College Student Achievement Project Supported by the Ontario - - PowerPoint PPT Presentation
College Student Achievement Project Supported by the Ontario Ministry of Education and the Ontario Ministry of Training, Colleges and Universities Pearsons 2013 College and Career Readiness Event Presented by the College Student
Supported by the Ontario Ministry of Education and the Ontario Ministry of Training, Colleges and Universities
Pearson’s 2013 College and Career Readiness Event
Presented by the College Student Achievement Project Team
May 3, 2013
Analyse Deliberate Strategy
CSAP Steering Committee Research Team College VPA
Steering Committee Megan Borner, Ministry of Education Jhonel Morvan, Ministry of Education, FL James Gordon, MTCU Cheryl Jensen, CCVPA David Armstrong, SCWI & OPSOA Rachid El Keurti, French Language School Boards Brian Vaillancourt, French Language Colleges Emily Bain, Colleges Ontario Paula Gouveia, HoIS
Research Team Laurel Schollen, Director Graham Orpwood, Associate Director & Math Lead Pina Marinelli-Henriques, Manager & College Relationship VPA designated CSAP College Representative Hassan Assiri, Data Manager Maureen Dey, English Language Lead & HoIS Relationship Charlotte Primeau, French Language Lead
VPA designated College Representative Algonquin College; Wilma McCormack Collège Boréal; Charlotte Primeau Cambrian College; Joan Campbell Canadore College; Barb Glass Centennial College; Gina Marshall Conestoga College; Connie Phelps Confederation College; Rick Clace Durham College; Kevin Baker Fanshawe College; Stephen Firth Fleming College; Ann Drennan George Brown College; Suzanne Dwyer Georgian College; Sean Madorin Humber College; Rebecca Milburn La Cité collégiale; Stéphane Côté Lambton College; Spencer Dickson Loyalist College; Harvey Hayashi Mohawk College; Chris Blackwood Niagara College; Colin Fraser Northern College; Tori Hanson Sault College; Reno Palombi Seneca College; Laurel Schollen Sheridan College; Pam Sondhi
Lack of consistency in Grading Policies resulted in a number of features to rationalize into a CSAP Grading Policy
Alpha and numeric systems
Varying passing grades
Wide variety of ways of reporting course withdrawals
CSAP deems A, B, C, and “pass” as “Good Grades”, D, F, and W are “at risk”
Grade Mark Range A 80-100% B 70-79% C 60-69% D 50-59% F <50%
Emphasis
& Language Courses
E Early Childhood Education (Co-op Apprenticeship Diploma) Early Childhood Education Energy Management - Built Environment Environmental Landscape Management - (Co-op) Environmental Technician - Sampling and Monitoring
Founda- tions Cluster
Major Clusters
Applied Arts Cluster Business Cluster CSAP Database Technology Cluster Human Services Cluster General Cluster
Applied Arts
Arts
Business
Business Administration Finance Office Administration
Human Services
Health Hospitality & Tourism Human Services
General
General Arts & Science 1 year General Arts & Science 2 year
Technology
Applied Science Computer Construction Electrical Mechanical
Foundations
Pre-Arts Pre-Business Pre-Health Pre-Human Services Pre-Technology
Major Clusters broken down into sub-clusters
*Excludes college degrees (4 year) and post graduate certificates and apprenticeship
Overall Student Records: 94,651 Students with a Math grade: 35,400
Overall Students enrolled in foundation programs and preparatory courses:
8,303
General Arts & Science: 2,110 Pre-Health: 2,692 Pre-Technology: 471 Pre-Business: 478 Preparatory Math Courses: 2,552 Very Recent Ontario Graduates: 19,560
*Reflects all programs in the study and all mathematics course types (remedial and regular)
Older students do better than younger students
Mathematics Grade Distribution (n=35,431)
