College Readiness and Remediation Free Standards

College Readiness and Remediation Free Standards Recommendations: Report to the Provosts and Chief Academic Officers of Ohio’s Public Universities and Colleges Recommendations of: Ohio College Readiness Advisory Committee October 2012 TableofContents Table of Contents ...................................................................................................................................................... i Ohio College Readiness Advisory Council ................................................................................................................ iv Foreword .................................................................................................................................................................. 1 Section I: Recommendations for College Readiness and Remediation‐Free Guarantee ............................................. 2 General Principles ..................................................................................................................................................... 3 The Remediation Free Guarantee .................................................................................................................... 3 Remediation‐Free Guarantee Parameters ....................................................................................................... 3 Use of Multiple Measures ................................................................................................................................ 3 Effective Models for Student Academic Support ............................................................................................. 4 Recommendations for Further Work on Placement Policies and Practices ..................................................... 4 Recommended Expectations for College Readiness in English Language Arts Literacies: ...................................... 5 Reading, Writing, Speaking, and Listening ................................................................................................... 5 Recommended Assessments to Determine College Readiness / Remediation‐Free Status in English Language Arts Literacies ........................................................................................................................................................... 5 English Assessments for Placement into English Composition ........................................................................ 5 Reading Assessments for Placement into All First Level Transfer Credit‐Bearing College Courses ................. 5 Recommended Expectations for College Readiness in Math and Science: .............................................................. 6 Biology, Chemistry, Computer Science, Engineering, Geology, and Physics ................................................ 6 Recommended Assessments to Determine College Readiness / Remediation‐Free Status in Math and Science . 6 English Assessments ......................................................................................................................................... 6 Reading Assessments ....................................................................................................................................... 6 Math Assessments ............................................................................................................................................ 6 Science Assessments for STEM Majors ............................................................................................................ 7 Assessing College Readiness in Cognitive and Non‐Cognitive Skills ......................................................................... 8 Multiple‐Measure Assessment Approach ........................................................................................................ 8 Assessing Non‐Cognitive Skills .......................................................................................................................... 8 Section II: Recommendations Beyond Scope of ORC Section 3345.061 (F) .............................................................. 10 Policy and Practice Recommendations for Student Success .................................................................................. 11 Continuous Improvement Across the P‐20 Continuum .................................................................................. 11 High School / Higher Education Alignment .................................................................................................... 11 High School Assessments................................................................................................................................ 11 Increasing College Knowledge among High School Students ......................................................................... 11 Placement Test Preparation ........................................................................................................................... 12 Placement Task Force and Summit ................................................................................................................ 12 Appendix A ................................................................................................................................................................ A Table of College Readiness Indicators .............................................................................................................. A OhioCollegeReadinessAdvisoryCouncil PaulaCompton,Ph.D. AssociateViceChancellor,ArticulationandTransfer OhioBoardofRegents StephanieDavidson,Ph.D. ViceChancellorforAcademicAffairs andSystemIntegration OhioBoardofRegents RobertoGutierrez,Ph.D. VicePresidentforAcademicAffairs RhodesStateCommunityCollege CindyKrueger VicePresidentforAcademicAffairs NorthwestStateCommunityCollege CindyMcQuade,M.P.A. VicePresidentforOperations Inter‐UniversityCouncil CarolineMiller,Ph.D. SeniorAssociateVicePresident EnrollmentManagement UniversityofCincinnati KarlaMugler,Ph.D. AssociateVicePresidentforStudentServices OfficeofAcademicAffairs UniversityofAkron GeraldMueller,M.S.,M.A. Professor,MathematicsDepartment ColumbusStateCommunityCollege TimothyNorfolk,Ph.D. ProfessorandInterimChair Mathematics UniversityofAkron BethRimer AssistantDirector,OhioWritingProject MiamiUniversity BrianRoget AssistantDirector, AssessmentDevelopmentandConstruction OhioDepartmentofEducation KarenScheid,Ph.D. EducationConsultant OhioBoardofRegents CharlesSee AssistantDeputyChancellorfor ExternalRelations OhioBoardofRegents RandySmith,Ph.D. ViceProvostforAcademicPrograms TheOhioStateUniversity ThomasSudkamp,Ph.D. InterimProvost WrightStateUniversity R.MichaelSnider,Ph.D. ProjectCoordinator OhioAssociationofCommunityColleges RosemarySutton,Ph.D. ViceProvostforAcademicPrograms ClevelandStateUniversity WilliamThelin,Ph.D. ProfessorandDepartmentChair EnglishDepartment UniversityofAkron BrettVisger,M.P.A. DeputyChancellorforInstitutionalCollaboration OhioBoardofRegents SheldonWrice,Ed.D. ProfessorofTechnicalWritingandCompositionand DepartmentChair,AssociateStudies UniveristyUniversityofAkron Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 Foreword HouseBill153ofthe129thOhioGeneralAssemblyamendedSection3345.061(F)oftheOhio RevisedCodewiththefollowing: Section3345.061(F)NotlaterthanDecember31,2012,thepresidents,orequivalentposition,of allstateinstitutionsofhighereducation,ortheirdesignees,jointlyshallestablishuniformstatewide standardsinmathematics,science,reading,andwritingeachstudentenrolledinastateinstitutionof highereducationmustmeettobeconsideredinremediation‐freestatus.Thepresidentsalsoshall establishassessments,iftheydeemnecessary,todetermineifastudentmeetsthestandardsadopted underthisdivision.Eachinstitutionisresponsibleforassessingtheneedsofitsenrolledstudentsinthe manneradoptedbythepresidents.Theboardoftrusteesormanagingauthorityofeachstate institutionofhighereducationshalladopttheremediation‐freestatusstandard,andanyrelated assessments,intotheinstitution'spolicies.Thechancellorshallassistincoordinatingtheworkofthe presidentsunderthisdivision. Toprovidethechancellor’sassistanceofthiswork,theAcademicAffairsDivisionoftheOhio BoardofRegentsinvitedfacultymembersfromcollegesanduniversitiesthroughoutOhioto conveneforthepurposesofdevelopingrecommendationsfor: 1.) Uniformstatewidestandardsinmathematics,science,reading,andwriting;and 2.) Assessmentstodetermineifastudentmeetsthestandardstobeconsideredremediation‐ free. TheOhioCollegeReadinessAdvisoryCouncil(OCRAC)isgratefulforthecollectiveworkofan EnglishLanguageArtspanel,aMathandSciencePanel,andtheReadyforCollegesubgroupofthe OhioBoardofRegentsCompletionTaskForce.Thesepanelssubmittedtheircombined recommendationstoOCRAC.TheirrecommendationsareincludedasAppendixAinthisreport. Thereportisorganizedasfollows:   RecommendationsforCollegeReadinessandRemediation‐FreeGuarantee o ExpectationsforCollegeReadinessinEnglishLanguageArtsLiteracies o AssessmentstoDetermineCollegeReadiness/Remediation‐FreeStatusin EnglishLanguageArtsLiteracies o ExpectationsforCollegeReadinessinMathandScience o AssessmentstoDetermineCollegeReadiness/Remediation‐FreeStatusinMath andScience o AssessingCognitiveandNon‐CognitiveSkills RecommendationsBeyondScopeofORC3345.061(F) o PolicyandPracticeRecommendationsforStudentSuccess SectionI: RecommendationsforCollegeReadinessand Remediation‐FreeGuarantee Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 GeneralPrinciples TheRemediationFreeGuarantee Inestablishingcollegereadinessexpectationsandassessmentthresholdscorestodeema studentexemptfrominstitutionalplacementtestingforthepurposesofremediation,the recommendedexpectationsandrelatedassessmentsincludedinthisdocumentprovideaceiling thresholdthatinstitutionsmaynotexceed.Itisrecommendedthatinstitutionsworkwithstudents andprovideresourcestosupporttheirsuccessfulattainmentoffirstlevelcollegecoursesinspecific disciplines. Itisstronglyrecommendedthatinstitutionsdesignandimplementplacementproceduresfor studentsscoringbelowassessmentthresholdscorestofurtherassessthestudent,utilizingmultiple measurestodeterminetheoptimalplantoacceleratethestudent’senrollmentinandsuccessful completionofcredit‐bearingcourses.Suchmeasurescouldincludereviewofhighschoolgrade pointaverage,performanceonnewStateassessmentsastheyareadopted,particularlyend‐of‐ courseassessmentsinhighschool,awritingassessment,areviewofpreviouscollegework,and assessmentofnon‐cognitiveskills. Itisfurtherrecommendedthataggregateassessmentresultsbeusedtoinformcollaborative andcontinuousimprovementeffortsforbotheducatorpreparationprogramsanddiscipline‐ specificcontentpreparationprovidedbycollegesofartsandsciences.Itisfurtherrecommended thatassessmentresultsbeusedtoinformsecondaryschoolcurriculumandinstructiontoalignhigh schoolandpost‐secondarystudentexpectationsandrequirementsforsuccessfulstudenttransition. Itisessentialthathighschoolcurriculumandteachingpracticesbedevelopedthatbetterensure thatallstudentswhoearnahighschooldiplomaarepreparedforimmediateentryintocollegesor careers. Highschoolsshouldfocusstudentcourseworkandsupportservicestoaidstudentsinreaching thethresholdexpectationsforcollegereadinessinOhio. Remediation‐FreeGuaranteeParameters Itisrecommendedthatastudent’sdemonstrationofcollegereadiness,asmeasuredbyher/his highest‐scoringperformanceonanadministrationofanassessmentexambevalidfortwoyears fromthecompletionofthatassessment.Aftertwoyears,institutionsmayrequirestudentsto repeatanassessmenttodeterminethecurrencyoftheircollegereadiness. UseofMultipleMeasures Itisstronglyrecommendedthatcollegesanduniversitiesemploymultipleassessment measurestodetermineoptimalplacementforstudentsuccess.Collegeandcareerreadinessshould includeevaluationofkeyacademicandnon‐academicriskfactors.Effectiveplacementprocedures arethosethatconsiderhighschoolperformance,ACTscores(oritsequivalent),previouscollege experience,andtheessentialinclusionofnon‐cognitiveassessmentswherepossible. Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 EffectiveModelsforStudentAcademicSupport Itisstronglyrecommendedthatinstitutionalpoliciesandpracticesprovideinnovativemodels ofremedialdesign,includingsupplementalinstruction,co‐enrollmentincredit‐bearingcoursesin otherdisciplines,enrollmentincredit‐bearingcoursesthatareintegratedwithacademicsupport servicesoremployinnovativeteachingpractices,orrefreshercoursesdeliveredinamodule format,andotherdeliverymethodsthatproducesuccessfuloutcomesforstudents(Roderick,M., Nagaoka,J.,Coca,V.,2009). RecommendationsforFurtherWorkonPlacementPoliciesandPractices Thecomplexityofcollegeanduniversityplacementpracticesrequiresintentional,focused attentionondevelopingandsustainingeffectivepracticesthatoptimizestudentsuccess,support studentpersistenceandacceleratetimetodegreeandcertificatecompletion.Itisstrongly recommendedthattheChancellorandtheleadersofOhio’scollegesanduniversitiesurgently pursuefurtherworktoestablishconsistencyintheemploymentofeffectiveplacementpracticesat publicuniversitiesandcollegesthroughoutOhio. Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 RecommendedExpectationsforCollegeReadinessin EnglishLanguageArtsLiteracies: Reading,Writing,Speaking,andListening TheOhioCollegeReadinessAdvisoryCouncilrecommendstheExpectationsforwardedbythe EnglishLanguageArtsPanelasdetailedonpages6through11ofAppendixB. RecommendedAssessmentstoDetermineCollegeReadiness/Remediation‐Free Status inEnglishLanguageArtsLiteracies EnglishAssessmentsforPlacementintoEnglishComposition Assessment ThresholdScore* ACT 18EnglishExam SAT 440Writing ReadingAssessmentsforPlacementintoAllFirstLevelTransferCredit‐BearingCollege Courses Assessment ThresholdScore* EnhancedACTReadingScore 21 SATReadingScore 450 *AdmittedstudentsachievingorexceedingtheEnglishandReadingscoresonthispageare guaranteedexemptionfromplacementintonon‐creditremedialcoursesonthebasisofEnglish LanguageArts(ELA)literaciesandareguaranteedexemptionfromrequisiteinstitutional placementtestingforpurposesofremedialplacementbasedonELAliteracies. Itisemphasizedthatinstitutionsarenotrequiredtoplacestudentsscoringbelowthe thresholdscoreintoremedialcourses.Studentsscoringbelowthethresholdscoreare subjecttoinstitutionalplacementprocedurestogaineligibilitytoenrollincredit‐bearing courses.Suchprocedurescouldincludebutnotbelimitedtoreviewofhighschoolgrade pointaverage,awritingassessment,andareviewofpreviouscollegework. Itisrecommendedthatinstitutionalpoliciesprovideforinnovative,effectivemodelsof academicsupportforstudentsscoringbelowthethresholdscores,includingsupplemental instruction,co‐enrollmentincredit‐bearingcourses,and/orrefreshercoursesdeliveredina moduleformat. Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 RecommendedExpectationsforCollegeReadinessin MathandScience: Biology,Chemistry,ComputerScience,Engineering,Geology,andPhysics TheOhioCollegeReadinessAdvisoryCouncilrecommendstheExpectationsforwardedbythe Math/SciencePanelasdetailedonpages12through28ofAppendixB. RecommendedAssessments toDetermineCollegeReadiness/Remediation‐FreeStatus inMathandScience Ofnote,thethresholdMathACTscoreincludedintheserecommendationsdiffersfromthe Math/SciencepanelrecommendationofanACTMaththresholdscoreof24.OCRACdiscussedthe widerangeofcredit‐bearingMathcoursesthatmeetprogramanddegreerequirementsfor studentswhodonotmajorinScience/Technology/Engineering/Math/Medicine(STEMM) programs.OCRACrecommendsaMathACTthresholdscoreof22,andstronglyrecommendsthat furtherstatewideworkonplacementpracticesexaminetheneedfordifferentiatedMaththreshold scoresforSTEMMandnon‐STEMMmajors. OCRAC’srecommendationofanACTmathscorethresholdof22signalstheneedfor institutionstodesignandoffernon‐remedialgeneraleducationmathematicsorotherquantitative andlogicalanalysiscoursesthatmeetdegreeprogramrequirements.Suchcoursescouldinclude liberalartsmath,contemporarymath,logicorquantitativereasoning,technicalorappliedmath, finitemath,orelementarystatisticsamongothers. EnglishAssessments Assessment ThresholdScore* ACT 18EnglishExam SAT 430Writing 450CriticalReading ReadingAssessments Assessment ThresholdScore* EnhancedACTReadingScore 21 SATReadingScore 450 MathAssessments Assessment ThresholdScore* ACTMathSub‐Score 22 SATMathScore 520 Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 *Admittedstudentsachievingorexceedingthesescoresareguaranteedexemptionfrom placementintonon‐creditremedialcoursesandareguaranteedexemptionfromrequisite institutionalplacementtestingforpurposesofremedialplacement. Itisemphasizedthatinstitutionsarenotrequiredtoplacestudentsscoringbelowthe statewidethresholdscoreintoremedialcourses.Studentsscoringbelowthethresholdscoreare subjecttoinstitutionalplacementprocedurestogaineligibilitytoenrollincredit‐bearingcourses. Suchproceduresshouldincludereviewofhighschoolgradepointaverageandotherassessments, andareviewofpreviouscollegework. ScienceAssessmentsforSTEMMajors ToassessaprospectiveSTEMmajor’spreparednessforsuccessincollegelevelcourses,itis importanttoassesstheirmathabilities,readingcomprehension,andsciencereasoningskills.The MathandSciencePaneldoesnotrecommendsettingathresholdscorefortheACTScienceexam,as thefocusofthisassessmentisonsciencereasoningandnotsciencecontent,therebymakingthe assessmentredundanttothereadingcomprehensionassessment. ForSTEMmajors,thereissignificantadvantageinmasteringsomecorechemistrycontentto beconsideredreadyforthefirstcollegelevelchemistrycourses.Todeterminewhetherstudents arereadyforsuccessincollegelevelsciencecoursesformajors,anassessmentisneededto determineiftheyhavemasteredthesciencecontent;however,suchanassessmentthatis appropriate,readilyavailableforuseatthehighschoollevel,andaffordableisnotcurrently available.TheOhioDepartmentofEducationplanstoinstituteend‐of‐courseassessmentsfor PhysicalScienceandBiologyhighschoolcoursestobeadministeredin2014‐15andwilllikely developend‐of‐courseassessmentsforChemistryandPhysicscoursessubsequently.TheMathand SciencePanelrecommendsthattheseend‐of‐courseassessmentsbeadoptedasindicatorsassoon astheyareavailable. Untilbetterassessmentsofsciencecontentknowledgeareavailable,theMathandScience Panelrecommendsthatcampusesbeallowedtousetheirownassessmentsofsciencecontentto supplementtheothersourcesofinformationsuchasACTscores,highschoolgradepointaverage (GPA),andotherindicatorsofcollegereadinessindeterminingthecollegereadinessinsciencefor STEMmajors. Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 AssessingCollegeReadinessinCognitiveandNon‐CognitiveSkills Inadditiontomasteryofcontentknowledge,tobecollegereadyinthe21stcentury,students mustdemonstratemasteryofcognitivelearningstrategies,responsibilityfortheirownlearning, timemanagement,studyskillsandhabits,criticalthinkingabilitiesandnon‐cognitiveskills requiredforpostsecondarysuccess.Masteryoftheseskillsisincludedasakeypartofamulti‐ facetedcollegereadinessdefinitionforOhiostudents. Itisrecommendedthatcollegesanduniversitiesadministerauthenticassessmentsofcollege readinessinordertoensurestudentsarebestpositionedforsuccesswhenbeginningtheir postsecondaryexperiences.Authenticassessmentsconfrontstudentswiththekindsofproblems theywillencounterascollegestudentsandsubsequentlyasprofessionalsandengagedcitizens.In authenticassessments,studentsarerequiredtodrawuponawidevarietyofskills,accessingand drawingmeaningfrommultipleinformationsourcestodevelopcogentresponses(Austin,2010)1. Authenticassessmentsmustbebasedonamulti‐faceteddefinitionofcollegereadiness,andifused effectively,canhelpreformtheplacementprocessincollegesanduniversities. Multiple‐MeasureAssessmentApproach Collegeandworkreadinessinmath,reading,andwritingmustbedeterminedthroughtheuse ofmultiple‐measureassessmentapproachesthatincludeevaluationofkeyacademicandnon‐ academicriskfactors.Effectiveplacementreliesoneffectiveassessmentofstudentlearningand performanceontasksdirectlyrelatedtothetasksstudentswillbedoinginthecoursesintowhich theyareplaced.Effectiveassessmentpracticesmustconsidermultiplemeasures,includingbutnot limitedtohighschoolperformance,ACTscores,previouscollegeexperience,andnon‐cognitive assessments. AssessingNon‐CognitiveSkills Non‐cognitiveskillsincludearangeofbehaviorsthatreflectgreaterstudentself‐awareness, self‐monitoring,andself‐control—studyskills,workhabits,timemanagement,help‐seeking behavior,andsocialproblem‐solvingskills.Meetingthedevelopmentaldemandsofcollegerequires behavioral,problem‐solving,andcopingskillsthatallowstudentstosuccessfullymanagenew environmentsandthenewacademicandsocialdemandsofcollege2. Itisstronglyrecommendedthatinstitutionsimplementauthenticassessmentsofstudents’ non‐cognitiveskillsamongthemultiplemeasuresemployedtodetermineoptimalplacementand supportmeasuresforstudentpersistenceandsuccess.Whiletheresultsofassessmentofnon‐ cognitiveskillsshouldnotplaceastudentintoremedialcoursework,theyshouldbeusedtoinform 1 Austin, J. (2010). Creating an Academy of Learning: Authentic Assessment, Peer Review, and the College and Work Readiness Assessment. Independent School, 69(3). 2 S. Bowles and H. Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (New York: Basic Books, Inc., 1976); S. Bowles and H. Gintis, "The Inheritance of Inequality," Journal of Economic Perspectives 16 (2002): 3–30; Farkas, "Racial Disparities and Discrimination in Education" (see note 13); J. Heckman and A. B. Krueger, Inequality in America: What Role for Human Capital Policies (MIT Press, 2003). Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 individualizedplanningfortargetedsupportandresourcestostrengthenidentifiedskillsrequiring strengthening. Availableassessmentsofnon‐cognitiveskillsincludetheNoel‐LevitzCollegeStudentInventory (CSI)andintegratedassessment,andtheGrit‐SAssessment(Duckworth,A.,&Quinn,P.,2009). Duckworth,Peterson,Matthews,andKelly(2007)introducedtheconstructofgrit,definedastrait‐ levelperseveranceandpassionforlong‐termgoals,andshowedthatgritpredictedachievementin challengingdomainsoverandbeyondmeasuresoftalent. Inadditiontonon‐cognitiveassessments,anumberofadvisingsoftwarepackagesare availabletosupportindividualizedacademicplanningtosupportpersistenceandcompletion. Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 SectionII: RecommendationsBeyondScopeof ORCSection3345.061(F) Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 PolicyandPracticeRecommendationsforStudentSuccess ContinuousImprovementAcrosstheP‐20Continuum PostsecondaryinstitutionsinOhiopreparethemajorityofeducatorsforthestate’selementary andsecondaryschools.GiventheimportanceofthisroleintheP‐20continuum,itisstrongly recommendedthataggregatestudentassessmentresultsbeusedtoinformcollaborativeand continuousimprovementeffortsforbotheducatorpreparationprogramsanddiscipline‐specific contentpreparationprovidedbycollegesofartsandsciences.Itisfurtherrecommendedthat assessmentresultsbeusedtoinformsecondaryschoolcurriculumandinstructiontoalignhigh schoolandpost‐secondarystudentexpectationsandrequirementsforsuccessfulstudenttransition. HighSchool/HigherEducationAlignment Itisrecommendedthatpostsecondaryinstitutionsandsecondaryschoolsadoptand implementpoliciesandpracticesthatencourageandsupportcollaborationbetweenpostsecondary facultyandhighschoolfacultytoassurealignmentoftheexpectationsforstudentsmovingfrom secondarytopost‐secondaryeducation.Asharedunderstandingofthecontenttaughtandskills developedateacheducationallevelwillsupporteducatoreffortstosupportstudentsinasuccessful transitiontoandthroughthenextleveloflearning. Itisrecommendedthatthesummerwritingworkshopsbringingtogetherhighschooland postsecondarywritingfacultybereinstituted. HighSchoolAssessments Itisrecommendedthatthestateimplementcommonend‐of‐courseandend‐of‐year assessmentstomeasurestudentmasteryofcourseoutcomesandpreparationforcollegeandthat theassessmentoutcomesbeutilizedtoinformeducationalplansforhighschoolstudentsasthey prepareforcollegeandcareers.Theseindividualizedplansshouldincludecourseselectionand sequencing,supplementalinstruction,andacademicmajor/careerexploration. ItisrecommendedthattheEarlyMathPlacementTestbereinstitutedforallOhiostudents. IncreasingCollegeKnowledgeamongHighSchoolStudents Sociologicalresearchersemphasizethatinadditiontomeasuredqualifications,astudent's collegereadinesswillbeshapedbywhetherheorshehastheinformation,resources,andskills necessarytoeffectivelynavigatethecollegeadmissionprocess—collegeknowledge.College knowledgemaycontributetosignificantdisparitiesincollegereadinessbyincomeandraceand ethnicity,withlow‐incomeandminoritystudentsfacingbarrierstocollegeaccessbeyondtheir qualificationsandpointtotheimportanceofunderstandingthecollegeapplicationprocess,the financialaidsystem,andtherangeofchoiceswithinthepostsecondarysystem,aswellasbeing abletonavigatethesecomplexprocessesandsystems.Successfullyenrollingincollegerequires Recommendations of the Ohio College Readiness Advisory Council – October 9, 2012 suchknowledge,whichhighschoolscansupportbyprovidingnorms,information,andguidance aboutcollegetotheirstudents(Roderick,M.,Nagaoka,J.,Coca,V.,2009).3 Itisrecommendedthathighschoolsandpostsecondaryinstitutionscollaboratetoprovide collegeinformationtostudentsbeginninginthemiddlegrades,andsustainingtheeffort throughoutthehighschoolyears.Itisrecommendedthatthesestrategiesengageparentsand guardiansinthecommunicationefforts. ItisrecommendedthattheChancellorleadanefforttodevelopinformationresourcesthat identifypreparationpathwaysforacademicmajorsthatidentifyrequisitecontentmasteryfor specificmajors,includingtheacademicfoundationsrequiredforSTEMMmajors. PlacementTestPreparation Itisrecommendedthatpostsecondaryinstitutionsthatemployplacementexamsimplement mandatorypreparationexperiencesforplacementtesting.Thepreparationsessionsshouldconsist oforientation‐to‐the‐testinformationandareviewofmathconceptsinvolvedinthetestspriorto placementtesting. PlacementTaskForceandSummit Therecommendationscontainedwithinthisreportconstituteexpectationsandassessment ceilingthresholdsforastatewideremediation‐freeguaranteeforstudents.Beyondaremediation‐ freeguarantee,thereisaneedforanimprovedstatewideplacementpolicyforpostsecondary institutionsinOhio.Currently(2012),placementpoliciesthroughoutthestatearewidelyvaried duetothevarietyofinstitutionalmissionsacrossthestate. ItisrecommendedthattheChancellorconveneaPlacementTaskForcetoresearchplacement practicesacrossOhio.ItisfurtherrecommendedthatthePlacementTaskForcecoordinatea statewideplacementsummittoestablishconsistencyamongtheplacementpoliciesandpractices inOhio’spubliccollegesanduniversitiesthatreflectstherangeofstudentneedsandgoalswhile supportingeachinstitution’suniquemission. Itisrecommendedthatstatutorylanguagebedevelopedasneededtoassureadherencetothe establishedpoliciesandpractices. ItisrecommendedthattheChancellorleadanefforttodevelopinformationresourcesthat identifypreparationpathwaysforacademicmajorsthatidentifyrequisitecontentmasteryfor specificmajors,includingtheacademicfoundationsrequiredforSTEMMmajors. 