C' Comer

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Texas ASAP ConferenceAustin, TexasApril 25, 2006
Trends in Science Education In Texas 2006

• Chris Castillo Comer
• Director of Science

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(No Transcript)
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Latest demographics Show increases
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The State of Science in Texas

• Nine out of every 10 seniors met high-stakes
  graduation requirements
• Among the Seniors 91 of African American
  students, 92 of Hispanic students, and 98 of
  all white students passed the Science TAKS tests
• 55 of all Texas seniors graduated
• with the Recommended High School Plan

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The State of Science in Texas

• Last year 23 of all graduating seniors
• took 4 years of science
• The state average for Graduating Seniors
  attending colleges and universities is 44.6

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TIMSS Trends in Mathematics and Science Study
TIMSS 2007 will begin Within the next few weeks.
Schools chosen will receive TIMSS Kits for 4th
and 8th grade math and Science.
Students in 63 countries, including the US will
participate. In Texas, 35 Districts have asked
for sample schools to be involved in the 2007
TIMSS study. This is voluntaryschool districts
involved Include, Aldine, Arlington, Austin,
Bryan, Buna, Clint, Conroe, Corpus Christi,
Cypress-Fairbanks, Dallas, Eagle, Edinburgh, Ft.
Worth, Garland, Harlandale, Houston, North East,
etc.
Source NCES 2003-081R, Highlights From TIMSS
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PISA US 15 Year-Olds Rank Near Middle Of The
Pack Among 32 Participating Countries
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99 NAEP ResultsHigh School Achievement Math
and Science
Source NAEP 1999 Trends in Academic Progress.
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Three-Year 157,420 Increase Largest in Texas
History
157,420
Texas Students Enrolled in Higher Education
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Education Trends

• Are High School Graduates Prepared For College
  Work?

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Research Methods

• Telephone surveys among the following
  populations
• 1,487 public high school graduates from Classes
  of 2002, 2003, 2004, conducted December 421,
  2004, including
• 861 current students at two- and four-year
  colleges and universities (353 of whom have
  taken a remedial course)
• 626 graduates who are not currently enrolled in
  college, including 267 who attended college in
  the past but withdrew
• 303 African Americans and 287 Hispanic Americans
• 400 employers who make personnel decisions
  (owners, CEOs, presidents, human resources
  professionals), conducted December 1016, 2004
• 300 instructors who teach first-year students at
  two-year and four-year colleges and universities

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Key Points

• As many as four in ten graduates are not
  prepared
• 39 of college students and high school graduates
  with no further education say they have gaps in
  the skills and abilities expected today.
• 35 of college students and 39 of non-students
  say they have large gaps in preparation in at
  least one crucial skill 86 of both college
  students and non-students say they have some
  gaps.
• College instructors estimate that 42 of their
  students are not adequately prepared.
• Employers estimate that 39 of high school
  graduates who have no further education are not
  prepared for their current job and that 45 are
  unprepared for advancement.

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Key Points

• All groups call for higher standards
• Only 24 of high school graduates say they faced
  high expectations and were challenged in high
  school. Those who faced high expectations in high
  school are much more likely to feel prepared for
  the expectations they now face.
• Knowing what they know today, 65 of college
  students and 77 of non-students say they would
  have worked harder in high school.
• 62 of college students and 72 of non-students
  would have taken at least one more difficult
  course.
• High school graduates, college instructors, and
  employers strongly embrace reforms that raise
  standards and requirements for graduation.

