baltimore city public schools · 5/22/2014 · baltimore city public schools preparing students...

BALTIMORE CITY PUBLIC SCHOOLS

Preparing for Success City Schools Students’ Path to College and Career Readiness

PRESENTATION TO THE BOARD OF SCHOOL COMMISSIONERS

MAY 27, 2014

1

SY2013-14 Student Achievement Overview


City Schools’ Vision

Every child will graduate ready to achieve excellence

in higher education and the global workforce

2


A Period of Significant Change

This presentation summarizes the work in progress as Maryland implements new standards and City Schools focuses on

• What college and career readiness means

• How it is measured

• What we are doing to prepare our students for success

3


Preparing Students for Post-Secondary Success

Maryland’s College and Career-Ready Standards…

• Enable teachers and students to go deep into rich material that builds understanding, skills, and abilities that are relevant to the real world

• Set high expectations that focus on ensuring students have the skills and knowledge they need to succeed beyond high school

4


Mathematics English Language Arts

More activities that require students to show their work and explain how they arrived at an answer

More activities that build on one another

More assignments that challenge students to understand concepts rather than focus on memorizing facts

More projects based on real-world problems

More reading about real-life events, including biographies, articles, and historical stories

More writing assignments that ask students to find evidence in concrete examples from text

More assignments that ask students to make written arguments using evidence

More assignments that stretch students’ vocabulary and teach them that “language is power”

How Has Instruction Changed?

5


Implementing Maryland’s New Standards

City Schools has provided schools with supports, including:

• Increasingly rigorous units, lessons, and instructional resources for K-12 literacy and mathematics

• Revised assessments with performance tasks modeled on the Partnership for Assessment of Readiness for College and Career (PARCC)

• Extensive district and school-based professional development

6


Building on a Foundation of Progress

Since 2007, City Schools has seen

• More students enrolling

• More students entering school ready to learn, with a lasting impact on achievement

• Students in grades 3 to 8 holding ground in achievement, with some notable gains in reading

• Graduation rates rising significantly, and dropout rates declining dramatically

But the shift to the new college and career readiness standards highlights work still to be done.

7


District Enrollment

82,381

81,284

82,266

82,866

83,800 84,212

84,747 84,730

8

2007 2008 2009 2010 2011 2012 2013 2014

Note: Counts reflect the official district enrollment for pre-k to 12th grade.

1-year change 7-year change

# % # %

-17 -0.2% +2,349 +2.9%


Maryland Model for School Readiness Results Many more students starting kindergarten fully ready to learn

9

1,204

2,910

427

3,212

2,052

266

5,601

1,381

236

5,543

1,473

289

(4,541) (5,530) (7,218) (7,305)

2004 2007 2013 2014

1-yr change 7-yr change 10-yr change

# Pct # Pct # Pct

-58 -1.04% +2331 72.6% +4339 360%

F U L L Y R E A D Y A P P R O A C H I N G D E V E L O P I N G

Note: Data reflect composite scores. Teachers complete the MMSR for each kindergarten student in November. Only students with a rating for each of the 30 items are given a composite readiness score.

(4,541) (5,530) (7,218) (7,305)

2004 2007 2013 2014

(4,541) (5,530) (7,218) (7,305)

2004 2007 2013 2014

26.5%

58.1%

77.6%

64.1%

37.1%

19.1%

9.4% 4.8% 3.3%


# Pct # Pct # Pct

+92 +6.67% -579 -28.2% -1437 -49.4%


# Pct # Pct # Pct

+53 +22.5% +23 +8.65% -138 -32.3%

75.9%

20.2%

4.0%


88.0 86.3 80.0 81.0 81.9

78.1 74.7 74.1

66.1 66.5 68.2 63.4

56.2 59.8

56.3

48.4 54.4

32.1

1st Grade Stanford

2nd Grade Stanford

3rd Grade MSA

4th Grade MSA

5th Grade MSA

6th Grade MSA

Fully Ready Approaching Developing

10

School Readiness: Long-lasting Impact on Performance

Students with an MMSR assessment in 2006-07 were linked to their subsequent Stanford 10 reading (1st and 2nd grade) and MSA reading scores (3rd to 6th grade). By 6th grade, only 81 students from the original cohort who had been assessed as “Developing” on the MMSR took the MSA, compared to 965 “Approaching” and 1,919 “Fully Ready.” Note: Includes only promoted students.