Achievement by Program Cluster
16 mathematics courses
10 courses at Grade 11 & 12 level
Graduation requirement is Grade 11 math
Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T Note: Advanced Functions (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U)
Most popular selection of math courses
leading to college
Applied math courses at Grade 9 & 10
Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T
Pathways leading to the Grade 12 Math For College Technology course – key for college Technology program
This course is not often offered due to low Numbers
Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T
Mathematics LDCC Grade 9 Foundations of Mathematics Grade 9 Applied Principles of Mathematics MPM1D Grade 9 Academic Mathematics LDCC Grade 10 Foundations of Mathematics MFM2P Grade 10 Applied Principles of Mathematics MPM2D Grade 10 Academic Mathematics for Work and Everyday Life MEL3E Grade 11 Workplace Foundations for College Mathematics MBF3C Grade 11 College Functions and Applications MCF3M Grade 11 University/College Functions MCR3U Grade 11 University Mathematics for Work and Everyday Life MEL4E Grade 12 Workplace Foundations for College Mathematics MAP4C Grade 12 College Mathematics for College Technology MCT4C Grade 12 College. Mathematics of Data Management MDM4U Grade 12 University Advanced Functions MHF4U Grade 12 University Calculus and Vectors MCV4U Grade 12 University T Note: Advanced Functions (MHF4U) must be taken prior to or concurrently with Calculus and Vectors (MCV4U)
Grade 9 and 10 Applied and Academic Courses – Fall 2008, 2009 and 2010
Fall 2008 (n=2,392) 22.7% Fall 2009 (n=3,424) 22.5% Fall 2010 (n=4,634) 25.3% Fall 2008 (n=4,456) 42.3% Fall 2009 (n=5,288) 34.7% Fall 2010 (n=7,429) 40.6% Grades 9 & 10 Applied Grades 9 & 10 Academic Good Grades 47.3% 50.2% 51.9% 74.4% 76.1% 74.7% At Risk 52.7% 49.8% 48.1% 25.6% 23.9% 25.3% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% Good Grades At Risk
Grades 11 & 12 Course Choices, VROG, Fall 2008, 2009, 2010
*Grade achievement 50-59% *Grade achievement 70-79% *Grade achievement 80% + *Grade achievement 60-69%
* In High School Mathematics, Foundation for College Mathematics, Grade 12, Fall 2010
Overall (N=10,743) <50% (n=619) 50-59% (n=1,968) 60-69% (n=2,548) 70-79% (n=2,804) 80% & over (n=2,804) Good Grades 58.7% 43.9% 41.9% 51.5% 62.2% 76.8% At Risk 41.3% 56.1% 58.1% 48.5% 37.8% 23.2% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% Good Grades At Risk
College Mathematics Achievement by Level of Achievement in Foundations for College Mathematics, Grade 12, Fall 2010
College Preparation Courses: 55% College Technology Preparation Courses: 68% University Preparation Courses: 81%
Selected Grade 11 & 12 Mathematics Course Combinations; Good Grades Achieved
Case Studies Selected
Course Analysis
Mapping college courses to elementary and secondary curriculum
CMP Case Study – Business Administration –
College # Courses with Mathematics # of Courses with Embedded Mathematics Topical Analysis # of Stand Alone Mathematics Courses Topical Analysis A 14 13 Arithmetic 1 Statistics B 17 15 Arithmetic 2 Arithmetic, Statistics C 16 14 Arithmetic 2 Statistics D 15 12 Arithmetic 3 Ratios, proportion, percent, statistics