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Many Grads Cite Gaps In Preparation
How well did your high school education prepare
you for college-level work/jobs you hope to get
in the future?
Employers estimate that 45 of recent high school
graduates are not prepared with skills to advance
beyond entry level jobs.
College instructors estimate that 42 of recent
high school graduates are not prepared for
college-level classes.
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53
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39
College students
Non-students
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Most Grads Cite Gaps In At Least One Skill
(In each area, saying there are at least some
gaps in their preparation)
35 of college students report large gaps in at
least one area, 86 report some gaps in at least
one area.
Oral communication/public speaking Science Mathem
atics Doing research Quality of writing that is
expected Reading/understandingcomplicated
materials
12 large gaps/struggling15 large
gaps/struggling 1114 1316 1013 910 5
9
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Employers/College Instructors Say Many Not
Prepared In Math/Writing
(Employers/instructors average estimates of
percentages of public HS graduates NOT prepared
in each subject)
Employers
Ability to do math Quality of writing
Instructors
Ability to do math Quality of writing
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Few Employers Feel High School Graduates Prepared
For Advancement
Applicants with no high school degree Recent
public high school grads who have no further
education/training Recent grads of two-year
college or training program Recent graduates of
four-year colleges
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College Instructors Are Harshest Critics Of High
School
Do public high schools adequately prepare
graduates to meet the expectations they face in
college
In first-year classes, how much class time do you
spend reviewing material and skills that should
have been taught in high school?
70
Some class time
Do not adequately prepare graduates
28
Very little class time
Adequately prepare graduates
Significant amount of class time (24)
Employers
No class time
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Employers/Instructors Dissatisfied With High
Schools Skills Prep
(In each area, saying they are somewhat/very
dissatisfied with the job public high schools are
doing preparing graduates)
Employers
25 very dissatisfied 22 very dissatisfied 24
very dissatisfied 20 very dissatisfied
Reading/understandingcomplicated
materials Quality of writing that is
expected Doing research Mathematics Oral
communication/public speaking Science
20
Employers/Instructors Dissatisfied With High
Schools Skills Prep
(In each area, saying they are somewhat/very
dissatisfied with the job public high schools are
doing preparing graduates)
Employers
29 very dissatisfied 22 very dissatisfied16
very dissatisfied 17 very dissatisfied
Thinking analytically Work and study
habits Applying what is learned in school to
solving problems Computer skills
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Few Say Expectations Were High
Academic expectations of me in high school were
Expectations were high
All HS graduates Below average incomeAverage
incomeAbove average income CitySuburbsSmall
town/rural General studies in HSCollege prep in
HS
24 232324 233120 1730
All high school graduates
Non-students
College students
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Grads Who Faced High Expectations Twice As Likely
To Feel Prepared
( saying they were extremely/very well prepared
for college/future job)
College students whose high schools held them to
High expectations Moderate expectations Low
expectations
Non-students whose highschools held them to
High expectations Moderate expectations Low
expectations
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Challenging Courses Better Prepared
( saying they were extremely/very well prepared
for college)
College students who took the following number of
high school level math and science courses
Nine or ten Eight Seven Five or six Four or fewer
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Algebra II Critical For Work World And College
When it comes to mathematics, how well were you
prepared inhigh school for the expectations you
face in college/working world?
Non-students
College students
Completed less than Algebra 2
Completed Algebra 2/more
Completed less than Algebra 2
Completed Algebra 2/more
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Lower Expectations For Writing Lead To Lower
Confidence
Writing expected of you in high school
Graduates who wrote great deal
Graduates who wrote fair amount/ not much
53
Students Feel somewhat/not prepared for college
writing
Fair amount English classes some emphasis on
writing skills, papers for other classes
21
49
Great deal high expectations, term papers,
research reports, senior thesis
Non-students Feel somewhat/not prepared for
writing at work
24
51
Not much
All public HS graduates
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Knowing What They Know Today, Grads Would Have
Worked Harder
Knowing what you do today about the expectations
of college/the work world, if you were able to do
high school over again, would you have worked
harder and applied yourself more to your
coursework even if it meant less time for other
activities?
College students
Non-students
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Had High School Demanded More, Grads Would Have
Worked Harder
If your high school had demanded more of
students, set higher academic stand-ards, and
raised the expec-tations of how much course work
and studying would be necessary to earn a
diploma, would you have worked harder to meet
these expec-tations?
82
80
College students
Non-students
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Majorities of Graduates Would Have Taken Harder
Courses
Knowing what you know today about the
expectations of college/the work world, if you
were able to do high school over again, when it
comes to math/sciences/English would you have
taken higher-level and more challenging courses
if they were available?
Would have taken more challenging courses in at
least one area Math Science English
Would have taken more challenging courses in
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Large Majorities Support All Reforms
( public high school graduates saying each would
improve things in encouraging HS students to work
harder/be better prepared)
Real-world learning opportunities
(internships) Early guidance on courses for
career/college prep More honors, AP, IB courses
available for free More tutoring, summer school,
extra help Give juniors college place-ment tests
to see if ready Require exams in math and
English to graduate Smaller high schools, more
contact with teachers Require four years math,
biology, chemistry, physics
96
93
93
88
87
81
80
74
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Overview Of Support For Reforms

• Early guidance on the courses to take to prepare
  for career/college enjoys universal support, with
  90 or more of public high school graduates,
  employers, and college instructors saying this
  would improve things a great deal or somewhat.
• Opportunities for real-world learning receives
  high support from recent graduates (96 improve
  things a great deal/somewhat), employers (95),
  and college instructors (76).
• More honors, AP, IB courses garners near
  universal support from recent graduates (93),
  and nearly as much from employers (86) and
  college instructors (85).
• Non-students are more likely than college
  students to strongly endorse proposals giving
  high school students more help/attention,
  including early placement tests to determine
  readiness for college (67 of non-students say
  this would improve things a great deal, 49 of
  college students say the same), tutoring, summer
  school, extra help (63 non-students, 55
  students), and smaller high schools (58
  non-students, 45 students).

