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Digging Deeper: Ensuring All
Students Are College and Career
Ready
April 24, 2015
Dr. Lorna R. Lewis
Superintendent
Plainview-Old Bethpage CSD
Where did this work begin?
• 2012 Nassau County Superintendents (NCCSS) Curriculum
Council began this conversation to respond to our need to
define what is College and Career Ready?
• Pioneer districts in the work include: Carle Place, HewlettWoodmere, Manhasset, Plainview-Old Bethpage, North
Shore, Roslyn, East Williston
We are more than numbers on a State Test
Class of 2022
• Current 5th Graders
• Must earn an 80 (79) on Algebra and 75 (74) on ELA to earn a
Regents diploma
• This is measured as the College and Career Ready (CCR) index
• Should there be other measures of CCR being considered
• Rigor of course work? Advanced Placement/ IB courses taken
• How will districts meet these expectations for 2022?
Class of 2014
• Enrollment:
• Graduates:
• Regents Diploma:
• Advanced Regents Diploma:
• Post- graduate College :
• 4 year
• 2 year
• Average SAT
Verbal: 543
369
365 ( 99%)
98%
77%
98%
86%
12%
Math: 583
Writing: 550
Distribution of Plainview-Old Bethpage
2014 Graduates
12%
2%
86%
4 Year College
2 Year College
Undecided, Employment, Pre-professional Sports, & Israel
In 2012-13, the percentage of high schools offering the Regents coursework required for
the Advanced Designation Diploma varied by need/resource group. Source :NYSED
District
CWR
Dropout
Rate
Grad.
Rate
Adv.
Reg.
District
CWR
Dropout
Rate
Grad
Rate
Adv.
Reg.
Southampton
10.99
1.6%
83.9%
39.1%
Brentwood
0.483
2.0%
70.3%
19.7%
Great Neck
3.292
N/A
95.8%
79.9%
Wyandanch
0.497
4.0%
57.9%
3%
Manhasset
3.278
N/A
97.3
81.1%
Hempstead
0.501
8.4%
35.5%
5.9%
Cold Spring Harbor
2.994
N/A
100%
81.4%
William Floyd
0.597
3.8%
77.4%
30.8%
Locust Valley
3.591
N/A
97.5%
75.9%
Roosevelt
.636
3.0%
68.9%
2.6%
Jericho
2.689
N/A
96.9%
86%
Central Islip
0.665
5.6%
65.8%
9.6%
Syosset
1.925
N/A
98.1%
83.9%
Freeport
0.757
5.9%
69.8%
13.8%
Westbury
0.887
5.0%
67.2%
14%
Plainview-Old
Bethpage
Source: NEWSDAY
1.482
N/A
96.2%
77.8%
At the July 2010 meeting of the Board of Regents, the Department
presented research showing the relationship between Regents exam scores
and students’ college readiness. These were all based on entering 200708 CUNY students.
•
Students who score below 80 on their math Regents exam are likely to be placed into
remedial, non-credit-bearing courses.
• Once in college, students who scored above 80 on their math Regents exam have more than
a 60% chance of earning a C or better in their first college-level math course.
• Students who score at least a 75 on their English Regents exam have more than an 80%
chance of earning a C or better in Freshman Composition.
• A Regents exam score of 75 is considered to be roughly equivalent to a 500 on the SAT,
another common benchmark of college readiness.
• Based on this research, the Department redefined “proficiency” on its grades 3-8 math and
English assessments to mean that a student is on track to score an 80 or better on the math
Regents exam and a 75 or better on the English Regents exam.