R E A D I N G


88.3 90.3 87.5 87.9

78.8

69.6

76.8 78.6

70.8 72.6

60.3

53.5

60.1 66.1

43.9

50.0

37.3

29.6

1st Grade Stanford

2nd Grade Stanford

3rd Grade MSA

4th Grade MSA

5th Grade MSA

6th Grade MSA

Fully Ready Approaching Developing

11

School Readiness: Long-lasting Impact on Performance

M A T H

Students with an MMSR assessment in 2006-07 were linked to their subsequent Stanford 10 math (1st and 2nd grade) and MSA math scores (3rd to 6th grade). By 6th grade, only 81 students from the original cohort who had been assessed as “Developing” on the MMSR took the MSA, compared to 965 “Approaching” and 1,919 “Fully Ready.” Note: Includes only promoted students.


202 200 204

210 211 212

220 220 221

245 246 252

252 255 258

262 264 266

Change Since 2011

Change Since 2009

Baltimore City +4 +2

Large City +2* +2

National Public +1* +1

Trial Urban District Assessment Results (National Assessment of Educational Progress)

Average Reading Scale Scores by Grade

12

2009 2011 2013

G R A D E 4 G R A D E 8

2009 2011 2013

National Public Large City Baltimore City

Change Since 2011

Change Since 2009

Baltimore City +6* +7*

Large City +3* +5*

National Public +2* +4*

*Statistically significant change; all other changes not reliably different from zero. Note: The NAEP Reading scale is 0 to 500. Numbers may not sum due to rounding.


TUDA Results in Reading for Low-Income Students* Performance among Demographic Peers

188

190

193

193

198

200

201

203

Detroit

Cleveland

Fresno

Milwaukee

Philadelphia

Chicago

Baltimore City

Dallas

13

4th-Grade Average Scale Score

*As determined by eligibility for free/reduced-price meals (FARMs). Note: Demographic peers are defined as districts with high percentages of FARMs students participating in NAEP across both grades and subjects. Results are rounded to the nearest whole number.

238

238

239

242

245

249

250

250

Milwaukee

Detroit

Cleveland

Fresno

Philadelphia

Baltimore City

Chicago

Dallas



222 226

223

231 235

239 240 241

257 261 260

271 274 276

282 283 284

Change Since 2011

Change Since 2009

Baltimore City -3 +1

Large City +2 +4

National Public +1 +2

Trial Urban District Assessment Results (National Assessment of Educational Progress)

Average Math Scale Scores by Grade

14

2009 2011 2013

G R A D E 4 G R A D E 8

2009 2011 2013

National Public Large City Baltimore City

Change Since 2011

Change Since 2009

Baltimore City -2 +3

Large City +2 +4

National Public +1 +2

Note: The NAEP Math scale is 0 to 500. Numbers may not sum due to rounding.


TUDA Results in Math for Low-Income Students* Performance among Demographic Peers

203

216

217

217

220

222

225

233

Detroit

Cleveland

Milwaukee

Fresno

Baltimore City

Philadelphia

Chicago

Dallas

15

*As determined by eligibility for free/reduced-price meals (FARMs). Note: Demographic peers are defined as districts with high percentages of FARMs students participating in NAEP across both grades and subjects. Results are rounded to the nearest whole number.


237

253

253

257

257

262

264

272

Detroit

Milwaukee

Cleveland

Baltimore City

Fresno

Philadelphia

Chicago

Dallas



51.2

42.8

6.1

43.3 47.2

9.5

32.7

50.3

17.0

32.1

49.9

18.0

Maryland School Assessment (MSA) Results in Reading Growth at Advanced Level, Steady Declines at Basic

B A S I C P R O F I C I E N T A D V A N C E D

Notes: MSA results for grades 3 to 8 combined. Between 2009 and 2012, Mod-MSA results were reported as part of MSA total scores; the Mod-MSA was not administered in 2013, therefore all scores for that year are based on the regular MSA.


