Improving Student Achievement in Mathematics and Science : Improving Student Achievement in Mathematics and Science What does assessment tell us about our strengths, weaknesses, opportunities, and threats?
Hispanic students narrow CSAP gap:Disparity in scores closing somewhat in reading, math : Hispanic students narrow CSAP gap:Disparity in scores closing somewhat in reading, math http://www.rockymountainnews.com/drmn/education/article/0,1299,DRMN_957_4899383,00.html By Berny Morson And Burt Hubbard, Rocky Mountain News, August 7, 2006
"Schools need to look at classrooms and say, 'Where are we getting success, and where are we not getting success, and what are the differences?' " said Cindy Stevenson, superintendent of Jefferson County Public Schools, the state's largest school district. "There's no magic answer here. "It's ongoing, day-by-day hard work. What are the causes? What do we do about it?"
Slide3 : Students can pass state math tests knowing content typically taught in 7th and 8th grade internationally FL MD MA NJ OH TX Source: Achieve, Inc., Do Graduation Tests Measure Up? A Closer Look at State High School Exit Exams, 2004. Grade when most international students cover content required to pass state math tests
Slide4 : College Remediation of Math The NCES 1999-2000 annual national survey showed that roughly 15% of freshman and sophomore college students reported taking remedial mathematics classes (NCES, 2001b).
For the 2002 academic year, 38% of incoming students who graduated from Washington high schools were required to enroll in a remedial math course (CWU Institutional Research Report, 2002).
Slide5 : When there is no rigor:The Kiss of Death? (Clifford Adelman) Highest Degree Earned vs College Remediation by Age 30
Slide6 : Parliamentary Analysis of Data of the CWU Transcript Study Fewer than 40% of CWU students have taken four years of mathematics in high school, and only 75% of those took rigorous courses (Lundin, 2003c).
Paradoxically, 88% of the entering freshmen had the requisite three or more years of high school mathematics, but nearly 38% needed remediation in that subject (Riley, 2003; Oursland, 2003).
Slide7 : Dr. Lundin, Dr. Oursland, Mark Lundgren, and Michael Reilly Mathematics Preparation for College: Some Things We Learned the Hard Way, and What We Do About Them Journal of Mathematics Education Leadership
Slide8 : Characteristics of High Achieving Schools Teachers and administrators created high academic expectations and then support them with an environment where “Failure is not an option”.
Faculty collaborate and support each other.
Teachers use state test information to explicitly teach their students.
Strong and well-defined sense of purpose among the faculty. Information from the High Achieving School Initiative.
Slide9 : Why Integrate Curricula? To teach the intended curricula: Solving Problems and Using the Scientific method.
We must have students who are engaged in worth while mathematics and science.
Integrated units are interesting and by their nature application orientated.
A teacher that embraces the EALRs, will find many innovative teaching situations for fostering exploration activities.