college and career ready for all building a movement in ... · above ba ba-7,500,000 -6,000,000...

College & Career Readiness for ALLBuilding a Movement in Montebello

Sheilagh PolkElizabeth Mejia

Gabe CraftPhyllis Hart

Tami PearsonThe Education Trust-West

2009 by The Education Trust-West

The Education Trust – West

Mission Statement

The Education Trust – West works for the high academic

achievement of all students at all levels, kindergarten

through college, and toward forever closing the achievement

gaps that separate low-income students and students of color

from other youth. Our basic tenet is this: All children will

learn at high levels when they are taught to high levels.


• Why are we here tonight?

• ETW partnership with MUSD

• ETW partnership with Padres Unidos

• Next steps

• Why ARE we Here Tonight?

• Alarming data leads to sense of urgency in

MUSD

Of Every 100 Latino 9th Graders in California:

17 Enroll in community college

7 Enroll in a 4-year state university

Class of 2007

Source: California Educational Opportunity Reports: African American and Latino, 2007. UCLA IDEA and UC ACCORD2009 by The Education Trust-West

How are

Montebello Unified School District

students doing?


Wide Achievement Gaps in High SchoolMontebello Unified

ELA 11th Grade, By Ethnicity

CST 2008

Source: California Department of Education, 2009 2009 by The Education Trust-West

Big Gaps in Higher Order SkillsMontebello Unified

Algebra I (Grades 7-11), By Ethnicity

CST 2008

Source: California Department of Education, 2009

Gaps Persist Even When Students Get Access to

Rigorous CoursesMontebello Unified

Algebra II (Grades 7-11), By Ethnicity

CST 2008

Source: California Department of Education, 2009

And Even Fewer Graduate College Ready. Montebello Graduates, and

A-G Graduates—2007

*Includes 9th graders who have completed the A-G course sequence with a “C” or better four years later.

Source: Raising the Roof2009 by The Education Trust-West

Ready for Career = Ready for College

“In the agricultural age, postsecondary

education was a pipe dream for most

Americans. In the industrial age it was the

birthright of only a few. By the space age, it

became common for many. Today, it is just

common sense for all”

--National Commission on the High

School Senior Year, 2001

Report after report confirming same bleak news

– America is losing ground because there are

not enough well-educated young people to

take on jobs the 21st century demands.

This is especially true as the percentage of

students who historically have not attended

college (ELL, Hispanic, low-income) continues

to increase. And baby boomers retire.

For Our Country: Growing Need for Higher Levels

of Education

Projections of Education Shortages and Surpluses in 2012

BAAbove BA

-7,500,000 -6,000,000 -4,500,000 -3,000,000 -1,500,000 0 1,500,000 3,000,000

Less Than High

School

High School

Associates Degree

Some College

ShortageSurplus

Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population

Projection Estimates

Bachelor’s Degree and Above


Factory Jobs Are Going to Workers With More

Education (1973-2000)

Source: Carnevale & Desrochers, “The Missing middle: Aligning Education and the Knoweldge Economy, Educational

Testing Service, April 2002.

pe

rce

nta

ge

of

all

fa

cto

ry w

ork

ers

Higher Skill Demands Require Earlier and More Rigorous Preparation. . .

Even in Jobs We Don’t Expect

Requirements for

Sheet Metal Workers

� Four or five years of

apprenticeship.

� Algebra, geometry,

trigonometry and

technical reading.

Requirements for

Auto Technicians

� A solid grounding

in physics is

necessary to

understand force,

hydraulics, friction

and electrical

circuits.

Source: National Manufactures Association

Even in Jobs We Don’t Expect

Plumbing-Heating-Air Conditioning

� Four or five years of apprenticeship and/or post-secondary training

� Algebra, plane geometry, trigonometry and statistics

� Physics, chemistry, biology, engineering

economics.

Culinary Arts

� SAT, ACT or

Accuplacer test

� Math – Algebra,

ratios, conversions,

accounting

� Science

� Writing skills

� High school diploma

� Foreign Language

Construction

and Engineering

� Four or five years of apprenticeship and/or post-secondary training

� Algebra, plane geometry

� Critical thinking, problem solving,

reading and writing

For Students to Have Real Choices:

• They’ll need access to 2- and 4- year

colleges and universities.

