School Crisis in California: How
Can We Reshape our Children’s
Future?
University of California, Irvine
Foundation
Monday, November 16, 2009
Old Ways are Not Working
International Comparisons
•
•
9-year-olds
• MATH - ranked 12th of 25
• SCIENCE - ranked 9th of 25
15-year-olds
• L ITERACY – ranked 15th of
29
• MATH – ranked 25th of 29
• SCIENCE – ranked 21st of 29
Old Ways Are Not Working
National Comparisons are Even More Troubling
•
28% of CA students have Below
Basic Skills in Math – only 3 states
perform more poorly
•
41% of CA students have only Basic
Skills in Math
•
25% of CA students are Proficient in
Math - Ranked 41st
•
5% of CA score at the Advanced
level
•
Scores of Children of College
Graduates – CA ranks 37th
•
<25% of CA students graduate from
high school college ready
P-20: New Day, New Way
Technology
and Media
PostSecondary
Early
Childhood
Families
Out-of-School
Time
What is the University’s
Role?
Preparing
New
Teachers
Research
Programs
for
Students
World Class STEM Education
Projects That Advance
Teacher Proficiency and Student Learning
in Science and Mathematics
Michael E. Martinez, Ph.D.
Professor of Education
University of California, Irvine
Two Challenges

How Can We Build Excellence in:
– Teaching Science and Mathematics?
– Learning Science and Mathematics?

How Can We Do So Through the Two
Primary Functions of the University:
– Teaching?
– Research?
CalTeach
A Program of Study Designed to
Prepare Talented UCI
Undergraduates to Become
Excellent Middle and High School
Science and Mathematics Teachers
Two Pathways
Bachelors Degree in a STEM Discipline, and
California Teaching Credential
In Four Years
Bachelors Degree in a STEM Discipline,
Master of Arts in Teaching, and
California Teaching Credential
In Five Years
How Is This Possible?


Streamlined and highly innovative undergraduate
coursework on teaching in the STEM disciplines.
Effective cross-campus collaboration.
– School of Physical Sciences, Biological Sciences, ICS,
Humanities, and the Department of Education

A $2.5 million grant from the National Math and
Science Initiative (NMSI), along with funding from
the UC Office of the President.
– UCI is one of 13 demonstration sites nationally

Dedication of UCI faculty and staff
CalTeach Meets
Desperate Needs


Many science and math courses are staffed by
teachers who are poorly trained in the STEM
discipline they teach.
The University of California needs to do much
more
– About 38% of STEM teachers earn their bachelors
degrees at UC
– Only about 11% earn their teaching credential at UC

CalTeach, streamlined but intellectually rigorous,
allows students to seek a teaching job immediately
after graduating.
Other Contributing Factors





Strong program management
Vigorous recruitment of undergraduates
Ongoing support, including scholarships
Launching of new science and math majors,
and major concentrations, aligned with
prospective careers in teaching
Support from school district partners,
including Santa Ana, Newport Mesa, Tustin,
and Anaheim
Spatial Temporal Mathematics at Scale
An Innovative and Fully Developed
Paradigm to Boost Math Achievement
Among All Learners
Traditional Instruction in
Mathematics

Traditional math education relies heavily on
symbolic notation in the form of numerals,
operations, and equations, as well as on
technical terminology.
A Spatial-Temporal Approach


Instead, mathematical
patterns can be
represented as images
or transformations of
images.
Pattern-finding,
experienced as mental
imagery, is a natural
ability of the human
mind and its
underlying neural
circuitry.
An Exciting Possibility



Spatial-temporal (ST) reasoning may be a highly
intuitive way of learning fundamental math
concepts.
ST-based mathematics offers the potential for
effective learning among students who experience
frustration with traditional ways of teaching math.
ST Math may be a gateway to far larger numbers of
students gaining high levels of mathematical
proficiency, opening a pipeline of future scientists,
engineers, and medical professionals.
ST Math Software



Designed to develop deep intuitive
understandings of fundamental mathematical
concepts:
– Fractions, proportions, symmetries, and
functions
Video game metaphor
– Universally motivating
– Games With a Purpose (GWAP)
Activities challenge children to apply spatialtemporal skills to solve problems
Prior Research Results



ST Math has produced substantial gains in
mathematics achievement in comparison to
control group students.
Learning advantages tend to grow each year.
Effects have been found on standardized tests of
broad mathematics achievement, not only on ST
concepts.
Martinez, M. E., Peterson, M., Bodner, M. Coulson, A., Vuong, S., Hu, W., Earl, T., & Shaw G. L. (2008).
Music training and mathematics achievement: A multiyear iterative project designed to enhance students’
learning. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education:
Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 396-409). New York:
Routledge.
Findings From Previous
Research


Our research shows that a large segment of
students, perhaps most, can benefit from an
approach to learning math that uses spatialtemporal reasoning
Spatial-temporal reasoning and representations
might hold special promise for English language
learners
– By de-emphasizing mathematical terms and
explanations expressed in English
A New Project:
ST Math At Scale



An Innovative and Fully Developed Paradigm to
Boost Math Achievement Among All Learners
Funding
– US Department of Education, Institute of
Education Sciences (IES)
– Four years (2009-2013)
Participating Schools
– 52 elementary schools in Orange County
– Allied with the Orange County Math Initiative
The Collaborating Institutions
University of California,
Irvine
Michael E. Martinez
Peg Burchinal
Lindsey Richland
AnneMarie Conley
Keara Osborne
Melissa Kibrick
Teya Rutherford
Mind Research Institute
Andrew Coulson
Fran Antenore
Abby Daniels
Orange County Department
of Education
Stephanie Schneider
Lauren Duran
A New Paradigm


