virginia path to college: a bridging research to practice event presentations

7/30/2019 Virginia Path to College: A Bridging Research to Practice Event Presentations

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Navigating the Path to

College: What High SchoolsCan Do

Hilton Norfolk AirportNorfolk, VaNovember 5, 2012


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Dr. John Nunnery, The Center for EducationalPartnerships at

Old Dominion University

Dr. Deborah Jonas, Associate Directorfor Education, CNA

Dr. Lydotta Taylor, President,The EdVenture Group

Welcome &Event Overview


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Agenda

Welcome and introductions

Overview of the REL

Helping Students Navigate the Path to College: WhatHigh Schools Can Do A Practice Guide

School Self-Analysis

Building a College-Ready Curriculum

Lunch

Critical Steps for College Entry

School Planning Session Wrap-up

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Whats a REL? Authorized by the Education Sciences Reform Act of 2002

Regional applied research and analysis capacity supporting state,district ,and local needs

Under the auspices of the Department of Education, Institute ofEducation Sciences (IES)

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What are REL Appalachias goals?

Assess regional research needs by monitoring emerging

education issues and challenges Maintain and refine research alliances through ongoingdialogue between educators in each region and researchers

Provide analytic technical support to increase use of dataand analysis to understand policies and programs, make

decisions, and support effective practice Conduct research and evaluation studies of rigor and

method appropriate to the questions the studies attempt toanswer

Distribute results of REL research across the region

Coordinate and partner with other RELs and educationresearch and technical assistance organizations at thefederal, state, and local levels

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REL Appalachias Mission

Support the applied research and technical support

needs of Kentucky, Tennessee, Virginia, and WestVirginia

Conduct empirical research and analysis

Bring evidence-based information to policy makers and

practitioners Ultimate goal, improve student achievement

Inform policy and practice for states, districts,schools and other stakeholders

Focus on discrete high priority issues and build, overtime, a body of knowledge

www.relappalachia.org

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http://www.relappalachia.org/http://www.relappalachia.org/


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Overall REL Appalachia Theory of Change

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Three Major Thematic Areas Unify RELAppalachias Work

Ensuring College and Career Readiness

How can we better utilize extant data to improve student success?

How prepared are students to progress through transition points in secondaryeducation?

What access and enrollment opportunities in higher-level academic courses existin rural areas?

Can schools better employ dropout prevention tools?

Improving Low-Achieving Schools

Can we better understand the characteristics of these schools and their students,and thereby better target support?

Are schools implementing research-based improvement practices in the RELAppalachia region?

Has research identified additional promising strategies (e.g., increased learningtime)?

Supporting Effective Teachers and Leaders

Are there examples of human capital practices and trends that might help informrecruiting and retention efforts?

How can data improve working conditions and school culture?

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Todays Workshop:

Navigating the Path to College:What High Schools Can Do

Presented by the REL Appalachia in collaboration withThe Center for Educational Partnerships at Old Dominion

University


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Workshop Goals

Understand the Practice Guide recommendations and how

they can be used to develop practices to increase access tohigher education.

Apply research recommendations in the context of yourschool environment, drawing on information presented in the

practice guide and by the expert practitioners. Formulate next steps of a college readiness action plan based

on IES practice guide and suggested recommendations.

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Helping Student Navigate the Path toCollege: What High Schools Can Do

Dr. William Tierney

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Yes We Can: What High

Schools Can Do toIncrease Access to College

William G. Tierney

University Professor,

Wilbur Kieffer Professor of Higher Education

Director, Pullias Center for Higher Education

pullias.usc.edu


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Pullias Center for Higher Education


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Hi William,

How have you been? My summer was great I made lots of money and did goodin my Psychology 127A class. It was my first upper-division class and I ampretty sure I got a A- or B+ I was disappointed because I was close to an A by 5points. Your going to get mad but I didn't listen and I worked two jobs making$1,150 dollars every 2 weeks. It is good though cause I have no debt and

helped my dad and got to buy nice clothes and college essentials. I have notgrown my hair yet because I don't want to spend money on gel or waste timecombing my hair. I was a B/ C+ student my first year, but this year things aregoing to be different, I learned from my mistakes. Unfortunately I don't knowwhen we will be able to get coffee this week since I am working crazy hoursdue to move- in. I forgot to mention I got hired in lots of places but I choose towork at the Front Desk at Sproul where I am going to be living for this year.