Pct Pt Pct Pct Pt Pct Pct Pt Pct

-0.6 -1.8% -11.2 -25.9% -19.1 -37.3%



-0.4 -0.8% +2.7 +5.7% +7.1 +16.6%



+1.0 +5.9% +8.5 +89.5% +11.9 +195.1%

16

(21,655) (15,043) (11,244) (11,065)

2004 2007 2012 2013

(18,096) (16,416) (17,277) (17,179)

2004 2007 2012 2013

(2,561) (3,312) (5,822) (6,194)

2004 2007 2012 2013


Maryland School Assessment (MSA) Results in Math Growth at Advanced Level, Declines over Time at Basic

17

66.5

30.5

2.9

52.2

39.8

8.1

36.6

47.2

16.2

41.1 45.3

13.5

B A S I C P R O F I C I E N T A D V A N C E D

Notes: MSA results for grades 3 to 8 combined. Between 2009 and 2012, Mod-MSA results were reported as part of MSA total scores; the Mod-MSA was not administered in 2013, therefore all scores for that year are based on the regular MSA.



+4.5 +12.3% -11.1 -21.3% -25.4 -38.2%



-1.9 -4.0% +5.5 +13.8% +14.8 +48.5%



-2.7 -16.7% +5.4 +66.7% +10.6 +365.5%

(28,233) (18,119) (12,541) (14,140)

2004 2007 2012 2013

(12,955) (13,823) (16,187) (15,578)

2004 2007 2012 2013

(1,244) (2,800) (5,548) (4,655)

2004 2007 2012 2013


Time in School A Key Driver of Student Success

18

70.5

54.4

R E A D I N G M A T H

62.7

39.3

(29,013) (4,856)

Not Chronically

Absence

Chronically Absent

Note: Chronic absence is defined as missing 20 or more school days (among students enrolled at least 90 days). Attendance data for 2013 are based on attendance as of June 6, 2013, and should not be considered official. Ns = total number of students who took the MSA.

69.5

53.8

44.3

(31,516) (2,021) (901)

0 1 >1

Suspensions

(28,994) (4,811)

Not Chronically

Absence

Chronically Absent

61.1

37.8

33.4

(31,471) (2,009) (893)

0 1 >1

Suspensions

Percent of students scoring proficient/advanced on the 2013 MSA


17.2

7.6

58.4

79.3

8th-Grade Achievement A Predictor of Graduation

15.0

6.2

62.0

86.1

N = 1,333 1,333

Proficient or Advanced

Notes: 8th-grade MSA proficiency levels of students in the 2009 4-year cohort. Only students who took the 8th-grade MSA in Baltimore City Public Schools are included. Scores from the most recent 8th-grade MSA administration were used for students who repeated the 8th grade.

M A T H R E A D I N G

Dropout Graduate

19

3,310 3,310

Basic

2,365 2,365

Basic

2,290 2,290

Proficient or Advanced


High School An Urgent Need to Ensure Our Students Are Prepared to Reach Their Potential

20


Cohort Graduation Rates

21

Note: 4- and 5-year graduate counts refer to cohort rates. 5-year outcomes are completed one year after the 4-year outcome. For example, the Class of 2012 finished 4 years in 2012 and 5 years in 2013.

61.5 66.7 65.8

70.6 66.5

71.7 68.5

4 - Y E A R G R A D U A T E S 5 - Y E A R G R A D U A T E S

1-Yr Pt Change

1-Yr Pct Change

2-Yr Pt Change

2-Yr Pct Change

+1.1 +1.6% +5.0 +7.5%

6,444 6,187 6,305

Class of 2010

Class of 2011

Class of 2012

6,432 6,128 6,288 5,987

Class of 2010

Class of 2011

Class of 2012

Class of 2013

1-Yr Pct Pt Change

1-Yr Pct Change

3-Yr Pct Pt Change

3-Yr Pct Change

+2.0 +3.0% +7.0 +11.4%


4-Year Cohort Dropout Rates

22

Note: Students who re-enroll in high school are not counted as dropouts.

