Algebra 1
When are students really ready
for the course?
S
Shasta County Curriculum Leaders & Math Task Force ~ Working Together
http://www.youtube.com/watch?v=TZjRJeWfVtY&safety_mode=true&persist_safety_mode=1
Moral Imperative for
Career Readiness
S Through 2014, half of the new jobs will require some form
of a college education with a higher percentage in later years.
S The math and reading skills needed by plumbers, electricians,
carpenters and machinists are the same skills students need
to be successful in college.
S Recent polls of 18 to 24 years olds indicated that 67% of
recent graduates with a high school degree or less were
unemployed compared to 33% of students with
postsecondary education.
EdSource
Research
2010-11
Dramatic Change in Algebra 1 Participation &
Performance among CA’s 8th graders
“Expectations Gap”
S “Across the nation there is an “expectations gap,” a
disconnect between what students need to know to earn a
high school diploma and what they need to know to be
successful in college and careers. In many ways, the
Common Core State Standards (CCSS) aim to help close
this gap, as they are anchored in college- and career-ready
expectations and were designed to ensure all students
progress to the college- and career-ready level by the end of
high school.”
S Achieve, p. 6
The Hunt Institute
Common Core State Standards
http://www.youtube.com/watch?v=jxefsLG2eps&list=UUF0pa3nE3aZAfBMT8pqM5
PA&index=2&feature=plcp
Common Core Paradigm Shift
Mathematical Practices
S
Within the Common Core State
Standards, these 8 practices are
included for Kindergarten
through Grade 12.
S
These practices describe the
habits of mind of a
mathematically expert student.
S
Assessments will check students’
abilities with these practices.
Common Core Options
th
at 8 Grade
CA Common Core
Grade 8 Math
Algebra 1
CA Common Core Grade 8 Math
S This is NEW curriculum designed for 8th grade
Common Core.
S This course is designed with the skills & content
to prepare students for a successful transition to
Algebra I in 9th grade.
S Helps to set students up for success in all of high
school math.
Domains
6th
th
6
7th
– High School
8th
High School*
Ratios & Proportional
Relationships
The Number System
Number & Quantity
Expression & Equations
Algebra
Functions
Functions
Geometry
Geometry
Statistics & Probability
Statistics & Probability
Modeling
*Arranged by conceptual cluster
(NOT by course)
14
Two Pathways for
College Readiness
S Colleges look for students to have taken Algebra 2 in 11th grade.
S Research shows that success in Algebra 2 is the gateway to success in
college.
S Three years of high school math is required by most colleges &
universities.
GRADE 8
GRADE 9
GRADE 10
GRADE 11
GRADE 12
Grade 8 Math
Algebra 1
Geometry
Algebra 2
Pre-Calculus
or Statistics
Algebra 1
Geometry
Algebra 2
Pre-Calculus
or Statistics
Calculus or
Statistics
- Achieve (2008)
A-G Requirements
High School Requirements to Be Considered
for UC/CSU
A. History = 2 years
B.
English = 4 years
C. Math – 3 years required, 4 years recommended
D. Laboratory Science = 2 years required, 3 years recommended
E.
Language Other Than English – 2 years required, 3 years
recommended
F.
Visual & Performing Arts = 1 year required
G. College Prep Elective = 1 year required
Course Content Mastery
S
For students to be successful as they move through math courses, they need to
acquire a good understanding of the content each year.
S
Students who are not successful in one course will struggle in other math courses
that follow.
S
The CSU System has identified middle and high school students who score
Advanced and the top ½ of Proficient on state tests as likely to not need
remediation for math in college.
GRADE 8
GRADE 9
GRADE 10
GRADE 11
GRADE 12
Grade 8 Math
Algebra 1
Geometry
Algebra 2
Pre-Calculus or
Statistics
Algebra 1
Geometry
Algebra 2
Pre-Calculus or
Statistics
Calculus or
Statistics
REACH HIGHER Shasta
Goal tied to Algebra 1
By the end of 9th grade 100% of students will
successfully pass Algebra 1 as evidenced by
scoring proficient or advanced on the STAR
CST and acquiring a grade of C or better in the
course.
So what does our data
tell us about our current
success with Grade 8
math?
A Review of Shasta County Data
S
Shasta County Algebra 1
Enrollment in Grade 8
Percent of Students Enrolled
65%
60%
55%
50%
45%
40%
Percent of
Students
School Year Enrolled
2004-05
46%
2005-06
48%
2006-07
52%
2007-08
55%
2008-09
53%
2009-10
56%
2010-11
61%
CST Results
Percent of Students Proficient or Advanced
Algebra 1 - Grade 8, Spring 2011 In 2011, 1221
100%
46%
47%
44%
43%
42%
40%
38%
37%
35%
40%
34%
60%
40%
38%
80%
47%
45%
students took
Algebra 1 in
Grade 8. Only 549
scored either
Proficient or
Advanced.