3 Roderick, M., Nagaoka, J., & Coca, V., 2009. College readiness for all: The challenge for urban high schools. The Future of Children, 19:1. AppendixA TableofCollegeReadinessIndicators ReadinessArea ACT SAT EnglishSubScore 18orHigher ReadingSubScore 21orHigher 450orHigher MathematicsSubScore 22orHigher 520orHigher Writing430orHigher CriticalReading450orHigher A Appendix B: College Readiness and Remediation Free Standards Recommendations: Report to the Ohio College Readiness Advisory Committee Composite Recommendations of: English Language Arts Faculty Panel Math / Science Faculty Panel Ready for College Subgroup of Ohio Board of Regents Completion Task Force September 2012 TableofContents Table of Contents ....................................................................................................................................... i English Language Arts Panel Members .................................................................................................... iii Math / Science Panel Members ............................................................................................................... iv Ready for College Subgroup of the Ohio Board of Regents College Completion Task Force ................... vi Foreword ................................................................................................................................................. vii Section I: Recommendations for College Readiness and Remediation‐Free Guarantee ............................. 1 General Principles ..................................................................................................................................... 2 The Remediation Free Guarantee .................................................................................................... 2 Remediation‐Free Guarantee Parameters ....................................................................................... 2 Use of Multiple Measures ................................................................................................................ 2 Effective Models for Student Academic Support ............................................................................. 3 Recommended Expectations for College Readiness in English Language Arts Literacies: ...................... 4 Reading, Writing, Speaking, and Listening ................................................................................... 4 Reading ................................................................................................................................................. 4 Key Ideas and Details ........................................................................................................................ 4 Craft and Structure ........................................................................................................................... 5 Integration of Knowledge and Ideas ................................................................................................ 5 Range of Reading and Level of Text Complexity .............................................................................. 6 Writing .................................................................................................................................................. 6 Text Types and Purposes .................................................................................................................. 6 Production and Distribution of Writing ............................................................................................ 6 Research to Build and Present Knowledge ....................................................................................... 7 Speaking, Viewing and Listening .......................................................................................................... 7 Comprehension and Collaboration .................................................................................................. 7 Presentation of Knowledge and Ideas .............................................................................................. 8 Recommended Assessments to Determine College Readiness / Remediation‐Free Status in English Language Arts Literacies ......................................................................................................................... 10 English Assessments for Placement into English Composition ...................................................... 10 Reading Assessments for Placement into All First Level Transfer Credit‐Bearing College Courses 10 Recommended Expectations for College Readiness in Math and Science: ............................................ 12 Biology, Chemistry, Computer Science, Engineering, Geology, and Physics .............................. 12 College‐Level Learning Skills Required for All Students ..................................................................... 13 Science Content Knowledge and Science and Mathematics Skills Needed by Students Who Will Only Enroll in General Education Natural Science Courses for Non‐Science Majors ................................. 14 Science Content Knowledge ........................................................................................................... 14 Science Mathematics Skills ............................................................................................................. 15 i Rationale ......................................................................................................................................... 15 Science Content Knowledge and Science and Mathematics Skills Needed by Students Who Will Take Natural Science Courses Intended for Those Majoring in the Natural and Health Sciences .... 16 An Additional Recommendation for Students Planning to Major in a Field of Engineering .............. 17 Recommended Mathematical Expectations for College Readiness 2011 .............................................. 18 Expectation 1: Mathematical Processes ......................................................................................... 19 Expectation 2: Number and Operations ......................................................................................... 20 Expectation 3: Algebra ................................................................................................................... 21 Expectation 4: Geometry ................................................................................................................ 23 Expectation 5: Probability and Statistics ........................................................................................ 25 Additional Expectations for Calculus .............................................................................................. 25 Recommended Assessments to Determine College Readiness / Remediation‐Free Status in Math and Science .................................................................................................................................................... 29 English Assessments ....................................................................................................................... 29 Reading Assessments ..................................................................................................................... 30 Math Assessments .......................................................................................................................... 30 Science Assessments for STEM Majors .......................................................................................... 31 Assessing College Readiness in Cognitive and Non‐Cognitive Skills ....................................................... 32 Multiple‐Measure Assessment Approach ...................................................................................... 32 Assessing Non‐Cognitive Skills ........................................................................................................ 32 Section II: Recommendations Beyond Scope of ORC Section 3345.061 (F) .............................................. 34 Policy and Practice Recommendations for Student Success .................................................................. 35 Continuous Improvement Across the P‐20 Continuum ................................................................. 35 High School / Higher Education Alignment .................................................................................... 35 High School Assessments ............................................................................................................... 35 Increasing College Knowledge among High School Students ......................................................... 35 Placement Test Preparation ........................................................................................................... 36 Placement Summit ......................................................................................................................... 36 ii EnglishLanguageArtsPanelMembers KayHalasek,PanelCo‐Chair AssociateProfessor,English TheOhioStateUniversity LynnReese,PanelCo‐Chair Director,SouthwestABLEResourceCenter SinclairCommunityCollege VictoriaAppatova AssistantProfessor, English,LanguagesandFineArts UniversityofCincinnatiClermontCollege SallyM.Barnhart ClinicalFaculty,ChildhoodEducationandLiteracy XavierUniversity JanetBean AssociateProfessorandDirectorofComposition EnglishDepartment UniversityofAkron KarenA.Becker Coordinator,ReadingandStudySkillsCenter YoungstownStateUniversity BrendaBoshela ReadingSpecialist CuyahogaCommunityCollege GailBradstreet Instructor,AcademicFoundations HumanitiesandSciencesDivisions CincinnatiStateTechnicalandCommunityCollege PatriciaMack AssociateProfessor,AcademicFoundationsDivision LorainCountyCommunityCollege MarleneMiner AssociateDean,FacultyMemberinEnglish UniversityofCincinnatiBlueAsh DeborahKellner AssistantProfessorofEnglish UniversityofCincinnatiClermontCollege ElizabethTarynMason AssistantProfessor,English TheCollegeofMountSt.Joseph TomPace AssistantProfessorEnglishDepartment JohnCarrollUniversity LisaRoberto ReadingandWritingSpecialist AcademicSuccessCenter KentStateUniversity CatherineA.Rosemary ProfessorofEducation JohnCarrollUniversity AlexaSandmann ProfessorandDirectoroftheSchoolofTeaching, LearningandCurriculumStudies KentStateUniversity RebeccaSafa AssistantProfessor,English ColumbusStateCommunityCollege ConnieSalvayon AssistantProfessor,English JeffersonCountyCampus EasternGatewayCommunityCollege MikeSchuldiner ChairandProfessor,English UniversityofAkron MargaretShaw AssociateProfessor,English WritingProgramCoordinator KentStateUniversity MichaelVislocky AssociateProfessorofMathematics UniversityofCincinnatiClermontCollege DanitaWhite AssistantProfessor,English CuyahogaCommunityCollege DavidWebster CoordinatorofCollegeFoundations MarionTechnicalCollege BethWilliams AssistantProfessor,DepartmentChairofEnglish StarkStateCollege iii Math/SciencePanelMembers (Bob)W.RobertMidden,PanelCo‐Chair Director,NWOhioCenterforExcellenceinSTEM Education AssociateProfessor,Chemistry BowlingGreenStateUniversity GeraldMueller,PanelCo‐Chair Professor,Mathematics ColumbusStateCommunityCollege StephanieBaker Math,Science,HealthandPhysicalEducation CurriculumCoordinator South‐WesternCitySchools ClaudiaBartley AssistantProfessorandDepartmentChair,Physics StarkStateCollege JasonCervenec OutreachandEducationCoordinator BirdPolarResearchCenter TheOhioStateUniversity