Evaluation of the California Academic Partnership Program (CAPP) Standards Implementation Grants

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Evaluation of the

California Academic

Partnership Program (CAPP)

Standards Implementation Grants

Year One Report

John Flaherty, Project Coordinator

Alberto Heredia

Kathleen Curry-Sparks

Rebeca Diaz-Meza

Juan Santos

Jordan Horowitz, Senior Project Director

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4665 Lampson Avenue

Los Alamitos, CA 90720

Evaluation of the California Academic

Partnership Program (CAPP)

Standards Implementation Grants

Year One Report

John Flaherty, Project Coordinator

Alberto Heredia

Kathleen Curry-Sparks

Rebeca Diaz-Meza

Juan Santos

Jordan Horowitz, Senior Project Director

July 2001

This publication was prepared by WestEd, under contract from the Chancellors Office of the California State University. The opinions and recommendations expressed herein are the views of the authors and do not necessarily reflect the official position of the funding agency. For

information concerning obtaining additional copies of this report, direct inquiries to: California Academic Partnership Program (CAPP)

The California State University 400 Golden Shore Long Beach, CA 90808-4275

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INTRODUCTION

This report presents the evaluation findings from the first year of the California

Academic Partnership Program (CAPP) Standards Implementation Projects. CAPP was established by the California Legislature in 1984 to develop cooperative partnerships between public secondary schools and postsecondary institutes and businesses with the objective of improving students’ academic performance and preparation for college. The Standards Implementation Projects were funded in 1999 to demonstrate how secondary schools could implement California’s new statewide standards for English and

mathematics within the CAPP partnership model. Each site was funded for a period of five years, through June 30, 2004. Nine of the projects funded throughout California were included in the evaluation.

The goal of the evaluation is to determine the extent to, and conditions under which, the funded schools implemented a standards-driven CAPP model program; provided professional development and support for teachers; and improved student performance. The evaluation sought to inform project staff, advisory committees and broader audiences about the reasons programs succeed or fail, unanticipated effects, and ways to improve implementation.

This first year report describes the implementation of the CAPP Standards Implementation project at each site (encompassing the 1999-00 school year).

Specifically, research questions focused on the extent to which sites reached objectives and completed activities set out at the beginning of year one.

Quantitative and qualitative data were used in the first year evaluation. Archival data sources were analyzed, including student outcome data provided by the school sites, and various assessment data gathered from online sources such as the California

Department of Education and the California Postsecondary Education Commission. Additional data collected from the sites include CAPP proposals and program

documentation; classroom observation data; interview data from project staff, selected teachers, and students; and survey data from teachers and students.

This report contains a chapter on each of the eight sites included in the first year evaluation (one site did not begin full project implementation until spring 2000, and was not included in the first year analysis). Each chapter includes a brief project history and description, as well as a summary of project implementation in year one; the roles played by project partners; and the teachers’ and students’ knowledge, attitudes, perceptions, and beliefs about the project. Following each chapter is a series of tables displaying

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for the first year of CAPP implementation and the year prior (1998-99). The last chapter outlines some of the cross site themes and implications at the end of year one.

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CARSON HIGH SCHOOL

Project History and Overview

The Carson High School CAPP project involves Carson High School, Carnegie Middle School, Curtiss Middle School, White Middle School and the California State University, Dominguez Hills (CSUDH). The primary goal of the project is to increase the number of graduates from Carson High School who meet the eligibility requirements for and are prepared to be successful at the University of California and the California State University. To support this goal the project planned to improve the mathematics and language arts curricula at the middle and high school levels by aligning them with academic standards; to offer additional professional development activities for teachers; and to increase parent and community involvement within the schools. The focus of the project in its first year was on providing professional development to middle and high school mathematics and English teachers. In subsequent years the project planned to develop a model of teacher collaboration centered on improving articulation between the middle and high schools while aligning curriculum and instructional practice with standards.

Carson High School is a comprehensive high school within the Los Angeles Unified School District. During the 1999-00 academic year the student population was 41.7% Latino, 23.7% Filipino, 20.0% African-American, 6.8% Pacific Islander, 5.2% white and 2.2% Asian. Forty and one-half percent of the students were eligible for the free and reduced lunch program, and 8.7% were English Language Learners.

The first year of the project focused on integrating extensive opportunities for professional development for English and mathematics teachers as part of ongoing teacher professional practice. Project efforts included the development of a standards-based curriculum, the introduction of standards-based instructional strategies, and collaborative discussion about and modification of standards-based practices implemented in the

classroom. The project was designed to improve teacher instructional practice, especially in mathematics, an area where a large proportion of teachers lack appropriate preparation. In mathematics the project targeted teachers at all grade levels in the middle and high schools, while in English it targeted 9th grade high school teachers.

Objectives and Activities of the Project

The program-wide goal of the Carson CAPP project is to ensure that students meet the entrance requirements for four-year universities and to ensure that they are prepared to

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succeed in higher education. The primary objective of the project is to increase the number of graduates from Carson High School who meet the requirements for entry into California State University Dominguez Hills with no remediation.

Carson designed its project around four key areas. Below is a description of the components implemented during the project’s first year:

Standards-based Instruction

The CAPP grant was designed to extend the implementation of standards-based instruction from the elementary levels of the former Carson/Banning cluster of schools in LAUSD to the middle and high school levels. CAPP was designed to fit in with the plans for the entire cluster being implemented in partnership with CSUDH. During the first year the CSUDH was able to provide professional development to teachers of English and mathematics both prior to the beginning of the school year as well as throughout. One focus of the professional development was the use of standards focused on algebraic thinking and the improvement of reading comprehension and writing proficiency in a manner that teachers learned

instructional strategies to enhance student performance in each of these areas. Professional Development Institutes

Teachers participated in professional development institutes prior to the beginning of the school year. The one-week institutes in mathematics and English were held in August 1999. During the institutes teachers worked to identify standards, curricular concepts, and

assessment tools they could use to strengthen student performance in the areas of algebraic thinking and reading and writing.

The mathematics institute was designed to provide teachers the opportunity to begin to determine how to increase the algebra readiness of 7th graders. Middle and high school teachers identified practices and strategies that need to be implemented at the middle school level to ensure that students are prepared to succeed in algebra classes at Carson High School. Teachers learned about content and new teaching strategies in problem solving.

The English institute focused on topics in writing composition. Teachers completed a workshop on cooperative learning led by a CSUDH education professor. Thirteen middle and high school teachers attended the on-week institute.

To extend the mathematics institute, middle school math teachers attended a one-day professional development workshop in November, 1999. The 64 teachers at the workshop reviewed the math framework and mathematics standards, and examined student work to

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determine needs for success in algebra. High school teachers did not attend the all day workshop in November due to a conflict in scheduling of professional development activities.

