ERIC ED479508: Improving Achievement is About Focus and Completing the Right Courses. Research Brief.

17 Pages·2003·0.26 MB·English

by  ERIC

DOCUMENT RESUME
ED 479 508
TM 035 149
Bottoms, Gene; Feagin, Caro
AUTHOR
Improving Achievement is About Focus and Completing the Right
TITLE
Courses. Research Brief.
INSTITUTION
Southern Regional Education Board, Atlanta, GA.
SPONS AGENCY
DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.; Edna
McConnell Clark Foundation, New York, NY.; Department of
Education, Washington, DC.
PUB DATE
2003-00-00
NOTE
16p.; Additional support from Goldman Sachs Foundation.
PUB TYPE
Reports
Research (143)
EDRS PRICE
EDRS Price MF01/PC01 Plus Postage.
DESCRIPTORS
Academic Achievement; *College Preparation; *Core Curriculum;
*Course Selection (Student's); *High School Students; High
Schools
ABSTRACT
In 2000
again in 2001, the Southern Regional Education
Board (SREB) conducted an audit of course-taking patterns by a total of 4,244
an
graduating seniors from 51 rural high schools in 12 states. Each school
provided data on a random sample of 100 seniors, including special needs
students unless they required accommodation for participation in state
standardized tests. At least 90 students in each 100 of the sample must have
completed the High Schools That Work achievement tests in reading,
mathematics, and science and the student survey, or the school was dropped
from the study. The baseline assessment data from both years provide evidence
that the one change in school practices that can have the greatest impact on
student achievement is to have every student complete a challenging academic
core and either an academic or career/technical concentration. This change is
effective regardless of students' racial and socioeconomic backgrounds. The
13 rural high schools with the greatest proportion of students completing the
recommended academic core had significantly more students with mean
achievement scores at the proficient or higher levels and significantly fewer
students at the below basic level in reading, mathematics, and science as
measured by the National Assessment of Educational Progress.
(SLD)
Reproductions supplied by EDRS are the best that can be made
from the original document.
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ki vcca
AA A-
Research Brief
HIGH
SCHOOLS
TO THE EDUCATIONAL RESOURCES
THAT
INFORMATION CENTER (ERIC)
WORK
1
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and !mprovement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
Improving Achievement Is About Focus and
SREB
originating it.
O Minor changes have been made to
improve reproduction quality.
Completing the Right Courses
Points of view or opinions stated in this
by Gene Bottoms and Caro Feagin
document do not necessarily represent
official OERI position or policy.
MAKING
Key Findings
MIDDLE GRADES
WORK
The 2000 and 2001 high school baseline assessment data provide evidence that the
one change
in school practices that can have the greatest impact on student achievement is to have
every
student complete a challenging academic core and either an academic
or a career/technical
MAKING SCHOOLS
concentration. This one change in school practices is effective regardless of students' racial and
WORK
socioeconomic backgrounds. The 13 rural high schools with the greatest proportion of stu-
dents completing the recommended academic core had significantly
more students with mean
achievement scores at the proficient or higher levels and significantly fewer students
at the
below basic level in reading, mathematics and science as measured by National Assessment of
Educational Progress (NAEP)-linked exams. (See Table 3.)
Students who completed the recommended academic core and either
an academic or a
career concentration had higher mean reading, mathematics and science achievement
scores than students who failed to meet either or both conditions.
Students completing the academic core and a concentration
were more likely to have
mean scores at the basic and proficient levels.
Most high schools have about one-half of their students completing the HSTW-recom-
mended curriculum. (See page 2 for the recommended curriculum.) Schools that take
steps to get more of their students to complete the recommended academic core and
either an academic or career/technical concentration improve student achievement.
In 2000 and again in 2001, the Southern Regional Education Board (SREB) conducted an
audit of course-taking patterns by a total of 4,244 graduating seniors from 51 rural high
schools in 12 states.' Each school provided data from a random sample of 100 seniors, includ-
ing special needs students unless they required accommodation for participation in
state stan-
dardized tests. At least 90 of the 100 seniors in each sample must have completed the HSTW
achievement tests in reading, mathematics and science as well
as the student survey, or the
school was dropped from the study. Because the study is a baseline study, the samples and
schools in 2000 were different from those in 2001. Students
were assisted by the site-testing
Southern
coordinator in completing the course-taking portion of the survey.
