Re p oRt
s p eC iA l




              Carlsbad Unified School District


                  Educational
                  ...
contents
             ExEcutivE Summary......................................................................................
iv   The educaTion TrusT–wesT | carlSBad | March 2010
Executive Summary
the road to rigor: cuSd’s commitment to reform                     only.34.percent.of.students.statewide...
support.them.in.this.work,.including.offering.better.profes-         Figure 1: college-ready Graduates at carlsbad high Sc...
program.consists.of.up.to.four.years.of.a.year-long.course,.
culminating.in.a.senior.seminar..All.ninth-grade.AvID.stu-
de...
Course-takinG patterns:.The.master.schedule.is.the.            Figure 3: access to college and career-readiness curriculum...
In.addition.to.examining.college-ready.graduation.rates,.      Figure 6: 2009 Early assessment program Ela results. Fewer ...
they.require.additional.support.to.succeed.in.college-prepa-         areas.for.students,.and.guide.targeted.and.timely.int...
school.prepared.for.college.and.a.career..They.also.
    believe.that.all.students.should.follow.the.UC/CSU.A-G.
    cours...
xii   The educaTion TrusT–wesT | carlSBad | March 2010
the carlsbad
Educational opportunity audit (Eoa)
i.   collEGE and carEEr-rEady curriculum:
     rationalE and rElEvancE
  ...
UC/CSU.A-G.course.sequence.available.to.all.students.              ii.   carlSBad uniFiEd School diStrict’S
   California....
table 1: cuSd Graduation requirements, uc/cSu a-G course requirements, and Suggested changes for alignment

and.two.years....
iii. audit componEnt #1: ExamininG StudEnt
                                                                   Figure 1: ca...
Figure 4: api Growth for student subgroups compared with chS –
(CSTs).and.the.California.High.School.Exit.Exam.(CAHSEE).. ...
Figure 7: carlsbad high School 2008-09 cSt algebra 1 results – chS                                                   Figur...
advanced placement (ap) tests                                        Figure 12: ap test passage rates. chS has increased b...
ETW.also.examined.college-readiness.graduation.rates.            Figure 15: class of 2009 a-G graduation rates by student ...
Carlsbad report v2
Carlsbad report v2
Carlsbad report v2
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Carlsbad report v2
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Carlsbad report v2

  1. 1. Re p oRt s p eC iA l Carlsbad Unified School District Educational opportunity audit rEport MARCH 2010
  2. 2. contents ExEcutivE Summary......................................................................................................................................v thE carlSBad Educational opportunity audit (Eoa).............................................................................................. 1 i. College.and.Career-Ready.Curriculum:.Rationale.and.Relevance..............................................................1 ii. Carlsbad.Unified.School.District’s.Commitment.to.Reform:.The.Road.to.Rigor.........................................2 iii. Audit.Component.#1:.Examining.Student.Performance.Trends................................................................4 iv. Audit.Component.#2:.Examining.Students’.Journeys.Through.High.School.........................................10 v. Audit.Component.#3:.Examining.School.Organization.of.Teaching.and.Learning...............................18 vi. Audit.Component.#4:.Examining.Attitudes.and.Beliefs.of.Key.Stakeholders.........................................24 vii: Audit.Component.#5:.Examining.Institutional.Practice..........................................................................30 viii. Next.Steps....................................................................................................................................................33 ix. Implications.for.Blueprint..........................................................................................................................34 appEndicES.......................................................................................................................................................36 notes.......................................................................................................................................................................38 The educaTion TrusT–wesT | carlSBad | March 2010 iii
  3. 3. iv The educaTion TrusT–wesT | carlSBad | March 2010
  4. 4. Executive Summary the road to rigor: cuSd’s commitment to reform only.34.percent.of.students.statewide.successfully.completed. The.board.of.the.Carlsbad.Unified.School.District.(CUSD). in.2008—must.become.the.default.curriculum.and.mini- has.made.it.a.clear.priority.to.bring.high-impact.reform.to.all. mum.graduation.requirement.for.all.high.school.students.. students..This.reform.would.continue.to.focus.on.improving. Across.the.state,.forward-looking.districts.such.as.CUSD.have. educational.outcomes.for.all.students,.including.those.who. begun.to.take.the.steps.necessary.to.align.their.graduation. historically.have.been.underserved.and.underprepared..Led. requirements.with.the.UC/CSU.A-G.course.sequence.and. by.the.superintendent’s.and.school.board’s.vision.that.CUSD. make.these.courses.available.to.all.students. should.be.a.world-class.district.to.which.others.look.for. California.faces.a.daunting.array.of.challenges.in.the.years. guidance.and.example,.school.and.district.leaders.recognize. ahead..Clearly,.a.highly.educated,.highly.skilled.workforce. that.the.central.goal.must.be.to.implement.a.college.and. remains.central.to.our.ability.to.meet.these.challenges.and. career-ready.high.school.curriculum.for.all.students.in.the. continue.to.grow.our.economy.and.maintain.our.standing. Carlsbad.community. on.the.world.stage..Translating.these.principles.into.stan- As.a.key.step.in.bringing.this.ambitious.goal.to.fruition,. dards.and.a.tangible.academic.program.may.be.a.demanding. CUSD’s.superintendent.and.senior.staff.have.partnered. process,.but.it.is.far.from.impossible. with.The.Education.Trust–West.