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M A T H S & E N G L I S H P R O G R A M M E

The Impact of Formative Evaluation on the ISASA M&E Programme implementation

PRESENTATION TO BRIDGE NETWORK Ros Jaff Programme Manager 29 May 2012

M A T H S & E N G L I S H P R O G R A M M E

Learner Programme: Why?

Problem: critical shortage of black matriculants with

university entrance passes in maths and English, but is pool of learners with undeveloped potential

Objective:

• select disadvantaged learners with M&E potential
• place them in quality independent schools,
• provide an intensive enriched full-time learning

programme and support

with the target of achieving “B” passes at 60% and above in maths, English & science and succeed in higher education

REDRESS ACCESS SUCCESS

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Initial Learner Selection

• Regional and local advertisements and recruitment
• Screening of applications according to strict criteria

(60%+ school marks, family income, no ‘creaming’)

• Testing of short-listed applicants
• English: assessed reading age, comprehension

and writing skills.

• Maths: assessed mathematical knowledge &

skills appropriate to Gr 9 level and the ability to think mathematically in solving problems

• Interviews, matching and placement

M A T H S & E N G L I S H P R O G R A M M E

M A T H S & E N G L I S H P R O G R A M M E

Evaluation Findings

• Must be strictly 50%+ in entrance tests ( applied

rigorously from 2009 intake)

• English proficiency key
• Critical reasoning ability
• Inconsistent mentor support
• Basic skills deficits
• The Learner support programme, especially camps,

adds great value

• Essential to assess each learner in relation to school

group averages

• Positive impact of boarding

Are the academic targets realistic? Variable targets depending on learner’s entry level achievement?

M A T H S & E N G L I S H P R O G R A M M E

Lessons and Challenges

• Enforce strict entry criteria
• Diagnose key skill deficits and remediate
• Provide enrichment opportunities
• Promote opportunities to acquire effective English

communication and reading skills

• Arrange regular contact and workshops for mentors
• Develop standardised school reporting formats
• Ensure early career counselling & access to

financial assistance for higher education

• Provide more administrative support for Programme
• Promote boarding

M A T H S & E N G L I S H P R O G R A M M E

Additional Entrance tests

• Critical thinking tests (introduced 2009)

Necessary to ensure learners exhibited the logical reasoning and critical ability to tackle more abstract mathematical and science challenges they will face in Gr 11 and 12

• International Benchmarking Tests (introduced

2012)

• Gr 10 intake wrote IEB ACER IBTs at first camp.
• Grade 9 English and Maths and the Grade 7 General

Science tests.

• The group will write these tests progressively over next

2 years

• The initial raw results data has been received.

M A T H S & E N G L I S H P R O G R A M M E

Academic Support

• Quality teaching in school
• Consolidation & extension sessions in camps
• Identification of basic skills deficits
• Diagnostic testing at camps: basic maths, science

skills

• International benchmarking tests
• Targeted Academic Intervention (TAI) Piloted

2010

• Individualised support in mathematics, English and

physical science of pupils ‘at risk’ in areas of deficit

M A T H S & E N G L I S H P R O G R A M M E

THE ACADEMIC CHALLENGE

The pupils enter our schools in Grade 10 They face the following challenges:

• The majority have not enjoyed a quality education
• Most are financially disadvantaged wrt new peers
• Learning and joining a new school culture
• Usually significant drop in marks
• Adjusting to boarding
• Some have to travel long distances
• Often have many home responsibilities
• Changing from English FAL to English HL
• Many have not been taught any chemistry or physics in

Grades 8 and 9

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THE ACADEMIC CHALLENGES

• Never had every lesson taught to the full every day
• Not knowing what they don’t know or have learned

incorrectly

• Having homework checked!
• Being involved in extra-curricular activities
• They often comment that they have never been so

tired at the end of each school day

M A T H S & E N G L I S H P R O G R A M M E

EXTRA LESSONS

• In most schools these are offered as ‘after

school’ help

• Maths is the most frequently offered
• Usually consist of a mixed group from the

grade

• Teacher usually goes over the new work

recently taught or

• Gives help with homework or extra examples or
• Revised before exams

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TARGETED INTERVENTION 2010

• Diagnostic
• Seeks first to identify knowledge gaps or

misconceptions

• Every pupils will have different needs
• Many mathematics problems stem from Grades

4 to 7 content

• Individually, or in very small groups, work in a

hierarchical manner in rectifying problems

• Build confidence
• It is often harder to undo incorrect learning that

to teach new work!

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ENGLISH

PROBLEMS WE HAVE IDENTIFIED:

• Little or no reading material in the home
• Want to read but often do not know what to

read

• Often ask for help with essay structure and

creative writing

• Love to write poems and do so brilliantly
• Spelling is a problem

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MATHEMATICS

• Grade 4 to 7 work seldom correctly understood

– fractions, ratio, percentages and decimals

• Basic algebra not strong
• Geometry another problem area
• Working often untidy and muddled leading to

errors

• We have devised basic skills test to diagnose

these problems

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PHYSICAL SCIENCE

• Without a doubt the greatest challenge for the

schools!

• Seldom done any practical work
• The very basics are not known

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Mentorship

• Mentorship
• Expectations of mentors formalised
• National and regional Advisory Panel meetings →

shared expertise and insights → professional development

• Standardised quarterly reporting by mentor on learner

progress/problems

• School allowance for support costs from 2010/11 to

incentivise and strengthen the mentoring role

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Camps

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NSC (Grade 12) 2011 results

Pass rate passes with a 'B' pass > 60% English > 60% mathematics > 60% physical science 2009 94.8% 46.1% 39% 32% 10% 2010 98.4% 77.2% 54.3% 35.4% 30.8% 2011 100% 80% 71.25% 50% 47.4%

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Grade 10 results from 2009 to 2011

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Grade 11 results from 2009 to 2011

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Holistic Development

• Exposure to safe, structured, diverse environments
• Participation in extra-mural programmes
• Boarding an advantage
• Supervision
• Immersion in English – rich environment
• Nutrition
• Access to support
• Public Speaking
• Study skills
• Leadership roles assumed
• Engagement in school outreach and cultural

activities

• Let them speak for themselves.... !!!!