Prior research shows that a spatial-temporal (ST)
approach to mathematics learning can open the
gateways to STEM learning
Now it’s time to put this exciting possibility to a
rigorous test
– To understand the nature and magnitude of causal
effects through a large-scale randomized experiment
– To understand whether ST Math offers particular
advantages to specific subgroups of learners
– To understand what implementation factors
moderate the effects of ST math on student learning
Addressing Critical Needs


The U.S. faces a crucial need for elevated achievement
in math and, more broadly, STEM fields
– To close the achievement gap
– And to increase the pool of highly-trained scientists
and engineers
– Resulting in heightened international
competitiveness
These are longstanding valued goals
– Now we need fresh thinking to achieve them
– The UCI Department of Education is playing a
leading role, locally and nationally
What is school
readiness?
Greg J. Duncan
Department of Education
University of California, Irvine
What school-entry academic,
attention, social and emotional
skills matter most for:



School achievement
High school completion and college
enrollment
Crime in early adulthood
Kindergarten Skills and Behaviors
Achievement
Description:
Concrete
academic skills
Example
test areas or
question
wording:
Knowing letters
and numbers;
beginning word
sounds, word
problems
Kindergarten Skills and Behaviors
Achievement
Attention
Description:
Concrete
academic skills
Ability to control
impulses and
focus on tasks
Example
test areas or
question
wording:
Knowing letters
and numbers;
beginning word
sounds, word
problems
Can’t sit still;
can’t
concentrate;
score from a
computer test of
impulse control
Kindergarten Skills and Behaviors
Problem
Behaviors
Achievement
Attention
Description:
Concrete
academic skills
Ability to control
impulses and
focus on tasks
i) Ability to get
along with
others
ii) Sound mental
health
Example
test areas or
question
wording:
Knowing letters
and numbers;
beginning word
sounds, word
problems
Can’t sit still;
can’t
concentrate;
score from a
computer test of
impulse control
i) Cheats or tells
lies, bullies, is
disobedient at
school
ii) Is sad, moody
Simple associations with
later achievement
Simple associations with
later achievement
Effects on later
achievement
Effects on later
achievement
Effects on high school
completion
Effects on high school
completion
Effects on arrests,
incarceration
Effects on arrests,
incarceration
Summary




Early reading and, especially, math
matter the most for future school success
Anti-social behaviors don’t interfere with
early learning, but hurt in the long run
Attention skills matter early but not later
Mild mental health problems do not
affect school success
Implications

Pre-K curricula focused on early math
skills should be an evaluation priority
The Importance of
Out-of-School Time for
Education & Youth Development
Joseph L. Mahoney, Ph.D.
Associate Professor of Education
University of California, Irvine
Some Key Developmental Tasks
for Children (ages 5-12)
• Basic School Achievement (e.g., reading, arithmetic)
• Interact Competently with Peers and Adults
• Resolve Conflicts Peacefully
• Develop Health Promoting Habits
Some Key Developmental Tasks
for Youth (ages 13-18)
• Construct Positive Aspirations for the Future
• Form an Appreciation for Community and Work
• Complete Formal Schooling / College
• Become Productive Members of Society
Academic Performance
and
Educational Attainment
After-school Programs
and achievement
Study of 651 Highly Disadvantaged
Children in Connecticut
2002-2006
Source: Mahoney, Carryl, & Lord (2005)
Comparison of After-school Arrangements:
Parent, Program, Relative, Self
Reading Achievement Scores
at Follow-up
3rd
Grade
2nd
Grade
Organized Youth Activities
and Higher Education
Study of 695 Youth in
North Carolina
Followed from age 10 - 24
Sources: Mahoney & Cairns (1997); Mahoney (2000); Mahoney, Cairns, & Farmer (2003)
PERCENT
Enrolled in High School
(Grade 11)
Youth Activity Involvement
PERCENT
Enrolled in Post-Secondary Education
(Age 20)
Youth Activity Involvement
Antisocial Behaviors
Percentage
After-school Time and Delinquency:
Peak Hours for Juvenile Violence
10
9
8
7
6
5
4
3
2
1
0
6am
9am
12pm
3pm
6pm
9pm
Time of Day
Source: Office of Juvenile Justice and Delinquency Prevention (1999)
12am
3am
6am
After-school Care and Substance Use
 Self
Care in LA and SD Counties
– Twice as likely to use:
 Cigarettes
 Marijuana
 Alcohol
Sources: Richardson et al. (1989)
% Arrested
Adolescent After-school Activities
and Adult Criminal Arrests
# of Adolescent After-school Activities
Source: Mahoney & Eccles (2008)
Physical Health
Percentage of U.S. Youth who are Obese by age
Equal or greater than 95% age/sex CDC Growth Charts
Source: Ogden et al. JAMA;195:1549-55, Hedley et al. JAMA;291:2847-2850
The Skinny on Obesity

66% of Americans are overweight or obese.

Child obesity has more than tripled since 1963.

In orange county 82,000 kids are obese and
36,000+ more are overweight.

75% overweight children will overweight adults.

Obesity-related deaths/year = 300,000 - 500,000

Causes of death:
– Obesity 16.5% deaths vs. Tobacco 18.1% deaths
% Obese
Obesity Status and Summer Activities
Organized Activities
Quality is Critical

Poor Quality Programs Do Not Confer
Benefits

Program Staff are Key to Quality
– Typically receive little or no formal training
UCI Certificate in After-School Education:
Coursework & Fieldwork
2 CORES
Foundations
of
Out-of-School
Learning
3 ELECTIVES in 2 CATEGORIES
Reading/
Literacy
Tutoring
Math/
Science
Physical/
Health ED
Technology
Arts
Child or
Adolescent
Development
Multicultural
Educational
10 Hours
Observational
Fieldwork
60+ Hours of Interactive Fieldwork