what the best and wisest parent wants for his own child, that must the community want for all of its...
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What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely; acted upon,
it destroys our democracy.”
John Dewey from School and Society, 1907
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BRIDGING THE GAP FROM HIGH SCHOOL TO COLLEGE
For all the community’s children
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THE POWER OF SCHOOL/UNIVERSITY
PARTNERSHIP
Lynne Miller
University of Southern Maine
NBHE January 29, 2009
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85 want to attend college
76 graduate from high school
50 are accepted to college
40 enroll in the fall
23 earn a degree
FOR EVERY 100 EIGHTH GRADERS IN MAINE
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ONCE IN COLLEGE, TOO MANY ARE NOT PREPARED
51
41
26
0
10
20
30
40
50
60
% Students
Reading Algebra Biology
Courses
College Readiness by Subject
25-50% OF INCOMING STUDENTS NEED REMEDIAL WORK
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REMEDIATION AFFECTS GRADUATION
0 1 3 or >
56
34
18
0
10
20
30
40
50
60
% Students
# Remedial Courses
6 Year Graduation Rates
Source: Kirst, M. (2004). The high school/college disconnect. Educational Leadership, 62(3), 51-55.
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WHAT WE ARE HEARING…
Raise Student Aspirations
Require “College Prep” as the Default High School Curriculum
Increase College Applications
Create Seamless Transitions (K-16/20)
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Among high school and college faculty…
sharing expectations
and frustrations,
collecting wisdom,
crafting responses
THE MISSING PIECE: COLLEGIAL
CONVERSATIONS
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CONVERSATIONS ABOUT WRITING
• Originally Involved composition instructors from community colleges and universities in examination of expectations and assignments
• Evolved into a statewide conference on “ Conversations about Writing” that engaged high school and IHE faculty
• Resulted in changes at school and college levels
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COLLEGE WRITING REQUIRES
• Correct standard written English
• Creating complex theses • Distinguishing analysis
from summary is critical• Writing that goes beyond
personal experience
• “ I am not asking how you feel about this issue; I’m asking what you think about this issue.”
•
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HIGH SCHOOLS RESPOND
• Inclusion of more non-fiction reading material: essays, criticisms, book reviews, journal articles
• Decreased emphasis on narratives and increased emphasis on expository and analytic essays
• Increased emphasis on elements of syntax and style
• “ I think” instead of “ I feel”
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The UNIVERSITY RESPONDS (USM)
• Adoption of national placement test • Elimination of all remedial courses in English
– Three credit course for accomplished writers
– Four credit section for those less accomplished
– Both sections satisfy the Gen Ed writing requirement
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CONVERSATIONS ABOUT MATH
• Originally involved Gen Ed math instructors and public school reps in examining expectations and
assignments
• Produced a brochure on College Ready Math that was widely distributed
• Resulted in changes at school and college levels
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COLLEGE MATH REQUIRES
–Mathematical Reasoning–Computation–Algebra–Geometry–Data Analysis and Statistics
– www.maine.edu/collegeready
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HIGH SCHOOLS RESPOND
• Movement to four years of math for all
• Increased use of technology
• Increased emphasis on automaticity/ less dependence on calculators for simple computations
• Re-examination of how math is scheduled
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THE UNIVERSITY RESPONDS (USM)
• Adoption of the Accuplacer for math placement in place of campus test
• “Supplemental” model in all Gen Ed math courses/ 4 credit hours
• Elimination of two of the three remedial courses in math– Arithmetic is the only remedial course– Others grant credit toward graduation, but not
toward Gen Ed math requirement
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THE UNIVERSITY RESPONDS (USM)
USM Faculty Senate Proposes …
New Recommended High School Program of Study for Admission
4 Years Math
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A JOINT RESPONSE
THE MELMAC ACCUPLACER PILOT
• 13 schools/ 7 campuses participated
• 1060 high school juniors took the math Accuplacer ( 91% of those enrolled)
• School and university faculty co-constructed 12th grade math courses to remediate deficits
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WHY is ACCUPLCER IMPORTANT?
Over 1,000 colleges and universities use it to determine placement in MATH (Gen Ed or remedial courses).
• All seven Maine community colleges/ five of seven Maine university campuses
It provides data that can be used to plan for REMEDIATION in HIGH SCHOOL AND NOT IN COLLEGE
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• 75% WILL NEED SOME FORM OF REMEDIATION IN MATH IN COLLEGE IF THEY DON’T IMPROVE THEIR MATH SKILLS WHILE THEY ARE STILL IN HIGH SCHOOL
Finding #1: The Academic Gap
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Results
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Finding # 2: The Aspirations / Preparation Gap
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Dylan wants to be a Business Manager
• Arithmetic: 23.7
• Algebra: 24.2
( Passing score= 65)
• A business major has to take college algebra, probability, statistics, microeconomics, and macroecnomics.
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Joanne wants to be a psychologist
• Arithmetic= 38.3
• Algebra=26.9
(Passing score= 65)
• A psychology major requires courses in statistics, psychological statistics, anatomy and physiology, and experimental methods
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Greg wants to become an environmental scientist
• Arithmetic= 69
• Algebra= 22
(Passing score= 65)
• An environmental science major requires courses in calculus, analytic chemistry, physics, chemistry 1 and 2
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Natalie wants to be a nurse
• Arithmetic score= 21
• Algebra score=30
(Passing score= 65)
• A nursing major requires courses in statistics, anatomy and physiology, organic chemistry, microbiology, pharmacology, pathophysiology
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NOW WHAT ?
• Newly designed twelfth grade math courses, geared to Accuplacer data, are being offered this year in ten of the participating schools.
• Courses were developed in each school with the assistance of a university faculty liaison.
• Evaluation is in progress.
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LESSONS LEARNED• THERE HAS TO BE ROOM AT THE
TABLE FOR VOICES FROM PRACTICE.
• COLLEGE AND HIGH SCHOOL FACULTY CAN COLLABORATE.
• ASPIRATIONS ARE NOT ENOUGH.
• ACADEMIC PREPARATION IS AN IMPORTANT KEY TO SUCCESS.
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“”
• My mother would say, “When you acquire knowledge, you acquire something no one could take away from you ”
• (Craig Robinson)
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