Student Readiness

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  • Student Readiness

    1. 1. College Readiness: Report to the Faculty Senate Lynne Miller November 18, 2005
    2. 2. Goals <ul><li>Maine students who aspire to college will have access to a curriculum that adequately prepares them for college level work. </li></ul><ul><li>More Maine students who enter our public universities will progress toward a degree in a timely fashion </li></ul>
    3. 3. <ul><li>High school diploma requirements and </li></ul><ul><li>College admission requirements and </li></ul><ul><li>100 level course placement requirements </li></ul>Disconnects
    4. 4. Maine’s Graduates <ul><li>Maine’s graduation rates vary from 75-85%. </li></ul><ul><li>33% are optimally college ready </li></ul><ul><li>Of all Maine graduating seniors </li></ul><ul><ul><li>>75% take SAT </li></ul></ul><ul><ul><li>66% accepted to college </li></ul></ul><ul><ul><li>53% will attend in the fall </li></ul></ul><ul><ul><li>30% will earn a bachelor’s degree </li></ul></ul>Source: MELMAC Educational Foundation
    5. 5. ACT Study Results Source: (2005) ACT, Inc.
    6. 6. MEA Data 2005
    7. 7. Admissions Requirements Current Maine Minimum College Optimal College Fine Arts Computer competence Health/PE Foreign Language Science Social Studies/US History Math English 1 1 2 ( one lab) 2 2 4 2 2 2 3 4 2 3 (Laboratory courses, in Biology, Chemistry and Physics) 3 4 (one past Algebra II ) 4
    8. 8. ~50% Entering Students Placed in Remedial Courses Nationally…
    9. 9. Developmental Writing Courses Maine Campuses Fall, 2004 L. Miller None None MMA 366 Local Test 550 USM 81(plus 38 in reading) Local Test 500 UMPI 48 In-class diagnosis 420 UMAINE 25 Accuplacer 480 UMM 24 (plus 36 in reading) Accuplacer 500 UMFK 84 Local Test 490 UMF 188 (plus 157 in reading) Accuplacer 530 UMA Development Course Enrollments Placement Test SAT Cut-off Campus
    10. 10. Developmental Courses - Math - Maine Campuses Fall, 2004 L. Miller None None NA MMA 545 Local Test 480 USM 152 Accuplacer 490 UMPI 58 Local test for everyone NA UMAINE 74 Accuplacer 470 UMM 0 Accuplacer 500 UMFK 25 Local Test 450 UMF 661 Accuplacer 500 UMA Development Course Enrollments Placement Test SAT Cut-off Campus
    11. 11. Post-Secondary Education Source: Kirst, M. (2004). The high school/college disconnect. Educational Leadership , 62 (3), 51-55.
    12. 12. USM Data <ul><li>For the 2004 cohort of first time, full time students: </li></ul><ul><ul><li>238 were enrolled in at least one developmental course </li></ul></ul><ul><ul><li>168 were enrolled in two developmental courses </li></ul></ul><ul><ul><li>2 are enrolled in three or more developmental courses </li></ul></ul>
    13. 13. Graduation Rates 33% 28% 12% USM 31% 24% 9% UMPI 44% 35% 14% UMM 50% 43% 11% UMFK 56% 52% 32% UMF 23% 23% 8% UMA 60% 54% 30% UMO 6 Year 5 Year 4 Year Campus
    14. 14. Retention and Completion 35.3 % 28.9 % 13.7 % 69 % Fla Atlantic 39.7 % 27 % 5.4 % --- Mi/Flint 40.7 % 37.4 % 24.3 % 69 % Tenn/Chat. 40.9 % 36.4 % 18.7 % --- No. State 41.9 % 33.3 % 12.6 % 77 % R.I. College 44.1 % 39.8 % 15.8 % --- Wisc/GrBay 48.4 % 40.8 % 14.9 % --- Wm.Patters 49.4 % 43.4 % 22.6 % 70 % Central Mo. 55.8 % 48.1 % 20 % 82 % Montclair 6 year grad. rate 5 year grad. rate 4 year grad. rate Retention1st to 2nd Institution
    15. 15. Nationally, 30% of attrition is due to lack of academic preparation. 27.2 % 21.2 % 8.4 % 69 % IU/ So Bend 6 year grad. rate 5 year grad. rate 4 year grad. rate Retention1st to 2nd Institution 33.0 % 24.0 % 6.7 % 65 % Saginaw 33.2 % 26.1 % 12.9 % 67 % Portland St. 33.3 % 27.6 % 12.2 % 70 % USM 33.6 % 27.4 % 12.1 % 71 % Wichita St. 34.1 % 27.4 % 12.2 % 70 % UMass/ Bos 34.1 % 25.6 % 9.2 % 72 % Bemidji
    16. 16. New SAT Requirement <ul><li>Requires mastery of math through Algebra 2; </li></ul><ul><li>Writing sample </li></ul><ul><li>Demonstration of critical reading of long and short texts </li></ul><ul><li>Ability to answer multiple choice grammar and style questions </li></ul>
