC; 76KB; 5pp.)
Intervention 4-7 Recommended
SRA/McGraw-Hill SRA Number Worlds (DOC; 66KB; 4pp.) Intervention 4-7 Recommended
Wright Group/McGraw-Hill Pinpoint (DOC; 53KB; 2pp.) Intervention 4-7 Recommended
Intervention Programs (12) Submitted for Adoption
"Don't be encumbered by history-- go off and do something wonderful."
Dr. Robert N. NoyceInventor of the Silicon ChipCo-founder of Intel