(ETW).to.analyze.students’. The.good.news.is.that.all.major.stakeholders.in.CUSD. educational.experiences..By.working.to.improve.the.educa- understand.the.importance.of.this.work..In.focus.groups. tional.outcomes.of.all.students—approximately.25.percent. ETW.convened.for.this.audit,.teachers,.counselors,.parents,. of.whom.are.students.of.color—CUSD.joins.other.districts. and.students.repeatedly.cited.the.importance.of.high.aca- leading.the.charge.for.equitable.access.and.achievement. demic.standards..Parents.said.they.expected.their.children. The.movement.to.prepare.all.students.for.college.and.a. to.attend.college;.students.echoed.these.aspirations..Some. career.is.timely.and.important..Increasingly,.jobs.that.pay.a. participants,.including.all.parents.and.students,.affirmed. living.wage.require.some.type.of.postsecondary.education.. their.belief.that.all.young.people.could.successfully.com- Jobs.that.do.not.are.disappearing..As.young.workers.enter. plete.the.UC/CSU.A-G.course.requirements..Parents.in.focus. the.workforce.and.progress.in.their.careers,.they.will.need. groups.said.they.expected.their.children.to.attend.college;. to.know.more.and.do.more.than.workers.from.past.genera- students.echoed.these.aspirations..Indeed,.while.students. tions..Every.young.person.will.need.to.possess.the.knowledge. voiced.concern.over.the.lack.of.access.to.rigorous.coursework. and.problem-solving.capabilities.that.once.were.reserved.for. for.some.students.at.Carlsbad.High.School,.they.asserted.that. a.select.few. with.improved.support.they.could.successfully.complete.a. What.this.means,.simply,.is.that.it.no.longer.is.acceptable. college-prep.curriculum.and.wanted.the.opportunity.to.do. to.prepare.some.young.people.for.college.and.others.for. so..Parents.acknowledged.that.for.all.students.to.succeed,. careers..The.divisions.between.“college.ready”.and.“career. families.needed.to.become.more.involved,.but.they.said.they. ready”.are.increasingly.irrelevant.and.immaterial.. wanted.to.receive.more.and.better.information.from.district. Schools.must.change.accordingly..The.rigorous.high. leaders. school.curriculum.students.need.to.be.ready.for.college. Teachers.and.counselors.likewise.voiced.a.belief.both.in. and.a.career.begins.with.the.University.of.California.(UC). the.importance.of.a.college-prep.curricula.and.the.potential. and.California.State.University.(CSU).A-G.requirements,.a. of.students.to.complete.more.rigorous.coursework..Through- 15-course.sequence.in.seven.academic.areas;.students.must. out.the.discussions,.both.groups.suggested.program.reforms. earn.a.C.or.higher.in.each.course..These.UC/CSU.A-G.course. that.would.foster.greater.student.access.and.success..Teachers. requirements.represent.an.ambitious.target.and.a.navigable. in.particular.spoke.of.the.importance.of.upholding.consis- path.toward.raising.expectations.and.outcomes.for.all.stu- tent.standards.for.rigorous.coursework,.and.said.they.already. dents..For.California.to.remain.economically.competitive,. had.seen.increased.achievement.as.a.result.of.higher.expecta- completion.of.this.college-prep.course.sequence—which. tions..They.also.recommended.ways.district.leaders.could. The educaTion TrusT–wesT | carlSBad | March 2010 v
  5. 5. support.them.in.this.work,.including.offering.better.profes- Figure 1: college-ready Graduates at carlsbad high School – more sional.development. than half of students graduate having completed the a-G course In.CUSD,.courageous.leaders.have.charted.a.course.for. sequence. reform,.and.they.are.prepared.to.harness.the.collective.will.of. 100 teachers,.counselors,.students,.and.families..These.ambitious. 80 goals.and.policies.will.end.practices.that.have.underesti- 59 58 mated.and.underserved.students. 60 55 56 Percent 40 Where are We now: 26 current Student achievement in cuSd 20 Before.CUSD.leaders.can.develop.an.action.plan.to.ensure. 0 2003-04 2004-05 2005-06 2006-07 2007-08* all.students.complete.the.UC/CSU.A-G.course.sequence.as. a.condition.of.graduation,.stakeholders.need.a.clear.sense. *2007-08 Data adjusted - see Appendix C of.how.students.currently.are.performing..The.Education. Source: California Department of Education. Trust–West,.with.the.CUSD.data.team,.studied.transcripts.of. Carlsbad.High.School.(CHS).seniors.as.well.as.publicly.avail- able.data.to.gain.an.accurate.picture.of.how.students.fare. Figure 2: a-G Graduation rates by student subgroup: Significant gaps Along.with.boasting.graduation.rates.significantly.higher. exist between latino students their white peers. than.the.state.average,.CUSD.also.has.more.students.gradu- 100 ating.ready.for.college.and.a.career..Across.California,.80. 80 percent.of.the.Class.of.2008.graduated.within.four.years;.in. 63 63 61 60 60 CUSD,.90.percent.did.so..According.to.self-reported.data. Percent 41 from.districts.across.California,.34.percent.of.all.students. 40 39 35 41 29 graduated.having.met.the.full.A-G.requirements.for.UC/CSU. 20 14 admission..In.CUSD,.more.than.half.(52.percent).did.so.in. 2008;.these.rates.have.remained.fairly.steady.over.the.past. 0 2003-04 2004-05 2005-06 2006-07 2007-08 five.years.(see Figure 1).. Latino White Although.this.is.an.impressive.track.record,.there.are.still. areas.where.the.district.can.improve..For.example,.when.A-G. Source: Califnornia Department of Education. graduation.rates.are.disaggregated.by.ethnicity,.it.is.clear.that. significant.gaps.remain.(see Figure 2).. These.rates.of.A-G.completion.represent.lower.success. rates.for.some.CHS.students,.especially.Latino.students.. Consequently,.additional.work.remains.to.improve.access.to. and.achievement.in.a.rigorous.high.school.curriculum.for. all.students..The.good.news.is.that.CUSD.has.built.a.strong. foundation.for.its.continuing.efforts..Becoming.a.world-class. district.is.possible,.provided.all.stakeholders.are.willing.to. sustain.these.reform.efforts.. Many.stakeholders.pointed.to.the.success.of.the.AvID. program..Carlsbad.High.School.is.a.demonstration.site.for. the.Advancement.via.Individual.Determination.(AvID). program..Students.are.typically.selected.in.middle.school,. provided.they.meet.the.AvID.program.criteria.(middle.grade. point.average.along.with.free/reduced.price.lunch.eligibility,. first-generation.college-going.status,.and/or.ethnicity)..The. vi The educaTion TrusT–wesT | carlSBad | March 2010
  6. 6. program.consists.of.up.to.four.years.of.a.year-long.course,. culminating.in.a.senior.seminar..All.ninth-grade.AvID.stu- dents.are.enrolled.in.English.9.Honors,.and.all.are.encour- aged.to.enroll.in.Advanced.Placement.U.S..History.during. eleventh.grade..The.AvID.program’s.focus.on.preparing.stu- dents.for.postsecondary.success.is.producing.positive.results. for.its.participants..More.than.two-thirds.of.these.students. achieved.success.in.the.UC/CSU.A-G.course.sequence,.a. higher.rate.than.the.overall.student.population..This.success. rate.suggests.the.program.should.be.developed.more.fully.at. CHS,.either.by.enrolling.more.students.or.expanding.AvID’s. principles.to.schoolwide.instructional.and.study.strategies. coming up Short: chokepoints and Barriers to college and career readiness The.comprehensive.transcript.and.master-schedule.analy- sis.revealed.several.conditions.and.institutional.practices.that. impede.student.access.to.a.rigorous.college-prep.high.school. curriculum,.the.UC/CSU.A-G.course.sequence.. Graduation