20%
0%
2005 2006 2007 2008 2009 2010 2011
California
Shasta County
CST Results - Algebra 1
Percent of Students by Proficiency Band
Shasta County – 8th graders
Mathematics – Spring 2011
55% of students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
27% 28% 27%
32%
34% 33%
who took the
Algebra 1
course as 8th
graders last year
did not meet the
standard of
Proficient or
Advanced.
22% 20% 22%
8%
11%
13% 12%
5% 6%
Far Below Basic
Below Basic
2009
Basic
2010
Proficient
2011
Advanced
Percent of Enrollment
in Algebra 1
(table format)
2008
2009
2010
2011
Grade 8
55%
53%
56%
61%
Grade 9
43%
45%
46%
45%
Grade 10
27%
30%
30%
29%
Grade 11
16%
12%
15%
14%
Percent of Enrollment
in Algebra 1
(graph format)
70%
60%
50%
2008
2009
2010
2011
40%
30%
20%
10%
0%
Grade 8
Grade 9
Grade 10
Grade 11
CST Results
Percent of Students Proficient or Advanced
Geometry, Spring 2011
100%
80%
31%
36%
28%
27%
26%
31%
28%
24%
27%
24%
31%
26%
35%
40%
26%
60%
20%
0%
2005 2006 2007 2008 2009 2010 2011
California
Shasta County
CST Results - Geometry
Percent of Students by Proficiency Band
Shasta County Students ~ Spring 2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
31% 30%
34%
26%
29%
31%
24% 22%
27%
10% 9% 8%
Far Below Basic
7% 6%
Below Basic
2009
Basic
2010
Proficient
2011
9%
Advanced
CST Results
Percent of Students Proficient or Advanced
Algebra II – Spring 2011
100%
80%
33%
32%
31%
29%
28%
24%
26%
27%
27%
26%
23%
25%
40%
26%
25%
60%
20%
0%
2005 2006 2007 2008 2009 2010 2011
California
Shasta County
CST Results - Algebra II
Percent of Students by Proficiency Band
Shasta County Students Spring 2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
36%
39% 38%
29%
24% 24%
20%
12%
23% 23%
8% 7%
Far Below Basic
4% 6%
Below Basic
Basic
2009
2010
2011
Proficient
9%
Advanced
Shasta College
Transfer Rate
Summary of 18-19 year old students included in the cohort (2003-2004
school year):
S Total number in cohort = 439 students
S Transferred within 2 years = 18 students (4%)
S Transferred within 3 years = 66 students (15%)
S Transferred within 4 years = 102 students (23%)
S Transferred within 5 years = 125 students (28%)
S Transferred within 6 years = 137 students (31%)
Remediation Rate for Shasta College: 91% Math, 67% ELA
Dropout Rate
25.00%
20.00%
Shasta County
Dropout Rate
California Dropout
Rate
15.00%
10.00%
5.00%
0.00%
2007-08
2008-09
2009-10
EdSource Research
Report Findings
2011 Reports
S
Conclusions Based on Findings
S “Placement in Algebra 1 in grade 8 for the
state’s most prepared students appears to
have served them well.”
S “A ‘one size fits all’ approach of placing all
8th graders into Algebra I, regardless of their
preparations, sets up many students to fail.”
S “A multifactoral approach to deciding
placements in grades 7 and 8 was associated
with higher achievement”.
S Take students’ prior CST scores into account
when placing students into courses for 8th
grade.
EdSource Policy Brief “Needed: Careful evaluation of Algebra 1 placements in grade 8” May 2011
Importance of Placement
Criteria for Algebra 1
S “Careful placement into an
appropriate math course in 8th grade –
whether Algebra 1 or not – is essential
to ensure that all 8th graders are not
only challenged, but also have a
meaningful chance of success.”
S “Placing all students into Algebra 1 in
8th grade regardless of their prior
achievement sets up many students to
fail.”
EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011
Importance of Placement
Criteria for Algebra 1
S In higher-performing schools, “math teachers
report the school considers a wide range of
factors in placing students into general math
classes in grades 7 and 8, including:
explicit criteria set by the school;
Scores on a placement or basic skills test;
Teacher recommendation;
Prior student academic performance;
Student CST scores;
A review by the schools’ lead math teachers;
and
S A review by an administrative team to ensure
the widest appropriate access for all students.”