CathyChudzinski Professor,Biology TerraCommunityCollege FacultyCo‐Chair,OhioTransferModeul Zhong‐HuiDuan UniversityofAkron T.J.Duda ColumbusStateCommunityCollege DavidLEdwards WashingtonStateCommunityCollege JorgeGatica ProfessorandGraduateProgramDirector ClevelandStateUniversity RichardHartman AssociateProfessor Coordinator,InformationSecurityandDigitalMedia StarkStateCollege CathyHolmes ProfessionalDevelopment&StakeholderOutreach OhioDepartmentofEducation MaryAnnHovis Chair,Mathematics RhodesStateCollege PeggyKasten Director OhioResourceCenter BobKlein AssociateProfessor,DepartmentofMathematics UndergraduateAdvisingCoordinator OhioUniversity DebbieLieberman UniversityofCincinnati CadanceLowell ProfessorofBiology CentralStateUniversity RosemaryLoza DistinguishedSeniorLecturer,Chemistryand Biochemistry TheOhioStateUniversity MonicaMiklo Biology StarkStateCollege RicardoMoena DirectorofEntryLevelCourses,Mathematics FacultyLead,TransferModuleMathematics UniversityofCincinnati RodneyNull Mathematics RhodesStateCollege SusanV.Olesik DowProfessorandChair DepartmentofChemistryandBiochemistry TheOhioStateUniversity MattRobinson Mathematics StarkStateCollege BrianRoget OhioDepartmentofEducation BenSheehan MiamiValleyCareerandTechnicalCenter DarylStein DepartmentChair,Chemistry StarkStateCollege iv DavidStott Professor,Mathematics SinclairCommunityCollege DavidTomasko Assoc.DeanforUndergraduateEDandStudentSvcs. Professor,ChemicalandBiomolecularEngineering TheOhioStateUniversity RussUtgard DirectorImprovingTeacherQualityProgram OhioBoardofRegents MargaretYacobucci BowlingGreenStateUniversity CindyZengler ABLEProgramManager OhioBoardofRegents UlrichZurcher AssociateProfessor,Physics ClevelandStateUniversity v ReadyforCollegeSubgroup oftheOhioBoardofRegentsCollegeCompletionTaskForce ChadBrown,Co‐Chair Provost&ExecutiveVicePresident ZaneStateCollege JamesHerrholtz,Co‐Chair AssociateSuperintendent DivisionofLearning OhioDepartmentofEducation StevenAngle SeniorVicePresident WrightStateUniversity JonelleBeatrice Director CenterforStudentProgress YoungstownStateUniversity KevinBoys President SouthernStateCommunityCollege DioneDeMitro Manager,CollegeReadiness&StudentSuccess LakelandCommunityCollege LisaDuty DirectorofExternalAffairs KnowledgeWorks BrendaHaas UniversityCollegeDean AcademicAffairs ShawneeStateUniversity TomHarris Director WarrenCountyCareerCenter KellyHogan Professor DevelopmentalEducation ColumbusStateCommunityCollege SueHouston ViceProvostforUndergradEducation BowlingGreenStateUniversity CindyMcQuade VicePresidentofOperations Inter‐UniversityCouncilofOhio DavidScheimann RetentionCoordinator WashingtonStateCommunityCollege KarenScheid Consultant OhioAssociationofCommunityColleges RuthSilon ExecutiveDirector,OACCStudentSuccessCenter OhioAssociationofCommunityColleges ChrisSpradlin Dean,DevelopmentalEducation andLearningServices CuyahogaCommunityCollege RosemarySutton ViceProvost,AcademicStudies ClevelandStateUniversity WandaThomas RegionalCollegeDean&AssociateProvost KentStateUniversity JoyceTracy ABLEDirector ApolloCareerCenter BrettVisger DeputyChancellor OhioBoardofRegents ChristinaWanat ChiefAdministratorofStudentDevelopment EasternGatewayCommunityCollege RebeccaWatts,OhioBoardofRegentsLiaison AssociateViceChancellor,P‐16Initiatives OhioBoardofRegents CindyWolfe ABLEProjectCoordinator DelawareAreaCareerCenter MindyWright AssociateDirectorofEnrollmentServices TheOhioStateUniversity vi Foreword HouseBill153ofthe129thOhioGeneralAssemblyamendedSection3345.061(F)oftheOhio RevisedCodewiththefollowing: Section3345.061(F)NotlaterthanDecember31,2012,thepresidents,orequivalentposition,of allstateinstitutionsofhighereducation,ortheirdesignees,jointlyshallestablishuniformstatewide standardsinmathematics,science,reading,andwritingeachstudentenrolledinastateinstitutionof highereducationmustmeettobeconsideredinremediation‐freestatus.Thepresidentsalsoshall establishassessments,iftheydeemnecessary,todetermineifastudentmeetsthestandardsadopted underthisdivision.Eachinstitutionisresponsibleforassessingtheneedsofitsenrolledstudentsinthe manneradoptedbythepresidents.Theboardoftrusteesormanagingauthorityofeachstate institutionofhighereducationshalladopttheremediation‐freestatusstandard,andanyrelated assessments,intotheinstitution'spolicies.Thechancellorshallassistincoordinatingtheworkofthe presidentsunderthisdivision. Toprovidethechancellor’sassistanceofthiswork,theAcademicAffairsDivisionoftheOhio BoardofRegentsinvitedfacultymembersfromcollegesanduniversitiesthroughoutOhioto conveneforthepurposesofdevelopingrecommendationsfor: 1.) Uniformstatewidestandardsinmathematics,science,reading,andwriting;and 2.) Assessmentstodetermineifastudentmeetsthestandardstobeconsideredremediation‐ free. TherecommendationsincludedinthisreportreflectthecollaborativeworkofanEnglish LanguageArtspanel,aMathandSciencePanel,andtheReadyforCollegesubgroupoftheOhio BoardofRegentsCompletionTaskForce.Thecontentareapanelswereeachcomprisedofhigher educationandsecondaryfacultymembersfrompublicandprivateinstitutionsthroughoutOhio. TheReadyforCollegesubgroupwascomprisedofpostsecondaryfacultyfrompublictwo‐andfour‐ yearinstitutionsthroughoutOhio. ThecontentpanelsanalyzeddatareflectingthehistoricalperformanceofOhiostudentsinnon‐ creditremedialcollegecourseworkandfirstlevelcreditbearingcoursework.Panelmembers gatheredinformationoncurrentplacementpracticesofhighereducationinstitutionsinOhioand theperceivedeffectivenessofthosepractices.Inaddition,panelmembersperformedareviewof theexistingbodyofresearchoneffectiveplacementpractices. TheReadyforCollegesubgroupanalyzedbestpracticesthroughoutOhioandtheUnitedStates indevelopingitsrecommendations. Thereportisorganizedasfollows:  RecommendationsforCollegeReadinessandRemediation‐FreeGuarantee vii Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 o ExpectationsforCollegeReadinessinEnglishLanguageArtsLiteracies o AssessmenttoDetermineCollegeReadiness/Remediation‐FreeStatusinEnglish LanguageArtsLiteracies o ExpectationsforCollegeReadinessinMathandScience o AssessmenttoDetermineCollegeReadiness/Remediation‐FreeStatusinMath andScience o  AssessingCognitiveandNon‐CognitiveSkills RecommendationsBeyondScopeofORC3345.061(F) o PolicyandPracticeRecommendationsforStudentSuccess viii SectionI: RecommendationsforCollegeReadinessand Remediation‐FreeGuarantee 10/9/2012 6:05:59 PM Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 GeneralPrinciples TheRemediationFreeGuarantee Inestablishingcollegereadinessexpectationsandassessmentthresholdscorestodeema studentexemptfrominstitutionalplacementtestingforthepurposesofremediation,the recommendedexpectationsandrelatedassessmentsincludedinthisdocumentprovideathreshold thatinstitutionsmaynotexceed.Whileinstitutionsareallowedtosetassessmentthreshold scoreslowerthanthemeasuresdetailedinthisdocument,theyarenotallowedtoset assessmentthresholdscoreshigherthantherecommendationsherein.Further,astudentwho achievesascorelowerthanthethresholdscoreneednotbeplacedautomaticallyintoremediation. Itisstronglyrecommendedthatinstitutionsdesignandimplementplacementproceduresfor studentsscoringbelowassessmentthresholdscorestofurtherassessthestudent,utilizingmultiple measurestodeterminetheoptimalplantoacceleratethestudent’senrollmentinandsuccessful completionofcredit‐bearingcourses.Suchmeasurescouldincludereviewofhighschoolgrade pointaverage,performanceonnewStateassessmentsastheyareadopted,particularlyend‐of‐ courseassessmentsinhighschool,awritingassessment,areviewofpreviouscollegework,and assessmentofnon‐cognitiveskills. Itisfurtherrecommendedthataggregateassessmentresultsbeusedtoinformcollaborative andcontinuousimprovementeffortsforbotheducatorpreparationprogramsanddiscipline‐ specificcontentpreparationprovidedbycollegesofartsandsciences.Itisfurtherrecommended thatassessmentresultsbeusedtoinformsecondaryschoolcurriculumandinstructiontoalignhigh schoolandpost‐secondarystudentexpectationsandrequirementsforsuccessfulstudenttransition. Itisessentialthathighschoolcurriculumandteachingpracticesbedevelopedthatbetterensure thatallstudentswhoearnahighschooldiplomaarepreparedforimmediateentryintocollegesor careers. Remediation‐FreeGuaranteeParameters Itisrecommendedthatastudent’sdemonstrationofcollegereadiness,asmeasuredbyher/his highest‐scoringperformanceonanadministrationofanassessmentexambevalidfortwoyears fromthecompletionofthatassessment.Aftertwoyears,institutionsmayrequirestudentsto repeatanassessmenttodeterminethecurrencyoftheircollegereadiness. UseofMultipleMeasures Itisstronglyrecommendedthatcollegesanduniversitiesemploymultipleassessment measurestodetermineoptimalplacementforstudentsuccess.Collegeandcareerreadinessshould 2 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 includeevaluationofkeyacademicandnon‐academicriskfactors.Effectiveplacementprocedures arethosethatconsiderhighschoolperformance,ACTscores,previouscollegeexperience,andthe essentialinclusionofnon‐cognitiveassessments. EffectiveModelsforStudentAcademicSupport Itisstronglyrecommendedthatinstitutionalpoliciesandpracticesprovideinnovativemodels ofremedialdesign.Suchmodelsshouldincludebutnotlimitedtosupplementalinstruction,co‐ enrollmentincredit‐bearingcoursesinotherdisciplines,enrollmentincredit‐bearingcourses integratedwithacademicsupportservicesorthatemployinnovativeteachingpractices,refresher coursesdeliveredinamoduleformat,andotherdeliverymethodsthatproducesuccessful outcomesforstudents(Roderick,M.,Nagaoka,J.,Coca,V.,2009). 3 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 RecommendedExpectationsforCollegeReadinessin EnglishLanguageArtsLiteracies: Reading,Writing,Speaking,andListening Toprepareforpost‐secondaryeducationandtheworldofwork,studentsmustbegiven opportunitiestobecomecompetentcommunicatorsandcriticalthinkers.Studentsneedto integratereading,writing,speaking,viewing,listening,andapplyingtechnologycreativelyina varietyofcontextsonaregularbasis.LearningintheEnglishlanguageartsisanactiveandon‐ goingprocessandshouldoccurthroughoutthecurriculum—atalllevelsandinallsubjectareas— andbeyondtheclassroomsetting.Inshort,successinpost‐secondaryeducationandinthe workplaceentailsbothpreparationinandabilityinalloftheareasnotedintherecommendations. TheCollegeReadinessExpectationsinEnglishprovideastatementoftheknowledgeandskills thatenablestudentstosucceedinmakingthetransitiondirectlyintofirstyear,college‐level,non‐ remedialcourses.Representativesfromhighereducationandsecondaryeducationreviewedthese standardsinApril2011andfoundgeneralalignmentwiththeCommonCoreStateStandards. Reading KeyIdeasandDetails A. Understandthatreadingisastrategicprocessofconstructingmeaningfromtexts. B. Activelyengagetexts,autonomouslyapplyingskillsandstrategiesthatareappropriate forthedemandsofthetextsandtheirpurposesforreading. C. Formulateandclearlyexpresscomplexideasrelatedtotexts,citingevidencetosupport inferencesandinterpretations. D. Thinkcriticallyandcreativelyaboutthetextstheyread,oftendrawingupontheir personalexperiencesandknowledgetoenhancecomprehension. E. Analyzeandinterpretfictionandnon‐fictiontexts(includingexpositoryandpersuasive essays)andwork‐relateddocumentssuchasmanuals,memos,letters,andbusiness plans. F. Determineandcomprehendthecentralthemesofatextandanalyzetheirdevelopment. Summarizethekeysupportingdetailsandideas. G. Analyzehowandwhyindividuals,events,andideasdevelopandinteractoverthecourse ofatext. 4 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 H. Analyzehowtwoormoretextsaddresssimilarthemesortopicsinordertobuild knowledgeortocomparetheapproachestheauthorstake. I. Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas inferencesdrawnfromthetext. J. Integrateandevaluatemultiplesourcesofinformationpresentedindifferentmediaor formats(e.g.,visually,quantitatively)aswellasinwordsinordertoaddressaquestion orsolveaproblem. CraftandStructure A. Employpre‐readingstrategiestoidentifyfeaturesoftextthataidcomprehension(e.g., informational). K. Understandandusetextformattingfeatures(tableofcontents,glossaries,navigation bars)toeffectivelylocateandacquireinformationinavarietyoftexts. L. Differentiatebetweenfactandopinion. M. Employvocabulary‐buildingstrategieswhilereadingvarioustexts. N. Evaluateanauthor’spurposeandpointofviewbyanalyzingtheuseoflanguage,style, andpointofviewfoundinthetext. O. Demonstrateanunderstandingthatthewriter’schoiceoflanguageshapesmeaning. P. Evaluateanauthor’srhetoricalandargumentativestrategies. Q. Interpretwordsandphrasesastheyareusedinatext,includingdeterminingtechnical, connotative,andfigurativemeanings,andanalyzehowspecificwordchoicesshape meaningortone. R. Analyzethestructureoftexts,includinghowspecificsentences,paragraphs,andlarger portionsofthetext(e.g.,asection,chapter,scene,orstanza)relatetoeachotherandthe whole. IntegrationofKnowledgeandIdeas A. Readandrespondorallyandinwritingtotextsrepresentingavarietyofgenres,authors, cultures,andhistoricalperiods. S. Establishandapplycriteriaforselectingandevaluatingthecredibilityofprintand multimodaltextsforarangeofpurposes,includingresearch. 