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Challenges and Successes of Implementing STEM and Early College Pathways in Urban School Districts
December 11, 2013
Early College Schools have high expectations for all students
Every student is capable of college-level work or college and career readiness.
Students need acceleration, not remediation.
Students learn more when challenged and engaged by instruction and rigorous academic work.
Early college is an educational transformation model, that was developed and implemented by Jobs for the Future and our national partners, with funding from the Gates Foundation, over the last 10 years.
Early colleges are high schools and feeder middle schools that bring college into high school to provide underserved youth with a path to and through postsecondary education.
Features include:
Students earn a high school diploma and up to two years of transferrable college credit—tuition free
A rigorous instructional framework aligned to college-ready standards
A strong college-going culture throughout the school
Student-centered learning and student support
Location on or near college campuses to build students’ identity as college goers
Early college schools expose all students to college coursework, preparing them for college and careers, reducing time and cost toward postsecondary degrees, and building a college-going culture for all students in the school.
Early college schools are committed to serving students underrepresented in higher education, including low-income youth, students of color, first-generation college goers, and English language learners.
EARLY COLLEGE HIGH SCHOOLS
• Small, autonomous schools,
operated in close connection
with postsecondary
institutions
• Students can earn an
Associate’s degree or up to 2
years of transferable college
credit
• Schools enroll about 100
students per grade and can
start in grades 6, 7, or 9
• Can be a STEM or CTE-
focused school
BACK ON TRACK THOUGH COLLEGE
• Small, autonomous schools
and programs targeted toward
older youth who are off track
from graduation or out of
school altogether
• Adapts Early College Design
to graduate students college
and career ready
• Provides supported transition
to and through the first year of
postsecondary, in
collaboration with a
postsecondary partner
EARLY COLLEGE PATHWAYS
• Accelerated pathways for all
starting in ninth grade, with
course sequences aligned to
college-ready standards
• Designed so that as many
students as possible complete
a minimum of 12 college
credits, including gatekeeper
courses in math and English
composition: grade 7-13, 9-
13, 7-14, and 9-14 designs
• Dual enrollment options may
also include STEM and CTE
options
• Aligned with postsecondary
programs of study
8
DISTRICT-WIDE EARLY COLLEGE DESIGNS
STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy. (Tsupros, 2009)
1. It is integrated: Using a curriculum centered on principles from science, technology and engineering, and mathematics, students learn to apply previously obtained information to creatively address a problem they have never encountered.
2. STEM education is Inquiry-based: Distinct from traditional lectured-based classrooms – STEM classrooms should ask students to work together to solve problems by using questioning and answering techniques incorporated with research.
3. STEM incorporates teamwork and instruction in soft skills needed for business and industry –requiring students to practice these skills promotes confidence and insight into their own character.
4. STEM is appealing. Students enjoy classroom discussion and participation to solve a meaningful problem.
STEM careers are concentrated in the following fields:
Agriculture, Agricultural Operations, and Related Sciences
Computer and Informational Sciences and Support Services
Engineering and Engineering Technologies
Biological and Biomedical Sciences
Mathematics and Statistics
Physical Sciences and Technologies
5. STEM education is fulfilling. Teachers are able to perceive themselves as facilitators of the learning process and not merely instructors.
Roberts (2012)
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THE GAM E CHANGERSSystemic refor ms. Significant results. More col lege graduates.
PERFO RM A N C E
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C O REQ UI SI T E
REM ED I A T I O N
FUL L - T I M E
I S FI FT EEN
ST RUC T URED
SC H ED U L ES
G UI D ED PA T H W A YS
TO SUC C ESS
BEST PRACTI CES
Austin Peay State University doubled student
success with corequisite remediation.
Find out more >
KNOW THIS! DO THIS!Make enrollment in college-level courses the default for many more students.
Research has shown that many more students can succeed in college-level gateway
courses with additional support than are currently placed into them. By making these
courses the default placement for more students, colleges are left to determine why
students shouldn't start in college-level courses instead of why they should be blocked
from them.
Use a placement range, not a single cut score. High-stakes placement exams have
been proven to be poor predictors of college readiness, unnecessarily sending thousands
of students into remediation each year. Instead, use a placement range to start most
underprepared students in college-level courses with corequisite academic support, within
which 75 percent or more of those students can succeed. In essence, establish two cut
scores: one that provides direct entry into standard college courses and another that
signals very low level of readiness for college work, even with corequisite assistance.