Middle School Ongoing Professional Development

High school and middle school teachers did not collaborate through ongoing professional development as originally planned. Each level participated in its own series of professional development activities. During the fall 1999 semester Dr. Barab, professor of mathematics at CSUDH, conducted a series of six workshops for middle school math teachers. The

workshops took place on Wednesdays and Saturdays. Topics included problem solving, algebra readiness, and the use of graphics calculators in the classroom. Participating teachers were given the opportunity to select topics for the following semester’s workshops. The theme for the second semester was “Preparing Students for Algebra”. Two math teachers from Banning High School – the other high school in the Banning-Carson school cluster – conducted the workshops. During the workshops teachers learned instructional practices and strategies that they could immediately incorporate into their classroom instruction. They returned to the workshops with students work samples that served as topics for discussion with other teachers. Twenty-four middle school teachers attended an average of two sessions during each semester.

Middle school language arts teachers participated in a one-day mandatory workshop on writing groups and peer feedback in composition conducted by English Professor Larry Ferrario of CSUDH.

High School Ongoing Professional Development

During the 1999-00 school year algebra teachers and geometry teachers at Carson High School met in separate professional development sessions similar to the ones for middle school students described above. Two-hour sessions were held once a month from February through May during the school day. In April high school math teachers also participated in a workshop on the use of graphics calculators in the classroom.

During the fall 1999 semester Professor Larry Ferrario of CSUDH conducted language arts workshops on holistic scoring, read aloud groups and revision strategies for 9th grade teachers. The workshops were voluntary and poorly attended. All language arts high school teachers attended a one period workshop (also conducted by Professor Ferrario) on writing revision.

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Assessment

Five hundred and twenty-five 7th graders completed the Algebra Readiness Test of the

Mathematics Diagnostic Testing Project co-sponsored by the University of California and the California State University. Areas covered on the test include integers, fractions, decimals, exponents, equations, and geometry. No more than 18 percent of the students achieved mastery level in any area of the test. One hundred ninth grade students completed a retired California State University English Placement Test. Results from both tests will be used as a benchmark for measurement of the project’s impact on student achievement.

Implementation in Year One

Successes

Overall, participants in CAPP believe that that the professional development workshops are being well received by the teachers. One high school math teacher stated, “I’ve gotten a lot of good reviews from the teachers that attend the algebra sessions …And some of those

[practices learned in the workshops], they have been used by teachers. They’ve taken them back to their class and they’ve gotten good responses from the students…[As a result of the training], I know that several teachers are trying to implement different teaching strategies.” A middle school math teacher notes, “I really appreciate all the ideas that were presented to us teachers during the workshops. What is exceptionally good about these workshops is that they are hands on.”

Some teachers seem especially pleased with the workshops because they receive information and materials that they can apply readily in the classroom. They see their

students responding to the new instructional practices they are learning in the workshops and applying in the classroom. One teacher notes, “I think the teachers initially have a kind of ‘wait and see’ attitude. Again several of the conferences that we tend to go to are a lot of theory. With this one there’s a lot of hands on things we do in the sessions and get materials that we can bring back to the class.” Another states, “I know that students do like the material that the program is offering us and them.”

Obstacles

Teachers’ lack of time was one obstacle to the Carson CAPP project. Scheduling

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math teachers and 13 English teachers participated in the math and English week-long institutes prior to the beginning of the school year, even though teachers were offered stipends.

The CAPP coordinator stated that high school mathematics teachers did not want to attend year-round workshops with middle school mathematics teachers. The CAPP project thus postponed the establishment of teacher collaborative triads (two middle and one high school teacher) for at least one year. It instituted professional development separately for the middle and high schools. The project rotated the location for the workshops for all middle school teachers among each of the three middle schools. Middle school teachers, however, participated in activities only when held at their own school site.

High school English teachers felt that the amount of professional development they received in the first year was minimal compared to the mathematics teachers. In the area of English much of the first year was spent trying to organize and schedule the professional development activities and learning more about the areas of instruction on which teachers wished to focus.

Several CAPP participants cited teachers’ general perceptions of professional development activities as an obstacle to participation. One teacher noted that teachers’ attitudes minimized teacher participation. Another stated, “The hardest thing is to be out of class often.” A math teacher stated, “Well the issue of resistant teachers tends to be an obstacle. These teachers are skeptical of any changes.”

The Carson CAPP project did not implement the tutoring and community involvement components of its project during the first year. The project was not able to find college students willing to tutor at the schools. Due to constraints of time the project was not able to develop a component for parent and community participation.

Role of Partners

Euncice Krinsky, professor of mathematics at CSUDH, directs the CAPP project in the Banning-Carson cluster of the Los Angeles Unified School District. Administrators within the cluster facilitate the operation of the CAPP project within the schools. Each of the schools in the cluster participating in the CAPP project work with CSUDH to ensure teacher participation in the professional development activities.

As coordinator, Professor Krinsky designed the project and is responsible for its implementation. She works with Professors Ferrario and Barab to provide the professional development opportunities in alignment with the goals and objectives of the CAPP project. She works with the cluster administration to ensure that the activities also align with the

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cluster’s goals and objectives for its students, and to ensure support for the program’s implementation. One CAPP participant from CSUDH notes that, “The contribution that I have made so far is that I am part of the vision… that the university could share its resources with its neighboring communities.” One teacher, regarding CSUDH, stated, “The partners are our leaders. They are explaining to us what the problems are and how to address them and they are teaching us. They are guiding us into being able to teach students how to learn better and therefore helping us produce higher achieving students."

English and mathematics department chairs described their role as facilitative of the project. They help coordinate the logistics of the professional development and work with the principals to ensure that teachers have substitutes when they are participating in workshops.

Structural Elements

School administration supported the Carson CAPP project by providing the substitutes necessary for teachers to participate in monthly workshops at the school site during the school day. The cluster administration supports the institution of the workshops at the school sites. It allowed the project to use district-wide professional development days for workshops

District Contexts

CSUDH has a history of partnership with the Banning-Carson cluster of schools prior to the Carson CAPP project. It has several grants – including two from NASA – to improve math and science instruction in the district. The cluster and CSUDH have been involved in a standards implementation initiative for several years. Elementary schools in the cluster were already organized into “school standards” teams led by principals and coaches. The teams participated in a summer institute on standards-based instruction, assessment, rubrics and collaboration on planning and instructional strategies. Teams met regularly throughout the school year. The Carson CAPP project was designed to adapt this model to the middle and high schools. The standards implementation initiative was a result of the resolutions of a pre-k-18 partnership council – including the cluster and CSUDH – formed to support standards-based instructional practices within the cluster.

