Academic Readiness for College What Does it Mean? : Academic Readiness for College What Does it Mean? Lynne Miller & Mark Kostin
Southern Maine Partnership,
University of Southern Maine Maine Higher Education Council Fall Retreat
November 2, 2006
Bar Harbor
What We Know About Maine Kids : What We Know About Maine Kids Over 80% of Maine 8th graders say they want to go to college
76-78% of students who begin high school graduate four years later 9th graders in Fall 2002: 19,243
HS graduates 2006: 15,050
Maine Kids : Maine Kids Of all Maine graduating seniors in 2005:
65-70% of those enrolled in public schools took the SAT
65% were accepted to college
51-53% attended a two or four year college in the fall
about 30% will earn a bachelor’s degree
Less than 50% of students who matriculate at Maine’s public universities graduate within six years
What is going on? : What is going on? There are many variables affecting academic success: pre-collegiate preparation, economics, cultural and social capital, emotional and personal issues
Higher education faculty, high school faculty, and admissions officers can work together to increase academic readiness before matriculation
Academic Advising and university faculty can work together to increase success after matriculation
Academic Readiness As Defined by the ACT Study : Academic Readiness As Defined by the ACT Study A remediation-free post-secondary experience
75% probability of earning at least a C and a 50% of earning a B or better in a “gateway”, credit bearing course
Gateway Courses : Gateway Courses Gateway courses: high enrollment courses in the first year (psychology, biology, sociology, accounting, philosophy, literature, world history, etc)
Math is a gateway course
ACT Study Results : ACT Study Results Source: Crisis at the Core: Preparing All Students for College and Work (2005) www.act.org Percentage incoming freshmen ready by content area
MEA Data (2005) : MEA Data (2005)
What is the Major Predictor of Academic Readiness? : What is the Major Predictor of Academic Readiness? The High School Course of Study!!
Reading above grade level ensures a student can access texts in gateway courses
One math course beyond Algebra 2 doubles the odds of earning a degree
NOTE: Completion of a “College Prep” high school curriculum is not sufficient to enter and pass “gateway” courses
Comparing Courses: 11th Grade English : Develop skills in grammar, vocabulary, oral presentations and speeches
Surveys American literature
Studies works from college preparatory anthology and selected novels
Composition focuses on narrative and descriptive essays and introduces expository writing
Research paper required Honors “College Prep” Comparing Courses: 11th Grade English Develop skills in reading, public speaking and writing
Chronological and critical understanding of American literature
Challenging reading load (10 or more novels plus short stories and poetry)
Express understanding in clear, organized manner through class discussion and written assignments, expository and analytic writing
Write a research paper, with hypothesis, supporting evidence, and conclusion
Required summer reading list
Comparing Courses: Algebra 2 : Comparing Courses: Algebra 2 Studies a class of functions—definition, graphs, properties, and mathematical models.
Topics covered include:
Linear
Quadratic
Exponential
Logarithmic
Rational algebraic
Irrational algebraic
Higher degree functions
Conic sections
Sequences
Probability
Statistics Extends and reviews concepts learned in Algebra 1
Introduces more advanced subjects
Logarithms
Coordinate geometry
Probability Honors “College Prep”
College Writing: Sample Assignment : College Writing: Sample Assignment Near the end of her essay, Tompkins writes, “What this means for the problem I’ve been addressing is that I piece together the story of European –Indian relations as best I can, believing this version up to a point , that version not at all, another: almost entirely, according to what seems reasonable and plausible given everything I know. And this is, as I have shown, what I was already doing in the back of my mind without realizing it, because there was nothing else I could do” Please write a four page essay in which you consider Tompkins’s conclusion. Do you agree with her? How do you evaluate evidence that Tompkins presents to support her position? Finally, it is important that you make clear somewhere in your essay what you think Tompkins’s conclusion is
New SAT Writing : New SAT Writing A sense of happiness and fulfillment, not personal gain, is the best motivation and reward for one’s achievement. Expecting a reward of wealth or recognition for achieving a goal can lead to disappointment and frustration. If we want to be happy in what we do in life, we should not seek achievement for the sake of winning wealth and fame. The personal satisfaction of a job well done is its own reward. Assignment: Are people motivated to achieve by personal satisfaction rather than by money or fame? In 25 minutes, plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observation
11th Grade MEA Writing Prompt : 11th Grade MEA Writing Prompt What if there were eight days in a week? Write about how you would use the additional day.