• They’ll need to be prepared for good jobs

with a meaningful career ladder, a wage

sufficient to support a family, and insurance

benefits.

Unfortunately, far too many students are

not receiving the rigorous instruction

necessary to ensure their dreams become a

reality.


Truth vs. Assumption

Plans for Students after High School

Source: Metropolitan Life - Survey of American Teacher 2000:

Are We Preparing Students for the 21st Century? Sept. 2000.2009 by The Education Trust-West

College & Career Readiness in California:

The A-G Sequence Required for both UC and CSU Admissions

A History / Social

Science

2 years (1 year of World History, 1 year of US

History or half year of US History and half year of

Civics)

B English 4 years

C Math 3 years required, 4 years recommended (Algebra,

Geometry, Algebra 2 required)

D Science 2 years required, 3 years recommended (2 of the

courses must be Biology, Chemistry, and Physics)

E Foreign Language 2 years (same language), 3 years recommended

F Visual / Performing

Arts

1 year

G College Prep

Elective

1 year


Even though most students want to go to college, the truth is,

many low income students and students of color aren’t

getting the classes in the first place.


Source: Unnamed school district in California, 2002-03 school year.

7th grade Writing Assignment –Essay on Anne Frank

Your essay will consist of an opening paragraph which introduced the title, author and general background of the novel.

Your thesis will state specifically what Anne's overall personality is, and what general psychological and intellectual changes she exhibits over the course of the book.

You might organize your essay by grouping psychological and intellectual changes OR you might choose 3 or 4 characteristics (like friendliness, patience, optimism, self doubt) and show how she changes in this area.


Source: Unnamed school district in California, 2002-03 school year. 2009 by The Education Trust-West

My best friend: ______

A car I want: ______

My favorite beverage: _____

A movie I would like to be the

star in: ______

7th grade Writing Assignment –The “Me” Page

In most CA districts, graduation from

high school does not mean graduating

with the A-G curriculum


A-G for all

dismantles poverty tracking and

penitentiary tracking


It doesn’t have to be this way!


Dispelling myths about what happens to

students when the college/career ready

curriculum is expected for ALL.

A Case Study: San Jose Unified


Myth: Requiring a rigorous course of study

for all high school students will result in a

watered down curriculum.


46%52%

56%

70%

0%

20%

40%

60%

80%

100%

1999 2004 2005 2006

Seniors who take at least one AP course

Source: EdTrust West analysis of California Department of Education data


Senior AP scores of 3 or higher

44%

57% 61%

78%

0%

20%

40%

60%

80%

100%

1999 2004 2005 2006

748 tests 1197 tests 1254 tests 1277 tests

Source: EdTrust West analysis of California Department of Education data2009 by The Education Trust-West

MYTH: Grades will plummet if all students are

expected to complete a college-ready/work-

ready curriculum


Mean GPA for All SJUSD Graduating Seniors

Source: EdTrust West analysis of San Jose District data


MYTH: Tough graduation requirements will

cause non college bound students to

disengage and drop out


SJUSD Graduation Rates

Source: Ed Trust West analysis of CA Dept of Ed data, 2007

Estimated completion rate using Manhattan Institute methodology


THE REALITY IS:

A college-ready/career-ready curriculum for

all students will result in dramatic increases in

the numbers of students, both minority and

non-minority, who are eligible to enter

UC/CSU directly out of high school and obtain

living wage employment that provides real

possibilities for a successful future.


All 12th Grade Graduates 2001-2007 Completing all Courses

Required with a “C” or better for UC/CSU Entrance


Source: Education Trust – West analysis of California

Department of Education data.

Latino Graduates College-Ready

San Jose vs. California


Source: Education Trust – West analysis of California

Department of Education data.