5 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 T. Usefeatures,(e.g.,piecharts,bargraphs,pictures)toenhance,emphasize,andclarify comprehensionofprint,andmultimodal,ororaltextsacrossthecurriculum. RangeofReadingandLevelofTextComplexity A. Activelyengagetexts,autonomouslyapplyingskillsandstrategiesthatareappropriate forthedemandsofthetextsandtheirpurposesforreading. B. Skillfullyreadawiderangeofincreasinglycomplextexts,printandmultimodal. Writing TextTypesandPurposes A. Independentlyandethicallyproducewritingthatmeetstheneedsofaparticular purposeandaudience,appropriateforacademicandwork‐relateddocuments. B. Selectfromarepertoireofprocessesandmodestodevelopwritingforpurposessuchas persuasion,explanation,research,orpersonalexpression. C. Usestyle,voiceandorganizationalstructureswhicharetransparentandappropriatefor therhetoricalpurposeandaudience. D. Adeptatrespondinginwritingtodiversetextsandformats,synthesizing,critiquingand analyzingthosetexts. E. Adaptwritingstrategiesforaudience,purpose,andtypeoftask. F. Producetextsthatconveyanargumentthatisorganized,coherent,fullydeveloped,and rhetoricallyappropriateinsupportofathesis. G. Producewritingthatexhibitswordchoicesthatconveyintendedmeaning. ProductionandDistributionofWriting A. Independentlyandethicallyproducewritingthatmeetstheneedsofaparticular purposeandaudience,appropriateforacademicandwork‐relateddocuments. B. Draft,revise,andeditwritingautonomously. C. Adaptwritingstrategiesforaudience,purpose,andtypeoftask. D. Usereflectivestrategiesforcritiquingandevaluatingtheirownandothers’writing. 6 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 E. Employsentencesofvaryinglengthsandstructureswhichareasappropriateto audience,purpose,andcontext. F. UseappropriateconventionsoftheEnglishlanguage,includinggrammarandusage, punctuation,capitalization,andspelling. ResearchtoBuildandPresentKnowledge A. Employtheresearchwritingskillsofevaluatingsourcesandintegratingtheminsupport ofathesis. B. Accuratelyandcorrectlyquote,paraphrase,andsummarizematerialfromanothertext toavoidunintentionalplagiarism. C. Properlycitesources,usingagenerallyacceptedcitationsystemsuchasMLAorAPA. Speaking,ViewingandListening ComprehensionandCollaboration A. Listenactivelyandspeakeffectivelyinavarietyofacademicandwork‐relatedsituations. B. Listencarefully,takenotesasneeded,andnotinterruptotherspeakerswhenengagedin grouporcommitteework. C. Deliveraclearlyorganizedmessagewhencontributingtothegrouporcommitteework. D. Takenoteswhilelisteningtolecturesorparticipatinginotherformsofinformation gatheringandusesthenotestoreviewandreflectonlearning. E. Knowhowtoidentifyandaccommodateculturaldifferencesincommunicationstyles andstrategies. F. Analyzeandsynthesizeinformationgatheredfromavarietyofsources. C. Summarizeinformationheardintoanotherformofcommunication,e.g.,rephrase statements,summarizeaspeech,andparaphraseanoralreading. D. Evaluateandrespondtoaspeaker’smessage. E. Useviewingskillsandstrategiestounderstandandinterpretvisualmedia. 7 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 F. Supportandclarifywrittenandoralpresentationswithvisualmediaresources,including electronictechnologies. G. Recognizeandrespectculturalandlanguagedifferencesinbothformalandinformal speakingsituations. H. Interpretandevaluateaspeaker’srhetoricalstrategiesandevidence. I. Employappropriatenon‐verbalstrategiestoenhancecommunication. J. Summarizeinformationheardintoanotherformofcommunication,rephrasestatements, summarizeaspeech,orparaphraseanoralreading. K. Understandtheimpactthatvisualmediahasonsociety. L. Setcriteriaandevaluatethetechnologytechniquesusedtoinfluenceeconomic,political, cultural,social,andaestheticdecision‐making. PresentationofKnowledgeandIdeas A. Presentsuccessfullytoanaudience,recognizingtheneedsofanaudienceforvisualas wellasauditorymessages. B. Deliveraclearlyorganizedmessagewhencontributingtothegrouporcommitteework. C. Speakfluently,enunciatingclearlywithappropriaterateandvolume. D. Speakeffectivelyandlistenactivelyindiversecommunicativecontexts. E. Expressideas,thoughts,andconcernseffectivelyinbothformalandinformalspeaking situations,e.g.,conversations,discussion,presentations,collaborativegroups,one‐on‐ oneinteractions,debates,negotiations,andinterviews. F. Employappropriatenon‐verbalstrategiestoenhancecommunication. G. Recognizeandevaluatetechniquesusedinvisualmediatoinfluenceopinions,decision‐ making,andculturalperceptions. H. Useimagestoconveymeaning,ofteninconjunctionwithwrittenororalpresentations. I. Usevisualmediaorcomputertechnologytocommunicateeffectivelywithavarietyof audiencesforavarietyofpurposes. 8 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 J. Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractive elements)inpresentationstoenhanceunderstandingoffindings,reasoning,and evidenceandtoaddinterest. 9 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 RecommendedAssessmentstoDetermineCollegeReadiness/Remediation‐Free Status inEnglishLanguageArtsLiteracies EnglishAssessmentsforPlacementintoEnglishComposition Assessment ThresholdScore* ACT 18EnglishExam SAT 430WritingSubScore 450CriticalReadingSubScore ACCUPLACER 88English;70SentenceSkills TheCOMPASSandASSETEnglishExamsarenotrecommendedtoassessstudentwritingskills. Theseexamssolelymeasureseditingandreadingcomprehensionskillsanddonotassesscollege‐ readywritingskills.ResearchhasshownthattheCOMPASSEnglishExamhasminimalpredictive validityinplacingstudentsforsuccessinEnglishComposition(Hughes,K.,Scott‐Clayton,2011).1It isrecommendedthatinstitutionsadministeranauthenticwritingassessmenttodetermineoptimal placementforstudentsuccess. ReadingAssessmentsforPlacementintoAllFirstLevelTransferCredit‐BearingCollege Courses Assessment ThresholdScore* EnhancedACTReadingScore 21 COMPASS 87 SATReadingScore 450 ACCUPLACERReadingScaleScore2 102 ASSETReadingSkillsScore 45 *AdmittedstudentsachievingorexceedingtheEnglishandReadingscoresonthispageare guaranteedexemptionfromplacementintonon‐creditremedialcoursesonthebasisofEnglish LanguageArts(ELA)literaciesandareguaranteedexemptionfromrequisiteinstitutional placementtestingforpurposesofremedialplacementbasedonELAliteracies. 1 Hughes, K., Scott‐Clayton, J., 2011. Assessing developmental assessment in community colleges. Community College Research Center, February, 2011, CCRC Working Paper No. 19. 2 The College Board does not provide or support concordances for Accuplacer. This concordance is from the Southern West Virginia Community and Technical College. 10 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 Itiscriticaltounderstandthatinstitutionsarenotrequiredtoplacestudentsscoringbelowthe thresholdscoreintoremedialcourses.Studentsscoringbelowthethresholdscorearesubjectto institutionalplacementprocedurestogaineligibilitytoenrollincredit‐bearingcourses.Such procedurescouldincludereviewofhighschoolgradepointaverage,awritingassessment,anda reviewofpreviouscollegework. Itisrecommendedthatinstitutionalpoliciesprovideinnovative,effectivemodelsofacademic supportforstudentsscoringbelowthethresholdscores,includingsupplementalinstruction,co‐ enrollmentincredit‐bearingcourses,and/orrefreshercoursesdeliveredinamoduleformat. 11 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 RecommendedExpectationsforCollegeReadinessin MathandScience: Biology,Chemistry,ComputerScience,Engineering,Geology,andPhysics CollegestudentsinOhiopursuealargeanddiverserangeofacademicmajorsrelatedtothe sciencesandmathematics.Attemptingtospecifyrecommendationsforeachofthesemajorswould beanextremelydifficulttask,particularlysincetherequirementsformajorsvaryamongthehigher educationinstitutionsintheState.Soinstead,thefacultypanelhasdevelopedrecommendationsfor eachofthecommonintroductorycoursesinthenaturalsciences:biology,chemistry,physics,and geology.Recommendationsarealsoprovidedforcomputerscienceandforengineering.Although theserecommendationswerenotrequiredbythislegislation,thepanelbelievesthatthese recommendationswillbehelpfulforstudents,parents,teachers,andotherstakeholdersfor advisingstudentsabouthowtopreparefortheseothercloselyrelatedfields.Guidancecounselors, academicadvisors,andteacherscanusetheserecommendationstoadvisestudentshowtobest prepareforcollegebydeterminingwhichcollegecoursestheywilllikelyneedtocompletebasedon thestudent’sintendedacademicmajorincollege. Therecommendationsaredividedintothreesections:1)Recommendationsregardinglearning skillsneededbyallstudents;2)Recommendationsregardingknowledgeandskillsneededby studentswhoplantoonlytakegeneraleducationsciencecoursesthatarenotintendedforscience majors;3)Recommendationsregardingknowledgeandskillsneededbystudentswhoplantotake sciencecoursesthataredesignedforstudentsmajoringinthenaturalandhealthsciences. Theserecommendationsarebased,inpart,ontheOhioCollegeReadyStandardsforScience thathavebeendevelopedbytheOhioDepartmentofEducation,andalsoontheMathematical ExpectationsforCollegeReadiness2011developedbytheOhioBoardofRegentswithmathematics faculty. TheOhioCollegeReadyStandardsspecifywhatK‐12studentsinOhioareexpectedtoknow andbeabletodoineachofthegradelevelsfromKindergartenthroughgrade8andprovidesyllabi andmodelcurriculaforsixhighschoolsciencecourses:thetworequiredcourses,biologyand physicalscience,andfouradvancedcourses:chemistry,physics,environmentalscience,and physicalgeology.Thesestandardsspecifycertainsciencefacts,concepts,andrelationshipsthat studentsneedtoknow,butalsoemphasizetheimportanceofstudentsachievinganunderstanding andmasteryoftheprocessandpracticeofscience.Itisnotablethatthelistoffacts,concepts,and relationshipsthatstudentsareexpectedtomasterinthesestandardsisshorterthaninthe previousOhiosciencestandards.Afeatureoftherevisedstandardsthatthepanelconsiders valuableistheirclearandexplicitdescriptionofthedepthofunderstandingthatstudentsare 12 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 expectedtoachieveforthehighschoolcurriculumtopics.Thiswillbeausefultoolineffortsto establishmoreuniformhighschoolinstructionthroughoutthestatesothatallstudentsare providedalevelofinstructionthatwillenablethemtobewellpreparedforcollegelevelstudyin thenaturalsciences. Indeed,thefacultypanelstronglyrecommendsthatmeasuresareenactedtoensurethatall schoolsofferthequalityandlevelofinstructiontomakeitpossibleforallstudentstomeetthese expectations.Thosemeasureswouldincludeasystemofassessment,accountability,andresource allocationthatensuresthatcourseworkissufficientlyrigorous,thorough,andsupportive,and teachingisofsufficientqualitytomeetallstudents’learningneeds.TheOhioCollegeReady Standards(nowknownasthe"OhioNewLearningStandards:K‐12Science").provideastrong foundationonwhichtobasethosemeasures. Therecommendationsinthisdocumentincludeasetoflearningskillsthatthepanelconsiders essentialforsuccessincollegelevelcoursework.Manystudentsarecurrentlyenrollingincollege sciencecourseslackingtheseskillsandtheyareataseveredisadvantageforsuccess.Forstudents touniformlybeabletosucceedatthecollegelevelandmeetexpectations,itisessentialthatthey havetheseimportantandessentialskills. Thepanel’srecommendationsbuildontheMathematicalExpectationsforCollegeReadiness 2011whichprovidesawell‐organized,concise,yetthoroughdescriptionofthemathematics knowledgeandskillsthatstudentsneedtobepreparedforcollege.Thefacultypanelisawarethat itispossibleforstudentstounderstandandtobeabletodemonstrateabstractmathskillswithout beingabletoapplythosewithinthescientificdisciplines.Thus,thefacultypanelindicatesthatitis notonlysufficientforstudentstomasterthemathematicsexpectations,buttobepreparedto succeedincollegescienceclasses,theyalsoneedtobeabletoapplythesemathskillswithinthe contextofthesciencedisciplines,meaningthatstudentscanactuallyusethosemathskillstosolve problems,developandusemodels,anddescribephenomenainthesciences. Thefacultypanelbelievesthatstudentswhomasterthisentiresetofexpectationsshouldbe wellpreparedforahighlevelofsuccessinthefirstlevelofcollegecourseworkinthesciences.We, therefore,urgethedevelopmentofvalidandreliableassessmentsthatnotonlyprovidesummative, butalsousefulformativeassessment,ateverystageofastudent’sK‐12education,sothatstudents canprogresssmoothlyandconsistentlytowardsthiscompletelevelofmastery. College‐LevelLearningSkillsRequiredforAllStudents Tobefullypreparedforcollegelevelcoursework,studentsshouldbecompetentandcapable, self‐regulated,college‐levellearners.Suchlearnersareableto: 13 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 A. Learnscienceusingavarietyofsourcesincluding,butnotlimitedto: 1. Standardcollege‐levelsciencetextbooks; 2. Inquiry‐basedlaboratoryexperiencesthatengagestudentsinaskingvalidscientific