keeping the doors open for all students
DESCRIPTION
Keeping the Doors Open for All Students. Linda T. Murray Superintendent in Residence Education Trust-West November 7 th , 2007. San Jos é Unified Demographics. 50% Hispanic 29% White 13% Asian 3% African/American 5% 0ther. 39% Low SES 28% EL 87% Spanish Speaking. SJUSD Information. - PowerPoint PPT PresentationTRANSCRIPT
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Keeping the Doors Open for All Students
Linda T. MurraySuperintendent in Residence
Education Trust-WestNovember 7th, 2007
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San José Unified Demographics
• 50% Hispanic• 29% White• 13% Asian• 3% African/American• 5% 0ther
Hispanic
White
Asian
AfricanAmer
Other
39% Low SES
28% EL
• 87% Spanish Speaking
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SJUSD Information
• 30,700 students• 6 comprehensive high schools, • 1 continuation high school• 6 middle schools• 1 K-8 magnet school• 26 elementary schools
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K-12 Enrollment by Ethnicity
0%
10%
20%
30%
40%
50%
60%
1985-86 1990-91 1995-96 2000-01 2002-03 2005-06
Hispanic
White
Asian
Other
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SJUSD Graduation Requirements
Course Years CreditsEnglish 4.0 40
Mathematics 3.0 30
Science (2 lab) 3.0 30
Social Science 3.5 35
Foreign Language 2.0 20
Visual Performing Arts and Applied Arts
2.0 20
Physical Education 2.0 20
Other Electives 2.0 45
Total 240
*40 hour Community Service Requirement*40 hour Community Service Requirement
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Dispelling myths about what happens to students when the
college/work-ready curriculum is expected for ALL?
A Case Study: San Jose Unified
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MYTH: Requiring a rigorous course of study for all high school students will result in a watered down curriculum
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Seniors who have taken at least one AP course
Source: EdTrust West analysis of California Department of Education data
46%52% 56%
70%
0%10%20%30%40%50%60%70%80%90%
100%
1999 2004 2005 2006
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Senior’s AP Scoreswith a score of AP >=3
748 Tests Taken
Source: EdTrust West analysis of California Department of Education data
44%
57% 61%
78%
0%
20%
40%
60%
80%
100%
1999 2004 2005 2006
1197 Tests Taken 1254 Tests Taken 1277 Tests Taken
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MYTH: Grades will plummet if all students are expected to complete a college-ready/work-ready curriculum
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Mean GPA for All SJUSD Graduating Seniors
1
1.5
2
2.5
3
GPA 2.68 2.77 2.7 2.69 2.77 2.76 2.75 2.8
1998 1999 2000 2001 2002 2003 2004 2005
1st Grad Class Increased requirements
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MYTH: Tough graduation requirements will cause non college bound students to disengage and drop out
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SJUSD Graduation Rates
Source: Ed Trust West analysis of CA Dept of Ed data, 2006
74%69%71%72% 77% 73% 73% 73%
0%10%20%30%40%50%60%70%80%90%
100%
1998 1999 2000 2001 2002 2003 2004 2005
Estimated completion rate
using Manhattan Institute
methodology
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MYTH: Requiring traditionally underrepresented students to take a rigorous academic course load will result in huge failure rates
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Hispanic Enrollment in AP/IB Courses 1999-2005
0100200300400500600700800900
1000
1999 2000 2001 2002 2003 2004 2005
1st Grad Class Increased requirements
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Pass Rate in A to G Courses for Hispanic Students
78%78%79%79%80%80%81%81%82%82%83%
1999 2003
Source: EdTrust West analysis of San Jose Unified data
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MYTH: Closing the achievement gap by demanding rigor in graduation standards is the wrong place to start
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SJUSD SAT9 & CAT6
Matched Reading Scores at Grades 3-9 for Students who Have Been Tested with STAR Every Year Since 1998 – White and
Latino Students
GAP REDUCEDBY 48%
Source: EdTrust West analysis of California Department of Education data
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THE REALITY IS:A college-ready/work-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 our of high school.
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All 12th Grade Graduates 2001-2005 Completing all Courses Required with a “C” or better for UC/CSU
Entrance
Source: EdTrust West analysis of California Department of Education data
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
2001 2002 2003 2004 2005
SJUSD COUNTY STATE
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12th Grade Latino Graduates 2001-2005 Completing all Courses Required with a “C” or
better for UC/CSU Entrance
Source: EdTrust West analysis of California Department of Education data
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
2001 2002 2003 2004 2005
SJUSD COUNTY STATE
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Latino Graduates College-ReadySan Jose vs. California
5%
47%
0%
10%
20%
30%
40%
50%
60%
70%
80%
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
California San Jose
Source: EdTrust West analysis of California Department of Education data
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African American Graduates College-Ready
San Jose vs. California
11%
59%
0%
10%
20%
30%
40%
50%
60%
70%
80%
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005
California San Jose
Source: EdTrust West analysis of California Department of Education data
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Senior Exit Survey- 96% surveyed/88% responded
SJUSD 2005 Senior Exit Survey Post Secondary Plans
52%44%
4%
4 yr. University 2 yr. College/ Career Tech Other
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Student Quotes
• When I got to high school – I didn’t know I needed to take these classes. There was so much college talk I realized how important it was to take the a-g courses.
• Having everyone take a-g classes meant they’re available. Without the a-g requirement, many kids would slip through the cracks.
• My teacher stood up in front of the class and said, “This class is going to be tough, you will get into college and I’m here to support you.”
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“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.
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“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.
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What did implementation look like in San Jose?
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Structural/Programmatic Changes
• Master Schedule– Block scheduling– Shadow Classes– Seventh Period/Zero Period– T-Periods
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Structural/Programmatic Changes
• Coring• Open Enrollment in A.P.• Extended Day/Week/Year• AVID• Detracking/Mixed Ability Grouping in
Grades 4-9• Desegregated Classes in Grades 10 -12
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District Support
• PSAT/A.P. Potential• Springboard• Parent Outreach• Credit by Exam for Middle School• Standards Based Teacher Evaluation System• Aligned Administrator Evaluation System
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District Support• Data Reports• One-on-Ones• D & F Reports• Star and CAHSEE Data• A.P./PSAT/SAT/ACT• EAS-e/ Data Warehousing• Edusoft
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Safety Net Programs
• Saturday Academies• Summer Institutes• Summer School• Community Colleges• Community Partnerships
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Safety Net Programs
• Saturday Academies• Summer Institutes• Summer School• Community Colleges• Community
Partnerships• Business Investments
• Tutoring • Mentoring• After School Programs• Cognitive Tutor/Nova Net• Summer Bridges• Alternative Education
Programs
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Professional Development
• Differentiating Instruction• Research-based Methods• Subject Matter Training• Coaching• Clinical Model• Teacher Expectations• Cultural Competence
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Registration Opens Soon.
SAVE THE DATE!
The Education Trust – West 510-465-6444
www.edtrustwest.org