Math A Regents Scores & Placement in CUNY Courses
Statewide Crosstabs of Performance Levels on June
2014 Common Core Algebra I and Integrated Algebra
Post Graduate Plans
Source: Nassau BOCES Data Warehouse
Source: NEWSDAY
District
CWR
2 Yr
4 yr
CCR
District
CWR
2 yr
4 YR
CCR
Brentwood
0.483
55%
24%
21.9%
Wyandanch
0.497
47.9%
16%
3.0%
Hempstead
0.501
27.8%
30.2%
5.9%
Southampton
10.99
24.7%
57.1%
46.6%
Great Neck
3.292
11%
84%
74.5%
Manhasset
3.278
6.8%
90.5%
85.6%
Cold Spring Harbor
2.994
7.1%
91.7%
80.1%
William Floyd
0.597
44.8%
27.2%
26.2%
Locust Valley
3.591
12.4%
81.7%
62.7%
Roosevelt
.636
37.0%
34.3%
3.1%
Jericho
2.689
2.8%
92.1%
89.1%
Central Islip
0.665
54.8%
22.5%
22.6%
Syosset
1.925
5.0
92.9%
82%
Freeport
0.757
42.2%
27.2%
19.1%
Westbury
0.887
48.9%
24.1%
15.5%
Plainview-Old
Bethpage
1.482
13.7%
82.6%
78.5%
Freshmen Needing
Remediation
1. Two Year College – 51.7%
2. Four Year College – 19.9%
College Retention Rates
Two-Year Colleges – 55.5%
Four-Year Colleges – 65.2%
Source: ACT
College Remediation in NYS
Over 50% of students in NYS two-year institutions of higher education take
at least one remedial course.
Remediation Rates for First-time, Full-time
Undergraduates
60.0%
50.0%
2004-05
2005-06
2006-07
2007-08
2008-09
2009-10
40.0%
30.0%
20.0%
10.0%
0.0%
All Institutions
2-Year Institution
4-Year Institution
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
EngageNY.org
29
Remediation at Community Colleges
• Nationwide, 60% of entering community college students who recently
graduated high school are assigned to remediation.
• A study of 250,000 students at 57 community colleges across the
country found that 59 % were referred to developmental math and 33
percent were referred to developmental English (Bailey, Jeong, & Cho,
2010).
• Less than 25% of students assigned to remediation go on to earn a
community college credential, or transfer to a four-year college. Even
students who pass the required remedial classes frequently drop out
before continuing on to college-level classes—often due to weak
academic skills, but possibly also due to frustration or discouragement.
• Less than 50% of students assigned to remediation complete whole
sequence and students designated as remedial are less likely to complete
college (Bailey & Cho, 2010)
• Many students are referred to multiple levels of remediation- up to five levels in
some cases. This means 5 semesters of remediation before taking a college level
course.
Remediation is Costly
• Every semester spent in Remediation costs the student financially
and emotionally.
• Students must pay tuition for remedial courses, but the credits
they earn do not count toward graduation requirements.
• The cost to schools of providing remedial instruction has been
estimated at roughly $2.5 billion dollars annually.
Resentful Demoralization
• Students learn for the first time that they are in fact not ready for
college, despite having met the college admissions criteria, and
begin to feel resentful of their peers.
• Information comes with emotional shock that damages motivation,
self-confidence, aspirations, and long-term success. Students feel
blindsided and frustrated when identified for Remediation.
• Remediation comes with stigma, expense, and delays in the
educational trajectory .
• Never wanting to be in a remedial class in the first place and often
feeling that they will never get to full-credit courses, many remedial
students quit before completing the remedial sequence and never
start a credit bearing college class. Belfield & Crosta (2012)
College Dropout Rate
2012
First to Second Year
Two-Year Colleges – 44.5%
Four-Year Colleges – 34.8%
Source: ACT
Sum, Andrew; Khatiwada, Ishwar; and McLaughlin, Joseph, "The consequences of dropping out of high school : joblessness and jailing
for high school dropouts and the high cost for taxpayers" (2009). Center for Labor Market Studies Publications. Paper 23.
http://hdl.handle.net/2047/d20000596
Remediation: Bridge To Nowhere
www.completecollege.org
• Study with entering Cohort 2006 in 33 States
• More than 50 percent of students entering two-year colleges and
nearly 20 percent of those entering four-year universities are
placed in remedial classes.
• Nearly 4 in 10 remedial students in community colleges never
complete their remedial courses.