Multiple measures should be used to provide a complete understanding of student ability.
Students should also be given the opportunity to prepare for placement exams with
practice tests and prep sessions.
Align mathematics to programs of study. Leading mathematicians are clear on the
issue -- college algebra has one purpose: calculus. Therefore, placement in algebra
should not be the required mathematics for all when statistics or quantitative literacy would
be more appropriate for many programs of study.
Integrate needed support in college-level gateway courses. Depending on the
needs of students, three methods are most effective:
Single-semester, corequisite approaches deliver remediation to students enrolled in
traditional single-semester, college-level gateway courses.
One-course pathways stretch common single-semester gateway courses over two
semesters instead, benefitting students in need of more academic help while ensuring
them full credit that counts toward degrees.
Parallel remediation is effective for students enrolled in career technical or applied
degree programs. Any academic shortcomings are addressed in connection to the
program of study, so needed English and math remediation do not become obstacles to
beginning coursework.
COREQUISITE RESOURCES
Integrated curricular approach
Integration of Project Based Lessons
Academic acceleration at Middle and High School
Partnership with business, community and postsecondary organizations
Design and expansion of internships and job shadowing
Expanded professional development for instructional staff
Most employers want workers who are able to reason and solve problems using some math, science, or technology knowledge. Key STEM skills include:
Analytical skills to research a topic, develop a project plan and timeline, and draw conclusions from research results.
Science skills to break down a complex scientific system into smaller parts, recognize cause and effect relationships, and defend opinions using facts.
Mathematic skills for calculations and measurements.
Attention to detail to follow a standard blueprint, record data accurately, or write instructions.
Technical skills to troubleshoot the source of a problem, repair a machine or debug an operating system, and computer capabilities to stay current on appropriate software and equipment.
Many workers in STEM fields use "soft" skills at work as much as they use math and science. These soft skills include:
Communication and cooperation skills to listen to customer needs or interact with project partners.
Creative abilities to solve problems and develop new ideas.
Leadership skills to lead projects or help customers.
Organization skills to keep track of lots of different information.
Overview of Chicago Public Schools STEM Early College High School Initiative
SuccessesBusiness Partners (Verizon, IBM (P-TECH), Motorola, Microsoft, Cisco
Career Pathways – Computer Security, Cloud Management and Database Programming
Mentoring and Internship Development
Project based learning
ChallengesCity Colleges of Chicago
Accelerating reading, math and English in 9th grade
Professional Development Leadership and Instructional
Coherent curriculum framework
Developing Middle School Students
Ensuring that All Students Are on Target for College and Career Readiness before High School
Middle School Success
Eighth-grade students’ academic achievementhas a larger impact on their readiness for collegeby the end of high school than anything thathappens academically in today’s high schools.
The Forgotten Middle, ACT
68 graduated from high school on time
40 immediately enrolled in college
18 graduated from college on time
7,000 Students dropout every day
41% - Of 18 – 24 years old were enrolled in college
10 – 20 %
Chance of Graduating
Failed Math English/Reading
Attended School Less Than 80%
Unsatisfactory
Behavior Grade
Attendance
Measure attendance in informative and actionable manners
Take measures to increase the number of students with very good attendance and decrease the number who are chronically absent.
Recognize and reward good attendance regularly (Whale Done)
Separate attendance from course performance
Be and be perceived as safe and engaging places
Belief, Behavior and Effort
High engagement electives that provide avenues for short-term success and positively recognized asymmetrical skill levels
Activities that honor and use middle grades students’ desire for adventure and camaraderie
Recognition at both the individual and group level for positive behavior
Teaching organizational and self-management skills
Course Performance
Encouraging quality coursework may require new forms of assessment
Accept and acknowledge the implications of course grades being more predictive of eventual success than test scores
Create developmentally appropriate high school/college readiness indicators that are meaningful and engaging to middle grades students and understood by parents
Get extra help right.
Focus on effective intervention, not just identification
Recognize and build on student strengths
Provide time, training, and support and intervention systems
Match resources to student needs but practice intervention discipline
Evaluate the effectiveness of interventions
Teachers and administrators can get started with just data currently available in their schools
Getting the ratio of skilled adults to students in need rightGetting teacher buy-in and support for the mission of keeping middle grades students on the graduation pathStrengthening the family-student-teacher support triangle
All Really Does Mean All!
