ELL achievement in mathematics and
access to advanced mathematics in our
Great City schools
CGCS ELL Survey Report
 Comprehensive survey of 65 district members conducted in 2011-2012
about the English Language Learners that were enrolled in these
districts and instructional services provided to them.
 We will focus on two sections
 Successful completion of Algebra I by grade 8 or 9 (pg. 75)
 ELL participation in Gifted and Talented programs (pg. 79)
Successful Completion of Algebra I
by Grade 8 or 9 and ELL Status
 Survey requested data on students completing Algebra by grade 8 or
9, disaggregated by ELL, non-ELLs and former ELL status (2007–08
to 2009–10 school year).
 Data on the aggregate totals of ELLs, Former-ELLs, and Non-ELLs
completing algebra in 21 districts are shown in Table 28 of page 75 of
the survey report.
Percentage of students completing Algebra I
by ELL status, 2007-08 - 2009–10
 A subset of 15 districts provided detailed data that allows us to
show the percentages of Algebra I completers over three years.
100%
90%
80%
51.2%
70%
56.6%
56.4%
Non-ELLs completing algebra
as a percent of all students
completing algebra
60%
Former ELLs completing
algebra as a percent of all
students completing algebra
50%
40%
30%
35.5%
31.0%
31.3%
20%
10%
13.3%
12.4%
12.4%
2007-08
2008-09
2009-10
0%
ELLs completing algebra as a
percent of all students
completing algebra
Percentage of students completing Algebra I
by ELL status, 2007-08 - 2009–10
100%
90%
80%
51.2%
 Between 2007–08 and
2009–10, ELLs
remained around 12
percent of the total
number of students
completing Algebra I by
grade 8 or 9.
56.6%
56.4%
31.0%
31.3%
13.3%
12.4%
12.4%
2007-08
2008-09
2009-10
70%
60%
50%
40%
30%
35.5%
20%
10%
0%
Non-ELLs completing algebra as a percent of all students
completing algebra
Former ELLs completing algebra as a percent of all students
completing algebra
ELLs completing algebra as a percent of all students completing
algebra
Percentage of students completing Algebra I
by ELL status, 2007-08 - 2009–10
100%
90%
80%
51.2%
 Former ELLs decreased
their share of the total
number of completers of
Algebra I over the threeyear period, from 35.5
percent in 2007–08 to
31.3 percent in 2009–10.
56.6%
56.4%
31.0%
31.3%
13.3%
12.4%
12.4%
2007-08
2008-09
2009-10
70%
60%
50%
40%
30%
35.5%
20%
10%
0%
Non-ELLs completing algebra as a percent of all students
completing algebra
Former ELLs completing algebra as a percent of all students
completing algebra
ELLs completing algebra as a percent of all students completing
algebra
Percentage of students completing Algebra I
by ELL status, 2007-08 - 2009–10
100%
90%
80%
51.2%
 Non-ELLs increased
their relative share of the
total number of
completers of Algebra I,
from 51.2 percent in
2007–08 to 56.4 percent
in 2009–10.
56.6%
56.4%
31.0%
31.3%
13.3%
12.4%
12.4%
2007-08
2008-09
2009-10
70%
60%
50%
40%
30%
35.5%
20%
10%
0%
Non-ELLs completing algebra as a percent of all students
completing algebra
Former ELLs completing algebra as a percent of all students
completing algebra
ELLs completing algebra as a percent of all students completing
algebra
District-by-District figures
 Table 29 on page 75 provides further district-by-
district figures on the percentage of ELLs completing
Algebra I (by grade 8 or 9) relative Non-ELL
completers.
 The table also displays districts’ ELL enrollment in
grades 6-12 for comparison.
ELL Participation in Gifted and
Talented Programs
 Survey requested data on the number of ELLs, former-ELLs, and
non-ELLs enrolled in gifted and talented (GT) programs over from
2007–08 to 2009–10.
 21 districts were able to provide usable information on GT enrollment
among ELLs, non-Ells, and former ELLs for the requested three-year
period. The aggregate totals of each subgroup within these districts
are shown in Table 30 of page 79 of the survey report.
Percentage of students participating in GT by
ELL status, 2007-08 to 2009–10
 Using data from these districts, we calculated the percentage of
students in each subgroup that are enrolled in GT out of the total
number of students enrolled in GT.
100%
90%
Non-ELLs in GT as
a percent of all
students in GT
80%
70%
68.3%
67.7%
66.7%
60%
Former ELLs in GT
as a percent of all
students in GT
50%
40%
30%
20%
25.5%
25.1%
26.1%
6.2%
7.1%
7.2%
2007-08
2008-09
2009-10
10%
0%
ELLs in GT as a
percent of all
students in GT
Percentage of students participating in GT by
ELL status, 2007-08 to 2009–10
100%
90%
80%
 During this three-year
period, the enrollment in
GT programs remained
largely static for each
group.
70%
68.3%
67.7%
66.7%
25.5%
25.1%
26.1%
6.2%
7.1%
7.2%
2007-08
2008-09
2009-10
60%
50%
40%
30%
20%
10%
0%
Non-ELLs in GT as a percent of all students in GT
Former ELLs in GT as a percent of all students in GT
ELLs in GT as a percent of all students in GT
Credits vs. content of
curriculum
2009 NAEP High School
Transcript Study
NATIONS REPORT CARD
NATIONAL CENTER FOR EDUCATIONAL
STATISTICS
2009 High School graduate achievement
 In 2009, graduates earned over three credits more than their
1990 counterpart, or about 420 additional hours of
instruction during high school.
 Nearly two-thirds of graduates who attained a rigorous
curriculum took algebra I before high school.
 Graduates who completed an Advanced Placement (AP) or
International Baccalaureate (IB) mathematics or science
course, a higher level mathematics or science course in ninth
grade, or a rigorous curriculum, had NAEP scores averaging at
the Proficient level in both mathematics and science.
Mathematics curriculum study
based on the 2005 NAEP High
School Transcript Study
A N O THER L O O K
High School Transcript Study (2005)
 In algebra one, about 65 percent of the material
covered, on average, was devoted to algebra topics.
About 35 percent of the material focused on
elementary and middle school mathematics,
geometry, and other high school mathematics topics
typically taught in later mathematics courses
High School Transcript Study
 About 17 percent of the course content of
graduates’ beginner algebra I courses focused on
elementary and middle school mathematics topics,
compared to 10 percent for graduates who took
rigorous algebra I courses
High School Transcript Study
 For graduates who took rigorous algebra I courses,
about 16 percent of the course content was other
high school mathematics topics that are generally
taught in higher level courses, compared to 6
percent for graduates in beginner algebra I courses
School course titles often overstate course
content and challenge
 Approximately 73 percent of graduates who took
an algebra I class labeled “honors” by their school
received a curriculum ranked as an intermediate
algebra I course
 A higher percentage of graduates who took an
algebra I class labeled “regular” by their school (34
percent) received a curriculum ranked as a
rigorous algebra I course, compared to graduates
who took an algebra I class labeled “honors” by
their school (18 percent)
Algebra One: Illustrative Questions
Algebra One: Illustrative Question
Domain: Algebra
 A-REI.1
 Understand solving equations as a process of reasoning and
explain the reasoning