Teacher Perspectives

During the spring 2000 semester 61 teachers (45% of the teachers at Carson) completed a survey on the implementation of standards-based instruction at the school site. Over 75% of

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teachers responded that they often or always conduct the following standards-based practices:

• Use of a variety of assessments to determine whether or not students are meeting standards (85%)

• Planning of lessons that are clearly aligned with standards (83%)

• Assessment of student work based on criteria set by state standards (77%) At least 80% of teachers agreed with the following statements about the use of standards at the school:

• Teachers at this school develop lessons that are clearly aligned with state standards (83%)

• Teachers at this school spend time developing assessments that are clearly aligned to the state standards (80%)

• Teachers and administrators at this school conduct ongoing discussions around standards. (90%)

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However when communicating with students or reporting on their achievement teachers do not appear to incorporate standards as extensively. Only half or slightly more than half of teachers reported that they often or always engage in the following instructional practices:

• referring to state standards when reporting on student achievement (53%) • referring to state standards when discussing the quality of a student’s work with

the student (52%)

• referring to standards when giving feedback to students on the quality of their work (50%)

• referring to state standards when discussing the quality of a student’s work with his or her parents (45%)

With regard to resources, only 64% of teachers agree that the materials, resources and books they need to teach their students using standards-based instruction are readily available at the school; and, just over one-third (67%) agree that there are many obstacles to learning how to implement standards-based instruction.

Seventy-five percent of teachers surveyed agreed that collaboration among teachers has increased during the year. However, only 16% responded that they often or always have time available to plan standards-based instruction collaboratively with their colleagues.

Ninety-five percent of teachers agree that the principal encourages and supports standards-based instruction; 86% agree that the district encourages and supports such instruction; and, 85% agree that department chairs encourage and support it. Fewer teachers (81%) agree that teachers in their department encourage and support standards-based instruction.

In summary teachers agreed that at Carson they use standards-based instructional practices when teaching, planning and assessing student work. However teachers did not agree as extensively that standards played a role in teacher collaboration and communication about student academic performance with students and parents. They also believe that resources – especially time – available to implement standards-based instruction may not be sufficient for them.

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Student Perspectives

When discussing the use of standards in classroom instruction, students stated that teacher prepared course outlines were the vehicles through which standards and expectations in the school were defined. They stated that each teacher created his or her own set of standards and expectations for each class. Students were not able to identify any state standards as part of the expectations that teachers and the schools held for them. Students did identify increased expectations in the areas of performance on the SAT-9. “We like rank all the way down there, compared to other students and they are really trying to push us now to do better. You are supposed to have a certain class if you did bad on the Stanford 9 Test.”

Students stated that school communication with parents is almost always a response to poor academic performance and discipline. If students are performing poorly in their classes, teachers may contact parents individually, in addition to sending progress reports home to them. Some teachers also provide tutoring to students in their classes.

Student Outcomes

Percentages of graduates enrolling in and completing the A-F course sequence

In 1999-00, 43.7.% of the graduating students at Carson completed the A-F sequence, a significant decrease from the 63.0% of graduates who did likewise the previous year. The groups showing the greatest percentage decrease were African-American (representing 23% of graduates), a group whose percentage of graduates completing the sequence decreased from 56% to 38%; Latino (36% of graduates) whose percentage completing the sequence decreased from 52% to 36%; and Filipino (29% of graduates) whose percentage decreased from 84% to 57%. Among the smallest groups of graduates, the percentage of Pacific Islanders (4% of graduates) completing the sequence decreased from 47% to 22%, while the percentage of Asian students (4% of graduates) completing it increased from 78% to 100%, and the percentage of White students (5% of graduates) completing the sequence increased from 52% to 89%.

SAT results

The percentage of students taking the SAT remained stable between the 1998-99 and 1999-00 school years. In 1998-99, 46.9% of 12th graders at Carson took the SAT, and 46.7% did so the in 1999-00. Scores dipped slightly in 1999-00 compared to the previous year. The

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average combined verbal and math score in 1999-00 was 1998-99 was 812, compared to 833 for the previous year.

STAR School Test results

The average performance of Carson High School students on the STAR School Test varied according to subject area in 1999-00. In reading, the National Percentile Rankings were 28 for 9th graders, 25 for 10th, and 28 for 11th graders. The 9th grade experienced a 5-point increase from the 1998-99 year. In math, National Percentile Rankings were 39 for 9th graders, 34 for 10th, and 35 for 11th graders. The 10th grade experienced a 4-point decrease from the 1997-1998 year. In language the range in NPR scores was from 33 to 43, compared to 28 to 39 in the previous year. The tenth grade demonstrated the lowest scores in both years. The 9th grade demonstrated the highest scores and highest gain of 5 points. In science the range in 1999-00 was 34 to 37 only slightly different from the previous year’s range of 34 to 35. In Social Science scores were also steady with a range of 27 to 46 in 1999-00,

compared to 27 to 47 in 1998-99. The tenth grade had the lowest scores in both cases and the 11th grade the highest.

Scores for limited English proficient students were drastically lower. Reading NPR scores in both years were 4 in the 9th grade, 6 in the 10th, and 4 in the 11th, compared to scores of 30,27 and 31 for non-LEP students in the respective grades. In language the difference between the two populations was not as great, but still apparent. The range for LEP students was 8 to 16, compared to 36 to 47 for non-LEP students, with the highest scores in the ninth grade in both cases. In math LEP students’ NPR ranged from 15 to 24 points compared to 36 to 41 points for non-LEP students.

The percent of LEP students scoring above the 50th percentile in reading ranged from 0 to 8%, versus 31 to 47% for non-LEP. In language the range for LEP was 0 to 8% (the

highest percentage attained in the 9th grade), compared to 31 to 36% for non-LEP students. In math, the range for LEP students scoring above the 50th percentile was 10% in the 9th grade, 2% in the 10th grade, and 10% in the 11th grade, For non-LEP students these percentages were 36%, 31%, and 32% respectively.

GSE

The number of Carson High School students taking the Golden State Exam in 2000 varied across subject areas. In math students took the Geometry exam only. The previous year no students took any of the math exams. No students scored a 4 or above. In writing the number

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of students taking the exam increased from 156 in 1998-99 to 171 in 1999-00. The percentage of takers scoring a 4 or above decreased from 25.6 to 21.1%. The number of students taking the writing exam decreased from 133 to 56, as did the percentage who scored a 4 or above, from 21.8 to 12.5%.