Early College and
Student Success
Professional Development
System for Non-
Traditional Students
Postsecondary and Career Pathways
Community, Business and
Postsecondary Partnerships
Curricular Alignment and Development
Academic and Social
Interventions
Developing a system of postsecondary and career pathways that lead to:
Associate’s or Higher Degrees
Significant College Credits
Career Certifications
Developing Community, Business and Postsecondary Partnerships
Business partnerships related to pathways
Develop system of internships and mentoring
Curricular Alignment
Common Core / College Readiness Standards
Middle and high school focus
All Really Does Mean All!Develop Academic and Social Interventions
Middle school indicators
Restructure high school schedule
For example – doubling up on math and English in 9th grades
Afterschool and in-class academic supports
Intensive and Robust Professional Development
Leadership development system
Developing leadership teams
Teacher development system
Content
Instructional strategies
Externships (business, community, postsecondary)
Paraprofessional development system
All Really Does Mean All!
Develop a System for Non-Traditional an Out of School Youth
Synchronous and asynchronous E-Learning
Develop work-based experiences
Postsecondary and career pathways
10/ 5/ 13 10:54 AMSTEM and Healthcare Employment Trends in Ohio, Pennsylvania, Kentucky, and…cchio :: Economic Trends :: 09.24.13 :: Federal Reserve Bank of Cleveland
Page 2 of 5http:/ / www.clevelandfed.org/ research/ trends/ 2013/ 1013/ 01regeco.cfm
Historically, recessions have slowed or stopped some labor market trends while simultaneouslyaccelerating others. The growth of STEM and healthcare employment was one trend slowed by the lastrecession. Growth went from over 10 percent between 2003 and 2007 in the United States to under 5percent between 2008 and 2012. However, the trend toward STEM and healthcare work occupying agrowing share of the US labor force has accelerated.
Growt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAsGrowt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAs
STEM and healthcare as apercent of total employment
Growth in STEM and healthcare,percent
MSA 2012 2003-2007 2008-2012
Dayton 18.43 −3.28 5.50
Lima 17.31 −25.69 6.86
Cleveland 16.65 7.86 11.64
Akron 16.24 14.61 12.57
10/ 5/ 13 10:54 AMSTEM and Healthcare Employment Trends in Ohio, Pennsylvania, Kentucky, and…cchio :: Economic Trends :: 09.24.13 :: Federal Reserve Bank of Cleveland
Page 2 of 5http:/ / www.clevelandfed.org/ research/ trends/ 2013/ 1013/ 01regeco.cfm
Historically, recessions have slowed or stopped some labor market trends while simultaneouslyaccelerating others. The growth of STEM and healthcare employment was one trend slowed by the lastrecession. Growth went from over 10 percent between 2003 and 2007 in the United States to under 5percent between 2008 and 2012. However, the trend toward STEM and healthcare work occupying agrowing share of the US labor force has accelerated.
Growt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAsGrowt h o f To t al STEM and Healt hcare Employ ment in Four t h D ist r ic t MSAs
STEM and healthcare as apercent of total employment
Growth in STEM and healthcare,percent
MSA 2012 2003-2007 2008-2012
Dayton 18.43 −3.28 5.50
Lima 17.31 −25.69 6.86
Cleveland 16.65 7.86 11.64
Akron 16.24 14.61 12.57
Between 2008 and 2018, new jobs in Michigan requiring postsecondary education and training will grow by 116,000 while jobs for high school graduates and dropouts will grow by 22,000.
Between 2008 and 2018, Michigan will create 1.3 million job vacancies both from new jobs and from job openings due to retirement.
836,000 of these job vacancies will be for those with postsecondary credentials, 388,000 for high school graduates and 103,000 for high school dropouts.
62% of all jobs in Michigan (2.9 million jobs) will require some postsecondary training beyond high school in 2018.
Michigan K-12 STEM Ed Report Card 2011: STEMconnector – www.stemconnector.org
274,000 Michigan STEM* Jobs to fill for 2018
ALL OF OUR STUDENTS HAVE THE
POTENTIAL TO BE SUCCESSFUL. IT IS OUR
RESPONSIBILITY TO ENSURE THAT THEY
REACH AND EXCEED THEIR POTENTIAL.
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