23.8

17.4

14.1 12.1

N= 6,432 6,128 6,288 5,987

Class of 2010

Class of 2011

Class of 2012

Class of 2013

1-Yr Pct Pt Change

1-Yr Pct Change

3-Yr Pct Pt Change

3-Yr Pct Pt Change

-2.0 -14.2% -11.7 -49.2%


Time in School A Key Driver of Student Success

23

Note: Data are for the Class of 2012. 4-and 5-year graduation rates are based on entering cohorts of 9th-grade students. The graduation rates are referred to by the spring of the cohort’s 4th year of high school. For the Class of 2012, students entered 9th grade in the 2008-09 school year and graduated 4 years later by August 2012 or 5 years later by June 2013. The 4-year rate includes summer graduates; the 5-year graduation rate does not. Chronic absence is defined as missing 20 or more days in a school year (among students who had been enrolled for at least 90 days).

7.0

88.8 92.2

18.8

51.4 58.5

27.3

39.4 45.7

N=

Chronically Absent in 9th Grade Chronically Absent at Least

Once in High School Never Chronically Absent in

High School

1,917 1,917 1,946

4-year dropout

4-year grad 5-year grad 3,756 3,756 3,824

4-year dropout

4-year grad 5-year grad 2,532 2,532 2,481

4-year dropout

4-year grad 5-year grad


Preparing Students for the Future

Graduating students is only part of our commitment. We must also ensure that, when they graduate, our students are prepared for the next steps to success in adult life. The new college- and career-ready standards, along with district data, highlight the urgency of this work.

24


46.7

24.8 27.6

45.8

23.6 21.6

43.9

23.1

32.0

45.5

21.8

32.0

2010 2011 2012 2013

25

Cumulative High School Assessment Results, 2010-13 Percent of 12th-Grade Students Satisfying HSA Requirements

N =

*“Passing All” indicates that students passed three (Algebra, English, Biology) or four (Algebra, English, Biology, Government) HSA exams to complete graduation requirements. In 2012, the Government HSA was not required for graduation, though students may have already taken it.

Note: The denominator for these rates includes all 12th-grade students who had taken all exams and satisfied the HSA requirement in a given year. Passing HSA exams was not a graduation requirement for students entering 9th grade prior to 2005-06. Students can also receive a waiver that exempts them from this graduation requirement; 0.5% of 12th-grade students received a waiver in 2013.

(4,293) (4,551) (4,623) (4,461) (4,293) (4,551) (4,623) (4,461) (4,293) (4,551) (4,623) (4,461)

P A S S I N G A L L * P A S S I N G B Y C O M B I N E D S C O R E

P A S S I N G B Y B R I D G E

1-yr change 3-yr change

Pct Pt Pct Pct Pt Pct

+1.6 +3.6% -1.2 -2.6%



-1.3 -5.6% -3.0 -12.1%



0.0 0.0% +4.4 +15.9%


383 376 380 386 373 374 375 367 363

378 373 368

N =

2013 SAT Results by Subject

26

R E A D I N G M A T H

Note: Results are from the 2013 College Bound Seniors Report by the College Board, District Highlights Summary. Data include results for all students who reported that they would graduate in a given year. The College Bound Seniors Report is for the (self-reported) Class of 2013. SAT scores have a possible range of 200-800 on each subscale.

(3,021) (3,373) (3,390) (3,279)

2010 2011 2012 2013

W R I T I N G


Points Pct Points Pct

+3.0 +0.8% -5.0 -1.3%



+6.0 +1.6% -3.0 -0.8%



+5.0 +1.4% -12.0 -3.2%

(3,021) (3,373) (3,390) (3,279)

2010 2011 2012 2013

(3,021) (3,373) (3,390) (3,279)

2010 2011 2012 2013


53.5

24.6

37.0

24.1

Note: Ns for anticipated enrollment refer to the total number of high school seniors who completed the MSDE High School Graduate Follow-up Questionnaire administered within 30 days of anticipated graduation, which asks students to report their anticipated plans following graduation. Results are available publicly at mdreportcard.org. Ns for actual enrollment refer to the total number of high school graduates. Actual enrollment captures enrollment in the first fall after high school graduation.

27

Anticipated and Actual College Enrollment

2,710 4,419 Anticipated Actual

Class of 2010

48.2

22.0

32.1

24.8

44.7

20.4

41.1

23.9


Class of 2011


Class of 2012

4-Year College 2-Year Institution

While more than 80 percent of students plan to continue their education after high school, actual college enrollment fails to meet students’ expectations and has been declining.