Explain each step in solving a simple equation as following from
the equality of numbers asserted at the previous step, starting
from the assumption that the original solution as a solution.
Construct a viable argument to justify a solution method
Construct viable arguments and critique the reasoning of
others (MP.3)
Mathematics Progressions
 The danger in learning algebra is that students
emerge with nothing but the moves, which may
make it difficult to detect incorrect or made-up
moves later on
 The first requirement in the standards in the
“algebra” domain is that students understand solving
equations as a process of reasoning
 With an understanding of solving equations as a
reasoning process, students can organize the various
methods for solving different equations into a
coherent picture
What are students having the
opportunity to learn?
 “Often inequalities in achievement are perceived as the
result of a hierarchy of competence. When the very
students who have been given more opportunities to learn
show higher achievement than students provided fewer
opportunities to learn, they are perceived as more capable
or having more aptitude. This manner of talking about
achievement gaps without mentioning opportunity gaps
that cause them invites a focus on deficit models to
“explain” low performance in terms of factors such as
cultural differences, poverty, low levels of parental
education, and so on.”
Alfino Flores
From “Examining Disparities in Mathematics Education: Achievement
Gap or Opportunity Gap?” The High School Journal. University of
North Carolina Press, October/November 2007
Are we “bridge builders” or
“gatekeepers”?
 A bridge builder cultivates talent
thus increasing opportunities for all.
- Pedro Noguera
Two districts perspective
 Algebra One by the end of grade eight
 Boston Public Schools
 Norfolk Public Schools
Boston Public Schools
 Coaching

Coaches assigned to 2/3 of Grade Eight Algebra Teachers
Coached to improve teacher practice
 Level of accountability
 Coached served as a critical friend to move the scope of learning (for
students) forward

 Robust professional development for ALL Grade Eight
Algebra teachers

Monthly professional department for Grade Eight Algebra teachers
Professional development facilitated by national experts
collaboratively with district math leaders
 Superintendent in charge of K-8 schools supported the work

Boston Public Schools
 District developed a sample algebra readiness
assessment administered to students at the end of
grade seven

Waiver provided to those schools who wanted ALL
students in Algebra in grade eight
 Waiver approved by the math office and K-8
Superintendent
Boston Public Schools
 Summer Bridge Programs for students
 Offered between grade seven and eight
 Three week summer program
Prepping for what it means to be a student in algebra one
 Curriculum
 Resiliency

 Piloted a 2nd Chance Program
Boston Public Schools
 Formed an advisory committee
 Met every two months
 Policy recommendations flowed through the
advisory committee
Needs assessment of support to schools
 How to get students into algebra at grade eight
 What students should be in Grade eight algebra
 What students should receive support in grade eight algebra

Norfolk Public Schools
 Getting Ready For Algebra Program for rising
eighth and ninth graders

Three week intensive program
 Resiliency
 What it means to be an algebra student in grade eight
 Two-year algebra course eliminated at the high
school level
Norfolk Public Schools
 District created - Algebra I Assessment
 Semester
exam (administered to both middle and
high school algebra one classes)
 Third quarter benchmark
Norfolk Public Schools
 Cohort of teachers working on an Algebra add-on
endorsement

District funded

At least two teachers from each middle school (regular and special
education teachers)
 Algebra One Study Groups – met monthly
 Regular follow-up and support at the building level
by both district and school-based math leaders
Norfolk Public Schools
 Equity and excellence

Book Talks – Radical Equations and the Civil Rights
Movement – conducted with middle school principals; K-12
mathematics leaders
 Literacy
with an Attitude
 Mindset, Carol Dweck (August 2010)
Thank you!
 The executive summaries of both NCES’ 2009
High school transcript study and of the 2005
Curriculum study will be available on our
conference web page. You can access the full
reports on the NCES web page at
 Q & A Session and closing remarks