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

Old Ways are Not Working International Comparisons 9-year-olds 9-year-olds MATH - ranked 12 th of 25 SCIENCE - ranked 9 th of year-olds 15-year-olds LITERACY – ranked 15 th of 29 MATH – ranked 25 th of 29 SCIENCE – ranked 21 st of 29

National Comparisons are Even More Troubling Old Ways Are Not Working National Comparisons are Even More Troubling 28% of CA students have Below Basic Skills in Math – only 3 states perform more poorly28% of CA students have Below Basic Skills in Math – only 3 states perform more poorly 41% of CA students have only Basic Skills in Math41% of CA students have only Basic Skills in Math 25% of CA students are Proficient in Math - Ranked 41 st25% of CA students are Proficient in Math - Ranked 41 st 5% of CA score at the Advanced level5% of CA score at the Advanced level Scores of Children of College Graduates – CA ranks 37 thScores of Children of College Graduates – CA ranks 37 th <25% of CA students graduate from high school college ready<25% of CA students graduate from high school college ready

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

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

World Class STEM Education Projects That Advance Teacher Proficiency and Student Learning in Science and Mathematics Michael E. Martinez, Ph.D. Professor of Education University of California, Irvine

Two Challenges How Can We Build Excellence in: 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: How Can We Do So Through the Two Primary Functions of the University: –Teaching? –Research?

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

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

How Is This Possible? Streamlined and highly innovative undergraduate coursework on teaching in the STEM disciplines. Streamlined and highly innovative undergraduate coursework on teaching in the STEM disciplines. Effective cross-campus collaboration. 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. 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 Dedication of UCI faculty and staff

CalTeach Meets Desperate Needs Many science and math courses are staffed by teachers who are poorly trained in the STEM discipline they teach. 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 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. CalTeach, streamlined but intellectually rigorous, allows students to seek a teaching job immediately after graduating.

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

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

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

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

An Exciting Possibility Spatial-temporal (ST) reasoning may be a highly intuitive way of learning fundamental math concepts. 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-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. 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.

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

Prior Research Results ST Math has produced substantial gains in mathematics achievement in comparison to control group students. ST Math has produced substantial gains in mathematics achievement in comparison to control group students. Learning advantages tend to grow each year. Learning advantages tend to grow each year. Effects have been found on standardized tests of broad mathematics achievement, not only on ST concepts. 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 ). New York: Routledge.

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 Our research shows that a large segment of students, perhaps most, can benefit from an approach to learning math that uses spatial- temporal reasoning S patial-temporal reasoning and representations might hold special promise for English language learners S patial-temporal reasoning and representations might hold special promise for English language learners –By de-emphasizing mathematical terms and explanations expressed in English

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

The Collaborating Institutions University of California, Irvine Michael E. Martinez Peg Burchinal Lindsey Richland AnneMarie Conley Keara Osborne Melissa Kibrick Teya Rutherford Mind Research Institute Andrew Coulson Fran Antenore Abby Daniels Orange County Department of Education Stephanie Schneider Lauren Duran

A New Paradigm Prior research shows that a spatial-temporal (ST) approach to mathematics learning can open the gateways to STEM learning 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 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

Addressing Critical Needs The U.S. faces a crucial need for elevated achievement in math and, more broadly, STEM fields 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 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

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

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

Kindergarten Skills and Behaviors Achievement Description:Concrete academic skills Example test areas or question wording: Knowing letters and numbers; beginning word sounds, word problems

Kindergarten Skills and Behaviors AchievementAttention Description:Concrete academic skills Ability to control impulses and focus on tasks Example test areas or question wording: Knowing letters and numbers; beginning word sounds, word problems Can’t sit still; can’t concentrate; score from a computer test of impulse control

Kindergarten Skills and Behaviors AchievementAttention Problem Behaviors Description:Concrete academic skills Ability to control impulses and focus on tasks i) Ability to get along with others ii) Sound mental health Example test areas or question wording: Knowing letters and numbers; beginning word sounds, word problems Can’t sit still; can’t concentrate; score from a computer test of impulse control i) Cheats or tells lies, bullies, is disobedient at school ii) Is sad, moody

Simple associations with later achievement

Effects on later achievement

Effects on high school completion

Effects on arrests, incarceration

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

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

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

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

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

Academic Performance and Educational Attainment

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

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

Reading Achievement Scores at Follow-up 3 rd Grade 2 nd Grade

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

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

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

Antisocial Behaviors

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

After-school Care and Substance Use Self Care in LA and SD Counties Self Care in LA and SD Counties –Twice as likely to use: Cigarettes Cigarettes Marijuana Marijuana Alcohol Alcohol Sources: Richardson et al. (1989)

Adolescent After-school Activities and Adult Criminal Arrests # of Adolescent After-school Activities % Arrested Source: Mahoney & Eccles (2008)

Physical Health

Percentage of U.S. Youth who are Obese by age Source: Ogden et al. JAMA;195: , Hedley et al. JAMA;291: Equal or greater than 95% age/sex CDC Growth Charts

66% of Americans are overweight or obese. 66% of Americans are overweight or obese. Child obesity has more than tripled since Child obesity has more than tripled since In orange county 82,000 kids are obese and 36,000+ more are overweight. In orange county 82,000 kids are obese and 36,000+ more are overweight. 75% overweight children will overweight adults. 75% overweight children will overweight adults. Obesity-related deaths/year = 300, ,000 Obesity-related deaths/year = 300, ,000 Causes of death: Causes of death: –Obesity 16.5% deaths vs. Tobacco 18.1% deaths The Skinny on Obesity

Obesity Status and Summer Activities Organized Activities % Obese

Quality is Critical Poor Quality Programs Do Not Confer Benefits Poor Quality Programs Do Not Confer Benefits Program Staff are Key to Quality Program Staff are Key to Quality –Typically receive little or no formal training

UCI Certificate in After-School Education: Coursework & Fieldwork Foundations of Out-of-School Learning Foundations of Out-of-School Learning Child or Adolescent Development Child or Adolescent Development Physical/ Health ED Physical/ Health ED Reading/ Literacy Reading/ Literacy Arts Math/ Science Math/ Science Technology 60+ Hours of Interactive Fieldwork Tutoring 10 Hours Observational Fieldwork 10 Hours Observational Fieldwork 2 CORES3 ELECTIVES in 2 CATEGORIES Multicultural Educational