CSU Entrance Exams

Results from the CSU entrance exams show that 50 students took the Entry Level Math and English Placement Test in 1999. In the ELM and EPT 14% of the students scored at or above 550 on the ELM and 24% scored at or above 151 on the EPT. Of students taking the ELM 74% were determined not to be proficient in the subject matter, compared to 72% for the EPT. In the ELM Carson students scored 451 compared to 482 for the state average, and on the EPT they scored 145, compared to 147 the state average.

College-bound graduates

College enrollment data from 1998-99 showed that 47 graduates (9.3% of total graduates) from Carson enrolled in the UC system and 60 (11.8% of total graduates) enrolled in the CSU system. Another 73 (14.4% of total graduates) students enrolled in a community college.

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CARSON HIGH SCHOOL TABLES

Student Enrollment and Ethnicity by Grade and schoolwide (1999-00)

9th 10th 11th 12th Ungraded Sec. Totals

N % N % N % N % N % N %

Native American 7 0.7 2 0.3 4 0.7 1 0.2 1 1.1 15 0.5

Asian 17 1.8 19 2.4 16 2.4 15 2.8 1 0.7 68 2.2

Pacific Islander 68 6.8 60 7.5 47 7.0 32 6.0 2 2.8 209 6.8

Filipino 206 20.9 198 24.8 185 27.6 137 25.5 6 5.4 732 23.7

Latino 452 46.0 330 41.5 245 36.9 212 39.4 50 49.7 1289 41.7

African American 183 18.3 155 19.5 130 19.7 114 21.2 35 32.8 617 20.0

White 56 5.7 33 4.1 39 5.9 27 5.0 6 6.8 161 5.2

Multiple or No response 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0 0 0.0

Total 989 100.0 797 100.0 666 100.0 538 100.0 101 100.0 3091 100.0

9th ₁₀th ₁₁th ₁₂th _{Ungraded Sec.} _Totals

N % N % N % N % N % N %

Native American 7 0.7 5 0.7 2 0.3 5 1.0 1 1.0 20 1.0

Asian 22 2.4 18 2.4 18 2.8 19 3.3 0 0.0 77 2.5

Filipino 201 21.9 197 25.5 155 23.5 180 30.6 12 11.6 745 24.5

Latino 406 44.4 307 40.0 276 41.9 202 34.2 45 43.7 1236 40.7

White 48 2.8 46 6.0 32 4.8 28 4.8 8 7.8 162 5.3

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Proportion of English Language learners (1999-00)

N %

Spanish 212 78.8

Pilipino (Tagalog) 46 17.1

Ilocano 2 0.7

Korean 2 0.7

Gujarati 1 0.4

Samoan 1 0.4

Other non-English 5 2.0

EL Totals 269 100.0

School Percentage 8.7%

N %

Spanish 203 77.5

Samoan 6 2.3

Ilocano 3 1.1

Korean 3 1.1

Gujarati 1 0.4

Khmer (Cambodian) 1 0.4

EL Totals 262 100.0

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Number of graduates completing full A-F college preparatory sequence with a grade of C or better by ethnicity (1999-00) Grads Grads A-F

N N %

Native American 4 0 0.0

Asian 7 7 100.0

Pacific Islander 36 8 22.2

Filipino 150 80 53.3

Latino 206 75 36.4

African-American 123 47 38.2

White 28 25 89.3

Total 554 242 43.7

Number of graduates completing full A-F college preparatory sequence with a grade of C or better by ethnicity (1998-99) Grads Grads A-F

N N %

Asian 18 14 77.7

Filipino 147 123 83.7

Latino 182 95 52.2

White 25 13 52.0

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SAT Results (1999-00)

12th Grade Enrollment 538

Number of Students taking SAT 251

Percent of Students taking SAT 46.7

Average Verbal Score 396

Average Math Score 415

Average Total Score 812

Number of students scoring above 1000 41

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Results from the Golden State Exam

ALGEBRA GEOMETRY HIGH SCHOOL MATH

Year #

taking test

# scorin

g ≥ 4

% score ≥ 4 Year # taking test # scorin

g ≥ 4

% score ≥ 4 Year # taking test # scorin

g ≥ 4

% score

≥ 4

1999 0 N/A N/A 1999 0 N/A N/A 1999 0 N/A N/A

2000 0 N/A N/A 2000 12 0 0.0 2000 0 N/A N/A

READING WRITING Year # taking test # scorin g ≥4 % score ≥ 4 Year # taking test # scorin

g ≥ 4

% score

≥ 4

1999 156 40 25.6 1999 133 29 21.8

2000 171 36 21.1 2000 56 7 12.5

Number of students who dropped out of school or left for unknown reasons (1998-99)

Dropouts 147

Number of graduates going on to UC, CSU, Community College, and Private colleges (1998-99)

UC 47

CSU 60

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Star School Test Result (1999-00) READING

NATIONAL PERCENTILE RANKING ABOVE THE 50TH_PERCENTILE

Grade All Not LEP LEP Grade All Not LEP LEP

9th ₂₈ ₃₀ ₈ ₉th _22% _24% _1.0%

10th ₂₅ ₂₇ ₆ ₁₀th _20% _21% _0.0%

11th ₂₈ ₃₁ ₄ ₁₁th _22% _24% _0.0%

MATH

NATIONAL PERCENTILE RANKING ABOVE THE 50TH PERCENTILE

9th ₃₉ ₄₁ ₂₄ ₉th _33% _36% _10%

10th ₃₄ ₃₆ ₁₅ ₁₀th _29% _31% _2%

11th ₃₅ ₃₆ ₂₁ ₁₁th _31% _32% _10%

LANGUAGE

9th ₄₃ ₄₇ ₁₆ ₉th _43% _47% _8%

10th ₃₃ ₃₆ ₉ ₁₀th _29% _31% _0.0%

11th ₃₇ ₃₉ ₈ ₁₁th _35% _38% _0.0%

SCIENCE

9th ₃₇ ₃₉ ₂₁ ₉th _28% _31% _3%

10th ₃₄ ₃₆ ₁₇ ₁₀th _34% _36% _2%

11th ₃₄ ₃₅ ₁₂ ₁₁th _27% _29% _0.0%

SOCIAL SCIENCE

9th 35 37 21 9th 32% 34% 9%

10th 27 28 10 10th 22% 23% 0.0%

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9th ₂₃ ₂₆ ₇ ₉th _17% _20% _0.0%