Regional
Education
' These 51 high schools are part of an SREB initiative to assist clusters of middle grades and high schools in adopting the
Board
HSTW and Making Middle Grades Work (MMGW) comprehensive reform design, with an emphasis
on improving the
transition from middle grades to high school and from high school to post-high school for all students. The intent is
to
592 10th St. N.W.
determine if providing more intensive staff development, technical assistance and coaching services will enable these
Atlanta, GA 30318
schools to accelerate the pace at which they successfully implement school and classroom practices that result in
greater
[phone]
gains in academic achievement. This work is supported by a contract between SREB and the Office of Educational
Research and Improvement (OERI), U. S. Department of Education.
www.sreb.org
2
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The purpose of the curriculum audit was to find the percentage of students completing each of five different course-
taking pathways: mathematics/science concentration, basic college prep, academic core/career concentration, career con-
centration/no academic core, or no concentration and no academic core, and to determine the impact of each pathway
with vocational/education consortiums
on the academic achievement of students. High Schools That Work and states
believe that students who take a solid academic core and a career or mathematics/science concentration will achieve at
higher levels than those students who do not.
pleted a career/technical concentration, but they were
More specifically, the objectives of the curriculum audit
counted only in the mathematics/science concentra-
were to:
tion path.
1. Determine the magnitude of the achievement gaps
Students who had completed at least Algebra II and
that exist between the students who complete the
three science courses but had not taken a career/tech-
High Schools That Work (HSTM-recommended cur-
nical concentration were counted in the basic college-
riculum (below) and the curriculums that other stu-
preparatory path.
dents complete; between the top 25 percent of the
Students who had completed the HSTW-recommend-
participating schools and the remaining 75 percent;
ed academic core in mathematics and science and who
and between the students in each of the five course-
had also completed a planned series of at least three or
taking pathways.
four courses in a broad career field were counted in the
2. Model for schools a way to analyze the course-taking
academic core/career concentration path.
paths of their own students to determine which path-
Students who had completed a series of at least three
ways lead to higher student achievement; and
or four career/technical courses in a broad career field
3. Suggest actions regarding students' course-taking
but who had not completed all parts of the HSTW
choices that local districts can implement to improve
recommended core were counted in the career con-
student achievement.
centration/no academic core path.
The remaining students were counted in the no con-
To ensure that no student was counted in more than
centration/no academic core path.
one pathway the following criteria were used:
There are three performance levels: basic, proficient and
advanced, in the NAEP-linked tests as outlined in Table 1.
Students who had completed four years of each math-
The HSTW performance goal in reading (279) is about
ematics and science with at least one mathematics
halfway between the basic and the proficient levels; the
course in pre-calculus or higher-level mathematics
goals in mathematics (297) and science (299) are at the
were counted in the mathematics/science concentra-
beginning of the basic level.
tion path. Some of these students may have also corn-
The HSTW-recommended curriculum:
Four credits in college-preparatory English language arts
Three credits in mathematics, with at least two at the college-preparatory level
Three credits in lab-based science, with at least two at the college-preparatory level
Three credits in college-preparatory social studies
Four credits in a planned concentration of academic or career/technical studies
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3
2
Table 1
HSTWAssessment Performance Levels
HSTW Goal
Proficient
Basic
Advanced
Reading
279
262
288
317
Mathematics
297
297
328
349
Science
299
299
326
352
What Does It Mean When Students Perform At Goal Level?
SREB research indicates that graduates who meet all three performance goals are much less likely to require remedial work
in higher education or in the workplace. In the HSTW follow-up study in 2000, of the 7,873 respondents, 5,655
or
72 percent
had entered some type of postsecondary program of study. Of those who entered such programs, almost 45
percent met all three performance goals. Of those students meeting all three goals, only 24 percent were required to take
remedial courses in college. Of the remaining 55 percent (those who did not meet the three performance goals),
more than
40 percent were placed in remedial studies.