questionsandgatheringandanalyzinginformation; 3. Well‐reasonedandevidence‐baseddiscussionsofscienceprinciples,conceptsand problemswithwell‐preparedpeersandfaculty; 4. Well‐organizedlecturesdeliveredatanappropriatecognitivelevelforfirst‐year STEMcollegestudentsbycollegefaculty;and 5. Otherappropriatesourcesofscienceinformationinthepopularpressandinother sourcessuchasresearchreportsandsummariesthatareatanappropriate cognitivelevelforfirst‐yearcollegestudents. B. Reliablyandaccuratelyassesstheirlearningandtakeeffectiveactiontoremediatetheir deficiencies,priortoinstructor‐administeredsummativeassessments;and C. Persistintheirlearningdespiteencounteringinitialdifficultyinmasteringchallenging materialandseekandusealternativelearningstrategieswhentheyfindthattheirinitial strategiesarenotaseffectiveasdesired,sothattheyconsistentlymeettheirlearning goalsandachievethetargetedlearningoutcomes. ScienceContentKnowledgeandScienceandMathematicsSkillsNeededbyStudentsWho WillOnlyEnrollinGeneralEducationNaturalScienceCoursesforNon‐ScienceMajors ScienceContentKnowledge Generaleducationsciencecoursesaredesignedwithlowerlevelexpectationsforstudents’ priorknowledgeofthecontentinspecificnaturalsciencedisciplinesthansciencecoursesintended forcollegestudentsmajoringinthenaturalsciences.Tobewellpreparedforthesecourses, studentsshouldsatisfactorilycompletetheOhiograduationrequirementsforscienceand mathematics,meetingalloftheexpectationsspecifiedintheNewOhioLearningStandards:K‐12 Scienceforeachofthosecourses.TheOhiograduationrequirementspecifiesthatstudentsmust satisfactorilycompletethefollowinghighschoolsciencecourses:biology,physicalscience,andone advancedsciencecourse.Studentswhomasterthesciencecontentandprocessskillsspecifiedin theOhioCareerandCollege‐ReadyStandardsmodelcurriculaforthreesciencecoursesshouldhave sufficientcontentknowledgeandscienceprocessskillstobereadytolearnwhatisexpectedin 14 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 generaleducationcoursesthatmeettheOhioTransferAssuranceGuidelines(TAG)andare designedforstudentstoachieveTAGlearningoutcomes. ScienceMathematicsSkills Studentsalsoshouldbeabletoconsistentlydemonstratemasteryofthefirstfive Recommendationsin“MathematicalExpectationsforCollegeReadiness2011”withinscience contexts.Studentsshouldbeabletodemonstratemasteryoftheseprocesses,concepts,functions, applications,andoperationsbycreatingmodelsofphysicalrealitiesrelatedtothosemodels. Studentsshouldalsobeabletousethemodelstheycreatetoreliablyandconsistentlysolve problemsdealingwiththeconceptsandrelationshipsdescribedintheSyllabusandModel CurriculumoftheOhioRevisedScienceStandardsforthesciencecoursesthattheyhavetakenin highschool.Thesestudentsdonotneedtobeabletodemonstratethe“AdditionalExpectationsfor Calculus.” Rationale Sincegeneraleducationsciencecoursesfornon‐sciencemajorspresumerelativelylow‐level sciencecontentknowledge,theexactsciencecontentthatstudentshavemasteredisnotascritical asitisforsciencemajors.However,thatdoesnotmeanthatthesestudentsneednothavemastered orusedanysciencecontent.Ifstudentscompletelylackfamiliaritywiththenatureofscientific knowledgeandsomeofthecorescientificcontent,theywouldhaveaveryweakabilitytoconstruct newknowledgeinthesciences.Thus,tobepreparedtolearnsciencecontentatthelevelexpected incollegenon‐majorssciencecourses,studentsneedmasteryofsomegeneralscienceconceptsand thefollowingscientificprocessessothattheyareproficientatconstructingnewscienceknowledge andunderstanding: A. Identifyquestionsandconceptsthatguidescientificinvestigations; B. Designandconductscientificinvestigations; C. Usetechnologyandmathematicstoimproveinvestigationsandcommunications; D. Formulateandreviseexplanationsandmodelsusinglogicandevidence(critical thinking); E. Recognizeandanalyzeexplanationsandmodels;and F. Communicateandsupportascientificargument. 15 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 Thislevelofmasteryshouldbeaccomplishedbysatisfactorycompletionofthreehighschool sciencecoursesasdefinedbythesyllabiandmodelcurriculaoftheNewOhioLearningStandards: K‐12Science. ScienceContentKnowledgeandScienceandMathematicsSkillsNeededbyStudents WhoWillTakeNaturalScienceCoursesIntendedforThose MajoringintheNaturalandHealthSciences Tobepreparedtosucceedincollege‐levelcoursesinthenaturalsciencesatOhiouniversities andcolleges,inadditiontotheCollege‐LevelLearningSkillsdefinedabove,studentsshouldknow andbeabletodothefollowing: A. ConsistentlydemonstratemasteryofthelearningoutcomesdefinedbytheSyllabusand ModelCurriculumoftheNewOhioLearningStandards:K‐12Scienceforthehighschool levelcoursecorrespondingtothecollegecoursethattheywillbetaking.Thismeansthat studentswhowilltaketheintroductorybiologycourseintendedforsciencemajors shouldhavemasteredthelearningoutcomesdefinedbytheSyllabusandModel Curriculumforbiology,thoseplanningtotaketheintroductorychemistrycoursefor sciencemajorsshouldhavemasteredthelearningoutcomesdefinedbytheSyllabusand ModelCurriculumforchemistry,andthoseplanningtotaketheintroductoryphysics courseforsciencemajorsshouldhavemasteredthelearningoutcomesdefinedbythe SyllabusandModelCurriculumforphysics.ThosestudentsplanningtostudyGeologyor EnvironmentalScienceincollegeshouldhavemasteredthelearningoutcomesfor chemistrysincecollege‐levelgeologyandenvironmentalsciencecoursestypicallyexpect studentstohavemasteredthischemistrycontentknowledge.Theyneednothave masteredthelearningoutcomesforhighschoolPhysicalGeology.Althoughthatcourse wouldconveyanadvantagetothosehighschoolstudentswhocompleteit,thecontentin thatcourseneednothavebeenpreviouslymasteredforstudentstobeadequately preparedforfirst‐yeargeologycoursesincollegeandifastudenthastochoosebetween highschoolChemistryandhighschoolPhysicalGeology,theywillbebetterpreparedfor college‐levelgeologycoursesbycompletingthehighschoolChemistrycourse. B. ConsistentlydemonstratemasteryofthefirstfiveRecommendationsin“Mathematical ExpectationsforCollegeReadiness2011”withinsciencecontexts,meaningthatstudents candemonstratetheseskillsincreatingmodelsofphysicalrealitieswithinthose contextsandusethosemodelstoreliablyandconsistentlysolveproblemsdealingwith theconceptsandrelationshipsdescribedintheSyllabusandModelCurriculumofthe 16 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 NewOhioLearningStandardsforthetypeofsciencecoursethattheyplantotakein college.Studentswhoareplanningtomajorinchemistry,physics,engineeringorother majorsthatrequirecalculuswithinthefirsttwoyearsofcollegeshouldbeableto consistentlydemonstratetheirmasteryofthe“AdditionalExpectationsforCalculus.” Problemsolvingskillsareabsolutelyessentialforcollege‐levelworkinthesciences.So facilitywiththisaspectofmathematicswithinthespecificsciencedisciplinesthat studentswillbestudyingiscriticalforstudentsuccessatthecollegelevel. C. Writeeffectivelyinatechnicalscientificstyleconsistentwiththediscipline,atalevel appropriateforcollegelevelwork. D. Communicatetechnicalscientificinformationwithappropriatevisualandgraphical tools. E. Worktogetherwithpeerstodesignasolutiontoamultifaceted,complexproblem involvingscienceinquiryortechnologyorengineeringdesign. AnAdditionalRecommendationforStudentsPlanningtoMajorinaFieldofEngineering Inadditiontotheaboveexpectations,studentsplanningtomajorinafieldofengineering shouldalsobeabletoanalyzeproducts,devices,machinesandsystemsinordertodiscoverthe principlesonwhichtheyarebased. 17 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 RecommendedMathematicalExpectationsforCollegeReadiness 2011 AlargepercentageofOhiocollegefreshmenfindthattheyarenot“ready”forentrylevel collegecoursework.Inmathematics,32%ofOhio’srecentgraduatesenrollingatOhiopublic collegesoruniversitiesinfall2008tookremedialmathematicsduringtheirfirstyearofcollege.3 Reducingthenumberandpercentageofstudentstakingremedialmathematicscoursesis challenging.Nonetheless,animportantfirststepistodefineclearlythemathematicalexpectations forstudentswhoentertwo‐andfour‐yearcolleges.Theseexpectationsshouldhelpguidecollege andhighschoolfaculty,and,mostimportantly,assiststudentsandtheirparentsinplanning secondaryandpostsecondarycoursework. Definingthemathematicsandstatisticsstudentsneedtoknowastheyentercollegemaysound simple.Infact,itisachallengingendeavor,requiringthosewhoundertakeittoexaminethenature ofmathematicsandpedagogyandthinkseriouslyaboutthemathematicsthatwillbeneededinthe futurebyallstudents.Certainly,studentswhowilltakecalculusasenteringfreshmenrequirea differentlevelofpreparationandcompetencethanstudentswhotakeintroductorycredit‐bearing courses.Thefirstpartofthisdocumentdescribesthestandardsforthelattergroup.Alsoincluded aretheadditionalexpectationsforincomingcollegestudentswhowishtoenrolldirectlyinto collegecalculuscourses.Theseexpectationsaredrawnfromthepre‐calculusoutcomesinthe MathematicsTransferAssuranceGuide. Thisdocumentisarevisionofasetofexpectationsfirstarticulatedin2006.Thework,done undertheauspicesoftheOhioBoardofRegentsandtheOhioDepartmentofEducation,involved bothhighereducationfacultyandhighschoolmathematicsteachers.Theserevisedexpectations areconsistentwiththeCommonCoreStateStandardsforMathematicsthathavebeenadoptedby Ohio,andinnowayshouldbeviewedasreplacingthosestandards. Thepanelcreatingthisdocumentmadeaconsciousefforttolimitthecontenttotheessential mathematicsneededforsuccessfulcompletionofentry‐levelcollegemathematicscourses.This documentrepresentsminimalexpectations.Thus,thisdocumentomitssometraditionaland appealingconceptsthatwouldprovideanenrichedmathematicsbackground.Itisunderstoodand expectedthatmanysecondarystudentswilllearnmoremathematicsthanisreflectedhere. Studentsintendingtopursuemathematicallyintensiveprogramsandcareersafterhighschool wouldbenefitfromamorecomprehensiveandrigorousstudyofmathematics.Thepanelbelieves, however,thatthecoreexpectationsoutlinedinthisdocumentwillprovidestudentswitha sufficientknowledgebaseforsuccess;anditisessentialthatstudentshavemorethanapassing 3 http://regents.ohio.gov/perfrpt/hs_2008/hs_trans_HS_rpt_AU08.pdf. 18 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 acquaintancewiththeseideas.Studentsmustretainthisfoundationwellbeyondtheconfinesofany onecourseandbeabletoapplytheseconceptsandskillstobothroutineandnon‐routineproblems, drawnfromavarietyofcontexts. Expectation1:MathematicalProcesses Mathematicalprocessesareintertwinedwithcontent.Inthebestofallworldstheywouldbe intertwinedtothepointthatitisunnecessarytomentionthem.However,inadditiontoessential numeric,algebraic,geometricanddataskills,studentsneedtopossessmathematicalprocessskills inordertobesuccessfulinpost‐secondaryeducation.Theseskillsincludecommunication, reasoningandusingtechnology—butperhapsmostimportantareproblemsolvingskills.Students shouldhavefrequentexperienceswithrichmathematicalproblemsthatengagetheminproblem solving—aprocessdeeperthanthatofpracticinganewtechniqueonaclassifiedcategoryofword problems.Problemsolvingshouldcontributetothedevelopmentofmathematicalhabitsofmind (e.g.,perseverance,questioning,independence,reflection,connecting)anddevelopanappreciation forandadispositiontowardproblemsolvingastheparamountaimoflearningmathematics. Studentsareexpectedto: A. SolveProblems 1. Useavarietyofproblemsolvingstrategies; 2. Reflectonandanalyzetheirownproblemsolutionsandthesolutionsof others; 3. Connectideasinavarietyofcontext;and 4. Solvecomplex,non‐routineandmulti‐stepproblemsthatmayrequire studentformulationofproblemsand/orsustainedthoughtandeffort. B. CommunicatewithMathematicalIdeas 1. Usecorrectmathematicalterminologyandnotation; 2. Showalogicalprogressionofthought,clearlyandcoherently,orallyand inwriting; 3. Readmathematicalmaterialwithunderstandingandindependence; 4. Useappropriatedegreesofprecisionbaseduponproblemcontext;and 5. Useexactanswers(e.g.,√orπ)whenappropriate. 