requirements:.The.greatest.barrier.to. increasing.the.proportion.of.students.who.graduate.ready.for. college.is.the.gap.between.the.UC/CSU.A-G.course.sequence. and.current.CUSD.graduation.requirements.. In.English,.the.A-G.requirements.stipulate.that.students. must.complete.four.years.of.college-preparatory.English. courses..CUSD.students.currently.must.complete.four.years. of.English.but.can.meet.the.CHS.graduation.requirement.by. passing.courses.with.a.D.grade,.or.by.enrolling.in.courses. that.are.not.considered.college.preparatory.by.UC/CSU..In. mathematics,.the.A-G.requirements.call.for.three.years.of. coursework.through.Algebra.2;.CUSD.requires.three.years.of. math,.through.geometry..In.science,.the.A-G.requirements. are.two.years.of.laboratory.science,.including.biology.and. either.chemistry.or.physics;.CUSD.also.requires.two.years,. but.students.may.satisfy.the.graduation.requirements.with. courses.that.are.not.lab-based.or.college-prep..For.world. language,.the.A-G.course.sequence.requires.two.years.of. study;.CUSD.requires.either.one.year.of.a.world.language.or. a.visual.or.performing-arts.course. Because.students.can.satisfy.the.district’s.graduation. requirements.without.completing.the.UC/CSU.A-G.course. sequence,.many.students.attend.high.school.without.under- taking.a.rigorous.college.and.career.prep.sequence.in.which. they.may.otherwise.succeed. The educaTion TrusT–wesT | carlSBad | March 2010 vii
  7. 7. Course-takinG patterns:.The.master.schedule.is.the. Figure 3: access to college and career-readiness curriculum by foundation.for.teaching.and.learning..Although.CUSD.offers. ethnicity. african american and latino students access the full a.wide.variety.of.courses.that.qualify.as.college.preparatory,. sequence of courses necessary for college admission at significantly lower rates than their white and asian peers. as.determined.by.the.University.of.California.Office.of.the. 100 President.(UCOP),.not.all.CHS.students.are.able.to.access. these.courses..Students.lack.access.for.a.variety.of.reasons,. 80 45 50 including.scheduling.conflicts.and.course-enrollment.poli- 73 72 60 cies.that.require.a.certain.GPA.or.other.prerequisites..The. Percent ETW.transcript.analysis.found.that.approximately.two-thirds. 40 55 of.CHS.students.from.the.Class.of.2009.had.full.access.to.the. 50 20 28 15-course.A-G.sequence.within.the.regular.six-period.school. 27 day.and.summer.school.. 0 African American Latino Asian White Although.it.is.positive.that.a.significant.portion.of.CHS. Access No Access students.have.access.to.the.full.A-G.course.sequence,.a. troubling.gap.between.student.subgroups.lies.beneath.that. Source: Ed Trust–West analysis of Carlsbad High School transcript data. average..African-American.and.Latino.students.are.provided. access.to.the.full.A-G.sequence.at.much.lower.rates.than.their. Asian.and.white.counterparts..In.fact,.fewer.than.half.of.all. Figure 4: percentage of courses at carlsbad high School meeting the uc/cSu a-G requirements – three-quarters of all regular education Latino.students.enroll.in.the.courses.necessary.for.UC/CSU. courses are college-preparatory. eligibility,.compared.with.almost.three-quarters.of.white. 100 100 94 94 students.(see Figure 3)..For.CHS.to.provide.an.equitable. 88 90 84 education.to.all.students,.this.disparity.must.be.addressed. 80 76 immediately.. 60 Carlsbad.High.School.offers.an.impressive.array.of.courses. Percent that.provide.students.with.exposure.to.a.college.and.career- 40 35 readiness.curriculum..Indeed,.three-quarters.of.all.regular. 20 education.courses.meet.the.UC/CSU.admission.standards. (see Figure 4). 0 A B C D E F G Total Along.with.enrolling.in.and.completing.the.necessary. Social English Math Science World VAPA Electives (w/ Spec Studies Language Ed, no PE) coursework.for.UC/CSU.admission,.students.also.increase. their.chances.of.graduating.ready.for.college.and.a.career. Source: Ed Trust-West analysis of Carlsbad High School 2009-10 Master Schedule. by.enrolling.in.the.most.rigorous.courses.possible..Typi- cally,.these.courses.come.in.the.form.of.honors.or.Advanced. Placement.(AP).courses..Carlsbad.High.School.offers.18.AP. Figure 5: average number of ap and honors courses taken by class of 2009. african american and latino students enroll in far fewer courses.and.11.honors.courses.to.provide.additional.oppor- courses than the school average and compared with their white and tunities.for.CHS.students.to.challenge.themselves.academi- asian counterparts. 100 cally.. 80 8 7.35 Unfortunately,.gaps.similar.to.those.within.A-G.access. 7 and.success.rates.and.their.enrollment.in.AP.and.honors. 60 6 Percent 5 courses.exist.among.student.groups..Specifically,.Latino.and. 40 4 3.61 4.02 3.58 African-American.students.enroll.at.much.lower.rates.than. 3 20 2 1.80 1.84 the.school.average.and.compared.with.their.white.and.Asian. 1 peers.In.fact,.African.American.and.Latino.students.complete. 0 All African Latino Asian White Other only.half.as.many.AP/Honors.courses.as.the.school.average,. American and.even.less.than.half.as.compared.to.their.white.peers.(see Figure 5). Source: Ed Trust–West analysis of Carlsbad High School transcript data. viii The educaTion TrusT–wesT | carlSBad | March 2010
  8. 8. In.addition.to.examining.college-ready.graduation.rates,. Figure 6: 2009 Early assessment program Ela results. Fewer than understanding.how.prepared.students.are.to.enter.into. three in ten chS eleventh-graders are ready for college-level work credit-bearing.coursework.in.college.helps.to.assess.the.cur- in English. rent.levels.of.preparation.students.are.receiving.at.CHS..The. 100 17 Early.Assessment.Program.(EAP).provides.eleventh-graders. 28 29 80 with.an.opportunity.to.pinpoint.their.level.of.preparation.for. college-level.coursework.and.to.take.steps.to.improve.their. 60 Percent skills.before.enrolling.in.college. 40 83 71 69 EAP.results.show.that.too.few.CHS.students.are.prepared. 20 for.college-level.English..In.2008-09,.only.one.quarter.of.all. eleventh-graders.were.deemed.ready.for.college-level.work.. 0 Total Latino White Further,.a.significant.gap.in.performance.emerges.between. Ready Not Ready the.results.of.white.students.and.Latino.students,.the.two. largest.student.groups..While.only.29.percent.of.white.stu- Source: California State University Early Assessment Program dents.achieved.readiness,.Latino.students.are.meeting.this. benchmark.at.even.lower.rates,.with.only.17.percent.deemed. Figure 7: 2009 Eap total math results. only one in five chS ready.(see Figure 6). students is ready for college-level work in the eleventh grade, with The.results.of.the.EAP.Math.tests.for.Algebra.2.and.Sum- significant differences in readiness between student groups. mative.Math.