44.3 46.8 48.7

90.6

N =

80.3 85.8


4.2

42.4

7.1

1.4

Note: Some students earned both 2-year and 4-year degrees. Students may earn degrees from a different institution than that where they first enrolled. Ns refer to the number of high school graduates who first enrolled in each institution type in the first fall after high school graduation.

28

Postsecondary Degree Completion

707 886

2-Year Enrollees 4-Year Enrollees

Class of 2004

3.3

40.5

6.7

2.0

4.5

43.7

8.1

2.0

797 1,019


Class of 2005

752 1,173


Class of 2006

4-Year Degree 2-Year Degree

Students who first enroll in a 4-year college earn degrees within 6 years at much high rates than those who first enroll in a 2-year institution.

N =

45.7 42.5 43.8

11.3 10.0 12.6


Postsecondary Outcomes for the Class of 2006

752

84

1173

547

Graduates College Enrollees College Graduates

2-yr College 4-yr College

29

4,108

1,925

631

Only 15 percent of students who graduated in 2006 had earned a college degree by 2012.

Note: “Graduates” reflects actual number; cohort measure not in place in 2006. College enrollees are defined as those who entered college the first fall after high school graduation. College graduation is defined as completing a 2- or 4-year degree within 6 years. Some students earned both 2-year and 4-year degrees. Students may earn degrees from a different institution than that where they first enrolled.


Transition from School to College and Career Calls for a Comprehensive Strategy

30

The CCR work group is creating metrics aligned with the four strategic objectives for SY14-15.

• Connecting students to their passion and interests

• Community, business, higher education partnerships

• Building a college-going culture

• Alternative options with additional supports

• Advanced Placement (AP)

• PSAT/SAT/ACT prep

• Dual enrollment • Career

development (CTE, internships, work-based learning)

Provide rigorous

and challenging

courses

Engage and motivate students

Navigate the college and career

process

Foster successful transitions

• Financial literacy • Family engagement

and education • College/career

exposure • Career aptitude

assessments • Reducing need for

remediation

• School counseling and guidance

• Job readiness skills

• Identifying supports to strengthen transitions


AP Course Enrollment and Exam Participation

2,487

2,118

375

2,669

2,362

500

2,945

2,549

609

2,790

2,178

605

2010 2011 2012 2013

Note: Information on AP course enrollment is taken from SMS at the end of April; it therefore reflects the total enrollment for each year at the time of the AP exam. Data on number of exams taken and passed are from the College Board District Integrated Summary. Students may enroll in multiple AP courses in any given school year and take multiple exams.

1-Yr Pct Change

3-Yr Pct Change

-5.3% +12.2%

1-Yr Pct Change

3-Yr Pct Change

-14.6% +2.8%

31

1-Yr Pct Change

3-Yr Pct Change

-0.7% +61.3%

COURSE ENROLLMENT EXAMS TAKEN EXAMS PASSED


Career and Technology Education More students exposed to real world skills in the classroom

42.3 49.1

CTE program offerings include:

• Arts, Media, and Communication

• Business Management and Finance

• Construction and Development

• Consumer Services, Hospitality, and Tourism

• Environmental, Agriculture, and Natural Resources

• Health and Biosciences

• Human Resource Services

• Information Technology

• Manufacturing, Engineering, and Technology

• Transportation Technologies

32

Change

Pt Change +6.8

Pct Change +16.1%

Note: Results reflect the percentage of students in a particular cohort who ever enrolled in a CTE course. The denominators reflect the total number of students in the cohort.

% O F G R A D U A T E S E V E R E N R O L L E D I N C T E

(6,288) (5,987)

Class of 2012 Class of 2013


61.1

47.5

33

C T E P A T H W A Y C O M P L E T I O N R A T E S A M O N G C T E

E N R O L L E E S

CTE Completion and Certification Rates

Note: CTE pathway completion is out of all graduates in the cohort who ever enrolled in CTE courses. Certification rates are out of all graduates in the cohort who completed a CTE certification.