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Support For Math/Science Requirement
( who say requiring four years math, biology,
chemistry, and physics to graduate would
encourage HS students to work harder/be better
prepared)
All public high school graduates College
students Non-students Employers College
instructors
74
77
70
83
81
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Science Education In the News
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President Bush and Science Education
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President Bushs Address
910 Million for NSF, Dept. of Energy Commerce
Department

• Specialty schools for math and science
• Experiential-based Learning Opportunities
• National Labs for PD
• Scholarships, Fellowships, Summer Institutes
• In science and math for students and teachers
• NASA
• Development of Science Parks similar
• to Asian Parks
• Download report at http//www.nap.edu

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Texas Schools Respond to Hurricanes and Evacuees

• At its peak, Texas Schools enrolled 46,504
  Hurricane Katrina evacuees, while about 400,000
  Texas students were displaced and their schools
  shuttered temporarily
• When Hurricane Rita rolled ashore, knocking
  essential services to a wide swath of Southeast
  and East Texas.
• TEA continues to monitor various efforts in
  Congress to provide funding to cover costs
  incurred by districts because of Katrina and Rita.

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Curriculum Trends

• Emphasis on science at very early ages
• At-risk students identified earlier and more
  programs to support students in credit recovery
• More High Schools with dropout recovery programs
  specializing in technical school/employment
  training
• Emphasis on higher expectations and more science
  to prepare students for technical training
• Greater high school to college coordination

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National Trends in High School Science

• In 2004, five states of 30 reporting, had more
  than 30 of students take Physics by graduation
  including Texas
• Chemistry Enrollments increased 10 states that
  more than 60 of their students take Chemistry by
  graduation, including Texas
• Significant increases in high schools science
  courses in 04 60 compared to 55 in 96 and
  45 in 90
• Certified Science Teachers continue to be in high
  demand.

http//www.ccsso.org/project/science_and_mathemati
cs_ Education_Indicators
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Resources
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Abrams Pre-K Science Complete Set ofMaterials
The books can be purchased online or via phone
orders. Our website is www.abramsandcompany.com T
he pages containing Early Science are
at http//www.abramsandcompany.com/productslist.a
spx?CategoryID0-126
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Delta Education Pre-K Science

• Contact Info
• Miguel GilRegional Sales ManagerDelta
  Education1-800-338-5270, ext. 168 toll-free
  voice mail [phone]    Office(210)509-9709 
     Fax[phone]    Cellmgil_at_delta-edu.comde
  lta4k8_at_gmail.comwww.delta-education.comwww.fossw
  eb.comwww.fossworks.com

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LakeShore Pre-K Science

• Texas package is in English and Spanish
• Pre-K materials include games, books, and
  materials
• Professional Development is also available
• Contact
• LakeShore Products, Inc.
• Richard Gomez Regional Manager
• 1-800-421-5354
• rgomez_at_lakeshorelearning.com

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Texas Teacher Profiles

• First year teachers 7 of Texas teachers
• 22,649 teachers
• Teachers 1-5 years experience 28.7 equals
• 84, 482 teachers
• Total novice teachers 36.4 MORE THAN A THIRD
  of ALL TEXAS TEACHERS
• Another 20 ready to leave teaching (20 years)

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Curricular Update

• Schedule for the TEKS Refinement and TAKS Surveys
  aligned to textbook adoption schedule
• April will start discussions for K-8 language
  arts and
• July discussions will begin for high school
  language arts creating a staggered adoption of
  the ELA/Reading TEKS.

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Assessment Updates

• Webb Alignment study conducted recently in each
  grade and subject area
• TEA will receive preliminary results this week.
• TEA will receive a final report in 6 weeks.
• This type of alignment will be done regularly and
  Data derived will be used to build tests.

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Degree of Alignment
Standards
Standards
Assessment
Assess-ment
Assessment Items
Standards
Assessment
Standards
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TAKS TESTING

• Science TAKS will not be the last test
  administered
• Grade 8 students will again be able to take
  innovative online testing
• All Tests will be released this year Item
  analysis will be available Data will include
  all tests except TAKS-I which will be phased-in
  next year in the TAKS scores
• NCLB study will be done to judge TAKS alignment
• Three new tests will be developed for Science at
  the High School Level Biology, Chemistry and
  Physics!