(for.students.enrolled.in.a.math.course.higher. 100 13 than.Algebra.2.during.eleventh.grade).show.that.few.CHS. 20 80 43 students.are.prepared.for.college-level.mathematics..Overall,. 59 45 less.than.half.(43.percent).of.the.students.tested.achieved. 60 41 Percent readiness.(see Figure 7). 18 40 . Examination.of.the.participation.rates.for.the.two. 28 math.tests.demonstrates.that.not.all.students.are.eligible.to. 20 38 40 39 complete.the.EAP,.based.upon.their.eleventh.grade.math. 13 0 enrollment..As.Figure 8.demonstrates,.African.American.and. Total Latino Asian White Latino.students.are.underrepresented.in.both.exams,.with.a. Ready Ready-Conditional Not Ready particularly.low.rate.for.Latino.students.on.the.Summative. Source: California State University Early Assessment Program. Math.exam.. additional Barriers Low Grades:.Across.subject.areas,.low.grades.limit. Figure 8: 2009 Eap math exam participation. african american and students’.ability.to.complete.a.college-preparatory.course.of. latino students are less likely to be eligible to complete the exam in study..The.UC/CSU.A-G.requirements.mandate.a.minimum. eleventh grade. 1 1 grade.of.C.in.all.A-G.courses,.but.district.policies.consider. 100 13 17 D.a.passing.grade.for.credit..A.student.earning.a.D.therefore. 3 80 12 may.satisfy.CUSD.requirements.and.move.on.to.a.higher. level.course.but.fail.to.fulfill.the.UC/CSU.requirements.for. 60 Percent 72 that.course.. 40 70 enGLish-LanGuaGe Learners:.A.disheartening.fact.is. 20 that.English-language.learners.(ELLs).have.the.lowest.rate.of. A-G.completion.of.all.CHS.students;.in.fact,.no.ELL.student. 0 7 4 Algebra 2 (227 students) Summative Math (243 students) was.able.to.complete.the.A-G.requirements..Although.the. percentage.of.ELL.students.in.the.Class.of.2009.is.small,.this. African American Latino Asian White Other is.an.important.group.of.students.with.unique.needs,.and. Source: California State University Early Assessment Program. The educaTion TrusT–wesT | carlSBad | March 2010 ix
  9. 9. they.require.additional.support.to.succeed.in.college-prepa- areas.for.students,.and.guide.targeted.and.timely.inter- ratory.courses..To.provide.equitable.opportunities,.school. ventions..Given.the.relatively.small.size.of.the.district,. officials.will.need.to.examine.their.course-taking.patterns.. such.coordinated.efforts.should.be.possible. What’s next: 3.. impLement effeCtive student supports..Some. removing Barriers and improving access students.will.require.more.support.to.succeed.in.the.UC/ The.findings.of.the.Educational.Opportunity.Audit.(EOA). CSU.A-G.course.sequence..These.supports.may.include. serve.as.a.baseline.for.developing.the.“Blueprint.for.Imple- shadow.classes,.targeted.use.of.zero.and.seventh-period. mentation.of.the.College-Ready.and.Career-Ready.Curricu- courses,.and.formal.tutoring.led.by.credentialed.teach- lum”.for.all.students..The.blueprint.is.the.action.plan.that. ers..Current.tutoring.is.anecdotally.successful,.and.could. will.detail.the.steps.necessary.to.transform.current.course- be.more.effective.with.strategically.selected.teachers.with. taking.patterns.so.that.all.students.can.enroll.in.the.full. track.records.of.improving.student.achievement..Equally. complement.of.A-G.courses. important.to.offering.such.supports.is.the.need.to.moni- As.CUSD.enters.this.next.critical.phase,.district.leaders. tor.and.evaluate.such.programs.for.their.effectiveness. will.need.to.undertake.and.address.eight.key.priorities. and.impact.on.student.achievement. 1.. ChanGe Cusd Graduation rates to aLiGn 4.. provide teaChers and CounseLors with sus- with the uC/Csu a-G Course sequenCe..Of.all. tained and meaninGfuL professionaL deveL- the.chokepoints.and.barriers.to.college.and.career.readi- opment..Teachers.agree.that.instructional.rigor.must. ness,.the.most.salient.is.the.gap.between.the.courses. remain.a.districtwide.commitment.at.the.elementary. CUSD.requires.for.graduation.and.the.courses.required. and.secondary.levels..Indeed,.as.CUSD.institutes.a.more. for.admission.to.California’s.two.public.university. rigorous.high.school.curriculum,.teacher.support.will.be. systems..Research.and.the.experience.of.high-performing. essential..Teachers.should.have.input.in.selecting.high- schools.across.the.state.confirm.that.student.perfor- quality.professional.development..In.addition,.coun- mance.will.conform.to.the.level.of.adult.expectations.. selors.must.be.included.in.high.school.reform.efforts. To.prepare.all.students.for.college.and.a.career,.CUSD. and.provided.with.relevant,.differentiated.professional. leaders.must.require.rigorous.coursework.for.all.students. development.that.allows.them.to.offer.students.high- and.improve.access.to.these.courses.for.all.students..As. quality.counseling.services..The.district’s.professional. part.of.this.alignment,.courses.which.are.not.UCOP- development.plan.must.be.monitored.for.its.effective- approved,.such.as.Oceans.and.Senior.English,.must. ness.in.improving.student.achievement.. either.be.eliminated.or.re-designed.to.be.approved.as. college.preparatory. 5.. improve the eLL instruCtionaL proGram..ELL. students.currently.are.not.completing.the.UC/CSU.A-G. 2.. deveLop earLy warninG systems to identify course.sequence..This.is.due.in.part.to.lack.of.“sheltered”. struGGLinG students as soon as possibLe.. course.offerings,.which.would.provide.students.with. The.initiative.to.prepare.all.students.for.college.and. rigorous.coursework.in.their.native.language..CUSD. a.career.cannot.succeed.as.a.uniquely.high.school. leaders.must.analyze.the.instructional.program.for.ELLs. endeavor..Educators.from.preschool.through.eighth. to.accelerate.their.progress.in.pursuing.a.college.and. grade.must.also.raise.their.expectations.and.the.rigor. career-preparatory.curriculum..While.the.small.popu- of.their.assignments,.and.CUSD.leaders.must.develop. lation.of.ELL.students.at.CHS.may.limit.the.ability.to. systems.to.identify.struggling.students.before.they.reach. offer.sheltered.courses.in.all.subject.areas,.adding.some. high.school..This.may.entail.improved.and.systemic. additional.sheltered.courses.for.these.students.will.still. articulation.between.middle.and.high.school.teachers,. prove.beneficial. increased.communication,.and.additional.opportunities. for.professional.development..Utilizing.results.from.for- 6.. deveLop an effeCtive Community outreaCh mative.assessments.and.CSTs.will.help.identify.problem. strateGy..CUSD.families.want.students.to.leave.high. x The educaTion TrusT–wesT | carlSBad | March 2010