S
S
S
S
S
S
EdSource, “Gaining Grounds in the Middle Grades: Why Some Schools Do Better” Feb. 2010
The EdSource Statistics
CST Results for California
Key Role of Algebra 1 Success
S “Algebra 1 functions as the
gateway to more advanced math
and science coursework.”
S “Where students stand at the
end of 7th grade determines how
quickly and successfully they get
through that gateway.”
EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011
CST Results - Grade 7 Math
Percent of Students by Proficiency Band
Shasta County Results
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
33%
18%
14%
30% 30%
36% 34%
27%
17%
16% 16% 16%
6% 5%
3%
Far Below Basic
Below Basic
2009
Basic
2010
Proficient
2011
Advanced
CST Results - Grade 7
Percent of Students by Proficiency Band
Our District’s Current Algebra 1 Students
Mathematics – Spring 2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Percent of 7th Graders Currently Enrolled in Algebra 1
Far Below Basic
Low Proficient
Below Basic
High Proficient
Basic
Advanced
Early Success is the Key
S “Achievement gaps that exist in 2nd
grade are foreshadowed at
kindergarten entry.”
S “Students that were higher
achieving in math in 2nd grade
were still ahead 5 years later.”
S To be successful, students need to
master mathematical vocabulary
tied to each grade level’s standards
as well as the key standards.
EdSource Issue Brief, “California’s Math Pipeline: Success Begins Early” July 2011
• An average child will make five years language and pre-literacy
growth in the first five years. He will start the race at grade level
(green).
• Some will make only four years of growth in the first five years of
life, starting Kindergarten a year behind (yellow).
• Others make three years of growth, or two years behind at the
start of kindergarten (orange).
• Still others make only two years of pre-literacy and language
growth before kindergarten (red). These kids START
kindergarten three years behind.
• Some kids could make six years of growth in the first five years,
starting kinder one year ahead (blue).
• Some could make seven years of growth before kinder in five
years, or two years ahead (dark blue).
Our Students and the Race…
Almost no one realizes that the students that start behind in
kindergarten run just as far,
just as fast,
and in the same amount of time
as those who started ahead…
3 miles
BEHIND
2 miles
BEHIND
1 mile
BEHIND
START!
1 mile
AHEAD
2 miles
AHEAD
Children’s vocabulary in kindergarten is highly correlated with
their 10th grade reading scores…
Academic skill level on the first day of school has a huge
impact on the rest of a child’s life…
If a third grade child is reading at the 40th percentile, to catchup, he will need to make three years of normal growth plus
two extra years of catch-up growth over three years to be at
grade level by 6th grade...
The starting point matters most…
Math Interventions in Place
in our District (Gr. K-5)
Work being done in
Shasta County
2011 – 2012 School Year
S
Shasta County Math Task Force
S The Math Task Force is under the direction of Chris Dell,
Director of K-12 Mathematics & Judy Flores, Assistant
Superintendent of Instructional Services.
S Members are from 23 districts in Shasta County.
S Every high school has at least one math teacher
participating.
S 30 math teachers have committed to being involved.
S Support for substitutes is coming through the new Gear Up
Grant.
Shasta County Math Task Force
Goals
S To have common criteria for identifying students who are ready
for Algebra I across the county. (2011-12 goal)
S Assessment
S Other criteria: teacher recommendation, prior 2 years’ CST scores
S To develop county-wide consistency in expectations for students
in the CA Common Core Grade 8 Math course (2011-12 goal).
S To develop consistency county-wide in expectations for students
in all Algebra I courses: 8th & 9th grades (2012-13 goal).
Shasta County
Math Task
Force Goal 1
To have common
criteria for identifying
students who are
ready for Algebra I
across the county.
Algebra 1 Readiness Criteria
3 Steps
1. Initial Placement
S
CST Scores of Proficient or
Advanced from:
S Grade 5
S Grade 6
S
Teacher Input on Effort
3. Final Placement
2. Secondary Placement
CST Results - Grade 5 Math
Percent of Students by Proficiency Band
Shasta County - Spring 2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
33%
25%
35%
32%
22% 23%
29%
20%
17% 16%
13%
24%
5% 4% 4%
Far Below Basic
Below Basic
2009
Basic
2010
Proficient
2011
Advanced
CST Results - Grade 6 Math
Percent of Students by Proficiency Band
Shasta County - Spring 2011
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1,948 students
were tested in
2011.
1032 students
(53%) were
Proficient or
Advanced.
