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California Online Mathematics Education Times (COMET)
COMET is a weekly publication designed to keep mathematics teachers and educational leaders on the cutting edge of news and information regarding professional issues, events, and opportunities. COMET is produced by Carol Fry Bohlin and supported by the California Mathematics Project. Excerpts from recent issues of COMET are below. Back issues of COMET (2000-2011) are available in a searchable archive at http://comet.cmpso.org.
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Week of November 14, 2011
U.S. Secretary of Education Arne Duncan to Hold Second #AskArne Twitter Town Hall Today
URL: http://www.ed.gov/blog/2011/11/secretary-duncan-to-hold-second-askarne-twitter-town-hall/
U.S. Secretary of Education Arne Duncan will hold his second
#AskArne Twitter Town Hall meeting today at 2:00 p.m. PT. Veteran education
journalist John Merrow will again serve as moderator. The meeting will be
broadcast live on the U.S. Department of Education’s Ustream channel: http://www.ustream.tv/channel/education-department
A video of Duncan’s first 39-minute Twitter Town Hall
meeting held on 24 August 2011 is archived at http://www.ed.gov/blog/2011/08/duncan-takes-to-twitter-to-answer-your-questions/
Visit http://www2.ed.gov/about/overview/focus/social-media.html
for a comprehensive listing of the U.S. Department of Education’s social media
initiatives (Twitter, Facebook, and YouTube).
National Assessment of Educational Progress (NAEP) for Mathematics 2011
Source: National
Center for Education Statistics
URL: http://nces.ed.gov/nationsreportcard/pubs/main2011/2012458.asp
Nationally representative samples of 209,000 fourth-graders
and 175,200 eighth-graders participated in the 2011 National Assessment of
Educational Progress (NAEP) in mathematics. At each grade, students responded
to questions designed to measure what they know and can do across five
mathematics content areas: number properties and operations; measurement;
geometry; data analysis, statistics, and probability; and algebra.
Both fourth- and eighth-graders scored higher in 2011 than
in previous assessment years.
- At grade 4, the average mathematics score in 2011 was 1
point higher than in 2009, and 28 points higher than in 1990. At grade 8, the
average mathematics score in 2011 was 1 point higher than in 2009, and 21
points higher than in 1990.
- At grade 4, scores were higher in 2011 than in 2009 for
White, Black, and Hispanic students... There were no significant changes in the
White-Black or White-Hispanic score gaps from 2009 to 2011.
- At grade 8, the average score for Hispanic students was
higher in 2011 than in 2009, and the White-Hispanic score gap was smaller than
in 2009. There were no other significant changes from 2009 to 2011 in the
scores for other racial/ethnic groups.
Highest percentages to date of fourth- and eighth-graders
performing at or above the Proficient level
- At grade 4, the percentages of students performing at or
above the Proficient level and at Advanced were higher in 2011 than in any of
the previous assessment years. The percentage of students at or above Basic did
not change significantly from 2009 to 2011. Eighty-two percent of students had
at least a basic knowledge of fourth-grade mathematics in 2011 compared to 50
percent of students in 1990.
- At grade 8, the percentage of students at or above Proficient
in 2011 was higher than in earlier assessment years. The percentages at or
above Basic and at Advanced in 2011 were not significantly different from 2009
but were higher than in 1990. Seventy-three percent of students had at least a
basic knowledge of eighth-grade mathematics in 2011 compared to 52 percent of
students in 1990.
Visit http://www.cde.ca.gov/nr/ne/yr11/yr11rel83.asp
to learn about the performance of California’s students on the NAEP.
Free Online Courses in Mathematics, Science,
Engineering, and Other Content Areas
URL (Math): http://onlineschoolstexas.com/free-online-college-courses-search/?cat_id=3
URL (Science): http://onlineschoolstexas.com/free-online-college-courses-search/?cat_id=5
A number of institutions of higher education (IHEs) provide
free online courses on a variety of topics. A compilation and description of
some of these IHEs is available at http://education-portal.com/articles/Universities_with_the_Best_Free_Online_Courses.html
In addition, Online Schools Texas presents a searchable database of free online
courses from institutions such as Johns Hopkins, MIT, Notre Dame, Tufts, U.C.