Graduates who meet the HSTW performance goals not only have scores at or above the goals, (279 in reading, 297 in
mathematics, and 299 in science) but they also demonstrate particular skills and concepts:
In the area of reading,
In the area of mathematics,
In the area of science,
these students are able to:
these students are able to:
these students are able to:
seek and use information from
understand concepts from alge-
apply knowledge, skills and rea-
manuals, journals, periodicals and
bra, geometry and probability;
soning to interpret scientific and
other documents;
technical data from tables;
apply concepts from algebra,
use information from several
geometry and probability in solv-
make inferences about outcomes
sources to make interpretations
ing multi-step problems; and
of experimental procedures;
and draw conclusions;
explain reasoning in a number of
evaluate the appropriateness of an
identify and solve stated prob-
problem-solving situations.
experiment's design; and
lems; and
interpret scientific text and graphs.
recognize limitations in available
information.
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3
Too Many Seniors Are Performing Below the Basic Level
Table 2 shows the percentage of students assessed in 2000 and 2001 scoring at each HSTW performance level in
reading, mathematics and science.
The results are alarming. In reading,
Table 2
one out of four students scored below
Percentages of Students At 51 Rural High Schools in 2000 and 2001
the basic level. This result is particularly
Scoring at the Different Performance Levels
disturbing because only those students
scoring at or above the proficient level
are actually able to read on grade level.
Advanced
Proficient
Below Basic Basic
Furthermore, two out of five students
5%
26% 31%
Reading
38%
scored below basic in mathematics, and
nearly three out of five students scored
2%
Mathematics
12%
43%
43%
below basic in science. Clearly these stu-
dents are not prepared to be successful
2%
14%
30%
Science
55%
in either a postsecondary program of
study or in the workplace. Students who
scored below basic in mathematics, science and reading must certainly be among the nearly 40 percent of current
in mathematics, science, reading comprehension, communications and
employees classified as having deficiencies
in the 2001 survey of the nation's manufacturers.2
analytical skills
ematics and science achievement. For example, in science
Table 3 shows the results of the achievement scores of
achievement 37 percent of the students in the top schools
students scoring at the different performance levels at the
and 60 percent of the students in the remaining schools are
top 25 percent (in achievement) of the rural schools and
scoring below basic. This indicates that science is not being
those students at the remaining 75 percent of rural sites.
taught at a level rigorous enough to raise students' achieve-
As expected, the top-scoring schools have significantly
ment scores. It should be noted that students in the high-
more students with scores at the proficient or advanced lev-
performing schools ranged from 0 to 48 percent minority,
els than do the remaining schools. However, the data show
and the percentage of students on free or reduced lunches
that both groups of schools need to work harder to get
ranged from 5 to 64 percent.
more students scoring at the basic level or higher. The
results also indicate that there are serious problems in math-
Table 3
Percentages of Students Scoring at Each Performance Level At the Top 25% and the Remaining Schools
Proficient
Advanced
Basic
Below Basic
Top 25% of Sites
8%
43%
36%
13%
Reading
18% 5%
49%
28%
Mathematics
3%
23%
36%
37%
Science
Proficient
Advanced
Basic
Below Basic
Remaining 75% of Sites
4%
27%
31%
38%
Reading
11%
41%
1%
47%
Mathematics
1%
28%
11%
60%
Science
'Center for Workforce Success and Andersen, The Skills Gap 2001, National Association of Manufacturers, 2001.
5
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Course-taking Decisions Have Achievement Consequences
Table 4 shows an analysis of five different course-taking paths at 51 rural high schools and students' mean scores in
reading, mathematics and science according to the curriculum pathway completed. Decisions about which courses
and which combination of courses students take have important individual consequences for students and collective con-
sequences for the overall performance of a school.
Table 4
Percentages of Seniors Completing Different Course-taking Paths and Their Mean Scores on the HSTW Tests
Course-taking Paths
Percentage
Math
Reading3
Science
of Students
Mean Score
Mean Score
Mean Score
Mathematics/Science Concentration
11%
324*
318*
296**
Basic College-prep Program
and No Career Concentration
16%
296
281*
307*
HSTW Math /Science Academic Core
and a Career Concentration
26%
292
280*
302*
A Career Concentration and
No HSTW Math/Science Academic Core
32%
287
266*
274
1
i
No Concentration/No Academic Core
15%
257
286
268
I
Shaded Cells: Below the HSTW Goal
**Proficient
*Basic
***Advanced
HSTW goals are 279 in reading, 297 in mathematics and 299 in science.