5%

50%

Schools Dispelling the Myth

Every K-12 School needs to create a

college-going culture of achievement


Ralph J. Bunche Elementary School

Compton Unified School DistrictCarson, California

• 417 students in grades K-5

• 99% African American and Latino

• 40% English Language Learner

• 93% Low-Income

Source: California Department of Education, http://dq.cde.ca.gov/dataquest/


Ralph Bunche Students Outpacing District and State

2007 API



Ralph Bunche Success at Every Grade Level

Math 2007



Ralph Bunche College Bound2009 by The Education Trust-West

KIPP San Francisco Bay AcademySan Francisco, California

• 257 students in grades 5-8

• 79% African American and Latino

• 81% Low-Income



5th Graders’ High Achievement at KIPP SF Bay Academy

Math 2007

85

77

93 94

84

54

2832

36

5054

2833

37

5049

3237

25

36

0

10

20

30

40

50

60

70

80

90

100

All African American Latino ELL Low Income

Pe

rce

nt P

rofi

cie

nt/A

dva

nce

d

KIPP SF BAY

SFUSD

SF County

California



5th Graders’ High Achievement at KIPP SF Bay Academy

Science 2007



KIPP Bay Academy Students2009 by The Education Trust-West

Abraham Lincoln High School

San Jose Unified School District

San Jose, California


Abraham Lincoln High SchoolSan Jose Unified School District, California

• 1741 students in grades 9-12

• 60% Latino

• 34% Low-Income



Lincoln High Graduating Latino Students College-Ready at

Significantly Higher Rates than the County and the State

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

ent

of

Gra

duate

s M

eeting U

C A

-G

Year

Lincoln

Santa Clara County

California



Gap Closing at Lincoln High School



“You need a door, or a window. The A-G curriculum gives

you that opportunity. I can’t imagine not having it.

Students will find the motivation, they only need the

opportunity.

Personally, I didn’t see myself in college until my

sophomore year. I had kept up in my school work, but I

didn’t know what I would do after graduation. It was

that persistence; that I had to keep doing well and the

bar being raised so high, that made me realize that I was

college material.”

- Cesar Lopez, Senior, Lincoln High, San Jose Unified

Source: Students Speak Out, The Education Trust – West, 2005.


“They showed me how to fill out a McDonald’s application in

my Life Skills Class. I think that they should have at least

taught me how to fill out a college application or at least tell

me what the ‘A-G’ requirements are,”

- Gabriela Perez, 17, Garfield High School, LAUSD

Source: Alcalá, Christian and Rivera, Selene “Coalition Demands Access to Higher Education”, ICS March 24, 2005.2009 by The Education Trust-West

No matter what students choose

to do after high school

Being Ready for College and Being

Ready for Career is the KEY!

That’s Great, But…..

WHAT ARE WE GOING TO

DO ABOUT IT IN

MONTEBELLO?


There is Good News.

Montebello Unified has a Resolution and the

district is taking a hard look at its educational

opportunities for ALL high school students.


ETW & THE DISTRICT


The Education Trust – West

High School Reform Toolkit

Purpose: To determine current levels of high school preparation and to identify the changes necessary to implement a college preparatory curriculum for all

students.


Step I:

District Demonstrates Commitment to College/Work

Readiness

Step II:

The Educational Opportunity Audit – Uncovering Gaps

Step III:

Blueprint Design Process –

Implementing Change


ETW & THE COMMUNITY


GET INVOLVED

Those most impacted by the reform we seek must

have a seat at the table in determining the course

that reform will take.


What YOU Can Do

• Review your students’ transcripts to see what is happening at your school.

• Set goals your child around being college and career ready.

• Ensure your child is getting the support they need.

• Know who is teaching your child.

• Hold the line on college and career ready for ALLstudents.


What’s happening at the Grassroots

level in Montebello?


Our Community Partners

Padres Unidos

And

ALL OF YOU


Building a Movement in Montebello

• Board Report

– The findings of the

audit

• Community

Education

• Coalition Building • District Action


So, what are you going to do now?


The Education Trust—West

Download this Presentation

www.edtrustwest.org


college and career ready for all building a movement in ... · above ba ba-7,500,000 -6,000,000...

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