• Fewer than 1 in 10 graduate from community colleges within
three years and little more than a third complete bachelor’s
degrees in six years.
• Frustrated about their placement into remediation, thousands
who were accepted into college never show up for classes and
eventually drop out.
• Bailey, Jeong, & Cho, (2010) found that students
who ignored a remedial placement and instead
enrolled directly in a college level class had slightly
lower success rates than those who placed directly
into college level, but substantially higher success
rates than those who complied with their remedial
placement, because relatively few students who
entered remediation ever even attempted the
college-level course.
Students are twice as likely to graduate if they complete at least three courses
in their chosen programs of study in their first year on campus.
Alternatives to Remediation: Workshops Work
• A growing number of states have begun to require
community colleges to allow more students with academic
deficiencies to skip remediation and enroll directly in
college-level courses. New research shows this approach
can work, particularly if those students receive additional
academic support.
• Fain, P, Insider Higher Ed, August 21, 2014
https://www.insidehighered.com/news/2014/08/21/college-level-statistics-trumpsremedial-algebra-cuny-study#sthash.SXtzcICh
Study: Mainstreaming Remedial Students in
Introductory Statistics: Logue & Watanabe-Rose (2014)
• CUNY Study : Fall of 2012
• 69% of the 18,434 freshmen assessed for remediation with COMPASS
placement test
• Only 38% of students in remedial algebra passed the course in 2012
• The need to pass remedial mathematics delays or prevents more students from
graduating than any other specific cause.
• Randomly assigned Fall 2013 freshmen from Three CUNY community
colleges identified for remediation to one of three types of courses:
traditional elementary algebra (remedial) , traditional elementary
algebra with a weekly workshop, introductory statistic (credit bearing)
plus a weekly workshop
• 717 participants
• Students placed in the college level introductory statistics with a weekly
workshop passed at a higher rate (56%) than the other two groups.
• Pass rate for the remedial course was 39%
Class Size Total #
Attending
NCC
% Students
attending NCC
completing
Associate’s Degree
% Students
attending NCC
Completing 4
year Degree
% Students
attending NCC
with no degree
Completed
CLASS OF 2007
387
66
38%
12%
50%
CLASS OF 2008
392
48
35%
6%
58%
CLASS OF 2009
377
58
29%
2%
69%
CLASS OF 2010
438
45
13%
N/A
87%
CLASS OF 2011
409
36
11%
N/A
89%
Special
Education
Average Students
Honors
•
•
•
•
•
•
Class of 2013 attending NCC (N=47)
• Approximately 60% requiring some form of remediation
• 10 Students assigned to Remedial English
• 9 Students assigned to Remedial Reading
• 16 Students recommended to take Remedial Reading (not
mandatory)
• 9 Students assigned to Remedial Math (Arithmetic based)
• 2 Students assigned to Remedial Math (Algebra based)
Accuplacer
• Used by 62% Community Colleges nationally
• Developed by College Board
• Test includes a written essay exam, computer-adaptive
tests in reading comprehension, writing/sentence skills,
and several modules of math from arithmetic to
trigonometry.