10th ₂₂ ₂₅ ₄ ₁₀th _15% _17% _0.0%

11th ₂₆ ₂₉ ₅ ₁₁th _19% _21% _0.0%

MATH

9th ₄₁ ₄₃ ₂₅ ₉th _37% _42% _10%

10th ₃₈ ₃₉ ₂₆ ₁₀th _35% _38% _13%

11th ₃₈ ₄₀ ₂₄ ₁₁th _34% _36% _17%

LANGUAGE

9th ₃₉ ₄₄ ₁₅ ₉th _37% _42% _1%

10th ₂₈ ₃₂ ₇ ₁₀th _24% _27% _0.0%

11th ₃₆ ₃₉ ₁₁ ₁₁th _35% _38% _0.0%

SCIENCE

9th ₃₄ ₃₆ ₂₂ ₉th _24% _27% _3%

10th ₃₅ ₃₇ ₁₈ ₁₀th _32% _34% _14%

11th ₃₄ ₃₇ ₁₃ ₁₁th _26% _28% _0.0%

SOCIAL SCIENCE

9th 34 35 21 9th 30% 33% 9%

10th 27 29 9 10th 22% 25% 0.0%

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Results of the Entry Level Math (ELM) and English Placement Test (EPT) for students entering California State Universities.

ELM EPT

1999 1999

Number of Students Assessed 50 50

Number of Students exempt from taking exam 6 2

Number who scored at or above 550 on ELM or at or above 151 on EPT 7 12

Number of students not proficient in subject matter 37 36

Average mean score of students 451 145

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HOOVER HIGH SCHOOL

Project History and Overview

The Hoover High School CAPP project involves Hoover High School, its two feeder middle schools – Toll and Roosevelt, and the University of California, Los Angeles. The primary goal of the project is to align school program and practices with state content standards in mathematics and English to increase the academic achievement of all students. To promote this goal the project plan includes a variety of student support services, curriculum reform and efforts and opportunities for professional development. The focus of the project in its first year is on 9th and 10th grade students and their

teachers, although a number of the student support services and professional development activities are targeted to the entire school population. The project will incorporate grades 11 and 12 in subsequent years.

Glendale High School is a comprehensive high school within the Glendale Unified School District. During the 1999-00 academic year the student population was

predominantly of middle eastern/Armenian descent (46%), with the remainder of the population being predominantly Latino (22%) and white (15%). Fifty percent of the students were eligible for the free and reduced lunch program and 33% were English Language Learners.

The first year of the project involved a concerted effort on the part of the school principal and project coordinator – the English Department Chair – to develop and institutionalize the program. Major areas of focus included development of a rigorous standards-based curriculum in English and mathematics and the provision of multiple support services for students to help them meet rigorous standards. The project achieved success in program development and institutionalization by coordinating multiple

programs to support CAPP program goals and objectives. One administrator noted, “The school has been able to provide all of these services in support of the CAPP program because one interesting aspect of the program is that the school coordinates funding from a variety of sources to ensure that programs are delivered in a complete fashion. So funding is aligned to the school’s overall program.”

Objectives and Activities of the Project

The program-wide goal of the Hoover CAPP grant is to help prepare students for college by exposing them to a rigorous standards-based curriculum and providing them with

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support to develop additional skills they need to succeed academically. Hoover designed its CAPP program around several components. Below is a description of the components during the first year.

Standards-Based Curriculum Development

In the areas of English and mathematics teachers received professional development throughout the year. In English teachers met as a staff to review both the California Language Arts framework and the Language Arts standards. They worked together to develop units of instruction for the 9th and 10th grade that align the standards with the English curriculum. They developed rubrics and sample anchor papers for use across the department and practiced use of the rubrics to develop common scoring guidelines.

Math and English teachers received additional release time to review standards and student achievement data. All teachers at the school participated in professional

development to assist them in integrating the Language Arts standards in all content areas.

After School Tutoring

The school instituted an after school tutoring program that operates five days a week. College students and peers serve as tutors in English and mathematics.

Advancement Via Individual Determination (AVID)

The AVID program provides intensive student support, study skills development, college student mentor-tutors, test preparation, college information, family involvement, and motivational activities to help students succeed in college preparatory classes. Hoover expanded the number of elective classes to eight sections in AVID during the 1999-00 year. All 9th grade guidance teachers received training in AVID in January 2000. CAPP provided $15,000 for expansion of AVID programs at its partner middle schools.

Guidance Counseling

In the 9th grade guidance classes all students now complete a four-year plan for their studies that will them help prepare for college. Guidance teachers integrate the AVID curriculum into the guidance curriculum.

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Support for College Entrance

One hundred Hoover students completed the Princeton Review SAT prep class at Hoover. Students participating in AVID had the initial opportunity to enroll in the classes, which are offered at a significant price discount. Hoover offered additional SAT prep classes for students on Saturdays.

UCLA Writing Project

As part of professional development that supports standards-based instructional practice teachers had the opportunity to attend a two-week training through the summer with the UCLA Writing Project. The UCLA Writing Project offered additional professional development twice a month for two hours throughout the year. Teachers attended on a voluntary basis and received compensation. English, math, science and social science teachers were especially encouraged to attend the workshops. Several middle school teachers also attended.

Reading Intervention

All students reading below grade level took a reading class in addition to English. Title I funds were used to provide the accelerated reading to students who scored below the 30th percentile on the SAT-9. The reading class has a 25:1 student-teacher ratio for two days a week and an 8:1 ratio for three days a week.

English Language Learner (ELL) Support

All ELL students took an additional two-hour English Language Development (ELD) class in addition to an English class. All ELL students will be required to complete an additional ELD class during the summer to meet California State University entrance requirements.

Parent Involvement

The parent center provides access information on careers, financial aid, school activities, and school resources.

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Implementation in Year One

Successes

The success of the project in its first year centers on the ability of the project coordinator and the principal to orchestrate multiple services and programs at the school to support standards-based instructional practices for an increasing number of students. One administrator notes, “I think [CAPP] is progressing really well because it’s not that we invented a lot of new projects that we’ve been adding on. We looked at programs that were already successful and then we used this project to expand those programs. Like the AVID program, like an extra dose of reading for the students. We had SAT prep, but we expanded it with the Princeton Review.”

According to school administrators another indication of success is the greater awareness of standards on the part of teachers than in years past. “Last year, if we would have talked about the standards, I think a majority of the staff wouldn’t know what the standards were. Now if you mention standards, they know what you’re talking about.” All teachers have attended some form of professional development related to standards-based instruction. The English and mathematics departments have instituted practices such as alignment of curriculum and assessments with standards.