College # of Courses with Mathematics # of Courses with Embedded Mathematics Topical Analysis # of Standalone Mathematics Courses Topical Analysis E 23 16 Algebra, Trigonometry, Calculus, Arithmetic, Number Systems, Vectors, Electrical Theory & Applications 7 Algebra, Trigonometry, The Straight Line, Vectors, Quadratic Equations, Logarithmic Functions, Calculus, Statistics & Probability F 9 5 Algebra, Electrical Theory & Applications, Arithmetic 4 Algebra, Trigonometry, Linear Equations, Exponential & Logarithmic Functions, Radicals and Complex Numbers, Logarithmic Functions G 16 8 Arithmetic, Trigonometry, Algebra, Electrical Theory & Applications 4 Algebra, Trigonometry, Linear Equations H 12 7 Algebra, Electrical Theory & Applications, Vectors 5 Algebra, Arithmetic, Trigonometry, Exponential & Logarithmic Functions, Exponents & Radicals, Vectors, Oblique Triangles, Quadratic Equations, Statistics & Probability, Linear Equations
Frequency of Numeracy Skills in Foundation Mathematics Courses
Numeracy Skills Pre-Technology Mathematics (19 courses) Pre-Business Mathematics (11 courses) Order of Operations 19 (100%) 11 (100%) Fractions 17 (89%) 11 (100%) Decimals 14 (74%) 10 (91%) Percentages 11 (58%) 9 (82%) Ratio and Proportion 13 (68%) 9 (82%) Algebra 19 (100%) 8 (73%) Exponents 16 (84%) 6 (55%) Accuracy and Precision 7 (37%) 0 (0%) Scientific Notation 9 (47%) 0 (0%) Roots and Radicals 2 (11%) 1 (9%)
CMP Case Study – General Numeracy Skills at Elementary and Secondary School Mathematics Curriculum
Topic Grades 1-8* Grades 9-12 mathematics courses Order of Operations 6, 7, 8 9(MPM1D), 9(MFM1P) Fractions 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P), 10 (MFM2P) Decimals 1, 2, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P) Percentages 6, 7, 8 9(MPM1D), 9(MFM1P) Ratio and Proportion 5, 6, 7, 8 9(MPM1D), 9(MFM1P), 10(MPM2D),10(MFM2P) 11(MCR3U), 11(MCF3M),11(MBF3C) 12(MCT4C), 12MAP4C) Algebra 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P) 10(MPM2D), 10(MFM2P) 11(MCR3U), 11(MCF3M),11(MBF3C) 12(MCV4U), 12(MHF4U), 12(MCT4C), Exponents 7, 8 9(MPM1D), 9(MFM1P) 10(MPM2D), 11(MCR3U), 11(MCF3M),11(MBF3C), 12(MHF4U), 12(MDM4U), 12(MCT4C), 12(MAP4C) Roots and Radicals 7, 8 9(MPM1D), 9(MFM1P) 10(MPM2D), 11(MCR3U), 12(MAP4C) *Grades at which a topic is specially emphasised are bolded
CMP Case Study – Business Related Numeracy Skills at Elementary and Secondary School Mathematics Curriculum
Topic Grades 1-8 Grades 9-12 mathematics courses Compound Interest 11(MCR3U), 11(MCF3M), 11(MBF3C) 12MAP4C Descriptive Statistics 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P), 11(MBF3C), 12(MDM4U) Graphing Linear Equations 7, 8 9(MPM1D), 9(MFM1P), 10(MPM2D), 10(MFM2P)
CMP Case Study – Technology Related Numeracy Skills at Elementary and Secondary School Mathematics Curriculum
Topic Grades 1-8 Grades 9-12 mathematics courses Logarithms 12(MHF4U), 12(MCT4C) Trigonometry 7 10(MPM2D) 11(MCR3U), 11(MCF3M), 11(MBF3C) 12(MHF4U), 12(MCT4C) Measurement 1, 2, 3, 4, 5, 6, 7, 8 10(MFM2P), 12(MAP4C) Geometry 1, 2, 3, 4, 5, 6, 7, 8 9(MPM1D), 9(MFM1P) 10(MFM2P), 11(MBF3C), 12(MCT4C), 12(MAP4C)
Objective: Investigate in the possibility of a common mathematics assessment tool for all 24 colleges in Ontario
Research Strands:
Completed
Email survey of all colleges
Follow-up teleconferences with 14 colleges which do conduct math assessments of incoming students
In Progress
Preparation of Discussion Paper to be published in January 2013, covering:
Report of present practices at Ontario colleges
Summary of practices in other provinces and USA
Discussion of principles underlying the development of a province-wide assessment instrument
Proposal of a model for further development.
Discussion Paper
Underlying Principles for a Common Assessment
Support Student Learning
Focused on high levels of proficiency in numeracy or language skills (not a test of Grade 12 math or English)
High Quality
Cost Effective Take 5 minutes at your table and discuss these principles.
Informal
Formal
Take 5 minutes at your table and discuss the proposed model.
Common Learning Outcomes? Common Curriculum?