    17. 17. NEW SAT MATH EXPECTATIONS <ul><li>Number and Operation </li></ul><ul><li>* Arithmetic word problems (including percent, ratio, and proportion) </li></ul><ul><li>* Properties of integers (even, odd, prime numbers, divisibility, etc.) </li></ul><ul><li>* Rational numbers </li></ul><ul><li>* Logical reasoning </li></ul><ul><li>* Sets (union, intersection, elements) </li></ul><ul><li>* Counting techniques </li></ul><ul><li>* Sequences and series (including exponential growth) </li></ul><ul><li>* Elementary number theory </li></ul><ul><li>Algebra and Functions </li></ul><ul><li>* Substitution and simplifying algebraic expressions </li></ul><ul><li>* Properties of exponents </li></ul><ul><li>* Algebraic word problems </li></ul><ul><li>* Solutions of linear equations and inequalities </li></ul><ul><li>* Systems of equations and inequalities </li></ul><ul><li>* Quadratic equations </li></ul><ul><li>* Rational and radical equations </li></ul><ul><li>* Equations of lines </li></ul><ul><li>* Absolute value </li></ul><ul><li>* Direct and inverse variation </li></ul><ul><li>* Concepts of algebraic functions </li></ul><ul><li>* Newly defined symbols based on commonly used operations </li></ul>
    18. 18. <ul><li>Geometry and Measurement </li></ul><ul><li>* Area and perimeter of a polygon </li></ul><ul><li>* Area and circumference of a circle </li></ul><ul><li>* Volume of a box, cube, and cylinder </li></ul><ul><li>* Pythagorean Theorem and special properties of isosceles, equilateral, and right triangles </li></ul><ul><li>* Properties of parallel and perpendicular lines </li></ul><ul><li>* Coordinate geometry </li></ul><ul><li>* Geometric visualization </li></ul><ul><li>* Slope </li></ul><ul><li>* Similarity </li></ul><ul><li>* Transformations </li></ul><ul><li>Data Analysis, Statistics, and Probability </li></ul><ul><li>* Data interpretation </li></ul><ul><li>* Statistics (mean, median, and mode) </li></ul><ul><li>* Probability </li></ul>
    19. 19. H. S. Math Course Content <ul><li>Studies a class of functions—definition, graphs, properties, and mathematical models. </li></ul><ul><li>Topics covered include: </li></ul><ul><ul><li>Linear </li></ul></ul><ul><ul><li>Quadratic </li></ul></ul><ul><ul><li>Exponential </li></ul></ul><ul><ul><li>Logarithmic </li></ul></ul><ul><ul><li>Rational algebraic </li></ul></ul><ul><ul><li>Irrational algebraic </li></ul></ul><ul><ul><li>Higher degree functions </li></ul></ul><ul><ul><li>Conic sections </li></ul></ul><ul><ul><li>Sequences </li></ul></ul><ul><ul><li>Probability </li></ul></ul><ul><ul><li>Statistics </li></ul></ul><ul><ul><ul><li>Extends and reviews concepts learned in Algebra 1 </li></ul></ul></ul><ul><ul><ul><li>Introduces more advanced subjects </li></ul></ul></ul><ul><ul><ul><ul><li>Logarithms </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Coordinate geometry </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Probability </li></ul></ul></ul></ul>Honors “ College Prep”
    20. 20. New SAT Writing <ul><li>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. </li></ul><ul><li>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 </li></ul>
    21. 21. English 100 <ul><li>In “ Jazz, Hope, and Democracy,” Wynton Marsalis, a jazz trumpeter, discusses the concept of “owning” music: </li></ul><ul><li>I talk to students all the time. They say, ‘Our music.’ I have to say, ‘ Son, you don’t have any music. There are people sixty years old putting out these things and determining what you are going to like. You didn’t make that. There ain’t no teenagers doing this. You’re all not determined enough, and you’re a victim of it.’ But it feels good to be a victim of it. ( Literacies, 736) </li></ul><ul><li>Assignment: Write an essay explaining what you think it means to: “have “music. Does it matter who owns the record company or the copyright? When you enjoy music, are you “owning” it or “being a victim” of it? Does “determination” have anything to do with listening to music? In your essay, use a specific example. Be sure to quote from Marsalis </li></ul>
    22. 22. <ul><li>What if there were eight days in a week? Write about how you would use the additional day? </li></ul>MEA Prompt
    23. 23. H.S. English Course Content <ul><li>Develop skills more intensively in reading, public speaking and writing </li></ul><ul><li>Chronological and critical understanding of American literature </li></ul><ul><li>Challenging reading load (10 or more novels plus short stories and poetry) </li></ul><ul><li>Express understanding in clear, organized manner through class discussion and written assignments, expository and analytic writing </li></ul><ul><li>Write a research paper, with hypothesis, supporting evidence, and conclusion </li></ul><ul><li>Required summer reading list </li></ul><ul><li>Continue study of grammar, vocabulary, oral presentations and speeches </li></ul><ul><li>Surveys American literature </li></ul><ul><li>Studies works from college preparatory anthology and selected novels </li></ul><ul><li>Composition focuses on expository, narrative and descriptive essays </li></ul><ul><li>Research paper </li></ul>Honors “ College Prep”