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Sorry for all the misspellings! I wont let it

happen again!

I am at work right now.

I am happy because I know what I want to do

with my life after I graduate and I have been

networking a lot.

It is nice knowing a lot of important people

from UCLA.

While networking I was offered scholarships

See you soon, I hope! Eduardo

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By 2020, America will once again havethe highest proportion of college

graduates in the world.

President Obama,

February 2009

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Percentage of 15- to 19-year olds enrolled in tertiary education

for 11 OECD Countries in 2001

81.1

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85.389.4

80.9 79.3

41

86.4

74.777.6

0

10

20

30

40

50

60

70

80

90

100

Australia

Cana

da

Finla

nd

Germ

any

Irelan

d

Japa

n

Korea

Mexic

o

Swed

en

UnitedKi

ngdom

Unite

dStates

OECD Countries

P

ercent

Source: Organisation for Economic Co-operation and Development (2003)


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"The added value of a bachelors

degree over a high school diploma orGED has increased to $1.2 million."

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Kantrowitz, M. (2007). The financial value of ahigher education. Journal of Student FinancialAid, 37(1),1927.


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Median income of workers with a bachelors degree

or higher is about double the income for those withonly a high school degree.

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

YearlyEarnings


U.S. Census. (2012, July 24). Back to school: 20122013. Washington, DC:Author. Retrieved from http://www.census.gov/newsroom/releases/pdf/cb12ff-

15_backtoschool.pdf


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State Contributions

To reach a 60% college-going rate by 2025, theU.S. must produce 23 million more collegegraduates than are expected at present rates ofproduction. That means:

2.75 million more in California 1.45 million more in New York

476,000 more in Arizona

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Lumina Foundation for Education. (2009). Lumina Foundationsstrategic plan: Goal 2025. Retrieved fromhttp://www.luminafoundation.org/goal_2025/Lumina_Strategic_Plan.pdf


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0%

20%

40%

60%

80%

100%

Nation UC System Cal State System CaliforniaCommunity

Colleges

Percentage of Studentsin Remediation

Remediation Quick Facts


Aud, S., Hussar, G., Kena, G., Bianco, K., Frohlich, L., Kemp, J., & Tahan, K.(2011). The condition of education, 2011 (NCES 2011-033). Washington, DC:National Center for Education Statistics, U.S. Department of Education. CaliforniaLegislative Analyst Office. (2011, March). Higher education: Answers to frequentlyasked questions. Are entering freshmen Prepared for college-level work? Retrieved

from http://www.lao.ca.gov/sections/higher_ed/FAQs/Higher_Education_Issue_02.pdf


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There are known knowns. These are things we

know that we know. There are known unknowns.That is to say, there are things that we know wedon't know. But there are also unknownunknowns. There are things we don't know we

don't know.

Donald Rumsfeld

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Known Knowns:


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Recommendation 2

Utilize assessment measures throughouthigh school.

Assist students in overcoming deficienciesas they are identified.

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Recommendation 3

Surround students with adults and peerswho support college-going aspirations.

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How to:


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Recommendation 1

Offer courses that prepare students for college-levelwork.

Implement a curriculum that prepares all students forcollege.

Include opportunities for college-level work foradvanced students.

Ensure that students understand what constitutes acollege-ready curriculum by 9th grade.

Develop a four-year course trajectory with each 9thgrader.

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Recommendation 2

Utilize assessment measures throughouthigh school.

Utilize performance data to inform students

about their proficiency.

Create an individualized plan for students.

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Recommendation 3

Surround students with adults and peerswho support college-going aspirations.

Provide mentoring for students.

Facilitate student relationships with peerswho plan to attend college.

Provide hands-on opportunities for

students to explore different careers.

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Recommendation 4

Assist students in completing critical stepsfor college entry.

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Recommendation 5

Increase financial awareness.

Help students apply for aid.

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How to:


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Recommendation 5

Increase financial awareness.

Help students and parents completefinancial aid forms.

Organize workshops about collegeaffordability, scholarship, and financial aid.

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Roadblocks on the Road to Reform:


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P lli C f Hi h Ed i


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Unknown Knowns:

P lli C f Hi h Ed i


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Prepare students for cultural and socialchallenges in college.

Foster relationships with middle schools,community colleges, and four-yearinstitutions.

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P lli C t f Hi h Ed ti


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Known Unknowns:



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Understand how technology istransforming our lives and education.