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Executive Order RP53Signed by the Governor of
Texas on December 16, 2005-End of Course Tests

• The development of a series of voluntary
  end-of-course assessments in Science,
  Mathematics, and other subjects, currently
  assessed by the 11th grade Texas Assessment of
  Knowledge and Skills, to measure student
  performance
• For science this will include Biology, Chemistry
• and Physics

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Assessment Updates

• The 2007-2008 and 2008-2009 testing calendars are
  on the TEA website for review and comment
• Changes to note
• End-of-Course tests were added
• Field tests for grade 9 reading, and grades 4 and
  7 writing were moved to the week of the primary
  administrations in April.

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Assessment Updates

• Performance Level Descriptors
• (PLDs)
• Performance level descriptors for every TAKS
  subject should be on the TEA website by the end
  of April.
• The 2007-2008 and 2008-2009 testing calendars are
  on the TEA website for review and comment.

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2005 - 2006 ScienceTesting Calendar

• Grade 5 Science April 20, 2006
• Grade 8 Science April 20, 2006
• Grade 10 Science April 20, 2006
• Grade 11 Science
• October 20, 2005 (retest)
• December 6-9, 2005 (online retest)
• February 23, 2006 (retest)
• April 20, 2006 (primary)
• July 13, 2006 (retest)

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TAKS-Alternate (TAKS-Alt)

• Reviews for each grade and subject area of
  TAKS-Alternate (TAKS-Alt), an assessment
  currently being developed for students with the
  most significant disabilities, are halfway done.
  
• The first external item review began this week
• Teachers have given very positive feedback about
  the assessment design.

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TAKS-Modified (TAKS-M)

• The special education assessment team has begun
  to plan for the future TAKS-Modified (TAKS-M).
• The federal government has proposed regulations
  for 2 of the special education population that
  could be eligible to take an assessment that
  reduces the complexity of the grade-level
  content.
• It has not been determined when the final
  regulations will be out, but TEA is moving
  forward.
• Currently, assessment staff have modified or plan
  to modify the TAKS (minus the field test
  questions) grade 5 science, grade 5 reading, and
  grade 10 mathematics tests by reducing the number
  of answer choices, reducing complex language and
  vocabulary, etc. Information about this process
  and research regarding standard and non-standard
  accommodations that may be allowable for this
  assessment, will be presented to the assessment
  directors for discussion in the near future.

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Elementary Pass Chart

• Includes grades 1-5
• Gives highlights from TAKS
• Has TAKS OBJECTIVES and TEKS Student Expectations
  that are assessed from grades 3-5
• To Order visit our online store at
• http//www.region4store.com/esc/Shop
• ID 460-0293

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Elementary Spanish Science

• Includes grades 1-5 in Spanish!
• Gives highlights from TAKS and
• The Texas English Language Proficiency Standards
  (ELPS)

• Has TAKS Science Spanish Objectives and
• TEKS Student Expectations
• that are assessed from grades 3-5

• To download copies
• http//www.tea.state.tx.us/curriculum/biling/
• Go to documents and
• Science Chart 1 2

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ESL TEKS

• No Child Left Behind requires the ESL TEKS to be
  aligned with content standards in each subject
  area and linked to assessment.
• External elementary, middle school, and high
  school groups will be reviewing a model alignment
  of grade 4.

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Trainers available throughout the state! For
More Information Contact The Kolak
Group cindy_at_kolakgroup.com
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Middle School Science

• Includes grades K through High School Physics
• Gives highlights from TAKS
• Has TAKS OBJECTIVES and
• Grades 6-8 TEKS assessed on the Middle School
  Science TAKS given at grade 8
• To order copies contact
• Charles A. Dana Center
• P.O. Box M
• Austin, TX 78713-8913
• Phone [phone]
• Fax [phone]
• Products_at_uts.cc.utexas.edu

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Secondary Science

• Vertical Alignment Chart for Secondary Science
  Grade 10 and Exit Level Grade 11
• Has TAKS OBJECTIVES and TEKS Student Expectations
  that are assessed from grades 1-High School
  Physics
• Gives highlights from TAKS

To Order http//www.region4store.com/esc/Shop
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State Awardee 2005-2006
Nancy Owens Schunke IPC Teacher Dunbar Jr. High
M/S Academy Lubbock, TX
06-07 Gr. 1-6 Teachers Apply www.nsf.gov/PA
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National Youth Science Camp

• 2005 Winners Announced
• Jessica Wang
• Emily Hsu
• To nominate an outstanding 2006 Senior go to
  www.nysc.org for more information

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Join the Science Listserv
www.tea.state.tx.us/list/
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Who to Contact
Texas Education Agency Chris Castillo-Comer Direc
tor of Science 512-463-9581
chris.comer_at_tea.state.tx.us