Course Availability Analysis
January 9, 2015
Puget Sound Coalition for College and
Career Readiness Meeting
Jennie Flaming, Hilary Loeb, Paméla Raya-Carlton
Puget Sound Educational Service District
1
Purpose
•
•
•
•
•
Connect Race to the Top (RTT) targets to current
availability of courses
Deepen understanding of building-level capacity to meet
RTT targets
Identify system-level barriers and possible solutions
Inform criteria setting for RTT College and Career
Readiness Investment Fund
Provide assistance with implementation of Core 24 high
school graduation requirements
2
Rationale
•
Students completing rigorous course of study have greater
likelihood of success in college (Adelman, 2006)
•
Disparities in access to academic rigor tied to race,
ethnicity and income (Education Trust, 2013)
•
AP Potential data based on students PSAT and AP scores
indicates that a sizable number of students could be
successful in rigorous courses (College Board, 2013)
3
College and Career Readiness Investment
Fund
0%
$1,500,454
$1,500,454
$750,227
Round 1
Round 2
Round 3
20%
40%
60%
80%
100%
Impact: Students in high-need high schools in the region
Performance Measures: Percent of students who: meet minimum
WSAC college entry requirements, graduate from high school in 5
years; take AP or IB; take remedial coursework in college; enroll in
college
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Key Terms for Pilot Analysis
• Master Schedule: The schedule of available
courses at a high school building
• Advanced Placement (AP) and International
Baccalaureate: Courses in which students may sit
for exams to get postsecondary credit
• AP Potential Data: Data from the PSAT that
predicts how students will perform an AP tests
5
Analysis Questions and Approach
Question
What is the building-level availability for
Advanced Placement and International
Baccalaureate courses?
Approach
Document review of
building course availability
What is the building-level availability for
Washington Student Achievement Council
(WSAC) minimum requirements for enrollment in
4-year college?
How is course availability associated with school
graduation rates and student poverty rates?
Document review of
building course availability
What factors influence course scheduling and
course availability
Statistical analysis of data
about building schedules
and building
characteristics
Brief interviews or
surveys with personnel;
Literature review
6
Pilot AP/IB Analysis: Non High-Needs
Building
Course
AP Calculus AB
AP Calculus BC
AP Computer Science
AP French
AP Japanese
AP Spanish
AP English Composition
AP English Literature
AP Studio Art
AP Chemistry
AP American Government
AP European History
AP Macroeconomics
AP US History
AP World History
Total
Number of Available
Sections Slots
2
60
1
30
1
30
2
60
1
30
1
30
4
120
4
120
2
60
1
30
4
120
1
30
1
30
5
150
5
35
Number of Juniors
and Seniors: 800
150
1,050
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Pilot AP/IB Analysis: High Needs Building
Course
Number
of
Available
Sections Slots
AP Calculus AB
2
60
AP Calculus BC
1
30
AP Statistics
1
30
AP English Literature
2
60
AP Biology
1
30
AP Physics
5
150
AP American Government
2
60
AP European History
2
60
AP US History
7
210
23
690
Total
Number of Juniors
and Seniors: 700
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Comparison of Non-High Needs and HighNeeds Schools
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•
•
•
More AP math slots at non high-needs school
More AP science slots at high-needs school
No AP world language slots at high-needs school
AP social studies slots most commonly available at
both buildings
• 35 sections in non-high needs school and 23
sections in high-needs school
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Next Steps and Discussion
• Pilot analysis for WSAC minimums
• Finalize proposal for analysis
• Discuss approach to analysis for noncomprehensive high schools
• Engage consultant to complete analysis
• Identify district leads for supporting data collection
• Prepare report for district review-target date April
2015
• Discussion: How can this information support your
college and career readiness efforts?
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