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Unknown Unknowns:



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Accept the importance of innovation

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Website: http://pullias.usc.edu/Blog: http://www.21stcenturyscholar.org/
http://pullias.usc.edu/http://www.21stcenturyscholar.org/http://www.21stcenturyscholar.org/http://pullias.usc.edu/


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School Self Analysis

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Dr. John Nunnery, ModeratorDr. William Tierney, Expert Researcher

Expert ResearcherQuestion & Answer


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College Ready Curriculum andInstructional Practices in Science:

Learning Enhanced through theNature of Science (LENS)

Joanna K. Garner, Ph.D.The Center for Educational Partnerships

Old Dominion University

Melani Loney, M.S.Virginia Beach City Public Schools

The LENS project was supported by a Math Science Partnership award from Virginia Department of Education


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Low percentages of teachers indicated that students could usei tifi i ti ti d l i kill i d d tl


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scientific investigation and analysis skills independently

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18.5 19.629.4 25

57.667.4

0

20

40

60

80

100

Designexperiment

from

hypothesis

Designexperimentalprocedure to

testhypothesis

Transferscience

reasoning

from onecurriculum

unit toanother

Apply mathskills toscience

classroom

Drawconclusionsfrom a graph

Explain whydata or

observations

are important


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Recommendation

Offer courses and curriculathat prepare students for

college-level work, and ensurethat students understand what

constitutes a college-readycurriculum by 9th grade

Recommendation

Utilize assessment measuresthroughout high school so that

students are aware of howprepared they are for college,and assist them in overcoming

deficiencies as they areidentified

Roadblock 2.2.

Some school staff do not have

the time or the training tocollect or analyze data

Suggested Approach

Provide technical assistance to

staff in interpreting and acting onfindings from studentassessments

Response

Increase assessment literacy

of teachers; collaborativedevelopment of cornerstoneassessments

Overview


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Overview

Review of Practice Guide recommendations (1 & 2)

Offer courses and curricula that prepare students forcollege-level work, and ensure that students understandwhat constitutes a college-ready curriculum by 9th grade

Utilize assessment measures throughout high school sothat students are aware of how prepared they are forcollege, and assist them in overcoming deficiencies asthey are identified

Example of recommendations in action: LearningEnhanced through the Nature of Science (LENS)

Early results of program

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The LENS project brings higher education faculty and highschool science teachers together


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school science teachers together

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Faculty support teachers as they completeinterdisciplinary, inquiry-based investigations

Teachers refine skills anddeepen their content knowledge

Education faculty work alongside scientists to promote thet l ti f i tit t i i t th l m


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translation of institute experiences into the classroom

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Teachers increase their assessment literacy

and analyze division data

Teachers generate performance standardsto guide assessment development


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Overview


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Overview

Review of Practice Guide recommendations (1 & 2)

Offer courses and curricula that prepare students forcollege-level work, and ensure that students understandwhat constitutes a college-ready curriculum by 9th grade

Utilize assessment measures throughout high school sothat students are aware of how prepared they are forcollege, and assist them in overcoming deficiencies asthey are identified

Example of recommendations in action: LearningEnhanced through the Nature of Science (LENS)

Early results of program

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Teachers expressed confidence in their ability to retain andapply what they learned at the LENS Institute


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apply what they learned at the LENS Institute

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0

1

2

3

4

5

6

7

8

9

10

Post-institute

mean confidencerating

(10 point scale)


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Our UndergraduateAdmissionwebpagecontains all theinformation parents

and students need,including links forpotential freshman,university facts andfigures, and campus

visits.


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The ApplicationProcesswebpageincludes info onacademic

requirements,testing, due dates,and a checklist toassist students and

parents through theapplication process.


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The Freshmanwebpage alsoprovides links to

financialinformation,including a TuitionCalculator and

available financialaid.


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TCCs Advising andCounseling Serviceswebpage providesinformation on services toassist students in defining

and achieving theireducation and careergoals.


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Dr. Lydotta Taylor, Facilitator

Small Group Planning

Wrap-up and Next Steps


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p p p

Thank you for participating in this workshop!

Please fill out the Stakeholder Feedback Survey beforeyou leave.

Please let us know how REL Appalachia can continue tosupport you.

Dr. Lydotta Taylor ([email protected])

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mailto:[email protected]:[email protected]


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virginia path to college: a bridging research to practice event presentations

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