Irvine, the University of Michigan, and The Open University.
On the Mathematics page (see link above), searches can be
refined by subject (i.e., algebra, calculus, computation, differential
equations, geometry, and statistics/probability), IHE, and date of online
publication.
The Science subjects (link above) include biology,
chemistry, geology, and physics, among others.
Databases are also available for the following subjects:
Arts, Business, Computers and Engineering, Health and Medical, Humanities, and
Social Sciences (including Education).
Publication Available Online: Successful STEM Education: A Workshop Summary
Source: The National Academies Press
URL: http://www.nap.edu/catalog.php?record_id=13230
The following is from the Introduction to Successful STEM
Education: A Workshop Summary, which is available for free download from the Web
site above:
Education in the STEM areas takes many forms in the United
States. Though there are compelling reasons for concern about the quality and
effectiveness of the education many students receive in these disciplines,
there are also many clear success stories. Policy makers and others have looked
for ways to identify the schools and approaches that are most successful--and
the characteristics that account for their success--so that their models for
best practice can be replicated.
At the request of the office of U.S. Representative Frank
Wolf (R-VA), the National Science Foundation asked the National Research
Council to explore these issues, and the Committee on Highly Successful Schools
or Programs for K-12 STEM Education was formed to carry out this work. The
committee was charged with “outlining criteria for identifying effective STEM
schools and programs and identifying which of those criteria could be addressed
with available data and research, and those where further work is needed to
develop appropriate data sources.”
To carry out part of its charge, the committee organized a
workshop, held in May 2011, that had the following three goals:
1. describing the primary types of K-12 schools and programs
that can support successful education in the STEM disciplines;
2. examining data and research that demonstrate the
effectiveness of these school types; and
3. summarizing research that helps to identify both the
elements that make such programs effective and what is needed to implement
these elements.
This report is a summary of that workshop...
The book’s chapter titles follow below:
1 INTRODUCTION
- The Importance of STEM Education
- Defining Success
2 FOUR KINDS OF SCHOOLS
- Selective Schools
- Inclusive STEM-Focused Schools
- STEM-Focused Career and Technical Education
- STEM Education in Non-STEM-Focused Schools
- Using State Databases to Identify School Outcomes
3 PRACTICES THAT SUPPORT EFFECTIVE STEM EDUCATION
- Science
- Mathematics
- Assessment
4 CONDITIONS THAT PROMOTE EFFECTIVE STEM SUCCESS IN SCHOOLS
- Supports for Teachers
- School Characteristics
- Partnerships to Enhance STEM Education
5 LOOKING AHEAD
- Implications for Standards and Assessments
- Other STEM-Related Activities
- Closing Thoughts
Knowles Science Teaching Foundation Teacher Fellowships
Source: Knowles Science Teaching Foundation (KSTF)
URL: http://www.kstf.org
URL (Applic.): http://www.kstf.org/programs/teaching/apply.html
Applications are being accepted through 11 January 2012 for
the Knowles Science Teaching Foundation (KSTF) Teacher Fellowship program. KSTF
awards Teaching Fellowships in the three disciplinary areas of biology,
mathematics and physical sciences to prospective teachers who demonstrate
exceptional content knowledge in the area they intend to teach, a commitment to
teaching at a high school within the United States, professional ability, and
the potential for leadership.
KSTF Science and Mathematics Teaching Fellows are chosen
from among individuals who have earned or are in the process of earning a
degree in science, mathematics or engineering from a recognized institution of
higher education. Applicants should have received their most recent content
degree within five years of the start of the fellowship (1 June 2012).
Applicants must be enrolled in or plan to enroll in a recognized teacher
education program that leads to a secondary science or mathematics teaching
license. At the time of application, applicants do not need to be admitted into
a teacher education program. However, successful applicants must be admitted
into such a program before the fellowships are awarded in June 2012.
[http://www.kstf.org/fellowships/teaching/experience.html]
The financial benefits of the Fellowship are considerable. The Fellowship
ensures that teachers of exceptional knowledge and ability have the resources
they need to succeed in the classroom and beyond for up to five years. Each
Fellow receives tuition support and monthly stipends while working on a
teaching credential. Fellows also receive a stipend during the summer months.