• Cut-off scores vary among colleges
• Students do not always take this test seriously. Often they
take this in the summer when they are not really focused
on college
Accuplacer Sampler
• Familiarize faculty with the NCC placement assessment
• Share holistic scoring rubrics for essay
• Writeplacer
• Measures ability to write effectively
• Prepare a multiple paragraph of about 300-600 words on a given topic
• Reading Comprehension ( 20 questions)
• Multiple choice on passages
• Sentence Relationships
• Arithmetic (17 questions)
• Multiple Choice Basic operations , Decimals, Fractions, Percents, Whole
numbers, Applications
• E.g. 7.86 x 4.6 =
• Algebra (12 questions)
• Integers and Rationals, Algebraic Expressions, Equations, Inequalities and
Word Problems
Source: Accuplacer Program Manual- August 2014
Proficiency Statement for Arithmetic
• Find equivalent forms of fractions
• Estimate Computations involving fractions
• Solve percent problems of the form p% of ? =r
• Solve word problems involving the manipulation of units
of measurement
• Solve complex word problems involving percent, average
and proportional reasoning
• Find the square root of decimal numbers
• Solve simple number sentences involving a variable
Source: Accuplacer Program Manual- August 2014
Proficiency Statement for Elem. Algebra
• Simplify Algebraic Expressions
• Factor Quadratic Expressions where a=1
• Solve quadratic equations
• Solve linear equations with fractional and literal
coefficient
• Solve linear inequalities with integer coefficient
• Solve systems of equations
• Identify graphical properties of equations and
inequalities
Source: Accuplacer Program Manual- August 2014
Proficiency Level 8 : Scoring Rubric
• Effectively and insightfully develops a point of view on the issue
• Addresses an appropriate audience and demonstrates a clear
purpose for writing in the thesis statement
• Demonstrates outstanding critical thinking, using effective
examples, reasons and other evidence to support its positions
• Is well organized and clearly focused, demonstrating clear
coherence and smooth progression of ideas
• Exhibits skillful use of language, using varied, accurate, and apt
vocabulary
• Demonstrates varied and effective sentence structure
• Is free of major errors in grammar, spelling and punctuation
Source: Accuplacer Program Manual- August 2014
Class of 2014 attending NCC (N=41)
• Invited NCC on campus to give Accuplacer diagnostic
assessment
• 26 Students participated in project
• Offered 6 Remedial Sessions
• 12 Students attended Math Sessions
• 12 Students attended ELA sessions
• Placement tests (N=20)
•
•
•
•
•
5 Students needed No remedial classes (24%)
4 Students of the 12 participants tested out of Remedial classes
10 Students needed English Remedial (48%)
8 students needed Reading Remedial
7 Students needed Math Remedial (38%)
Class of 2014
Number Attending Percentage of NCC Percentage within
Nassau
Cohort
the Graduating
Community
Class of 2014
College
Hispanic
2
4.8%
3.2%
Black
2
4.8%
0.5%
Asian
4
9.7%
14.6%
White
33
80.5%
81.5%
Economically
Disadvantaged
10
24.4%
7.5%
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Looking for Factors of Success
Establish a 5 year database for graduating class
• Name
• Birthday
• Student ID
• ELL, SPED, F/R lunch
• Regents scores on Math and ELA
• Course grades and date taken for all Math and ELA
• Question for NCC: Which of our students were remediated?
• Identify our students who were remediated and graduated .
Question to Explore
• How is recency of math related to success in college (as
measured by whether students were remediated)?
• What courses are critical to avoiding remedial work at
NCC?
• Does the Aspirational index, as defined by NYSED :
(80 for Algebra and 75 for ELA) define CCR?
Implications for K-12
• More rigorous work aligned to Common Core
Mile Wide to Inch Deep
More non-fiction texts
Selection of challenging texts for all learners
Increased Frequency of Tier II and III vocabulary (no watered-down
vocab)
• Higher level questions- inquiry based
•
•
•
•
• Articulation of curriculum across grade levels and discipline
• Providing college level experience (AP/Syracuse/Adelphi) prior
to Graduation
• Paying attention to the data at the grass roots
3rd Grade Common Core Aligned Work
Reading Study Summary
Interquartile Ranges Shown (25% - 75%)
Text Lexile Measure (L)
1600
1400
1200
1000
800
600
High School College
Literature Literature
College
High
School Textbooks
Textbooks
Military
Personal Entry-Level
Use
Occupations
SAT 1,
ACT,
AP*
* Source of National Test Data: MetaMetrics
DISTRICT GRADE 1 FALL READING LEVELS
H and Above
13%
Double Dose Fundations and
Levelled Literacy (LLI)
F/G
14%
C and Below
53%
D/E
20%
n = 339
DISTRICT GRADE 2 FALL READING LEVELS
M and above
13%
G and below
13%
Double Dose Fundations
and Levelled Literacy
H/I
25%
J/K/L
49%
n = 375
Challenging Students - Cohort 2012
• Selected to take Algebra based Summer of 2012
• Results for Algebra: 100%
• Results for Geometry
• All Students on Algebra II / Trig
• Goal of Algebra & Earth Science for All in 8th Grade
• Providing more students with College Course experience
before graduations
ALGEBRA COHORT GRADE 7 MATH SCALE SCORES
2012
719-730
4%
731-741
4%
707-718
33%
695-706
59%
All students scored a 4L
Level 4 Range 695-785
n = 27
Algebra Cohort Integrated Algebra Regents v. Geometry Regents
100
Geometry Regents
95
90
85
80
75
75
80
85
90
Integrated Algebra Regents (2013)
95
100
AP Participation Rate
70.27%
69.60%
65.28%
64.40%
63.11%
61.50%
2015
2014
2013
2012
2011
2011
College and Career
Readiness Occurs K-12
Everything we do prepares
students for the future.