  10. 10. school.prepared.for.college.and.a.career..They.also. believe.that.all.students.should.follow.the.UC/CSU.A-G. course.sequence.to.make.this.a.reality..CUSD.lead- ers.must.improve.communication.with.families.and. community.organizations,.particularly.regarding.the. details.and.importance.of.the.A-G.course.sequence..This. outreach.should.involve.the.community.early.in.the.pro- cess.of.developing.any.new.policy.and.provide.critical. information.in.Spanish.and.other.languages. 7.. prioritize resourCes that enabLe reform.. California.is.experiencing.an.unprecedented.fiscal.crisis,. and.the.state.has.asked.schools.and.districts.to.bear.an. especially.large.proportion.of.the.budget.shortfall..Thus,. districts.must.be.particularly.thoughtful.about.resource. allocation,.investing.in.the.reform.efforts.that.maximize. benefits.for.students..Streamlining.processes,.eliminat- ing.ineffective.programs,.and.committing.stimulus.funds. to.the.goal.of.a.college.and.career-ready.curriculum.for. all.students.will.allow.the.district.to.continue.its.reform. efforts.even.in.the.face.of.financial.hardship..Effective. reform.will.cost.plenty,.but.delay.will.prove.even.more. costly. The educaTion TrusT–wesT | carlSBad | March 2010 xi
  11. 11. xii The educaTion TrusT–wesT | carlSBad | March 2010
  12. 12. the carlsbad Educational opportunity audit (Eoa) i. collEGE and carEEr-rEady curriculum: rationalE and rElEvancE The.tide.of.education.reform.continues.to.gather.strength,. increased.their.proportion.of.college-educated.workers.and. as.President.Barack.Obama.calls.for.higher.achievement. are.projected.to.employ.greater.numbers.of.workers.with. for.all.students.and.closing.persistent.achievement.gaps.. bachelor’s.degrees.3.Even.jobs.once.thought.of.as.“nonaca- Although.these.are.difficult.goals.to.accomplish,.achieving. demic”.demand.a.rigorous.academic.foundation..Automo- them.is.crucial—and.possible..Across.the.educational.land- tive.technicians,.plumbers,.manufacturers,.and.the.building. scape,.the.conditions.are.ripe.for.change. trades.require.“college.track”.levels.of.physics.and.mathemat- The.unparalleled.federal.investment.in.education.reform. ical.ability,.not.to.mention.strong.English.literacy.4. through.the.Race.to.the.Top.grants.has.provided.unprec- The.economy.has.changed,.and.schools.must.change. edented.opportunities.for.major.changes.to.education.policy. accordingly..All.students.must.have.access.to.a.rigorous,. and.the.practice.of.educating.students..The.Department. high-level.curriculum.and.develop.the.knowledge,.critical. of.Education’s.determination.to.harness.the.possibility.of. thinking,.and.problem-solving.skills.that.are.essential.both. such.a.climate.signals.a.federal.commitment.to.providing. to.postsecondary.work.and.to.a.living-wage.career. schools.with.the.resources.necessary.to.improve.both.policy. Translating.these.principles.into.standards.and.tangible. and.practice.in.education..Additionally,.educators.across. academic.programs.may.be.a.demanding.process,.but.it.is.far. the.nation.now.recognize.that.with.the.reauthorization.of. from.impossible..California.is.not.alone,.and.the.state.can. Elementary.and.Secondary.Education.Act.drawing.closer,. look.to.other.states.for.guidance..In.January.2008,.Califor- the.goal.of.raising.student.achievement,.particularly.in.high. nia.joined.35.states.that.have.signed.on.to.the.American. schools.the.distinction.between.a.student.being.“college. Diploma.Project.(ADP),.an.initiative.aligning.high.school. ready”.and.“work.ready”.no.longer.is.irrelevant..Today,.every. standards.with.the.demands.of.college.and.careers..In.so. young.person.must.possess.the.knowledge.and.problem- doing,.California’s.education.community—including.the. solving.capabilities.that.once.were.expected.only.of.a.select. governor’s.office,.the.California.Department.of.Education,. few..Thus,.it.no.longer.is.acceptable.to.prepare.some.young. business.leaders,.the.two.state.university.systems,.and.a.coali- people.for.college.and.others.for.careers..In.today’s.world,.all. tion.of.community.colleges—pledged.to.work.together.to. students.need.the.same.preparation.1 raise.the.value.of.a.high.school.diploma..This.multiyear.pro- Nationally,.President.Obama’s.American.Graduation. cess.entails.increasing.curricular.rigor,.improving.the.quality. Initiative.seeks.to.bring.America.back.to.international. of.assessments,.and.aligning.the.expectations.of.high.school. preeminence.by.2020.in.the.proportion.of.college.gradu- with.expectations.for.college.and.career.readiness. ates..In.introducing.this.initiative,.the.president.said.the. The.UC/CSU.A-G.course.requirements.contain.the.rigor. shifting.labor.market.in.the.United.States.requires.workers. high.school.students.need..These.requirements.represent. to.have.higher.levels.of.analytical.and.collaborative.skills.2. both.an.ambitious.target.and.a.navigable.path.to.raise. These.skills.are.precisely.what.students.must.develop.in.high. expectations.and.outcomes.for.all.California.students..For. school.to.help.move.the.country.toward.this.laudable.goal. California.to.remain.economically.competitive,.this.college- In.California,.the.fastest.growing.sectors.employing.the. prep.course.sequence—which.only.34.percent.of.students. most.workers—health.care,.social.services,.computer.science,. statewide.successfully.completed.in.2008—must.become.the. and.education—hire.substantial.percentages.of.employees. default.curriculum.and.minimum.graduation.requirement. with.college.degrees..Other.sectors,.such.as.business,.arts.and. for.all.high.school.students..Across.the.state,.visionary.district. design,.personal.care,.and.transportation.have.dramatically. leaders.have.begun.to.take.the.steps.necessary.to.make.the. The educaTion TrusT–wesT | carlSBad | March 2010 1
  13. 13. UC/CSU.A-G.course.sequence.available.to.all.students. ii. carlSBad uniFiEd School diStrict’S California.faces.a.daunting.array.of.challenges..Clearly,. commitmEnt to rEForm: thE road to a.highly.educated,.highly.skilled.workface.remains.central. riGor to.our.ability.to.grow.our.economy.and.our.standing.on. In.an.effort.to.become.a.truly.world-class.school.district,. the.world.stage..It.is.therefore.inexplicable.that.we.are.still. Carlsbad.Unified.School.District.has.been.working.diligently. debating.whether.to.teach.our.children.to.the.highest.levels. to.improve.educational.outcomes.for.all.students..As.a.key. of.academic.rigor..Now.that.we.have.adopted.exacting.state. step.in.bringing.this.ambitious.goal.to.fruition,.CUSD’s. standards,.we.must.elevate.high.school.graduation.require- superintendent.and.school.board.in.fall.2008.asked.ETW.to. ments.to.ensure.that.all.California.students.graduate.ready. analyze.the.educational.experiences.of.CUSD.students.. for.college.and.a.career. The.school.board.affirmed.its.belief.that.all.students. should.be.prepared.for.college.and.a.career.by.passing. Resolution.#50-0809.on.May.13,.2009.