Take 5 minutes at your table and discuss the SWOT of developing common learning
Course Analysis
Two types of approaches to teaching writing at college: expository and vocational; Analysis of English / French courses in foundation/diploma level programs; Analysis of English / French courses at the Preparatory/Remedial level; Overview of language placement tests used; identification of an introductory college literacy skills inventory (the literacy skills that students should possess upon entry to college); Analyses to include: Learning outcomes, topics, relative emphasis of topics/concepts (time and weight), number and type of assessments (modes of evaluation), modes of instruction, text/resource material; Mapping of college literacy skills inventory to Elementary / Secondary English / French curriculum.
GAP Analysis of Language Skills Sampling plan
1 expository and/ 1 vocational course outline for foundational / diploma-level in English / French course per college; 1 expository/vocational writing course outline for preparatory / remedial level in English / French course per college (where available); Similar to the work already done for mathematics by the College Mathematics Project (CMP).
Collaboration
HoIS/OCLCC – these groups may have already completed some of this ground work or have other research to inform the work of the CSAP contact Gary Jennings (Mohawk College), Chair OCLCC or Paula Gouveia (Humber College), Chair, HoIS.
GAP Analysis of language Skills Sample Language Structure
Preparatory (E.g. Seneca’s EAC149 course) 1st semester Expository writing course (E.g. Seneca’s EAC150 Course; also known as the gate keeper course)
Preparatory/Remedial courses – typically a 1st semester course Foundational / Diploma-Level – typically a 1st year course
2nd semester Vocational writing course (E.g. Seneca’s EAC394 course)*
* This course may be offered at the 3rd or 4th semester level.
Developmental courses for ELL**
Developmental EAP500 Developmental EAP300 Developmental EAP300 ** qualitative only
GAP analysis of language Skills
Writing Level Sentence Structure Verb Tense Constructing paragraphs Integrated textual support through quotation Paraphrasing Summary Cohesiveness Grammar Spelling Clarity Reading comprehension
As an additional project this year, the language portion
elementary and secondary school English/Français curriculum and colleges’ expectations of the language skills required for success, both overall and in first year language or communications courses. The purpose of this analysis is to further the ongoing conversation about the achievement of college students by comparing the learning outcomes of first-semester college language and communications courses with those of the Ontario language curriculum, Grades 1-12.
To date, the learning outcomes of the Ontario language curriculum (Grades 1-12) have been analysed and arranged on a template under three main categories: reading, writing and oral communications. (The fourth category of outcomes used in the Ontario Curriculum – media studies – does not have a parallel in college language courses and so has not been included in this project.) A review has also been completed of all first and second semester college language (or communications) courses. A similar template has been developed using the topics most commonly taught in these college courses as headings.
This information has been given to an external reviewer, whose task is to map the topics taught between Grades 8 and 12, in order to convey the level and complexity of the material against those taught in college courses. The goal is to arrive at conclusions about the alignment of the two sets of learning outcomes. Separately, as part of the regular CSAP data analysis of student achievement, comparisons will be made between students’ achievement in secondary school language courses with their achievement in college language courses and also (where available) with colleges post-admission language skills assessments.
Provincial Numeracy Strategy – Possible components for stakeholder deliberation
College system initiatives
K- 12 system Initiatives
the curriculum’ Public awareness campaign
numeracy skills
College Knowledge
set up an expert panel to study the assessment of students at the interface of secondary and postsecondary education and to recommend possible policies and practices that could ensure that students are adequately prepared for postsecondary education.
range of mechanisms for facilitating students’ successful transitions from school to college as well as maintaining its ongoing support for dual credits and forums.
develop joint programs aimed at providing all students who intend to go on to postsecondary education sufficient college knowledge to maximise their chances
Course Menu (Ministry) Course Offerings (Schools) Course Selection (Student) Student Application to PSE (Student) Admission Criteria (Colleges)
CMP Websites:
http://collegemathproject.senecac.on.ca
http://collegemathproject.wordpress.com/ (this presentation, full presentation, resources and other great stuff!)
CSAP Website:
http://csap.senecacollege.ca
Email:
Laurel.Schollen@senecacollege.ca
Graham.Orpwood@senecacollege.ca
csap@senecacollege.ca