Funds are provided for professional development and for teaching materials to
support student understanding in scientific inquiry or mathematical problem
solving. Fellows can apply for leadership grants and are given financial
support to apply for National Board certification and for membership in
professional organizations.
Application information for the 2012 fellowships can be found
at https://apply.kstf.org/applications/
Only online submissions will be considered.
Investing in Innovation (i3) Grant Finalists Announced
Source: U.S. Department of Education
URL: http://www2.ed.gov/programs/innovation/
Last Thursday, the U.S. Department of Education announced
the 23 highest-rated Investing in Innovation (i3) applicants as potential
grantees for the 2011 grant fund ($150 million total). The finalists were
selected from a pool of nearly 600 applicants. In order to receive their grant funds,
the finalists must now secure matching private funds equivalent to at least 5%
of the proposed funds for Scale-up (the category of only one of the finalists),
10% for Validation (5 finalists), or 15% for Development (17 finalists) by 9
December 2011.
Among the 23 finalists were
Del Norte Unified School
District, Fresno County Office of Education, Oakland Unified School District,
and Aspire Public Schools (a consortium of charter schools in California: http://www.aspirepublicschools.org/).
A complete list of the 2011 highest-rated applicants is available at http://tinyurl.com/7fps4tk
At 9:30 a.m. PT this morning, U.S. Department of Education Assistant
Deputy Secretary Jim Shelton and Director of Strategic Partnerships Suzanne
Immerman will host a conference call where participants can learn about this
year’s i3 competition, the highest-rated applicants, and opportunities for
grantmakers to participate in the next phase. (For more information, see http://ppp.cof.org/news/1114-funders-call-with-department-of-education-to-discuss-new-i3-grantee-finalists_4673/)
“Investing in these vital innovations across the country has
the potential to dramatically enhance learning and accelerate student
performance and to do so cost-effectively” said U.S. Secretary of Education
Arne Duncan. “This round of i3 grantees is poised to have real impact in areas
of critical need including STEM education and rural communities, on projects
ranging from early childhood interventions to school turnaround models that
will prepare more students for college and career.”
This year’s competition required applicants to submit
proposals focused on one of 5 absolute priorities, including two new priorities
aimed at promoting science, technology, engineering and mathematics (STEM)
education and increasing achievement and high school graduation rates in rural
schools. The remaining three priorities focused on supporting effective
teachers and principals, implementing high standards and high-quality
assessments, and turning around persistently low-performing schools.
Competitive preference was also given to applicants that
demonstrated support for improving early learning outcomes, increasing college
access and success, addressing the unique needs of students with disabilities
and limited English proficient students, or improving productivity or
technology.
“With just 25% of the funding available in round one, i3’s
2011 competition attracted hundreds of innovators from schools, districts and
non-profits across the country, addressing many of the most persistent
challenges in education,” said Shelton. “In just a few short years, i3 has the
potential to provide educators with a rich catalogue of practical solutions
that they can confidently use to help advance student achievement at every
level--not just increase proficiency.”
The President’s fiscal year 2012 budget proposes continued
funding for education innovation with a request for $300 million to support a
third round of i3 grants.
To learn more about the i3 program, visit http://www2.ed.gov/programs/innovation
.....................
Related stories:
(a) Grantees Picked in Round Two of Investing in Innovation
Contest” by Michele McNeil
Source: Education Week - 10 November 2011
URL: http://blogs.edweek.org/edweek/campaign-k-12/2011/11/winners_announced_for_new_roun.html
(b) STEM Education Wins Big in 2nd Round of 'Innovation'
Grants” by Erik Robelen
Source: Education Week - 10 November 2011
URL: http://blogs.edweek.org/edweek/curriculum/2011/11/stem_ed_wins_big_in_2nd_round.html
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Week of October 31, 2011
Report: “Lining Up: The Relationship Between the Common Core State Standards and Five Sets of Comparison Standards”
URL: https://www.epiconline.org/CommonCoreStateStandardsStudies
URL (PPT): https://www.epiconline.org/files/pdf/LiningUp-AlignmentWebinar10.26.2011.pdf
The Educational Policy Improvement Center (EPIC) recently
completed an alignment study on the Common Core State Standards (CCSS). The
study determined the extent of correspondence (alignment) between the exit
level Common Core State Standards [for mathematics and for English language
arts] and each of five sets of existing standards: California and Massachusetts
state standards, the Texas College and Career Readiness Standards, the
Knowledge and Skills for University Success, and the International Baccalaureate
(IB) Diploma Programme.