(see.Appendix.A).. This.resolution.aimed.to.create.educational.equity.and.help. prepare.all.Carlsbad.graduates.for.success.in.college.and.a. career..With.this.commitment,.CUSD.is.leading.the.charge. for.equitable.access.and.success.for.California’s.most.histori- cally.underserved.students. progress One.way.to.measure.the.district’s.progress.thus.far.is.to. examine.current.expectations.for.students.to.graduate.from. high.school..How.do.current.CUSD.graduation.requirements. compare.with.college.admissions.requirements?.CUSD. requires.students.to.earn.240.credits.(with.credit.require- ments.in.each.subject.area),.pass.the.California.High.School. Exit.Exam.(CAHSEE),.pass.Algebra.I.and.geometry,.complete. at.least.20.hours.of.community.service,.and.maintain.a. grade-point.average.of.1.50.or.higher.. Currently,.CUSD.graduation.requirements.do.not.align.with. the.UC/CSU.A-G.course.requirements..This.means.that.not.all. Carlsbad.High.School.students.graduate.with.a.diploma.prepar- ing.them.for.college.and.career.success..Table 1.demonstrates. that.students.can.fulfill.CUSD.graduation.requirements.and. meet.many,.but.not.all,.of.the.15.A-G.course.requirements.. The.changes.necessary.to.align.the.CUSD.graduation.require- ments.with.the.UC/CSU.sequence.are.fairly.minimal..Students. graduating.from.CUSD.must.complete.three.years.of.mathemat- ics.through.geometry;.to.meet.UC/CSU.eligibility,.students. must.take.Algebra.II..Carlsbad.currently.requires.two.years.of. science,.one.biological.and.one.physical;.for.UC/CSU.eligibility,. students.would.need.to.complete.these.two.lab-science.credits. through.classes.approved.by.the.UCOP.as.college.preparatory.. Additionally,.CUSD.students.have.the.option.of.completing. either.one.year.of.a.world.language.or.one.year.of.a.fine-arts. course..To.meet.UC/CSU.eligibility,.students.would.need.to. complete.both.one.year.of.a.visual.and.performing-arts.course. 2 The educaTion TrusT–wesT | carlSBad | March 2010
  14. 14. table 1: cuSd Graduation requirements, uc/cSu a-G course requirements, and Suggested changes for alignment and.two.years.of.the.same.world.language.course.(see Table 1).. Changes to Align CUsD Gradu- 2009 CUsD Graduation UC/sCU A-G subject Area ation Requirements with A-G Requirements Requirements requirements a. Social Studies World History/ College-Prep World Social Studies 30 credits Geography ......10 credits . History/Cultures/Geo- (no changes) graphy ............10 credits . US History .......10 credits College-Prep U.S. History/ US Government / Government ....10 credits Economics ......10 credits b. English Language Arts English ............40 credits College-Prep English/ English ............40 credits Language Arts 0 credits 4 (no changes) c. Mathematics Mathematics College-Prep Elementary Math ...............30 credits . (including Algebra Algebra ...........10 credits (including Algebra I, Geometry, I & through at least and Algebra II) College-Prep Geometry) ......30 credits Geometry .......10 credits . College-Prep Intermediate Algebra II ........10 credits d. Sciences Science (including College-Prep Biology Science ............20 credits biology and a physical or Chemistry (College-Prep lab sciences) science) ..........20 credits . or Physics .......20 credits e. World Language World language Same World (or American Sign College-Prep World Language .......20 credits . Language) Language .......20 credits . (10 additional credits) OR Visual/Performing Arts .................10 credits . f. Visual Performing Arts Visual/Performing College-Prep Visual/Performing Arts .................. 0 credits . Visual Performing Arts .................10 credits . Arts .................10 credits . (required) g. Electives Electives .........90 credits . College-Prep Electives .........70 credits . Elective ...........10 credits h. Physical Education Physical None Physical Education .......20 credits . Education .......40 credits . (beginning Class of 2011) i. Required Testing Passing the CAHSEE SAT reasoning or ACT Passing the CAHSEE with writing and SAT Subject exam j. Other 20 hours community 20 hours community service service Total 240 credits 150 credits 240 credits Source: Ed Trust–West Analysis of CUSD graduation requirements. The educaTion TrusT–wesT | carlSBad | March 2010 3
  15. 15. iii. audit componEnt #1: ExamininG StudEnt Figure 1: carlsbad unified School district & carlsbad high School pErFormancE trEndS 2008-09 enrollment by ethnicity. cuSd serves a diverse student ETW.examined.publicly.available.student-achievement. population. data.to.uncover.trends.within.the.district..The.goal.was.to. 100 determine.whether.students.graduate.in.four.years.with.a. 80 meaningful.high.school.diploma,.prepared.for.college.and. 64 60 career..ETW.analyzed.enrollment.and.student.achievement. 60 Percent data,.focusing.on.the.California.Standards.Tests.(CSTs),.Aca- 40 demic.Performance.Index.(API),.UC/CSU.A-G.requirement. 23 21 20 completion.rates,.Advanced.Placement.(AP).exams.results,. 6 9 5 8 2 2 Early.Assessment.Program.(EAP).results,.and.graduation.and. 0 CUSD CHS dropout.rates..Finally,.ETW.disaggregated.all.data.to.deter- African American Latino Asian White Other mine.the.achievement.levels.of.significant.student.subgroups. The.trends.and.patterns.uncovered.during.the.data.analy- Source: California Department of Education. sis.deepened.ETW’s.understanding.of.students’.educational. experiences..ETW.was.able.to.observe.growth.in.student. Figure 2: on the rise over the past six years, Growth apis for achievement.and.learn.whether.achievement.gaps.narrowed. carlsbad unified and carlsbad high School top statewide averages. or.widened.during.the.period.studied..As.schools.become. 900 100 858 increasingly.accountable.for.the.academic.achievement.of. 828 831 846 810 819 all.students,.school.and.district.leaders.similarly.can.use. 800 80 806 813 770 768 775 775 student-performance.data.to.find.out.which.subgroups.are. 700 60 713 702 Percent doing.well.and.which.need.more.support. 600 40 Findings of Student performance trends 500 20 enrollment 0 400 2004 2005 2006 2007 2008 2009 Disaggregating.student-achievement.data.by.ethnicity. Carlsbad High CUSD CA (9-11) provides.insight.into.the.achievement.levels.of.all.significant. Source: California Department of Education. subgroups..Figure 1.shows.the.ethnic.composition.of.both. CUSD.and.CHS.for.the.2008-09.school.year..Two.other. significant.subgroups.for.CUSD.include.special.education. students.(10.percent.of.enrollment).and.English-language. learners.(9.percent)..Enrollment.at.Carlsbad.High.School. Figure 3: Five-year Growth api trends by ethnic group - the gap resembles.that.of.the.district.as.a.whole,.with.slightly.more. between latino and white students remains apparent, in spite of white.students.and.fewer.Asian.students..Special.education. fairly steady growth by both student groups. students.represent.10.percent.of.the.CHS.enrollment,.and. 900 100 830 834 approximately.5.percent.of.the.high.school.students.are. 794 801 801 800 80 English-language.learners. 714 725 700 60 684 678 CUSD’s.dropout.rate.of.less.than.1.percent.compares. 673 Percent favorably.with.California’s.5.percent.rate.. 600 40 student achievement—state accountability 500 20 California.uses.the.Academic.Performance.Index.(API).to. 0 400 2005 2006 2007 2008 2009 measure.the.academic.performance.and.growth.of.schools. Latino White on.a.variety.of.measures..The.major.components.of.this. accountability.model.include.the.California.Standards.Tests. Source: California Department of Education. 4 The educaTion TrusT–wesT | carlSBad | March 2010