CAPP provided Hoover with the opportunity to release its teachers from classroom assignments to learn about the standards and begin developing instruction and assessment around them. This practice reflects the District’s decision two years ago to adopt state standards as its own and to support its schools in doing so. The school incorporated the standards and that impacted teacher professional practice. “I think it [using the standards] keeps teachers more focused. I think that’s the most successful component of all this. English teachers, especially, get together this year and are going to continue getting together this year and in the summer to discuss lesson plans and sharing ideas on how to use more of these standards in their classroom.” Administrators expressed a commitment to supporting the use of standards to enhance student achievement through CAPP. “What we try to do with CAPP is say ‘okay, now what are you going to do with these students? What kind of lessons are you going to create for these students so that they achieve better?’”

The project coordinator recognized the impact that professional development supporting standards-based instruction had on the quality of instruction of several teachers in the English Department. “I have seen improvement in some new teachers,

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who are second year teachers this year, because of the UCLA Writing Project… It was a small group of teachers but it was a core, a real strong core, of teachers who attended meetings all throughout the year… It improved their teaching, across the board, improved their teaching skills…. It’s not just, ‘here’s a little lesson plan’…[it provides] the tools to create lots of different lesson plans.”

Both the principal and project coordinator acknowledged that the shift toward addressing standards for the entire school population and creating a standards-based instructional program increased the awareness of the need to support and implement programs that are research-based and that provide results aligned with program goals and objectives. Additionally, the coordinator acknowledged that collecting and reviewing data on student achievement focuses the program on its goals and objectives. “[CAPP] focuses you very much. Without something like the CAPP grant, which requires certain data collection, I don’t think we would be as on top of… something as simple as

comparative data to show how many 9th graders got D’s and F’s last year versus this year… We’ve been able to compile this information this year because of CAPP, as part of CAPP, and I think we’ve become a better school at seeing where our strengths and

weaknesses lie, and where we need to do more work… And the future years of CAPP will show more of a trail of information to see how much of an impact the programs have made in student achievement.”

Obstacles

The CAPP coordinator and Principal both believe that some teachers at Hoover are resisting the changes that the CAPP project is introducing in the school. They believe the resistance is to the introduction of teaching practices not previously used throughout the entire school- such as the use of rubrics and scoring guides.

Unanticipated outcomes

Administrators indicated that one of the unanticipated outcomes of the project is the increase in the number of students who are trying to enter the AP and Honors classes. The administration reduced the eligibility requirements for these classes. Students can now enroll in the classes if they score a minimum of 60 in the SAT-9 content area related to the class and teachers give approval after reviewing students’ writing samples. The school lowered requirements for participation to ensure that more students have the

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opportunity to complete rigorous coursework that satisfies college entrance requirements and improves achievement.

Change in teacher practice that is immediate and concrete was another

unanticipated outcome. The principal and the coordinator described sudden changes and improvements in quality of instruction among teachers who have participated in the UCLA Writing Project. The changes in instruction have reinforced their willingness to support professional development to enhance instruction and student achievement.

Role of Partners

Partnerships did not develop extensively in the Hoover CAPP project. The initial implementation grant called for participation of the California State University-Northridge, Pasadena Community College, Glendale Community College, UCLA, the Verdugo School-to-Career Coalition and the feeder middle schools. The partners were to provide representatives to serve on a management team that met quarterly and provided input on the direction of the program. During the first part of the year the management team met twice at Hoover. However, the group dissolved, according to administrators, due to the lack of a defined role for the partners and the lack of time for building

relationships that would allow partners to learn what they each could contribute. “I don’t know what their contribution could be. I would like to know what other projects are doing and what kind of contributions there are,” noted one administrator. Administrators acknowledged that developing partnerships was their greatest challenge in the first year.

Middle schools received $15,000 from the CAPP grant to institute the AVID program. Several teachers from the middle schools participated in the UCLA Writing Project given to the high school teachers. Some informal articulation took place with regards to the English curriculum. The English departments at the schools began exchanging ideas on instructional practices outside of scheduled professional development opportunities.

Structural elements

The CAPP project at Hoover benefited from the co-principal model in place before and during the institutionalizing of the CAPP project. Responsibilities of the principal’s position are split – one principal focusing on curriculum and instruction, the other on facilities and operations. The CAPP project thus had the strong support of one of the two principals at the school. The project coordinator is also the chair of the English

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department. The project had the support of a consultant who provided professional development and monitored the program’s implementation and progress.

Led by the department chair, the English Department worked on producing an aligned curriculum for English instruction at all grade levels. The staff received

professional development time to review frameworks and standards, as well as develop rubrics and score student work together. The math department focused on developing assessments that aligned with instruction and program requirements. They also provided staff with opportunities to work together to develop assessments and curriculum.

The added school focus on its accreditation process with the Western Association of Schools and Colleges (WASC) also supported implementation of CAPP activities. As the school worked to meet its accreditation goals it aligned its WASC plan with the CAPP project to ensure that it was meeting goals concurrently. “We started the WASC process last year so we’ve had two years to work on that and a lot of the areas regarding student learning were present throughout our CAPP goals and objectives. It was nice, it was layered. We have these layered programs that work congruently with one another,” noted one administrator.

The CAPP program fused well with the overall school program. The coordinators integrated the multitude of programs at the site by ensuring that they operated in support of CAPP goals and objectives as much as possible. “[CAPP] fits really well with

programs we already have because we felt that that was the only way it was going to work. We took programs we already had, like the AVID program, and we expanded it. So, CAPP is a resource to assist us along with other programs. For example, Title 1 pays a bulk of AVID. Everything we’re doing, we’re multifunding.”

District Contexts

The Glendale Unified School District instituted the California state standards as its own academic standards in 1998. The District’s expectation is that schools institute standards-based instruction for all of their students. Hoover considers the District supportive of its efforts to institute standards-based instruction and higher learning expectations for all students. To support student preparation for college, the District now requires four years of English for graduation, instead of three. It also requires that all students take

Geometry. One administrator stated, “I see them as a driving force rather than the school site telling the district what it should be doing.”

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Teacher Perspectives

During the spring 2000 semester 81 teachers (66% of the teachers at Hoover) completed a survey on the implementation of standards-based instruction at the school site.

Over 80% of teachers responded that they often or always conduct the following standards-based practices:

• Use of a variety of assessments to determine whether or not students are meeting standards

• Assessment of student work based on criteria set by state standards • Planning of lessons that are clearly aligned with standards

However when communicating with students or reporting on their achievement teachers do not appear to incorporate standards as extensively. Only slightly more than half of teachers reported that they often or always engage in the following instructional practices:

• referring to standards when giving feedback to students on the quality of their work.

• referring to state standards when reporting on student achievement.

• referring to state standards when discussing the quality of a student’s work with the student.