An analysis of the data shows that:
ranked second in overall achieve-
lowest achieving students were the
ment; however, the 26 percent who
15 percent who failed to complete
Fifty-three percent of the students
completed the HSTW-recommend-
either the recommended academic
completed the recommended aca-
ed mathematics and science core
core or a career concentration.
demic core. The highest achieving
and a career concentration scored
Their mean scores were below basic
students were the 11 percent who
almost the same. Neither group had
in all three curricular areas and of
completed a mathematics and sci-
a mean score at or above the science
course they, too, did not meet any
ence concentration. Of the five
performance goal of 299, although
of the HSTW goals.
groups of students, this was the
the scores were close to the goal.
These 51 rural high schools are
only group with mean scores at the
The 47 percent of students who did
enrolling only about 50 percent of
proficient level in reading. These
not complete the recommended
their students in courses aimed at
students had statistically significant-
academic core had mean scores that
preparing them for some form of
ly higher mean achievement scores
did not meet any of the HSTW
further study, yet 75 percent of
than did students who completed
performance goals. Students who
these students say they plan to go
the basic college-preparatory/no
completed a career concentration
to some form of postsecondary edu-
career concentration path and stu-
but did not complete the recom-
cation. Leaders in these schools
dents who completed the HSTW
mended academic core ranked
have to ask how we have failed
mathematics/science academic core
to adequately educate our parents
fourth and achieved at the basic
and career concentration. The 16
and students about which courses
level only in reading. This group
percent who completed the basic
matter in preparing students for
of students did not meet any of the
college-preparatory curriculum
further study and/or work.
HSTW performance goals. The
6
5
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science (326). In the top 25 percent of
dents had higher mean scores in read-
Table 5 provides evidence that get-
ing, mathematics and science than did
the schools, the lowest-achieving stu-
ting more students to complete an
dents were the 42 percent who failed
students at the remaining schools.
upgraded academic core and/or a con-
to complete the recommended aca-
centration improves their chances to
In the top 25 percent of the schools,
demic core. In the remaining 75 per-
achieve at the basic or proficient level.
the highest-achieving students were the
cent of the schools, only the 9 percent
Fifty-eight percent of students in the
19 percent who completed a mathe-
of students with an academic concen-
high-achieving rural schools complet-
matics and science concentration, yet
tration in mathematics and science
ed the recommended academic core
even these students did not have mean
met the HSTW performance goals in
compared to 50 percent at the
achievement scores at the proficient
all three subject areas.
remaining schools. Also, these stu-
level in either mathematics (328) or
Table 5
Percentages of Seniors Completing Different Course-taking Paths and Their Mean Scores on the NAEP-linked Exams
Top 25% of High-scoring High Schools
Math
Science
Reading
Percentage
Course-taking Paths
Mean Score
Mean Score
of Students
Mean Score
318*
19%
Mathematics/Science Concentration
325*
294**
Basic College-prep Program
20%
314*
and No Career Concentration
317*
291**
HSTW Math/Science Academic Core
19%
and a Career Concentration
310* 307*
289**
A Career Concentration and
291
29%
No HSTWMath/Science Academic Core
298*
276*
287*
No Concentration/No Academic Core
273* 298*
13%
Remaining 75% of the High Schools
Math
Reading
Science
Percentage
Course-taking Paths
Mean Score
Mean Score
of Students
Mean Score
317*
Mathematics/Science Concentration
295**
323*
9%
Basic College-prep Program
288
277
and No Career Concentration
25%
301*
HSTW Math/Science Academic Core
277 290
and a Career Concentration
16%
303*
A Career Concentration and
285
No HSTW Math/Science Academic Core
263
34%
271
262
282
No Concentration/No Academic Core
16%
251
**Proficient
***Advanced
Shaded Cells: Below the HSTW Goal
*Basic
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Two conclusions can be drawn from these data. First,
challenging academic core. The bar graphs in Figures 1
and
students who take the upgraded academic core have higher
students who met the
illustrate the percentages
2
of
HSTW goal in mathematics
mean achievement scores than those who do not. Second,
whether they did or
(297)
many students suggest that they are not
the mean scores
did not complete a solid academic core. The data in these
of
performing at a level needed to undertake programs
graphs are grouped by the students' racial and socioeco-
of
study beyond high school. Even the top
nomic background.