What UMS is Doing: www.maine.collegeready : What UMS is Doing: www.maine.collegeready Too many students entering college today don't meet college requirements--particularly in writing and mathematics--and must enroll in remedial courses before they can begin their college work. The University of Maine System wants to be sure that every student who aspires to higher education graduates high school with the skills and knowledge that she or he needs to be successful. University of Maine System Statement on College Readiness See what should be part of a college-ready high school transcript College Readiness for Mathematics: Level One (pdf booklet) What first-year students need to know to succeed in general education math courses. College Readiness in Writing: Reports to the Field (pdf) 2005 Report of the UMS Chancellor's Committee on College Readiness
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Common Practice : Common Practice We accept high school graduates as full time students but are unprepared for college work
We require that they enroll in developmental courses before they can proceed to the gateways
We charge tuition for these courses but do not count them toward graduation
We Are Not Alone : We Are Not Alone Nationally, every year 50% of entering full time students are placed in remedial courses in. universities and college
At UMaine Campuses
Over 700 students are enrolled in remedial or “developmental” writing courses each fall
Over 1500 are enrolled in remedial or “developmental” math courses each fall
Remediation & Graduation : Remediation & Graduation Source: Kirst, M. (2004). The high school/college disconnect. Educational Leadership, 62(3), 51-55. 6-year graduation rate by number of remedial courses
The Paradox of Remedial Courses : The Paradox of Remedial Courses Students who enroll in remedial courses have slowed momentum in the first two years
Students who successfully pass through remedial courses gain momentum in later years
4-, 5-, 6-yr Graduation Rates (2003) : 4-, 5-, 6-yr Graduation Rates (2003) Source: Education Trust, 2006 84.3% 89.1% 87.7% 47.3% 41.6% 38.2% 69.4% 48.0% 58.1% 10.3% 57.6% 36.5% 44.8% 56.1% 28.6% 60.0% 46.8% 29.5%
Graduation Maine at Maine’s Colleges & Universities : Graduation Maine at Maine’s Colleges & Universities Source: Education Trust, 2006
Slide23 : Source: Education Trust, 2006 New England Public Universities Six Year Graduation Rates
Another Perspective : Another Perspective Within six years
54-58% earn a degree from the school where they began
another 8 -10% earn a degree from a school other than where they began for total graduation rate of 62-68%
Within 8.5 years: 70 percent earn a degree somewhere
Building Momentum Toward Graduation : Building Momentum Toward Graduation Credit momentum: earning 20 or more credits in the first year
Students who enter college with 4-6 credits already earned have more credit momentum
AP courses
Dual enrollments
College summer school
Building Momentum Toward Graduation : Building Momentum Toward Graduation Entry within one year of graduation
Few withdrawals or course repeats
Intentional use of summer school
Continuous enrollment as a full time student
Passing the “portal courses” of College Writing and College Math
Passing key introductory courses
High School vs College: Class Expectations : High School vs College: Class Expectations High School: Students will usually be told what their responsibilities are and corrected if their behavior is out of line.
College: Students are old enough to take responsibility for what they do and what they don't do and understand that each decision has a consequence. http://www.smu.edu/alec/transition.html
Grades : Grades High School: Everything is graded; homework counts; extra credit is awarded; first tests counts less than later tests
College: Very few graded assignments; homework is usually not counted in grade; first test may count as much as later tests; students need to check the syllabus and get academic support
Personal Choices : Personal Choices High School: Students will usually be told (by parents as well as school staff) what their responsibilities are and corrected if their behavior is out of line.
College: Students are old enough to take responsibility for what they do and what they don't do and understand that each decision has a consequence. (FERPA)
Studying : Studying High School: Class time set aside for homework; short assignments discussed and re-taught in class; teacher reminds students of work due and incompletes
College: Substantial reading and work outside of class – not always reviewed in class; student has to depend on the syllabus and seek academic support
Teachers and Teaching : Teachers and Teaching High School: Teachers initiate contact if a student is in trouble and is available most days; write on the board; provide cuing for what is important to know. Classes are “ability grouped.”
College: Student initiates contact with problems; professor have designated office hours; non-stop lecturing with no cues abut what is important; all abilities level in the same class
Assessment for Mastery : Assessment for Mastery High School: Mastery is usually seen as the ability to reproduce what students were taught in the form it was presented or to solve the kinds of problems they were shown how to solve.
College: Mastery is often seen as the ability to apply what students have learned to new situations or to solve new kinds of problems.
Implications : Implications Provide Early College experiences for high school students
Be transparent about expectations
Engage Admissions Office and Faculty in conversations that consider requirements for admission
Pay attention to momentum-building strategies
Provide support & challenge for students
Reconsider policies for placement into and credit for remedial (or sub-100 level) courses
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Message to students: “You are Agents of your Futures” : Message to students: “You are Agents of your Futures” Wishing doesn’t lead to success; preparation and hard work does
Take the most challenging courses in high school and don’t let anyone scare you away
Read, read, read. Language is power
The world has gone quantitative: learn math
Students are Agents : Students are Agents Log onto college sites and look for assignments in gateway courses; if you don’t see this, ask for it.
Aim to enter higher education with 4-6 credits already earned.
You are the principal agent In your own education. Seize the day or lose it