1. Course Availability Analysis January 9, 2015 Puget Sound Coalition for College and Career Readiness Meeting Jennie Flaming, Hilary Loeb, Paméla Raya-Carlton Puget Sound Educational Service District 1

2. Purpose Connect Race to the Top (RTT) targets to current availability of courses Deepen understanding of building-level capacity to meet RTT targets Identify system-level barriers and possible solutions Inform criteria setting for RTT College and Career Readiness Investment Fund Provide assistance with implementation of Core 24 high school graduation requirements 2

3. Rationale Students completing rigorous course of study have greater likelihood of success in college (Adelman, 2006) Disparities in access to academic rigor tied to race, ethnicity and income (Education Trust, 2013) AP Potential data based on students PSAT and AP scores indicates that a sizable number of students could be successful in rigorous courses (College Board, 2013) 3

4. College and Career Readiness Investment Fund Impact: Students in high-need high schools in the region Performance Measures: Percent of students who: meet minimum WSAC college entry requirements, graduate from high school in 5 years; take AP or IB; take remedial coursework in college; enroll in college 4

5. Key Terms for Pilot Analysis Master Schedule: The schedule of available courses at a high school building Advanced Placement (AP) and International Baccalaureate: Courses in which students may sit for exams to get postsecondary credit AP Potential Data: Data from the PSAT that predicts how students will perform an AP tests 5

6. Analysis Questions and Approach 6 QuestionApproach What is the building-level availability for Advanced Placement and International Baccalaureate courses? Document review of building course availability What is the building-level availability for Washington Student Achievement Council (WSAC) minimum requirements for enrollment in 4-year college? Document review of building course availability How is course availability associated with school graduation rates and student poverty rates? Statistical analysis of data about building schedules and building characteristics What factors influence course scheduling and course availability Brief interviews or surveys with personnel; Literature review

7. Pilot AP/IB Analysis: Non High-Needs Building 7 Course Number of Sections Available Slots AP Calculus AB260 AP Calculus BC130 AP Computer Science130 AP French260 AP Japanese130 AP Spanish130 AP English Composition4120 AP English Literature4120 AP Studio Art260 AP Chemistry130 AP American Government4120 AP European History130 AP Macroeconomics130 AP US History5150 AP World History5150 Total35 1,050 Number of Juniors and Seniors: 800

8. Pilot AP/IB Analysis: High Needs Building 8 Course Number of Sections Available Slots AP Calculus AB260 AP Calculus BC130 AP Statistics130 AP English Literature260 AP Biology130 AP Physics5150 AP American Government260 AP European History260 AP US History7210 Total23690 Number of Juniors and Seniors: 700

9. Comparison of Non-High Needs and High- Needs Schools More AP math slots at non high-needs school More AP science slots at high-needs school No AP world language slots at high-needs school AP social studies slots most commonly available at both buildings 35 sections in non-high needs school and 23 sections in high-needs school 9

10. Next Steps and Discussion Pilot analysis for WSAC minimums Finalize proposal for analysis Discuss approach to analysis for non- comprehensive high schools Engage consultant to complete analysis Identify district leads for supporting data collection Prepare report for district review-target date April 2015 Discussion: How can this information support your college and career readiness efforts? 10