School Crisis in California: How Can We Reshape our Children’s Future?

1. School Crisis in California: How Can We Reshape our Children’s Future? University of California, Irvine Foundation Monday, November 16, 2009

2. Old Ways are Not WorkingInternational Comparisons • 9-year-olds • MATH - ranked 12th of 25 • SCIENCE - ranked 9th of 25 • 15-year-olds • L ITERACY – ranked 15th of 29 • MATH – ranked 25th of 29 • SCIENCE – ranked 21st of 29

3. Old Ways Are Not WorkingNational Comparisons are Even More Troubling • 28% of CA students have Below BasicSkills in Math – only 3 states perform more poorly • 41% of CA students have only Basic Skills in Math • 25% of CA students are Proficient in Math - Ranked 41st • 5% of CA score at the Advanced level • Scores of Children of College Graduates – CA ranks 37th • <25% of CA students graduate from high school college ready

4. P-20: New Day, New Way Technology and Media K-12 Post-Secondary Early Childhood Out-of-School Time Families

5. What is the University’s Role? Preparing Educational Leaders Policy Preparing New Teachers Research Programs for Students Programs for Practicing Teachers Curriculum Development

6. World Class STEM EducationProjects That AdvanceTeacher Proficiency and Student Learningin Science and Mathematics Michael E. Martinez, Ph.D. Professor of Education University of California, Irvine

7. Two Challenges • How Can We Build Excellence in: • Teaching Science and Mathematics? • Learning Science and Mathematics? • How Can We Do So Through the Two Primary Functions of the University: • Teaching? • Research?

8. CalTeach A Program of Study Designed to Prepare Talented UCI Undergraduates to Become Excellent Middle and High School Science and Mathematics Teachers

9. Two Pathways Bachelors Degree in a STEM Discipline, and California Teaching Credential In Four Years Bachelors Degree in a STEM Discipline, Master of Arts in Teaching, and California Teaching Credential In Five Years

10. How Is This Possible? • Streamlined and highly innovative undergraduate coursework on teaching in the STEM disciplines. • Effective cross-campus collaboration. • School of Physical Sciences, Biological Sciences, ICS, Humanities, and the Department of Education • A $2.5 million grant from the National Math and Science Initiative (NMSI), along with funding from the UC Office of the President. • UCI is one of 13 demonstration sites nationally • Dedication of UCI faculty and staff

11. CalTeach MeetsDesperate Needs • Many science and math courses are staffed by teachers who are poorly trained in the STEM discipline they teach. • The University of California needs to do much more • About 38% of STEM teachers earn their bachelors degrees at UC • Only about 11% earn their teaching credential at UC • CalTeach, streamlined but intellectually rigorous, allows students to seek a teaching job immediately after graduating.

12. Other Contributing Factors • Strong program management • Vigorous recruitment of undergraduates • Ongoing support, including scholarships • Launching of new science and math majors, and major concentrations, aligned with prospective careers in teaching • Support from school district partners, including Santa Ana, Newport Mesa, Tustin, and Anaheim

13. Spatial Temporal Mathematics at Scale An Innovative and Fully Developed Paradigm to Boost Math Achievement Among All Learners

14. Traditional Instruction in Mathematics • Traditional math education relies heavily on symbolic notation in the form of numerals, operations, and equations, as well as on technical terminology.

15. A Spatial-Temporal Approach • Instead, mathematical patterns can be represented as images or transformations of images. • Pattern-finding, experienced as mental imagery, is a natural ability of the human mind and its underlying neural circuitry.

16. An Exciting Possibility • Spatial-temporal (ST) reasoning may be a highly intuitive way of learning fundamental math concepts. • ST-based mathematics offers the potential for effective learning among students who experience frustration with traditional ways of teaching math. • ST Math may be a gateway to far larger numbers of students gaining high levels of mathematical proficiency, opening a pipeline of future scientists, engineers, and medical professionals.