19 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 C. ReasonMathematically 1. Understandtheneedforproofinmathematics;recognizewhenaproofis required; 2. Understandthedifferencebetweenastatementverifiedbyproofand oneillustratedbyusingexamples; 3. Understandthemeaningoflogicalterms(e.g.,and,or,but,not,if… then);and 4. Understandthesignificanceofandrolesplayedbydefinitions, assumptions,theorems/propositions,examples,andcounterexamplesin mathematics. D. ConnectMathematicalConcepts 1. Connectmathematicswithavarietyofdisciplinesandworkplaceand everydaysettings;and 2. Useconnectionsamongandwithinbranchesofmathematics(e.g., algebraicpropertiesofafunctionandgeometricpropertiesofitsgraph). E. UseTechnologyandotherToolsAppropriately 1. Useavarietyoftoolstosolvemathematicalproblems—rangingfrom commontools(e.g.,rulers,protractors)totechnology‐enhancedtools (e.g.,calculators,computers,spreadsheets); 2. Usetechnologytocollectorganizeandanalyzeinformationwiththegoal ofinterpretation,presentationandargumentationandasmotivationfor proof;and 3. Useappropriatetechnologytoenhanceandsupportstudentlearning. Expectation2:NumberandOperations Conceptsfromnumberandoperationsformthebasisforunderstandingofalgebraandwork withsymbols.Studentsshouldbeproficientwitharithmeticoperationsandtheirpropertieson integers,rationalnumbersandrealnumbers.Theyshoulddemonstratenumbersenseandcompute fluently,includingmentalmethods,andmakereasonableestimates.Studentsshouldpossessa 20 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 basicunderstandingoftherealnumbersystemandthewaythenaturalnumbers,wholenumbers, integers,rationalnumbers,andirrationalnumbersrelatetooneanother. Studentsareexpectedto: A. StructureoftheNumberSystem 1. Understandandconvertbetweendifferentrepresentationsofnumbers (decimal,percent,fraction,scientificnotation,radicals…);and 2. Explaintheeffectsofoperationsonthemagnitudesofquantitiesand signsofnumbers. B. Operations 1. Performarithmeticoperationsonvariousformsofrealnumbers; 2. Computeandexplainthesolutionstoproblemsinvolvingratio, proportion,percent,scientificnotation,squarerootsandnumberswith integerandrationalexponents;and 3. Applyandgeneralizepropertiesofoperations(includingorderof operations)asafoundationforalgebra. C. Estimation 1. Estimatethesolutionstoproblemsinvolvingratio,proportion,percent, scientificnotation,squarerootsandnumberswithintegerandrational exponents. Expectation3:Algebra Algebracontinuestobethemostfundamentalprerequisiteforsuccessincollegemathematics. Algebraprovidesalanguageandstructurethatallowsstudentstocreaterepresentations,model andgeneralizemathematicalideas.Itisconcernedwithchange,patternsanddealingwithconcepts atamoreabstractlevelthaninarithmetic.Inadditiontocompetencewithmanipulationof algebraicobjects,studentsshouldbeabletomodelandsolveproblemsusingavarietyofalgebraic methods. Studentsareexpectedto: A. EquationsandInequalities 1. Algebraicallysolvelinearequationsinonevariable,includingexamples withnosolution,onesolution,andinfinitelymanysolutions; 21 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 2. Solvesystemsoflinearequationswithtwounknownsbygraphing, substitution,andaddition/elimination;includingexampleswithno solution,onesolution,andinfinitelymanysolutions; 3. Solvequadraticequationsbygraphing,factoring,completingthesquare, andusingthequadraticformula(includingequationsthathavecomplex solutions); 4. Algebraicallysolvelinearinequalitiesandrepresentsolutionsinmultiple wayssuchasgraphically,inequalitynotation,andintervalnotation; 5. Algebraicallysolveabsolutevalueequationsintheform│Ax+B│=C andrelatedabsolutevalueinequalitiesandrepresentsolutionsin multipleways; 6. Algebraicallysolveequationsthatincluderationalexpressionsor radicalsincludingexamplesthatgenerateextraneoussolutions; 7. Solveforspecifiedvariablesinliteralequations;and 8. Solveexponentialequationsinonevariableusinglogarithms. F. OperationswithAlgebraicObjects 1. Performoperationswithexponentsandradicals,includinglawsof exponents,withbothnumericalandalgebraicexpressions; 2. Add,subtract,multiplyanddividerationalexpressionsbyhandand identifyvalueswheretheyareundefined.(Limitnumeratorsand denominatorstomonomial,linearandquadraticexpressions); 3. Evaluateandsimplifyalgebraicexpressions;and 4. Add,subtract,multiplyanddividepolynomialexpressions(limitdivisors tomonomialandlinearexpressions). G. Graphing 1. Graphlinearequationsandinequalitiesandquadraticequationsintwo variables,withandwithouttechnology(limitquadraticequationsto verticalandhorizontalparabolas); 2. Graphcommonfunctions(e.g.,absolutevalue,squareroot,linear, quadratic,rational,exponential,piecewise)withandwithouttechnology; 22 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 3. Readagraphtointerpretsolutionstoanequationandidentifyand interpretcharacteristicssuchasintercepts,extrema,andratesofchange; 4. Graphtransformationsoffunctions(limittransformationstoverticaland horizontalshifts,reflections,andstretches);and 5. Interprettransformationsoffunctionsfrombothagraphicaland algebraicperspective. H. FunctionsandApplications 1. Definefunctions;determinewhetherarelationshipbetweentwo variables(representedinavarietyofways)representsafunction; identify,asappropriateforthecontext,boththedomainandrangeofa function;andusefunctionnotation; 2. Describehowachangeinonevariableaffectsthevalueofarelated variable,forexample,problemsinvolvingdirectandinversevariation; 3. Interpretsequencesasfunctionswhosedomainisasubsetofthewhole numbers.Solveproblemswitharithmeticandgeometricsequences; 4. Adjusttheparametersoffunctionfamiliestomodelrelationships betweenvariables(functionfamiliesincludelinear,quadratic,piecewise, absolutevalue,squareroot,powerandexponential);and 5. Formulateequationsorfunctionsthatmodelproblemsinavarietyof contexts. Expectation4:Geometry Geometryistheplacewherestudentslearnaboutshapesandspace.Itisalsoanaturalplace forstudentstousecarefuldeductivereasoning.Studentsanalyzemathematicalsituationsandsolve problemsusinggeometricobjectsandideas. Studentsareexpectedto: A. Structure 1. Describeandexplainthedifferentrolesofassumptions,definitions, theoremsandproofsinthelogicalstructureofgeometry; 2. Usetheoremsaboutparallelandperpendicularlines,angles,congruent figures,similarfigures,righttriangles(e.g.,PythagoreanTheorem), 23 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 polygons,circles,polyhedrons,spheres,cylinders,andconestosolve problems; 3. Provetheoremsaboutlines,angles,triangles,andparallelograms; 4. Usesimilaritytosolveproblemsandtomodelproportional relationships;and 5. Userighttriangletrigonometrytosolveproblems. B. GeometricRepresentations 1. Representgeometricobjectsalgebraicallyusingcoordinates(analytic geometry); 2. Usealgebratosolvegeometricproblems; 3. Drawanddefinereflections,rotations,translations,anddilationsof geometricobjectsandunderstandcompositionsofthese transformations; 4. Define,describe,andidentifyreflectionalandrotationalsymmetry;and 5. Expresstransformationsalgebraically(i.e.,usingcoordinates). C. Measurement 1. Explainthatthegeometricmeasures(length,perimeter,area,volume) dependonthechoiceofunit,andthatmeasurementsare approximations; 2. Explaintheeffectofascalefactoronlength,perimeter,area,andvolume; 3. Calculatetheperimeterandareaofcommonplanefiguresandthe surfaceareaandvolumeofsolids; 4. Distinguishbetweenexactandapproximatevalues.Explaindifferences amongaccuracy,precision,anderror,anddescribehowerrorsaffect latercalculations; 5. Solveproblemsinvolvingmeasurement,includingproblemsrequiringa choiceofscaleandunit;and 6. Convertfluentlyfromonemeasurementunittoanother,withinand acrosssystems. 24 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 Expectation5:ProbabilityandStatistics Statisticsandprobabilityformthebasisforunderstandingsituationsinvolvingvariability. Beginningwithquestions,dataaregathered,displayed,summarized,andinterpretedinorderto identifypatternsanddeviationsfrompatternsandtomakepredictions.Inaworldincreasingly inundatedwithdata,itisessentialthatallstudentsbecomefamiliarwithwaysdataisusedand misused. Studentsareexpectedto: A. DataDisplaysandInterpretation 1. Createand/orinterpretgraphicaldisplaystodescribesetsofdata(e.g., box‐and‐whisker,scatterplot,frequencydistribution,normal distribution);and 2. Findandinterpretmeasuresofcentraltendencyandvariabilityforsets ofdata. B. RepresentationsandUseofData 1. Usethecontexttodetermineappropriateway(s)torepresentdata,and understandtheadvantagesanddisadvantagesofvarious representations; 2. Identifymisusesofdata; 3. Distinguishbetweencorrelationandcausation;and 4. Understandthecharacteristicsofwell‐designedstudies(e.g.,lackofbias, samplingmethods,randomness)inordertointerpretresults. C. ProbabilityConcepts 1. Usethefundamentalcountingprincipletodeterminethenumberof possibleoutcomes; 2. Computeprobabilityofcompoundevents,independentevents,and simpledependentevents;and 3. Compareexperimentalandtheoreticalresultsforsimpleexperiments. AdditionalExpectationsforCalculus Theexpectationsoutlinedabovewillhelpassurethatstudentsarereadyforcollege.Ifa studentplanstoenrollinacalculuscourseuponenteringcollegethatstudentshouldalsohave 25 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 facilitywiththefollowingwhicharedrawnfromtheOhioBoardofRegentsdescriptionofaPre‐ calculusCourse(TMM002).ThecodesinparenthesesindicatePre‐calculusoutcomesthatare alreadyincludedorpartiallyincludedamongtheexpectationsforallstudents. A. Functions 1. Representfunctionsverbally,numerically,graphicallyandalgebraically, includinglinear,quadratic,polynomial,rational,root/radical/power, piecewise‐defined,exponential,logarithmic,trigonometricandinverse trigonometricfunctions(3.C.2,3.C.3,exceptlogarithmicand trigonometricfunctions); 2. Determinewhetheranalgebraicrelationorgivengraphrepresentsa function(3.D.1); 3. Performtransformationsoffunctions—translations,reflectionsand stretchingandshrinking(3.C.4,3.C.5); 4. Performoperationswithfunctions—addition,subtraction, multiplication,divisionandcomposition; 5. Analyzealgebraicstructureandgraphofafunction,includingthose listedin1.1todeterminetheintercepts,domain,range,intervalson whichthefunctionisincreasing,decreasingorconstant,thevertexofa quadraticfunction,asymptotes,whetherthefunctionisone‐to‐one, whetherthegraphhassymmetry(even/odd),etc.andgiventhegraphof thefunctiontodeterminepossiblealgebraicdefinitions.(3.C.3;3.D.1, 2,4); 6. Findinverseoffunctionslistedin1.1andunderstandtherelationshipof thegraphofafunctiontothatofitsinverse; 7. UsetheRemainderandFactorTheoremsforpolynomialfunctions;and 8. Usefunctions,includingthoselistedin1.1tomodelavarietyofreal‐ worldproblemsolvingapplications(3.D.4). B. Equations/Systems 1. Understandthedifferencebetweenanalgebraicequationofone,twoor morevariablesandafunction,andtherelationshipamongthesolutions 26 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 ofanequationinonevariable,thezerosofthecorrespondingfunction, andthecoordinatesofthex‐interceptsofthegraphofthatfunction; 2. Determinealgebraicallyandgraphicallywhetherthegraphofan equationexhibitssymmetry; 3. Solveavarietyofequations,includingpolynomial,rational,exponential, andlogarithmic,trigonometricandinversetrigonometric,including equationsarisinginapplicationproblems.(3.A.1,3,5,6,except logarithmicandtrigonometricequations); 4. Solveasystemoflinearequationsgraphicallyandalgebraicallyby substitutionandeliminationandsolveapplicationproblemsthatinvolve systemsoflinearequations.(3.A.2); 5. Identifyandexpresstheconics(quadraticsintwovariables)instandard rectangularform,graphtheconics,andsolveappliedproblemsinvolving conics;and 6. Solvepolynomialandrationalinequalitiesgraphicallyandalgebraically. C. Sequences/Series 1. Representsequencesverbally,numerically,graphicallyandalgebraically, includingboththegeneralformandrecursively(3.D.3); 2. Writeseriesinsummationnotation,andrepresentsequencesofpartial sumsverbally,numericallyandgraphically;and 3. Identifyandexpressthegeneraltermofarithmeticandgeometric sequences,andfindthesumofarithmeticandgeometricseries(3.D.3). D. MoreTrigonometry 1. Expressanglesinbothdegreeandradianmeasure; 2. Definethesixtrigonometricfunctionsintermsofrighttrianglesandthe unitcircle; 3. Solverightandobliquetrianglesindegreesandradiansforbothspecial andnon‐specialangles,solveapplicationproblemsthatinvolverightand obliquetriangles(4.A.5); 27 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 4. Verifytrigonometricidentitiesbyalgebraicallymanipulating trigonometricexpressionsusingfundamentaltrigonometricidentities, includingthePythagorean,sumanddifferenceofangle,double‐angle andhalf‐angleidentities;and 5. Solveavarietyoftrigonometricandinversetrigonometricequations, includingthoserequiringtheuseofthefundamentaltrigonometric identitieslistedin4.4,indegreesandradiansforbothspecialandnon‐ specialangles.Solveapplicationproblemsthatinvolvesuchequations. E. Vectors 1. Representvectorsgraphicallyinbothrectangularandpolarcoordinates andunderstandtheconceptualandnotationaldifferencebetweena vectorandapointintheplane; 2. Performbasicvectoroperationsbothgraphicallyandalgebraically— addition,subtractionandscalarmultiplication;and 3. Solveapplicationproblemsusingvectors. 