Transcript Summary Presentation - LADDER PK-16

85% of our high school students indicate
their intention to go on to college.
- OUS Post High School Plan Survey, 2003
June 17, 2004
1
Early Indicators
Student Performance on Oregon High School Standards
Compared with
Performance in the First Year of College
Presented to the State Board of Education
June 17, 2004
A Collaborative Study by the:
Oregon University System
Oregon Department of Education
Oregon Department of Community Colleges and Workforce Development
June 17, 2004
2
Question #1 and Findings
 How does the performance of students assessed on
the high school benchmark compare with their
subsequent performance in college?
 Performance is closely aligned with first - year college
performance
 Students who “meet” or “exceed” are more likely to earn a
higher first year college GPA in related courses
 Students who “meet” or “exceed” are more likely to earn
more credits in related first year college courses
 Not all students who are currently enrolled in postsecondary
have met college entry proficiency
June 17, 2004
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OUS Institutions
First Year College GPA
Reading and Language Assessment
4.00
3.75
3.50
3.25
3.00
2.75
2.50
2.25
2.00
1.75
1.50
First Year
College GPA
Science
Social Science
All M athematics
Not Meet
Meet
Exceed
Course Subjects
June 17, 2004
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Community Colleges
F irst Year GP A
Reading and Language Assessment
4.00
3.75
3.50
3.25
3.00
2.75
2.50
2.25
2.00
1.75
1.50
First Year College GPA
Professional Technical
Science
Social Science
All Mathematics
Not Meet
Meet
Exceed
Course Subjects
June 17, 2004
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Performance on reading standard relates to
first year college performance
 6,028 Oregon public HS graduates entered in fall 2001 with state
assessment data in reading:
 18% met high school GPA and subject-area course admission
requirements BUT did not meet the state 10th grade benchmark
standard in reading (foundation standard for PASS).
 This 18% earned average first-year college GPAs of 2.09 in
undergraduate science and 2.17 in social science classes
 82% met or exceeded the benchmark standard and earned average
first-year college GPAs of 2.55 in science and 3.09 in social science.
June 17, 2004
6
Performance on math standard relates to
first year college performance

6,028 Oregon public HS graduates entered in fall 2001 with state
assessment data in math:

34% met high school GPA and subject-area course admission requirements
BUT did not meet the state 10th grade benchmark standard in math (foundation
standard for PASS).

This 34% earned average first-year college GPAs of 2.18 in undergraduate
math and 2.12 in science classes