Eighty-three percent of teachers surveyed agreed that collaboration among teachers has increased during the year. However, only 30% responded that they often or always have time available to plan standards-based instruction collaboratively with their colleagues.

Eighty-nine percent of teachers surveyed agree that teachers at Hoover develop lesson plans that are clearly aligned with state standards; and, 90% agree that school level assessments at Hoover are clearly aligned to state standards. However, only 59% agree that the materials, resources and books they need to teach their students using standards-based instruction are readily available at the school; and, just over half (52%) agree that there are many obstacles to learning how to implement standards-based instruction.

Ninety-eight percent of teachers surveyed agree that the principal encourages and supports standards-based instruction; 94% agree that the district encourages and supports such instruction; and, 92% agree that department chairs encourage and support it. Less

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teachers agreed (78%) that teachers in their department encourage and support standards-based instruction.

In summary teachers agreed that at Hoover they are planning instruction and conducting assessments in alignment with the state standards. They also agreed that they use standards-based instructional practices when teaching, planning and assessing student work. However teachers did not agree as extensively that standards played a role in teacher collaboration and communication about student academic performance with students and parents.

Student Perspectives

Students participating in focus groups identified Hoover’s Expected School-wide Learning Results (ESLR's) that schools develop as part of the WASC accreditation process as the school’s established learning standards. Students feel that teachers notice when they are having difficulty in the class and offer tutoring outside of the class if they are available. Students have access to student tutors at the school as well. Teachers report on student academic performance to parents through report cards and progress reports for the most part.

Students identified several resources at the school that help them prepare for college. They have a college guidance counselor. They have special courses such as AVID and guidance classes that help them by providing study skills training. The school also conducts trips to college campuses and invites college students as guest speakers. The career center at the school houses information on college preparation and enrollment. Students in the 11th and 12th grades indicated that information on fulfilling college

eligibility requirements is provided too late in their high school careers, making the requirements difficult to fulfill.

Student Outcomes

Percentages of graduates enrolling in and completing the A-F course sequence

In 1999-00, 39.0% of the graduating students at Hoover completed the A-F sequence, a slight increase from the 37.9% of graduates who did likewise the previous year. The percentages of African-American (4 graduates), Filipino (26 graduates), and Asian (102 graduates) students completing the sequence decreased by 100%, 9%, and 3%,

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respectively, while the percentages of Latino (100 graduates) and White (404 graduates) students completing the sequence increased by 4%.

SAT results

The percentage of students taking the SAT increased during the first year of CAPP. In 1998-99, 40.8% of 12th graders at Hoover took the SAT. The following year, 49.1% of seniors took the exam. Scores on the SAT in 1999-00 declined slightly from the previous year. The average combined verbal and math score in 1999-00 was 975, compared to 998 for the previous year.

STAR School Test results

The average performance of Hoover High School students on the SAT-9 varied according to subject area in 1999-00. In reading, the National Percentile Ranking (NPR) for 9th graders was 33; for 10th graders it was 30; and for 11th graders, 34. The 11th grade experienced a 2-point increase from 1998-99. In math, the NPR for 9th graders was 57; for 10th graders it was 49; and for 11th graders, 57. The 9th grade experienced a 2-point increase from 1998-99. In language NPR scores ranged from 41 to 55, compared to a range of 40 to 52 for the previous year. The tenth grade demonstrated the lowest scores in both years. In science NPR scores ranged from 40 to 44, compared to a range of 40 to 41 in the previous year. In social science NPR scores ranged from 33 to 54, compared to a range of 37 to 57 in the previous year. The 10th grade had the lowest NPR in both years.

1999-00 NPR scores for limited English Proficient students were significantly lower than for non-LEP students. In reading, scores for LEP students ranged from 12 to 13, compared to 47 to 49 for non-LEP students. In language, LEP scores ranged from 18 to 28, compared to 60 to 68 for non-LEP students. In math, the range for LEP students was 32 to 35, compared to 61 to 68 for non-LEP students.

GSE

The number of Hoover students taking the Golden State Exam in 2000 varied across subject areas. Less students took the Geometry and Algebra exams in 1999-00 than in the previous year. In Algebra the percentage of students scoring a 4 or above declined

between 1999 and 2000, from 27.4% to 13.4%. In Geometry, however, the percentage of students scoring a 4 or above jumped from 33.1% to 47.1% from the previous year. In writing the number of students taking the exam increased from 167 to 235 while it

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decreased in Reading from 245 to 218. In reading the percentage of students scoring a 4 or above decreased slightly from 40.8% to 40.4%. In writing the percentage of students scoring a 4 or above increased significantly from 13.8% to 44.3%.

CSU Entrance Exams

Results from the CSU entrance exams show that 76 students took the Entry Level Math (ELM) and English Placement Test (EPT) in 1999. Thirty-nine percent of the students taking the ELM scored at or above 550 and 17% scored at or above 151 on the EPT. Of students taking the ELM 22% were determined not to be proficient in the subject matter. Of students taking the EPT, 63% were determined not to be proficient in the subject matter. On the ELM Hoover students scored 557 on average, compared to 482, the state average; on the EPT they scored 143, compared to 147, the state average.

College-bound graduates

College enrollment data from 1998-99 showed that 52 graduates (8.2% of total graduates) from Hoover enrolled in the UC system and 60 (12.4% of total graduates) enrolled in the CSU system. Another 190 (29.9% of total graduates) students enrolled in a community college.