17. ST Math Software • Designed to develop deep intuitive understandings of fundamental mathematical concepts: • Fractions, proportions, symmetries, and functions • Video game metaphor • Universally motivating • Games With a Purpose (GWAP) • Activities challenge children to apply spatial-temporal skills to solve problems

18. Prior Research Results • ST Math has produced substantial gains in mathematics achievement in comparison to control group students. • Learning advantages tend to grow each year. • Effects have been found on standardized tests of broad mathematics achievement, not only on ST concepts. Martinez, M. E., Peterson, M., Bodner, M. Coulson, A., Vuong, S., Hu, W., Earl, T., & Shaw G. L. (2008). Music training and mathematics achievement: A multiyear iterative project designed to enhance students’ learning. In A. E. Kelly, R. A. Lesh, & J. Y. Baek (Eds.), Handbook of design research methods in education: Innovations in science, technology, engineering, and mathematics learning and teaching (pp. 396-409). New York: Routledge.

19. Findings From Previous Research • Our research shows that a large segment of students, perhaps most, can benefit from an approach to learning math that uses spatial-temporal reasoning • Spatial-temporal reasoning and representations might hold special promise for English language learners • By de-emphasizing mathematical terms and explanations expressed in English

20. A New Project:ST Math At Scale • An Innovative and Fully Developed Paradigm to Boost Math Achievement Among All Learners • Funding • US Department of Education, Institute of Education Sciences (IES) • Four years (2009-2013) • Participating Schools • 52 elementary schools in Orange County • Allied with the Orange County Math Initiative

21. The Collaborating Institutions

22. A New Paradigm • Prior research shows that a spatial-temporal (ST) approach to mathematics learning can open the gateways to STEM learning • Now it’s time to put this exciting possibility to a rigorous test • To understand the nature and magnitude of causal effects through a large-scale randomized experiment • To understand whether ST Math offers particular advantages to specific subgroups of learners • To understand what implementation factors moderate the effects of ST math on student learning

23. Addressing Critical Needs • The U.S. faces a crucial need for elevated achievement in math and, more broadly, STEM fields • To close the achievement gap • And to increase the pool of highly-trained scientists and engineers • Resulting in heightened international competitiveness • These are longstanding valued goals • Now we need fresh thinking to achieve them • The UCI Department of Education is playing a leading role, locally and nationally

24. What is school readiness? Greg J. Duncan Department of Education University of California, Irvine

25. What school-entry academic, attention, social and emotional skills matter most for: • School achievement • High school completion and college enrollment • Crime in early adulthood

26. Kindergarten Skills and Behaviors

27. Kindergarten Skills and Behaviors

28. Kindergarten Skills and Behaviors

29. Simple associations with later achievement

30. Simple associations with later achievement

31. Effects on later achievement

32. Effects on later achievement

33. Effects on high school completion

34. Effects on high school completion

35. Effects on arrests, incarceration

36. Effects on arrests, incarceration

37. Summary • Early reading and, especially, math matter the most for future school success • Anti-social behaviors don’t interfere with early learning, but hurt in the long run • Attention skills matter early but not later • Mild mental health problems do not affect school success

38. Implications • Pre-K curricula focused on early math skills should be an evaluation priority

39. The Importance of Out-of-School Time for Education & Youth Development Joseph L. Mahoney, Ph.D. Associate Professor of Education University of California, Irvine

40. Some Key Developmental Tasks for Children (ages 5-12) • Basic School Achievement (e.g., reading, arithmetic) • Interact Competently with Peers and Adults • Resolve Conflicts Peacefully • Develop Health Promoting Habits

41. Some Key Developmental Tasks for Youth (ages 13-18) • Construct Positive Aspirations for the Future • Form an Appreciation for Community and Work • Complete Formal Schooling / College • Become Productive Members of Society

42. Academic Performance and Educational Attainment

43. After-school Programs and achievement Study of 651 Highly Disadvantaged Children in Connecticut 2002-2006 Source: Mahoney, Carryl, & Lord (2005)

44. Comparison of After-school Arrangements: Parent, Program, Relative, Self

45. Reading Achievement Scoresat Follow-up 3rd Grade 2nd Grade

46. Organized Youth Activities and Higher Education Study of 695 Youth in North Carolina Followed from age 10 - 24 Sources: Mahoney & Cairns (1997); Mahoney (2000); Mahoney, Cairns, & Farmer (2003)

47. Enrolled in High School(Grade 11) PERCENT Youth Activity Involvement

48. Enrolled in Post-Secondary Education (Age 20) PERCENT Youth Activity Involvement

49. Antisocial Behaviors

50. After-school Time and Delinquency:Peak Hours for Juvenile Violence Percentage Time of Day Source: Office of Juvenile Justice and Delinquency Prevention (1999)