  16. 16. Figure 4: api Growth for student subgroups compared with chS – (CSTs).and.the.California.High.School.Exit.Exam.(CAHSEE).. English- language learners, poor students, and special education CUSD’s.2009.growth.API.is.858..Carlsbad.High.School’s. students continue struggling to achieve at high levels equal to Growth.API.is.813..This.score.is.significantly.higher.than.the. their peers. state.API.for.grades.9.through.11.(see Figure 2). 900 100 While.Carlsbad.High.School’s.overall.Growth.API.is. 806 813 800 80 768 775 775 above.the.state.average,.disaggregating.the.data.by.significant. 712 704 subgroups.shows.large.gaps.in.performance.between.stu- 700 60 Percent 637 653 638 640 627 dent.groups..In.particular,.the.gap.between.Latino.and.white. 644 600 40 620 students.is.cause.for.some.concern..The.Growth.API.for.both. 569 568 groups.has.been.increasing.over.time,.and.though.the.gap. 500 20 538 between.the.two.groups.has.diminished.over.the.past.five. 0 400 years,.it.has.closed.by.a.total.of.12.points.(see Figure 3).. 2005 2006 2007 2008 2009 English-language Learners Economically Disadvantaged Another.concern.at.CHS.is.the.recent.drop.in.API.growth. Carlsbad High Special Education for.English-language.learners.and.low-income.students.(see Source: California Department of Education. Figure 4)..While.economically.disadvantaged.students.have. seen.an.improvement.in.their.API.growth.scores.over.the.past. several.years,.existing.gaps.are.troubling.in.any.form,.but. Figure 5: 2009 cSt Ela results - approximately seven out of ten ninth-grade students achieve proficiency in English language arts, growing.or.remaining.gaps.demonstrate.the.school’s.need.to. with slightly smaller rates of tenth and eleventh graders reaching focus.on.providing.high-quality.education.for.all.students,. Ela proficiency. with.particular.focus.on.historically.underserved.groups. 100 72 california standards Tests (csTs) 80 63 The.CSTs.administered.in.spring.of.each.school.year.to. 60 68 Percent students.in.grades.2-11.measure.student.proficiency.on.state. 40 standards..All.students.take.tests.in.English.language.arts. 21 21 (ELA).and.mathematics..In.addition,.schools.administer.tests. 20 18 in.science.and.social.studies..Figures.5-11.survey.the.perfor- 9 12 16 0 mance.of.Carlsbad.High.School.students.on.the.ELA.and.math. 9th 10th 11th portions.of.the.CST..Figure 5.shows.that.in.ninth.grade.almost. Proficient/Advanced Basic Below Basic/Far Below Basic three-quarters.of.CHS.students.scored.proficient.or.higher.in. Source: California Department of Education. ELA..For.tenth.and.eleventh-grade.students,.this.rate.drops. slightly,.by.four.and.nine.percentage.points,.respectively.. The.proficiency.rates.for.CHS.students.are.much.higher. Figure 6: carlsbad high School 2009 cSt Ela proficiency levels by than.those.of.California.overall..Indeed,.only.half.of.the. subgroup – latino students achieve proficiency at lower rates than state’s.ninth-graders.and.only.35.percent.of.eleventh-graders. white students by large margins. reached.that.proficiency.benchmark.. 100 Although.these.comparisons.show.how.well.CHS.is.prepar- 80 80 76 ing.some.students.for.state.assessments,.further.examination. 66 of.the.data.suggests.that.much.work.remains.to.promote.high. 60 Percent 48 51 achievement.for.all.students..Disaggregating.the.ELA.results.by. 40 41 significant.subgroup.demonstrates.a.clear.achievement.gap.at. 20 CHS..The.gap.between.Latino.students,.on.the.one.hand,.and. white.and.Asian.students,.on.the.other,.is.large..Gaps.among. 0 9th 10th 11th ninth-grade.students.are.particularly.troubling,.with.fewer. than.half.of.Latino.students.reaching.proficiency,.compared. Latino White with.80.percent.of.white.students.(see Figure 6). Source: California Department of Education. The educaTion TrusT–wesT | carlSBad | March 2010 5
  17. 17. Figure 7: carlsbad high School 2008-09 cSt algebra 1 results – chS Figure 9: cuSd 8th Grade algebra 1 cSt results 2005-09 – ninth graders perform higher than the state average, but still have proficiency rates have remained high, as more students enroll in much progress toward total proficiency. algebra in middle school. 100 6 100 8 36 19 80 21 80 51 64 73 60 60 Percent Percent 84 89 40 75 40 72 40 30 20 20 31 24 25 13 18 19 1 1 3 5 0 0 9th 10th 11th 2005 (287/824) 2006 (276/838) 2007 (323/914) 2008 (455/1,030) 2009 (652/1,188) Proficient/Advanced Basic Below Basic/Far Below Basic Proficient/Advanced Basic Below Basic/Far Below Basic Source: California Department of Education. Source: California Department of Education. CST.results.in.math.demonstrate.again.that.CHS.ninth- graders.are.surpassing.the.state.average,.which.stands.at.21. percent.proficiency..The.data.from.Figure 7.shows.that.profi- ciency.rates.for.tenth.and.eleventh-graders.are.much.lower.. Figure 10: carlsbad high School 2009 cSt algebra 2 results – Importantly,.a.large.percentage.of.students.complete.Alge- virtually all ninth grade students tested demonstrated proficiency. bra.1.in.the.eighth.grade..In.the.past.four.years,.the.percent- 100 13 age.of.eighth-grade.students.completing.the.Algebra.1.CST. 80 test.overall.in.California.has.remained.fairly.steady..At.the. 60 37 same.time,.CUSD.has.increased.eighth-grade.participation.by. 60 Percent 97 22.percentage.points.(see Figure 8).. 40 CHS.students,.particularly.ninth-graders,.demonstrated. 29 62 high.rates.of.proficiency.in.Algebra.2.(see Figure 10)..This.is. 20 impressive,.as.students.who.complete.Algebra.2.are.more. 0 3 12 likely.to.be.eligible.for.college.admission.. 9th 10th 11th However,.a.large.gap.remains.between.the.proficiency. Proficient/Advanced Basic Below Basic/Far Below Basic rates.in.math.of.Latino.students.as.compared.to.white.stu- Source: California Department of Education. dents.(see Figure 11)..Further,.far.fewer.Latino.students.are. enrolling.in.Algebra.2.compared.to.their.white.peers. Figure 8: cSt algebra 1 test-takers: cuSd has significantly increased Figure 11: 2009 cSt algebra 2 proficiency rates by student group. its 8th grade students completing algebra 1. asian and white students are taking higher level math courses 60 earlier than latino students. 55 100 95 94 100 50 44 80 40 80 35 35 60 33 33 33 32 60 56 Percent 30 60 Percent 40 20 40 20 13 10 20 9 0 0 9th 10th 11th 2006 2007 2008 2009 Latino* Asian* White CUSD CA * Some data not available for this student group Source: California Department of Education. Source: California Department of Education. 6 The educaTion TrusT–wesT | carlSBad | March 2010