28 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 RecommendedAssessments toDetermineCollegeReadiness/Remediation‐FreeStatus inMathandScience Inestablishingthresholdscorestodeemastudentexemptfrominstitutionalplacementtesting forthepurposesofremediation,therecommendedexpectationsandrelatedassessmentprovidea thresholdthatinstitutionsmaynotexceed.Whileitisrecommendedthatinstitutionsbeallowedto setthethresholdscoreslowerthanthemeasuresdetailedbelow,theserecommendationsspecify thattheynotbeallowedtosetthethresholdscoreshigherthanthoselistedbelow.Thusstudents achievinghigherscoresthanspecifiedbelowwouldbeguaranteedtheywouldnotbeplacedin remedial,non‐credit‐bearingcoursesforthespecificfieldsindicated.However,individual institutionscandecidewhichstudentsscoringbelowtheselevelswouldbeplacedinremedial courses. Itisstronglyrecommendedthatindesigningremediationplacementproceduresforstudents scoringbelowthethresholdscores,thatinstitutionsfurtherassessstudentpreparationutilizing multiplemeasurestodeterminetheoptimalplantoacceleratethestudent’senrollmentinand completionofcredit‐bearingcourses.Suchmeasurescouldincludereviewofhighschoolgrade pointaverage,awritingassessment,andareviewofpreviouscollegework. Itisfurtherrecommendedthatinstitutionalpoliciesprovideinnovativemodelsofsupportfor studentsscoringbelowthethresholdscores,includingsupplementalinstruction,co‐enrollmentin credit‐bearingcourses,refreshercoursesdeliveredinamoduleformat,andotherdeliverymethods thatproducesuccessfuloutcomesforstudents. EnglishAssessments Assessment ThresholdScore* ACT 18EnglishExam SAT 430Writing 450CriticalReading ACCUPLACER 88English;70SentenceSkills 29 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 ReadingAssessments Assessment ThresholdScore* EnhancedACTReadingScore 21 COMPASS 87 SATReadingSubScore 450 ACCUPLACERReadingScaleScore4 102 ASSETReadingSkillsScore 45 MathAssessments Assessment ThresholdScore ACTMathSub‐Score 24** *Admittedstudentsachievingorexceedingthesescoresareguaranteedexemptionfrom placementintonon‐creditremedialcoursesonthebasisofEnglishLanguageArts(ELA)literacies andareguaranteedexemptionfromrequisiteinstitutionalplacementtestingforpurposesof remedialplacementbasedonELAliteracies. **Admittedstudentswhoscore24orhigherontheMathACT(orequivalentSATMathsub‐ score)areguaranteedexemptionfromplacementintonon‐creditremedialcoursesandexemption fromrequisiteinstitutionalplacementtestingforremedialplacement.Thepreviouslyestablished OhioplacementpolicythatsetaminimumthresholdofanACTmathematicssub‐scoreof22 remainsineffectandinstitutionsshouldcontinuetoreachascoreof22ataminimumfor placementinnon‐remedialfirst‐collegelevelmathematicscourses.AnACTmathematicssub‐score of24,however,guaranteesastudentplacementinadegreeapplicable,credit‐bearingmathematics andstatisticscourses,withoutaplacementtest,thatarerecognizedfortransfer. TheMath/SciencePanelrecognizesthatsomeacademicprograms(STEMMinparticular) requireCollegeAlgebra,whichgenerallycarriesasapre‐requisitesatisfactorycompletionofan intermediatealgebracourseorparticularlevelsofachievementoninstitutionalplacementtesting. ThereisadesireforflexibilityregardingplacementintoCollegeAlgebracoursesduetofaculty concernaboutthelackofstudentsuccessinthiscourse.Thisdesireforflexibilityfoundedinfaculty concernforstudentsuccessleadstotheMath/SciencePanel’srecommendationofanACTmath 4 The College Board does not provide or support concordances for Accuplacer. This concordance is from the Southern West Virginia Community and Technical College. 30 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 scoreof24asthemaximum(ceiling)aninstitutioncouldrequireforplacementintoitsCollege Algebracourse. Itiscriticaltounderstandthatinstitutionsarenotrequiredtoplacestudentsscoringbelowthe thresholdscoreintoremedialcourses.Studentsscoringbelowthethresholdscorearesubjectto institutionalplacementprocedurestogaineligibilitytoenrollincredit‐bearingcourses.Such proceduresshouldincludereviewofhighschoolgradepointaverageandotherassessments,anda reviewofpreviouscollegework.Institutionsshoulddevelopplacementproceduresandpractices thatarebestsuitedforthespecificresourcesthattheyhaveavailabletopromotestudentsuccess, tailoredforthespecificstudentpopulationsthattheyserve. ScienceAssessmentsforSTEMMajors ToassessaprospectiveSTEMmajor’spreparednessforsuccessincollegelevelcourses,itis importanttoassesstheirmathabilities,readingcomprehension,andsciencereasoningskills.The MathandSciencePaneldoesnotrecommendsettingathresholdscorefortheACTScienceexam,as thefocusofthisassessmentisonsciencereasoningandnotsciencecontent,therebymakingthe assessmentredundanttothereadingcomprehensionassessment. ForSTEMmajors,thereissignificantadvantageinmasteringsomecorechemistrycontentto beconsideredreadyforthefirstcollegelevelchemistrycourses.Todeterminewhetherstudents arereadyforsuccessincollegelevelsciencecoursesformajors,anassessmentisneededto determineiftheyhavemasteredthesciencecontent;however,suchanassessmentthatis appropriate,readilyavailableforuseatthehighschoollevel,andaffordableisnotcurrently available.TheOhioDepartmentofEducationplanstoinstituteend‐of‐courseassessmentsfor PhysicalScienceandBiologyhighschoolcoursestobeadministeredin2014‐15andwilllikely developend‐of‐courseassessmentsforChemistryandPhysicscoursessubsequently.TheMathand SciencePanelrecommendsthattheseend‐of‐courseassessmentsbeadoptedasindicatorsassoon astheyareavailable. Untilbetterassessmentsofsciencecontentknowledgeareavailable,theMathandScience Panelrecommendsthatcampusesbeallowedtousetheirownassessmentsofsciencecontentto supplementtheothersourcesofinformationsuchasACTscores,highschoolgradepointaverage (GPA),andotherindicatorsofcollegereadinessindeterminingthecollegereadinessinsciencefor STEMmajors. 31 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 AssessingCollegeReadinessinCognitiveandNon‐CognitiveSkills Inadditiontomasteryofcontentknowledge,tobecollegereadyinthe21stcentury,students mustdemonstratemasteryofcognitivelearningstrategies,responsibilityfortheirownlearning, timemanagement,studyskillsandhabits,criticalthinkingabilitiesandnon‐cognitiveskills requiredforpostsecondarysuccess.Masteryoftheseskillsisincludedasakeypartofamulti‐ facetedcollegereadinessdefinitionforOhiostudents. Itisrecommendedthatcollegesanduniversitiesadministerauthenticassessmentsofcollege readinessinordertoensurestudentsarebestpositionedforsuccesswhenbeginningtheir postsecondaryexperiences.Authenticassessmentsconfrontstudentswiththekindsofproblems theywillencounterascollegestudentsandsubsequentlyasprofessionalsandengagedcitizens.In authenticassessments,studentsarerequiredtodrawuponawidevarietyofskills,accessingand drawingmeaningfrommultipleinformationsourcestodevelopcogentresponses(Austin,2010)5. Authenticassessmentsmustbebasedonamulti‐faceteddefinitionofcollegereadiness,andifused effectively,canhelpreformtheplacementprocessincollegesanduniversities. Multiple‐MeasureAssessmentApproach Collegeandworkreadinessinmath,reading,andwritingmustbedeterminedthroughtheuse ofmultiple‐measureassessmentapproachesthatincludeevaluationofkeyacademicandnon‐ academicriskfactors.Effectiveplacementreliesoneffectiveassessmentofstudentlearningand performanceontasksdirectlyrelatedtothetasksstudentswillbedoinginthecoursesintowhich theyareplaced.Effectiveassessmentpracticesmustconsidermultiplemeasures,includingbutnot limitedtohighschoolperformance,ACTscores,previouscollegeexperience,andnon‐cognitive assessments. AssessingNon‐CognitiveSkills Non‐cognitiveskillsincludearangeofbehaviorsthatreflectgreaterstudentself‐awareness, self‐monitoring,andself‐control—studyskills,workhabits,timemanagement,help‐seeking behavior,andsocialproblem‐solvingskills.Meetingthedevelopmentaldemandsofcollegerequires behavioral,problem‐solving,andcopingskillsthatallowstudentstosuccessfullymanagenew environmentsandthenewacademicandsocialdemandsofcollege6. 5 Austin, J. (2010). Creating an Academy of Learning: Authentic Assessment, Peer Review, and the College and Work Readiness Assessment. Independent School, 69(3). 6 S. Bowles and H. Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (New York: Basic Books, Inc., 1976); S. Bowles and H. Gintis, "The Inheritance of Inequality," Journal of Economic Perspectives 16 (2002): 3–30; Farkas, "Racial Disparities and Discrimination in Education" (see note 13); J. Heckman and A. B. Krueger, Inequality in America: What Role for Human Capital Policies (MIT Press, 2003). 32 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 Itisstronglyrecommendedthatinstitutionsimplementauthenticassessmentsofstudents’ non‐cognitiveskillsamongthemultiplemeasuresemployedtodetermineoptimalplacementfor studentpersistenceandsuccess. Availableassessmentsofnon‐cognitiveskillsincludetheNoel‐LevitzCollegeStudentInventory (CSI)andintegratedassessment,andtheGrit‐SAssessment(Duckworth,A.,&Quinn,P.,2009). Duckworth,Peterson,Matthews,andKelly(2007)introducedtheconstructofgrit,definedastrait‐ levelperseveranceandpassionforlong‐termgoals,andshowedthatgritpredictedachievementin challengingdomainsoverandbeyondmeasuresoftalent. Inadditiontonon‐cognitiveassessments,anumberofadvisingsoftwarepackagesare availabletosupportindividualizedacademicplanningtosupportpersistenceandcompletion. 33 SectionII: RecommendationsBeyondScopeof ORCSection3345.061(F) 10/9/2012 6:05:59 PM Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 PolicyandPracticeRecommendationsforStudentSuccess ContinuousImprovementAcrosstheP‐20Continuum PostsecondaryinstitutionsinOhiopreparethemajorityofeducatorsforthestate’selementary andsecondaryschools.GiventheimportanceofthisroleintheP‐20continuum,itisstrongly recommendedthataggregatestudentassessmentresultsbeusedtoinformcollaborativeand continuousimprovementeffortsforbotheducatorpreparationprogramsanddiscipline‐specific contentpreparationprovidedbycollegesofartsandsciences.Itisfurtherrecommendedthat assessmentresultsbeusedtoinformsecondaryschoolcurriculumandinstructiontoalignhigh schoolandpost‐secondarystudentexpectationsandrequirementsforsuccessfulstudenttransition. HighSchool/HigherEducationAlignment Itisrecommendedthatpostsecondaryinstitutionsandsecondaryschoolsadoptand implementpoliciesandpracticesthatencourageandsupportcollaborationbetweenpostsecondary facultyandhighschoolfacultytoassurealignmentoftheexpectationsforstudentsmovingfrom secondarytopost‐secondaryeducation.Asharedunderstandingofthecontenttaughtandskills developedateacheducationallevelwillsupporteducatoreffortstosupportstudentsinasuccessful transitiontoandthroughthenextleveloflearning. Itisrecommendedthatthesummerwritingworkshopsbringingtogetherhighschooland postsecondarywritingfacultybereinstituted. HighSchoolAssessments Itisrecommendedthatthestateimplementcommonend‐of‐courseandend‐of‐year assessmentstomeasurestudentmasteryofcourseoutcomesandpreparationforcollegeandthat theassessmentoutcomesbeutilizedtoinformeducationalplansforhighschoolstudentsasthey prepareforcollegeandcareers.Theseindividualizedplansshouldincludecourseselectionand sequencing,supplementalinstruction,andacademicmajor/careerexploration. ItisrecommendedthattheEarlyMathPlacementTestbereinstitutedforallOhiostudents IncreasingCollegeKnowledgeamongHighSchoolStudents Sociologicalresearchersemphasizethatinadditiontomeasuredqualifications,astudent's collegereadinesswillbeshapedbywhetherheorshehastheinformation,resources,andskills necessarytoeffectivelynavigatethecollegeadmissionprocess—collegeknowledge.College knowledgemaycontributetosignificantdisparitiesincollegereadinessbyincomeandraceand ethnicity,withlow‐incomeandminoritystudentsfacingbarrierstocollegeaccessbeyondtheir qualificationsandpointtotheimportanceofunderstandingthecollegeapplicationprocess,the 35 Composite Recommendations of English Language Arts, Math/Science Faculty Panel, and Ready for College Subgroup of the College Completion Task Force September 25, 2012 financialaidsystem,andtherangeofchoiceswithinthepostsecondarysystem,aswellasbeing abletonavigatethesecomplexprocessesandsystems.Successfullyenrollingincollegerequires suchknowledge,whichhighschoolscansupportbyprovidingnorms,information,andguidance aboutcollegetotheirstudents(Roderick,M.,Nagaoka,J.,Coca,V.,2009).7 Itisrecommendedthathighschoolsandpostsecondaryinstitutionscollaboratetoprovide collegeinformationtostudentsbeginninginthemiddlegrades,andsustainingtheeffort throughoutthehighschoolyears.Itisrecommendedthatthesestrategiesengageparentsand guardiansinthecommunicationefforts. PlacementTestPreparation Itisrecommendedthatpostsecondaryinstitutionsthatemployplacementexamsimplement mandatorypreparationexperiencesforplacementtesting.Thepreparationsessionsshouldconsist oforientation‐to‐the‐testinformationandareviewofmathconceptsinvolvedinthetestspriorto placementtesting. PlacementSummit Therecommendationscontainedwithinthisreportconstituteexpectationsandassessment thresholdsforastatewideremediation‐freeguaranteeforstudents.Beyondaremediation‐free guarantee,thereisaneedforanimprovedstatewideplacementpolicyforpostsecondary institutionsinOhio.Currently(2012),placementpoliciesthroughoutthestatearewidelyvaried duetothevarietyofinstitutionalmissionsacrossthestate. ItisrecommendedthattheOhioBoardofRegentscoordinateastatewideplacementsummitto documentcurrentplacementpoliciesacrossinstitutionsandtoexplorewhatresourcesandideas mightbesharedtosupportstudentsuccess. 7 Roderick, M., Nagaoka, J., & Coca, V., 2009. College readiness for all: The challenge for urban high schools. The Future of Children, 19:1. 36

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