Plans for 2015 and Beyond
• Expand the study with other districts
• Work with Community Colleges to develop common
standards for identifying students for Remediation
• Merge district database with Community Colleges
• LIRACHE Quantitative group looking at the factors for
success
• Link to course grades, Regents exams and recency of study on
mathematical concepts
• Use data to develop a profile for success
Acknowledgements
• NCCSS Curriculum Committee
• Laurie Lynn: Plainview-Old Bethpage Director of Guidance
• Christian Bowen : POB Mathematics Chair
• Jeffrey Yagaloff : POB English Chair
• Jill Gierasch : POB Assistant Supt. of Curriculum
• Chris Dorr: POB CIO
• Lanette Richmond : Suffolk Community College: Statistician
• Noreen Wade :Nassau Community College Coordinator of Testing
• Michael Torres: Molloy College VP for Technology & Institutional
Effectiveness
References
Engage NY : https://www.engageny.org/
Bailey, T., Jeong, D.W., & Cho, S-.W. (2010). Referral, enrollment, and completion in developmental education sequences in
community colleges. Economics of Education Review, 29(2), 255–270.
Bailey, T. (2009). Challenge and opportunity: Rethinking the role and function of developmental education in community
college. New Directions for Community Colleges, 145, 11–30.
Belfield, C., & Crosta, P. M. (2012). Predicting success in college: The importance of placement tests and high school
transcripts (CCRC Working Paper No. 42). New York, NY: Columbia University, Teachers College, Community College
Research Center.
Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S. S. (2012). New evidence of success for community college remedial
English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP). New York, NY:
Columbia University, Teachers College, Community College Research Center.
Fain, Paul Workshop Work. Insider Higher Ed, August 21, 2014
https://www.insidehighered.com/news/2014/08/21/college-level-statistics-trumps-remedial-algebra-cunystudy#sthash.SXtzcICh
Logue & Watanabe-Rose (2014) Mainstreaming Remedial Students in Introductory Statistics. SREE Spring 2014 Conference
Abstract
Nauer,K & Tainsh, P., Creating College Ready Communities: Center For New York City Affairs: September 2013
References Continued….
Remediation: Higher Education’s Bridge to Nowhere
www.completecollege.org
Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? (CCRC Working Paper No. 41).
New York, NY: Columbia University, Teachers College, Community College Research Center.
Sparks, Sarah D. Assessment Governing Board Defines 'College Prepared‘ August 2013 Education Week Vol. 33,
Issue 1 http://www.edweek.org/ew/articles/2013/08/15/01nagb.h33.html
Sparks, Sarah D. Can NAEP Predict College Readiness? September 2012 Education Week Vol. 32, Issue 03, Page 6
http://www.edweek.org/ew/articles/2012/09/12/03nagb.h32.html
Sum, Andrew; Khatiwada, Ishwar; and McLaughlin, Joseph, "The consequences of dropping out of high school :
joblessness and jailing for high school dropouts and the high cost for taxpayers" (2009). Center for Labor Market
Studies Publications. Paper 23. http://hdl.handle.net/2047/d20000596