29% 29% 27%
32% 33%
33%
16% 17% 15%
17% 16%
20%
5% 5% 4%
Far Below Basic
Below Basic
2009
Basic
2010
Proficient
2011
Advanced
CST Results for Current 7th Grade Class
Percent of Students by Proficiency Band
Our District’s Results
Mathematics – Spring 2011
40%
35%
30%
25%
20%
15%
10%
5%
0%
Percent of 5th Graders from 2010
Far Below Basic
Low Proficient
Percent of 6th Graders from 2011
Below Basic
High Proficient
Basic
Advanced
Teacher
Input: Effort
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Students who met the CST
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S
Teachers can complete an
Effort Rubric
S
Add students whose work
ethic and effort are
outstanding.
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Algebra 1 Readiness Criteria
3 Steps
1. Initial Placement
S
CST Scores of Proficient or
Advanced from:
S Grade 5
S Grade 6
S
Teacher Input on Effort
2. Secondary Placement
S
MDTP Algebra Readiness Test
(overall cut score)
S
MDTP Algebra Readiness Topic
Proficiency (80% or higher) in:
S Fractions
S Integers
3. Final Placement
Algebra 1 Readiness
Assessment
to be piloted for student placements in 2012-13
S
The Algebra Readiness Test (ART) was developed by the University of
California and California State University through the California Mathematics
Diagnostic Testing Project (MDTP).
S
The ART was designed to measure arithmetic and pre-algebra skills to
determine readiness for a first course in algebra
S
Skills measured on the Algebra Readiness Test are:
S Integers, Fractions, Decimals, Percent, Exponents, Square Roots, Simple
Equations, Operations with Literal Symbols, Geometry and Graphing
S
The ART consists of 50 multiple-Choice Problems that must be completed
within 45 minutes
S
The ART will be administered through an web-based program called Daskala.
Algebra 1 Readiness
Assessment
to be piloted for student placements in 2012-13
S Proficiency will be determined by an overall score in
conjunction with levels of mastery (80%) achieved in some of
the following key topic areas that are individually defined on the
ART MDTP.
S Decimals, their Operations and Applications;
S Percent Simple Equations and Operations with Literal Symbols
S Exponents and Square Roots; Scientific Notation
S Fractions, their Operations and Applications
S Geometry and Graphing
S Integers, their Operations and Applications
S Graphical Representation
Algebra 1 Readiness Criteria
3 Steps
1. Initial Placement
S
CST Scores of Proficient or
Advanced from:
S Grade 5
S Grade 6
S
Teacher Input on Effort
2. Secondary Placement
S
MDTP Algebra Readiness Test
(overall cut score)
S
MDTP Algebra Readiness Topic
Proficiency (80% or higher) in:
S Fractions
S Integers
3. Final
Placement
Final review of placement in August
with Grade 7 CST Scores.
Critical Role of
th
7
Grade Math
S “Students’ skill and
understanding in math through
7th grade is both a benchmark
indicator of the quality of
students’ educational
experiences in math thus far
and a meaningful predictor of
their future success in the
subject, including algebra.”
EdSource Issue Brief: “California’s Math Pipeline: The Grade 7 Pivot Point” September 2011
Shasta County Math Placement Process
Shasta County Math Task Force
2011 – 12 School Year
February
May
Initial Site Placement
· 2 years review of CST
math scores: Advanced
or top ½ of Proficient
· Teacher Input
Opportunity: Effort
Rubric
Tentative
Placement
for Master
Schedule
based on
meeting at
least 2 of 3
indicators
· Administer the
Algebra Readiness
exam.
· Review results for cut
score & Proficiency on
Topic Sections.
Administer free
response portion of
the exam to minimally
proficient students.
Any Time
Guardian
Requests
Placement
August
Refine
Placement
CST Results Reviewed
CST results
confirm Fall
placement
Discrepancy
among results,
reconsider
placement
Conference with
student, guardian and
site staff
Working in conjunction with the County Curriculum Leads in support of the REACH HIGHER SHASTA Initiative
DRAFT 01.27.12
Our Goal…
S To help ALL students to successfully complete Algebra 1 by
the end of their 9th grade year.
S To help students experience success in Algebra 1 the first
time they take the course by having the needed skill set
when they are enrolled.
Upcoming Timelines
S Optional District Selection of Supplementary Materials (K-
7th) ~ Spring 2013
S Implementation of Math Framework 2013-14 after State
Board Approval ~ November 2013
S Instructional Materials Adoption ~ November 2016
References
S Achieve, Inc.
S LINK: www.achieve.org
S California Common Core State Standards
S LINK: http://www.cde.ca.gov/ci/cc/
S Common Core State Standards Initiative
S LINK: http://www.corestandards.org/
S EdSource “Improving Middle Grades Math Performance”
S LINK: http://www.edsource.org/iss-mgg-middle-math.html