Ivan Cheng California State University Northridge ARCHES California P-16 Collaboration and Student Success Conference June 24, 2008 DREAMS: A Model for Leveraging Collaboration to Promote Student Success in Algebra

What is the Context? In 2000, successful completion of first year algebra became a high school graduation requirement in California. Algebra success rate in high schools is low in Los Angeles Unified School District. Failure in algebra “triggers dropouts more than any single subject” according to former Superintendent Roy Romer. Background

What is the Context? “The majority of students did not pass [algebra] in eighth or ninth grades, and roughly two-thirds of them failed to graduate on time.” Los Angeles Times, June 21, 2008 Background

What is the Context? “This procedural approach to mathematics teaching and learning instills the same kinds of skills that students have been learning since elementary school, namely memorizing and following step-by-step procedures in order to get a correct answer. As a result of this kind of teaching method, students are left not with problem solving skills that they can apply to any mathematical problems they might come across, but with the skill of following a specific procedure when presented with a specific type of question or problem. Students end up with a limited and narrow perspective on mathematics that does not allow them to think beyond the procedures that are presented to them and into asking questions and connecting concepts. The outcome is likely to be students’ inability to move on with ease to higher level math classes such as algebra where concepts are essential to understanding the subject.” District Mathematics Plan Evaluation (2005), p. 19 Background

ARCHES Collaborative Los Angeles Unified School District California State University Northridge Los Angeles Mission College Project GRAD Los Angeles Economic Alliance of the San Fernando Valley What We Did

DREAMS Project Summer program for at-risk middle school students Students are provided pre-algebra instruction, study skills, robotics, field trips, and food Teachers are paid to teach and engage in professional development daily using the SITTE model What We Did

DREAMS Project Robotics program through Los Angeles Mission College Students receive college credit; Mission College generates FTES Curriculum provides context for studying mathematics Builds rigor, relevance, and relationships What We Did

DREAMS Project What We Did 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Study skills/ leadership training Robotics course Math teachersTeach math SITTE Professional Development Robotics teachers Collaborative lesson development Teach robotics

DREAMS Project What We Did 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Study skills/ leadership training Robotics course Math teachersTeach math SITTE Professional Development Robotics teachers Collaborative lesson development Teach robotics

DREAMS Project What We Did 8:00–9:4510:00–11:4512:15–2:55 Students’ Schedule Math course (Algebra Readiness) Study skills/ leadership training Robotics course Math teachersTeach math SITTE Professional Development Robotics teachers Collaborative lesson development Teach robotics

Student Achievement Algebra Grades Number of Students Percentage of Students Percentage of Students Passing (with C or better) A % 85.91% B % C % D % F10.007% What We Found

Periodic Assessment DREAMS Students Non-DREAMS Students ProficientNon-Proficient n   What We Found

Periodic Assessment What We Found

Constructed Response DREAMS Students Non-DREAMS Students ProficientNon-Proficient n   What We Found

What’s Next? Expansion Plans Partner with other community based organizations to develop DREAMS at other schools Engage students to design relevant curriculum aligned with small learning communities Create a pipeline of opportunities through rigor, relevance, and relationships

Thank You Ivan Cheng ARCHES California P-16 Collaboration and Student Success Conference June 24, 2008