23.5

45.6

C E R T I F I C A T I O N R A T E S A M O N G C T E C O M P L E T E R S

(1,767) (2,014)

Class of 2012 Class of 2013 (1,080) (956)

Class of 2012 Class of 2013


Work-Based Learning Participation

Employment Sector Student Participation

Agriculture, Animal, and Natural Resources 21

Arts and Media 18

Business, Finance, and Management 4

Construction Services 38

Education and Childcare 149

Manufacturing and Engineering 6

Health and Biosciences 690

Hospitality, Travel, and Tourism 62

Information Technology and Services 55

Law and Legal Services 2

Law Enforcement and Emergency Services 12

Nonprofit and Public Services 76

Printing and Communications 8

Transportation 9

Total 1,150

34

In 2012-13, 1,150 CTE students in grades 11 and 12 participated in work-based learning programs.

Opportunities are being developed for non-CTE students to align work exposure with college and career aspirations.

Note: Counts are for CTE students who participated in internship or clinical programs either during the summer or the school year. These numbers do not include work-based learning for non-CTE students.


Dual Enrollment

Vision: To provide high school students with opportunities to earn college credit while simultaneously completing requirements for high school graduation.

• The College Readiness and Completion Act of 2013 requires districts to provide dual-enrollment opportunities for qualified students.

• The program was first initiated in the district in Spring 2014 and will be expanding in 2014-15.

• Continued partnership with local colleges and universities will be critical going forward.

35


Alternative Options Programs

Vision: To provide additional support to students who are not meeting with success in traditional academic settings by:

Eliminating all entrance criteria

Implementing flexible scheduling

Providing services such as mental health counseling, childcare, etc.

Choosing strategic geographical locations

Offering the following proposed structures:

Push-in programs

Transitional programs

Stand-alone school

Co-locations

36


5-year Cohort Graduation* and Dropout Rates among AOP Students

22.8 32.2 31.1

19.4

33.4 41.1

Graduates Still Enrolled

37

57.2

34.4 27.8

1-Yr Pct Pt Change

1-Yr Pct Change

6-Yr Pct Pt Change

6-Yr Pct Change

+6.6 +10.1% +30.0 +71.1%

(754) (730) (900)

Class of 2010 Class of 2011 Class of 2012

5-YEAR COHORT GRADUATION/STILL ENROLLED RATE*

*Data include students who had graduated with a high school diploma or were still enrolled at the end of the 5th year. Note: Analysis is limited to students enrolled at AOPs. Students are assigned to cohorts based on the year of 9th-grade entry; students are assigned to schools based on their last school of enrollment.

1-Yr Pct Pt Change

1-Yr Pct Change

6-Yr Pct Pt Change

6-Yr Pct Change

-6.6 -19.2% -29.4 -51.4%

(754) (730) (900)

Class of 2010 Class of 2011 Class of 2012

5-YEAR COHORT DROPOUT RATE

42.2

65.6 72.2


City Schools students have unlimited potential — and our obligation and commitment is to ensure they have

every opportunity to realize that potential. In this work, the resources of the entire community must be tapped.

Student Success

38


Student Stories

39

Asia McCallum, senior, Forest Park High School

Gates Millennium Scholar, Disney Dreamer, aspiring writer, entrepreneur, product developer, patent-seeker, overcame bullying, struggled with homelessness — and is heading to MICA this fall

Zachariah McDowell-Spencer, junior, W.E.B. DuBois High School

Two-time 1st-place winner at the Morgan State University Mathematics-Science-Engineering Fair, delegate to the International Science and Engineering Fair, researcher into combatting pollution of waterways, lab assistant at the Carnegie Institution for Science, varsity wrestler


Student Stories

40

Yasmine Baldwin, freshman, Baltimore City College

Writer, award-winning poet, Higher Achievement participant, performer, social commentator, dedicated to communicating that youth can be changed, helped, and — especially — successful

Evodie Ngoy, junior, Digital Harbor High School

Award-winning filmmaker, Wide Angle Youth Media participant, Tedx Baltimore presenter, committed voice for refugee youth, advocate for a more welcoming Baltimore


Student Stories

41

Eddie Hawkins, junior, Baltimore City College

CEO intern, recycling advocate, fundraiser, student leader and organizer, Carson scholar, aspiring Morehouse College student, aspiring educator and politician

Asia Cole, senior, Digital Harbor High School

Researcher into the effects of stress and anxiety on youth, Kennedy Krieger intern, MERIT program participant, college bound to study psychology and chemistry

baltimore city public schools · 5/22/2014 · baltimore city public schools preparing students...

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