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HOOVER HIGH SCHOOL TABLES

9th 10th 11th 12th Ungraded Sec. Totals

N % N % N % N % N % N %

Native American 2 0.4 0 0.0 1 0.2 1 0.2 1 1.5 5 0.2

Asian 51 7.8 68 10.1 75 10.7 100 13.3 2 3.5 296 10.4

Filipino 28 4.3 19 2.8 37 5.3 44 5.9 1 1.5 129 4.5

Latino 161 24.9 161 23.9 159 22.7 151 39.8 21 36.2 653 23.0

White 396 60.8 422 62.5 422 60.2 451 59.9 33 56.0 1724 60.7

Total 649 100.0 675 100.0 701 100.0 754 100.0 59 100.0 2838 100.0

9th ₁₀th ₁₁th ₁₂th _{Ungraded Sec.} _Totals

N % N % N % N % N % N %

Native American 2 0.3 1 0.2 0 0.0 2 0.3 0 0.0 5 0.1

Asian 60 8.7 69 9.5 99 12.3 117 31.3 2 3.4 347 11.5

Filipino 19 5.4 39 5.3 54 6.8 30 4.0 1 1.7 143 4.7

Latino 173 25.1 173 23.9 169 21.1 139 18.6 17 32.1 671 22.2

White 431 62.3 442 60.3 473 59.0 454 60.7 31 57.9 1831 60.4

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N %

Armenian 547 56.9

Spanish 280 28.4

Korean 65 7.5

Russian 14 1.2

Farsi (Persian) 7 0.7

Arabic 3 0.3

Assyrian 3 0.3

Vietnamese 3 0.3

Cantonese 1 0.2

German 1 0.2

Italian 1 0.1

Japanese 1 0.1

Mandarin (Putonghua) 1 0.1

Rumanian 1 0.1

Thai 1 0.1

Urdu 1 0.1

EL Totals 962 100.0

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N %

Armenian 580 56.4

Spanish 292 28.4

Korean 77 7.5

Russian 12 1.2

Vietnamese 7 0.7

Farsi (Persian) 6 0.6

Arabic 3 0.3

Thai 3 0.3

Assyrian 2 0.2

Urdu 2 0.2

Cantonese 1 0.1

Cebuano (Visayan) 1 0.1

Dutch 1 0.1

German 1 0.1

Italian 1 0.1

Portuguese 1 0.1

Rumanian 1 0.1

EL Totals 1029 100.0

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Number of graduates completing full A-F college preparatory sequence with a grade of C or better by ethnicity (1999-00)

Grads Grads A-F

N N %

Native American 1 0 0

Asian 90 55 61.1

Pacific Islander 1 0 0

Filipino 35 13 37.1

Latino 108 22 20.4

African-American 4 0 0

White 399 159 39.8

Total 638 249 39.0

Number of graduates completing full A-F college preparatory sequence with a grade of C or better by ethnicity (1997-98)

Grads Grads A-F

N N %

Asian 102 65 63.7

Filipino 26 12 46.2

Latino 100 16 16.0

White 404 145 35.9

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Number of students scoring above 1000 164 SAT Results (1998-99)

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Results from the Golden State Exam

ALGEBRA GEOMETRY HIGH SCHOOL MATH

Year # taking test # scorin g ≥4 % score ≥4 Year # taking test # scorin g ≥4 % score ≥4 Year # taking test # scorin g ≥4 % score ≥4

1999 285 78 27.4 1999 236 78 33.1 1999 0 N/A N/A

2000 179 24 13.4 2000 206 97 47.1 2000 0 N/A N/A

READING WRITING Year # taking test # scorin g ≥4 % score ≥4 Year # taking test # scorin g ≥4 % score ≥4

1999 245 100 40.8 1999 167 23 13.8

2000 218 88 40.4 2000 235 104 44.3

Number of students who dropped out of school or left for unknown reasons (1998-99)

Dropouts 30

Number of graduates going on to UC, CSU, and Community College (1998-99)

UC 52

CSU 79

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9th ₃₃ ₄₇ ₁₂ ₉th _31% _44%

10th ₃₀ ₄₇ ₁₂ ₁₀th _27% _43%

11th ₃₄ ₄₉ ₁₃ ₁₁th _30% _45%

MATH

9th ₅₇ ₆₈ ₃₃ ₉th _57% _74%

10th ₄₉ ₆₁ ₃₂ ₁₀th _49% _64%

11th ₅₇ ₆₈ ₃₅ ₁₁th _56% _70%

LANGUAGE

9th ₅₅ ₆₈ ₂₈ ₉th _56% _73%

10th ₄₁ ₆₀ ₁₈ ₁₀th _40% _62%

11th ₄₈ ₆₂ ₂₅ ₁₁th _49% _67%

SCIENCE

9th ₄₀ ₄₈ ₂₄ ₉th _34% _45%

10th ₄₄ ₅₆ ₂₇ ₁₀th _46% _63%

11th ₄₀ ₅₁ ₂₂ ₁₁th _35% _49%

SOCIAL SCIENCE

9th 38 46 23 9th 38% 49%

10th 33 46 18 10th 30% 46%

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9th ₃₁ ₄₉ ₁₃ ₉th _31% _52%

10th ₂₉ ₄₆ ₁₀ ₁₀th _29% _45%

11th ₃₄ ₄₇ ₁₁ ₁₁th _32% _43%

MATH

9th ₅₄ ₆₉ ₃₄ ₉th _54% _75%

10th ₄₈ ₆₀ ₃₀ ₁₀th _47% _62%

11th ₅₆ ₆₆ ₃₃ ₁₁th _55% _65%

LANGUAGE

9th ₅₂ ₆₉ ₃₁ ₉th _55% _68%

10th ₄₀ ₅₇ ₁₉ ₁₀th _41% _60%

11th ₄₆ ₅₇ ₂₂ ₁₁th _48% _62%

SCIENCE

9th ₄₀ ₅₅ ₂₄ ₉th _40% _48%

10th ₄₁ ₅₅ ₂₂ ₁₀th _44% _56%

11th ₄₁ ₅₁ ₂₂ ₁₁th _40% _51%

SOCIAL SCIENCE

9th 38 51 24 9th 38% 46%

10th 37 53 19 10th 33% 46%

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Results of the Entry Level Math (ELM) and English Placement Test (EPT) for students entering California State Universities.

ELM EPT

1999 1999

Number of Students Assessed 76 76

Number of Students exempt from taking exam 29 15

Number who scored at or above 550 on ELM or at or above 151 on EPT 30 13

Number of students not proficient in subject matter 17 48

Average mean score of students 557 143

Evaluation of the California Academic Partnership Program (CAPP) Standards Implementation Grants

Evaluation of the

California Academic

Partnership Program (CAPP)

Standards Implementation Grants

Year One Report

John Flaherty, Project Coordinator

Alberto Heredia

Kathleen Curry-Sparks

Rebeca Diaz-Meza

Juan Santos

Jordan Horowitz, Senior Project Director

4665 Lampson Avenue

Los Alamitos, CA 90720

Evaluation of the California Academic

Partnership Program (CAPP)

Standards Implementation Grants

Year One Report

John Flaherty, Project Coordinator

Alberto Heredia

Kathleen Curry-Sparks

Rebeca Diaz-Meza

Juan Santos

Jordan Horowitz, Senior Project Director

July 2001

TABLE OF CONTENTS

INTRODUCTION

CARSON HIGH SCHOOL

Project History and Overview

Objectives and Activities of the Project

Implementation in Year One

Role of Partners

Structural Elements

Teacher Perspectives

Student Perspectives

Student Outcomes

CARSON HIGH SCHOOL TABLES

HOOVER HIGH SCHOOL

Project History and Overview

Objectives and Activities of the Project

Implementation in Year One

Role of Partners

Structural elements

Teacher Perspectives

Student Perspectives

Student Outcomes

HOOVER HIGH SCHOOL TABLES