    24. 24. Readiness for College Writing: Chancellor’s Committee Report <ul><li>What does it mean? </li></ul><ul><ul><li>Read analytical & literary essays </li></ul></ul><ul><ul><li>Academic papers </li></ul></ul><ul><ul><li>Journalism </li></ul></ul><ul><li>Writing beyond personal experience </li></ul><ul><ul><li>Toward analytical - away from narrative </li></ul></ul>
    25. 25. <ul><li>High school vs. college writing experience </li></ul><ul><ul><li>“ I am not asking how you feel about this issue; I’m asking what you think about this issue.”    </li></ul></ul><ul><li>University focus </li></ul><ul><ul><li>Abstraction: </li></ul></ul><ul><ul><ul><li>Argument </li></ul></ul></ul><ul><ul><ul><li>Analysis </li></ul></ul></ul><ul><ul><ul><li>Discussion    </li></ul></ul></ul>
    26. 26. Readiness for College Math/Quantitative Reasoning <ul><li>Chancellor’s Committee Report now in draft form and about to be released </li></ul>
    27. 27. UMS Statement <ul><li>  While the seven campuses of the University of Maine System have different criteria for admission and placement, they all share a common understanding of what comprises an optimal, college-ready high school transcript. Students who succeed in college and graduate on time usually have the following high school preparation: </li></ul><ul><li>   Four years of English in courses that incorporate a variety of texts (fiction, non-fiction, essays, memoirs, journalism) and that emphasize expository and analytic writing skills. </li></ul><ul><li>   Four years of math in courses that include at least algebra I and II, geometry, and a 12th-grade college-preparatory math course that provides a solid foundation in quantitative and algebraic reasoning. For those students planning to major in mathematics, science, or a technical or professional field that requires advanced math skills, a pre-calculus or calculus course is strongly recommended. </li></ul>
    28. 28. UMS Statement <ul><li>   At least three years of laboratory science in courses offered separately or as integrated core that include the study of biology, chemistry, and physics.  Science courses should emphasize the writing of technical reports, quantitative representations, and analyses of data in addition to traditional content. </li></ul><ul><li>   At least three years of history and social science in courses that emphasize the reading of primary and secondary texts, the writing of analytic and expository essays, and the use of quantitative data and research findings in addition to traditional content </li></ul><ul><li>   At least two years of continuous study in one language other than English.   </li></ul><ul><li>    </li></ul>
    29. 29. HOW IS COLLEGE DIFFERENT FROM HIGH SCHOOL? Source: Southern Methodist University http://www.smu.edu/ &quot;Results count.&quot; Though &quot;good-faith effort&quot; is important in regard to the professor's willingness to help you achieve good results, it will not substitute for results in the grading process. &quot;Effort counts.&quot; Courses are usually structured to reward a &quot;good-faith effort.&quot; Mastery is often seen as the ability to apply what you've learned to new situations or to solve new kinds of problems. Mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you, or to solve the kinds of problems you were shown how to solve College is a learning environment in which you take responsibility for thinking through and applying what you have learned. High school is a teaching environment in which you acquire facts and skills. It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so. You will usually be told in class what you need to learn from assigned readings. You're are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions. You will usually be told what to do and corrected if your behavior is out of line. To College From High School

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