percent
the
25
of
schools need to better prepare their students with a stronger
For white students whose parents had no college,
73
academic core and a career/technical concentration.
percent
students who completed the academic core met
of
students' racial and/or socioeconomic
the goal in mathematics while only
percent
Regardless
those
of
41
of
meeting the HSTW per-
backgrounds, their chances
who did not complete the academic core met the goal.
of
they complete a
formance goals are greatly improved
(See Figure 1.)
if
Figure 1
HSTW Sites
2000/2001
White Students Who Met the HSTW Goal in Mathematics by Socioeconomic Status
Percentage
of
100
86%
80
73%
59%
60
41%
40
20
0
Parents had some college.
Parents had no college.
Students did not take HSTW -
took HSTW -
Students
recommended Academic Core recommended Academic Core
7
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For African-American students whose parents had no college, 41 percent of those students who completed the academic
2.)
core met the goal in mathematics while only 16 percent who did not complete the academic core met the goal. (See Figure
Figure 2
HSTW Sites 2000/2001
Percentage of African-American Students Who Met the HSTW Goal in Mathematics by Socioeconomic Status
100
Parents had no college.
Parents had some college.
did not take HSTW -
took HSTW -
Students
Students
recommended Academic Core
recommended Academic Core
in mathematics. However, Figures 1
the academic core met the goal while
In both racial groups the percent-
and 2 show that the percentages for
only 29 percent who did not complete
ages of students with parents who had
all groups were greatly increased
the academic core met the goal.
some college increased their chances
when students completed the
of meeting the goal. For white stu-
Analysis of the data according to
HSTW-recommended academic
dents whose parents had some college,
students' socioeconomic backgrounds
core. Encouraging and supporting
86 percent of students who completed
yielded similar results in the percent-
poor and minority students to take
the academic core met the goal while
ages of students who met the HSTW
a challenging academic high school
only 59 percent who did not complete
performance goals in reading and in
curriculum provides them with a
the academic core met the goal.
science. Certainly differences in the
better education.
Similarly for African-American stu-
racial and socioeconomic backgrounds
dents whose parents had some college,
of students contributed to the per-
52 percent of students who completed
centages of students who met the goal
8
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The bar graph in Figure 3 shows the percentage of students in all of the schools in the study who met the HSTW per-
formance goals (reading: 279; mathematics: 297; science: 299) based on their program of study. At least 57 percent or
mathematics/science concentration, basic college-preparatory program
more of the students in the first three pathways
met all three performance goals. Roughly, only about one out of
and the academic core with a career concentration
three to two out of five (27 to 42 percent) who did not complete the academic core met the three performance goals.
Figure 3
MSW Sites 2000/2001
Percentages of Students Meeting Performance Goals by Program of Study
100
80
60
40
20
0
Math/Science
Basic CP Prog/
HSTW Math/Sci
Career Concentration/
No Concentration/
Concentration
No Career
Acad Core/Career
No Academic Core
No Academic Core
Concentration
Concentration
Mathematics
Science
Reading
some education beyond high school, it is projected that by
Looking at the data from this perspective shows again
2020, 85 percent of all jobs will require some education
that students who do not take a rigorous core curriculum
in high school (about one-half of these students) are not
beyond high school.
being prepared for any viable future. Forty-seven percent of
Many current career/technical concentrations are based
the students in the 51 HSTW schools have mean achieve-
on low-skill, low-demand high school programs while
ment scores below the HSTW-recommended goals. This
high-skill, high-demand programs offering 21st century
indicates that these graduates are prepared only for the
such as pre-engineering, computer-aided
career paths
15 percent of jobs that require no formal education
design, computer-aided manufacturing and information
beyond high school. Employers say students seeking a
are not offered. These schools are contribut-
technology
technical or vocational degree will need academic knowl-
ing to the belief of many forecasters that America will face
edge and skills formerly expected only of a four-year col-
a shortage of up to 12 million educated workers by 2020.
lege graduate. While today 60 percent of the jobs require
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