66% met or exceeded the benchmark standard and earned average first-year
college GPAs of 2.6 in undergraduate math and 2.64 science classes.
June 17, 2004
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What does first year college GPA indicate about
students’ likely success in college?
 OUS cohort studies indicate that, with a freshman year
GPA of less than 2.5 in OUS, a student has a 50%
probability of earning a degree in 6 years.
OUS Institutional Research Study, Looking Back along the Long and Winding Road: Retention, Attrition, and
Graduation of OUS Freshmen, Fall 1987 through Fall 1995 Cohorts
June 17, 2004
8
Question #2 and Findings
 What is the relationship of performance on the high
school benchmark assessment, high school GPA,
and the SAT I to first-year college performance? Is
this consistent with The First Year Study (2001-02)?
 Performance on the high school benchmark assessments
and SAT I were comparably correlated with first-year
college GPA.
 Data from the Early Indicators Study are consistent with that
of The First Year Study.
June 17, 2004
9
Pearson Correlation Coefficients (2002 - 03)
Prob > |r| under H0: Rho=0
Number of Observations
ps_z wr_z
0.63
0.59
pswrrlscma_z
5301
5301
0.27
0.31
hsgpa
5301
5301
0.40
0.38
sat
5301
5301
0.29
0.40
satv
5301
5301
0.42
0.27
satm
5301
5301
0.22
0.26
all_gpa
5301
5301
rl_z
sc_z ma_z pswrrlscma_z hsgpa
0.77
0.79 0.80
1.00
0.43
5301
5301 5301
5301
5301
0.33
0.28 0.37
0.43
1.00
5301
5301 5301
5301
5301
0.67
0.70 0.71
0.80
0.35
5301
5301 5301
5301
5301
0.71
0.63 0.52
0.71
0.28
5301
5301 5301
5301
5301
0.50
0.63 0.76
0.72
0.35
5301
5301 5301
5301
5301
0.31
0.25 0.31
0.38
0.54
5301
5301 5301
5301
5301
sat
satv satm all_gpa
0.80
0.71
0.72
0.38
5301
5301
5301
5301
0.35
0.28
0.35
0.54
5301
5301
5301
5301
1.00
0.90
0.90
0.35
5301
5301
5301
5301
0.90
1.00
0.61
0.32
5301
5301
5301
5301
0.90
0.61
1.00
0.31
5301
5301
5301
5301
0.35
0.32
0.31
1.00
5301
5301
5301
5301
*All correlations are statistically significant at the .01 level.
June 17, 2004
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Pearson Correlation Coefficients (2001 - 02)
Prob > |r| under H0: Rho=0
Number of Observations
pswrrlma_z
hsgpa
sat
satv
satm
overall_gpa
ps_z
wr_z
rl_z
0.64
5169
0.23
5061
0.33
3488
0.26
3488
0.33
3488
0.18
5169
0.66
5169
0.32
5061
0.43
3488
0.45
3488
0.33
3488
0.25
5169
0.78
5169
0.36
5061
0.67
3488
0.71
3488
0.50
3488
0.32
5169
pswrrlma
ma_z
_z
0.77
5169
0.41
5061
0.72
3488
0.55
3488
0.75
3488
0.32
5169
1.00
5169
0.46
5061
0.75
3488
0.69
3488
0.66
3488
0.37
5169
hsgpa
sat
satv
satm overall_gpa
0.46
5061
1.00
5061
0.37
3429
0.30
3429
0.37
3429
0.52
5061
0.75
3488
0.37
3429
1.00
3488
0.91
3488
0.89
3488
0.38
3488
0.69
3488
0.30
3429
0.91
3488
1.00
3488
0.63
3488
0.35
3488
0.66
3488
0.37
3429
0.89
3488
0.63
3488
1.00
3488
0.34
3488
0.37
5169
0.52
5061
0.38
3488
0.35
3488
0.34
3488
1.00
5169
*All correlations are statistically significant at the .01 level.
Source: PASS/OUS, The First Year Study, 2003
June 17, 2004
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Early Indicator Calculator
TEST
SCORE
Reading/Language
240
PROBABILITY OF FRESHMAN GPA
9.048
10
12
13
2.0 or Higher 2.5 or Higher 3.0 or Higher 3.5 or Higher
Writing
40
2.72
2
0.83
Math
240
Problem Solving
3
0.61
3
0.31
0.01
6.36
8
8
11
32 0.3712
18.499
0
21
1
24
1
29
Assessments contribute different “weights” to
probability of First Year GPA
June 17, 2004
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Align standards:
Provide a continuous path for student learning
Example: Geometry
Grade 3
Sort, classify, and describe shapes.
Grade 5
Build, draw, measure, and compare shapes.
Grade 8
Identify, classify, draw, and describe geometric figures.
Grade 10
Interpret, draw, and describe two- and three-dimensional objects.
College admission (PASS standard)
Represent and analyze a wide variety of geometric
figures and their properties using drawings, models,
and the Cartesian coordinate system.
June 17, 2004
Source:Oregon Department of Education, Standards
13
High School Benchmarks Provide the Foundation
for College Entry Proficiency (PASS)
State Assessments
Required PASS Standards
Math Problem Solving
Solve Mathematical Problems
Math Knowledge and Skills
Perform Algebraic Operations
Use Geometric Concepts and Models or
Use Probability and Statistics to Collect and Study Data
Reading
Writing
Use Functions to Understand Mathematical
Relationships
All PASS English standards use the 10th grade
benchmark in reading as an assumed prerequisite.
Write for Varied Purposes
Interpret Literary Works
Conduct Inquiry and Research
Science Knowledge and
Skills
Know Fundamental Concepts of Sciences
Design and Conduct Scientific Investigations
June 17, 2004
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PASS Standards Met via High School Standards
State Assessments
PASS Standards
CC
OUS
Math Problem Solving
Solve Mathematical Problems
62%
80%
Math Knowledge and Skills
Perform Algebraic Operations
53%
82%
Reading
64%
86%
Writing
All PASS English standards use
the 10th grade benchmark in
reading as an assumed
prerequisite.
Write for Varied Purposes
54%
73%
Science Knowledge and
Skills
Know Fundamental Concepts of
Sciences
66%
85%
June 17, 2004
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When standards are aligned, student learning
can be improved in time to make a difference
Student Learning
Time to prepare:
Grade 3
High School Benchmark - 2 years
SAT/ACT scores -1/2 - 1 year
Final
HS GPA
5
8
10
Grade-level Benchmarks
Transition to
College
June 17, 2004
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How might postsecondary institutions
support K-12 students’ college preparation?
Expand on Current Admission
Requirements:
1.
High school
graduation
2.
Subject-area
requirement
3.
4.
Grade point
average
to include . . .
5. Evidence of Proficiency
SAT I or ACT
June 17, 2004
17
85% of our high school students indicate
their intention to go on to college.
- OUS Post high School Plan Survey, 2003
What will we do to get them there?
June 17, 2004
18