Hawai`i

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Hawaiis HS Graduates Ready for College?

• Survey re Language and Math Skills is a first
  step in the effort to improve readiness
• January 2008

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Too many students drop out of the education
pipeline in the nation and in Hawaii
Source Student Pipeline 2004, unpublished data
from the National Center for Higher Education
Management Systems, October 2006. Data are
estimates of pipeline progress rather than actual
cohort.
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One National Effort The American Diploma Project

• A partnership of
• K12 Education
• Higher Education
• Major Employers
• Focused on
• -- ALL students leaving high school ready for
  work or post-secondary education

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ADP Four Action Pillars

• (1) Aligning Standards
• Align high school standards with college and work
  expectations
• (2) Curriculum and Graduation Requirements
• Require all students to take curriculum aligned
  with standards in order to graduate from high
  school

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Four Pillars (contd)

• (3) College-Ready Assessments
• Include college-ready test, aligned with state
  standards, in high school assessment system
• (4) High School and Postsecondary Institutions
  Accountability
• Hold high schools accountable for graduating
  students college- and work-ready, and hold
  postsecondary institutions accountable for
  student success. 

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Action Pillar 1 --Aligning Standards

• HCPS III English and Math Standards were compared
  to ADP Benchmark Standards
• Side-by-side analysis revealed
• -- more instruction needed in reading and writing
  for informational purposes
• -- more instruction in math needed, esp. Algebra
  II

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Aligning Standards (cont.)

• How to align standards?
• -- Provide survey instruments which get input
  from post-sec, employer perspectives
• -- Provide opportunities for secondary English
  and math faculty to work in collaboration with
  post-secondary English and math faculty and with
  employers who supervise entry-level employees

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The Surveys

• This report focuses on the surveys of
  post-secondary faculty, conducted on-line in
  October 2007.
• Two separate surveys were conducted one on
  English skills and one on math skills.

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Who completed them?

• English Survey completed by 290 faculty members
• 258 from the ten UH campuses
• 32 from BYUH, Chaminade and HPU
• Math Survey completed by 160 faculty members
• 134 from the ten UH campuses
• 26 from BYUH, Chaminade and HPU

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Campus Participation Data English Survey
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Campus Participation Data Math Survey
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Respondents identified the course. . .

• Please indicate below the SINGLE specific
  course you have in mind as you respond to this
  survey about English language skills needed for
  success in the course. Include course name AND
  number (e.g., MATH 135, AERO 100, NURS 153, PHIL
  110, RAD 100, etc.)

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Subject Areas of Responses English Survey
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Subject Areas of Responses Math Survey
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Respondents determined degree of skills essential

• Rank the skill listed here on a scale from 1
  (not essential) to 10 (most essential) for a
  student to be successful in the entry-level
  course you identified in question 3.

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Eight skill areas in English Survey

• Language
• Literature
• Communication
• Writing
• Research
• Logic
• Media
• Informational Text

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Five Skill Areas in Math Survey

• Number Sense and Numerical Operations
• Algebra
• Geometry
• Data Interpretation, Statistics and Probability
• Mathematical Reasoning

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What Did the Post-Secondary Surveys Say?

• English Survey
• Results reinforce the skills identified as
  significant by Achieve and by Hawaii employers
• Math Survey
• Much less agreement about which skills are
  essential

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English Survey Results

• 22 skills (out of 70 items) rank as essential to
  student success across multiple academic areas
• 8 are writing skills
• 4 are informational text skills
• 3 are communication skills and 3 are research
  skills
• 2 are language and 2 are logic skills

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Writing Skills

• Q 30 -- Plan writing with notes
• Q 31 -- Select and use informal/technical
  language
• Q 32 -- Organize writing with a thesis, etc
• Q 33 Develop writing process (revise based on
  feedback)
• Q 34 -- Edit for grammar
• Q 35 -- Cite sources
• Q 37 -- Use Excel and Powerpoint
• Q 38 -- Write an academic essay

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Informational Text Skills

• Q 60 -- Follow written instructions
• Q 61 -- Identify main ideas in informational
  text
• Q 64 -- Interpret maps, charts, etc
• Q 67 --Draw conclusions based on evidence

22
Communication Skills

• Q 23 -- Give and follow instructions
• Q 24 -- Summarize oral information
• Q 29 -- Work in teams
• Research Skills
• Q 42 -- Gather info from primary and secondary
  sources
• Q 43 -- Evaluate credibility of sources
• Q 44 -- Report findings within time/length limits

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Language Skills

• Q 7 -- Use standard English
• Q13 -- Quantitative and Technical Information
• Logic Skills
• Q 46 -- Distinguish fact from fiction
• Q 54 -- Construct arguments -- oral and written

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Differing Perceptions of Importance by Subject
Area --One Example

• Q 13 Quantitative Technical Info
• Ranked important by faculty from CTE,
  Professional Schools and Natural Sciences at
  twice their rate of participation
• Ranked important by faculty from communications
  at less than half their rate of participation

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Conclusions -- English

• Consistency across the studies from Achieve,
  post-secondary faculty and 3-Points survey of
  employers
• Best places to begin dialogue around the eight
  writing skills and the four informational text
  skills

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Math Survey Results

• 5 skills (out of 60 items) rank as essential to
  student success across multiple academic areas
• 3 are algebra skills
• 1 is a geometry skill
• 1 is a mathematical reasoning skill

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Math Skills

• Algebra
• Q 11 -- basic algebra operations
• Q 22 -- solve word problems
• Q 18 -- solve algebraic equations
• Geometry
• Q 39 -- linear equations
• Mathematical Reasoning
• Q 52 -- inductive and deductive reasoning

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Differing Perceptions of Importance by Subject
Area --One Example

• Q52 Inductive and Deductive Reasoning is
  important to social science (at double the
  proportion of their overall participation) and is
  also important to natural sciences, but is not
  important to math faculty

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Conclusions -- Math

• The definition of college and career ready --
  in terms of math skills -- varies depending upon
  college major/ career field.
• Additional investigation is needed in order to
  define college and career readiness in math.

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Joint Secondary and Post-Secondary Discussions. .
.

• Define what makes a student ready for English
  100 and for college-level math
• Consider assessments of college readiness that
  might serve as alternatives to COMPASS for
  placement into Eng 100 and college-level math
• Gather data about student performance to support
  recommendations

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Hawaii Timeline

• Feb 23, 2008
• Dialogues between secondary and post-secondary
  faculty, facilitated by Achieve, Inc.
• March 2008 Quality Review 2
• DOE submits proposed strategies to address
  Achieves analyses of Hawaii Content and
  Performance Standards

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Hawaii Timeline (contd)

• 2008 and Beyond
• Identify and secure incentives for students to
  earn Career and College Ready Diploma
• Collect data to inform decision-making and
  evaluation
• HI-PASS (expected Jan-Mar 2008)
• College-going and remediation data by high school

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Hawaii Timeline (contd)

• 2008 and Beyond (contd)
• Plan for implementation, including teacher
  training, curriculum/course alignment and student
  support
• Ed Trust West consulting for high schools
• Site visit to Cal States Early Assessment
  Program
• Curriculum alignment plans

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For More Information

• Kathy Jaycox, P-20 Senior Associate
• UH Office of the VP for Academic Planning and
  Policy
• 956-7678
• jaycox_at_hawaii.edu