  18. 18. advanced placement (ap) tests Figure 12: ap test passage rates. chS has increased both the total AP.courses.provide.high.school.students.with.an.opportu- number of students taking ap tests and the number passing with a nity.to.pursue.a.more.rigorous.course.of.study..CHS.provides. score of 3 or higher. a.large.number.of.AP.courses.to.students,.to.better.prepare. 1200 1,132 them.for.college-level.work..Over.the.past.four.years,.CHS. 1000 100 50 has.increased.not.only.the.amount.of.students.enrolling.in. 846 880 791 AP.Courses.and.taking.the.corresponding.test.by.over.sixty. 800 40 80 688 630 650 percent,.but.also.the.amount.of.students.passing.the.tests. 600 30 60 565 Percent with.a.score.of.3.or.higher.by.over.fifty.percent.(see Figure 400 20 40 12)..Disaggregated.enrollment.data.is.unavailable.for.AP. tests..ETW.transcript.analysis.did.uncover.some.differences.in. 200 10 20 enrollment.between.student.subgroups.(see.Audit.Compo- 0 nent.#2)..As.CHS.moves.toward.a.college.and.career.prepara- 2005 2006 2007 2008 (367 students) (428 students) (475 students) (587 students) tory.curriculum.for.all.students,.opening.enrollment.to.AP. Tests Taken Tests Passed courses.to.all.students.will.serve.to.increase.these.participa- Source: California Department of Education. tion.rates.at.even.higher.rates. Graduation rates Figure 13: cuSd Graduation rates, 2003-2008: carlsbad students Accurate.graduation.rates.are.unavailable.because.Califor- graduate a rate significantly higher than the state average. nia.currently.lacks.a.statewide.longitudinal.data.system..Until. 100 93 93 97 93 90 this.is.an.option,.the.state.calculates.graduation.rates.using. 80 85 85 83 data.from.the.National.Center.for.Education.Statistics..As.Fig- 81 80 ure 13.shows,.CUSD’s.gradation.rate.is.almost.ten.percentage. 60 Percent points.higher.than.California’s.. 40 In.addition.to.examining.the.district’s.graduation.rates,. ETW.reviewed.the.data.to.determine.how.many.graduates. 20 meet.the.more.rigorous.UC/CSU.A-G.requirements..Students. 0 who.meet.these.requirements.emerge.from.school.prepared. 2003-04 2004-05 2005-06 2006-07 2007-08 CUSD California for.college.and.a.career..Understanding.these.completion. rates.helps.illuminate.the.level.of.preparation.provided.to. Source: California Department of Education. some.Carlsbad.students.and.flags.areas.for.improvement.. The.A-G.graduation.rates.have.remained.fairly.steady.in. Figure 14: a-G graduation rates for chS and california - college and CUSD.over.the.past.five.years,.with.more.than.half.of.all.high. career readiness for carlsbad high School graduates occurs at a school.graduates.meeting.this.advanced.preparation.bench- much higher rate. mark.(see Figure 14)..This.stands.in.stark.contrast.to.the.state. 100 average.of.37.percent.in.2008..Despite.Carlsbad’s.impressive. 80 A-G.participation,.much.progress.remains.to.achieve.the. goal.of.college.and.career.readiness.for.all.the.district’s.high. 60 55 59 56 58 Percent school.graduates. 39 40 39 40 38 38 26 20 0 2003-04 2004-05 2005-06 2006-07 2007-08 CHS California Source: California Department of Education. The educaTion TrusT–wesT | carlSBad | March 2010 7
  19. 19. ETW.also.examined.college-readiness.graduation.rates. Figure 15: class of 2009 a-G graduation rates by student subgroup. by.ethnicity..Figure 15.demonstrates.that.though.Carlsbad.is. Significant gaps exist between latino students and their white peers. achieving.higher.rates.of.college.readiness.than.many.other. 100 schools.and.districts.in.California,.gaps.still.exist.between. 80 student.groups,.particularly.between.Latinos.and.whites..The. 61 63 63 60 gap.between.these.two.groups.almost.exactly.mirrors.the.gap. 60 Percent between.CHS.as.a.whole.and.California..The.A-G.graduation. 39 41 41 40 35 rate.in.2008-09,.as.reported.to.the.California.Department. 29 of.Education.(CDE),.was.incorrect.because.of.a.data-tagging. 20 14 issue.within.CUSD’s.student.information.system..This. 0 miscalculation.was.discovered.and.investigated..While.the. 2003-04 2004-05 2005-06 2006-07 2007-08 number.could.not.be.resubmitted.to.CDE,.CUSD.internally. Latino White reports.that.52.9.percent.of.all.CHS.graduates.met.the.full. Source: California Department of Education. A-G.course.sequence.upon.graduation. Early assessment program To.help.high.schools.better.assess.the.current.level.of. preparation.of.eleventh-graders,.the.CSU.system,.the.Califor- nia.Department.of.Education,.and.the.California.State.Board. of.Education.have.created.an.Early.Assessment.Program. (EAP)..The.EAP.provides.eleventh-graders.with.an.opportu- nity.to.pinpoint.their.level.of.preparation.for.college-level. coursework.and.to.take.steps.to.improve.their.skills.before. enrolling.in.college. Based.upon.their.EAP.English.language.arts.and.math. results,.eleventh-graders.considered.ready.for.college-level. work.will.be.exempt.from.taking.any.additional.CSU.place- ment.tests..And.upon.entering.the.CSU.system,.they.will.be. able.to.enroll.in.credit-bearing.college.courses..Students.who. score.“Ready.for.College:.Conditional”.in.the.EAP.Math.sec- tion.are.deemed.provisionally.ready.for.college-level.math. courses,.provided.they.take.another.higher.level.math.course. during.their.senior.year..This.will.ensure.that.they.gain.the. skills.they.will.need.to.succeed.in.credit-bearing.work.in.col- lege,.and.will.still.have.to.take.the.placement.test.upon.enter- ing.a.CSU..Finally,.those.who.are.considered.“Not.Ready”. will.have.their.senior.year.to.improve.their.skills.and.pass.the. placement.tests.. Students.who.are.unable.to.improve.their.skills.suffi- ciently.before.graduation.will.have.to.complete.non-credit- bearing.remedial.courses.upon.entering.the.CSU.system.. Such.coursework.can.pose.a.problem.for.students;.those.who. do.not.enroll.in.credit-bearing.work.upon.matriculation.typi- cally.struggle.to.complete.their.degree.in.a.timely.fashion. Few.CHS.students.are.prepared.for.college-level.English.. In.2008-09,.only.one.quarter.of.all.eleventh-graders.were. 8 The educaTion TrusT–wesT | carlSBad | March 2010

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