The comparison standards were selected because they were
either identified as exemplary state standards, were explicitly written at the
college readiness level, or represented a rigorous instructional program
focused on college readiness. The study addressed three research questions:
1. To what extent are the knowledge and skills found in the
comparison standards the same as or different from what is described in the
Common Core State Standards? (match)
2. What is the cognitive complexity level of the Common Core
State Standards and to what extent are the matched comparison standards at a
higher or lower level of cognitive complexity? (depth)
3. How broadly do the matched comparison standards cover the
content of the Common Core State Standards? (breadth)
In the case of mathematics, the CCSS met or exceeded the
content and cognitive complexity of the state standards. For more details,
download the full report at https://www.epiconline.org/files/pdf/LiningUp-FullReport.pdf
A presentation file from last week’s webinar is available at https://www.epiconline.org/files/pdf/LiningUp-AlignmentWebinar10.26.2011.pdf
and a video of the webinar is available at http://vimeo.com/31162252
The text below is from the Executive Summary (https://www.epiconline.org/files/pdf/LiningUp-ExecutiveSummary.pdf):
..............................
As of October 2011, 44 states and the District of Columbia
had officially adopted the [Common Core State Standards]. This widespread
potential implementation of the Common Core standards has led to interest by
states and national organizations regarding the relationship between these new
standards and existing systems of standards. Are the Common Core standards
aligned with the standards states and others have developed over many years?
Are they as challenging? Do they cover the same topic areas with the same
emphases?...
The overall results of the study suggest substantial
concurrence between the Common Core standards and the comparison standards,
with somewhat greater alignment in mathematics than in ELA and literacy. For
ELA and literacy, 36 of 40 analyses at the strand level meet the Categorical
Concurrence criterion. For mathematics, all 25 analyses at the conceptual
category level meet the Categorical Concurrence criterion.
The findings suggest general consistency between the
cognitive challenge level of the Common Core standards and the five comparison
standard sets. Mathematics shows somewhat more consistency of cognitive
challenge than do the ELA and literacy standards. In ELA and literacy, 17 of 36
strand-level analyses indicate that the comparison standard sets are at or
above the level of the Common Core standards. For mathematics, 19 of 25
conceptual category-level analyses indicate that the comparison standard sets are
at or above the level of the Common Core standards. Overall, the standards from
the comparison sets tend to cover the breadth of topics contained in the Common
Core standards. For ELA and literacy, 37 of 40 strand analyses show strong
coverage. For mathematics, findings suggest that comparison sets show strong
coverage of all 25 conceptual category analyses. While every standard in the
Common Core standards may not have a match with each and every set of
comparison standards, the topics around which the Common Core standards are
organized are reflected in the comparison standards with a high degree of
frequency...
The 2011 Nation’s Report Cards in Mathematics and
Reading will be Released Tomorrow
Source: IES (Institute of Education Sciences) Newsflash
URL: http://nces.ed.gov/nationsreportcard
On November 1 at 8:00 a.m. PT, the National Assessment of
Educational Progress (NAEP) will release The Nation's Report Card: Mathematics
2011 and The Nation's Report Card: Reading 2011. A panel of educational experts
will discuss the results in a live webinar. To register for a unique URL to
view the event, visit http://nces.ed.gov/nationsreportcard
These reports contain national and state-level results from
the NAEP Mathematics and Reading assessments for students in grades 4 and 8.
The results will be available at http://nationsreportcard.gov
following the formal release.
In addition to the 8 a.m. PT report release webinar,
Associate Commissioner Peggy G. Carr will discuss the findings online in a
moderated chat format at 11 a.m. PT on November 1 at http://nces.ed.gov/whatsnew/statchat/index2.asp
To submit a question in advance, please visit http://nces.ed.gov/whatsnew/statchat/earlysub.asp
New Initiative for Secondary Mathematics Teacher
Preparation: Mathematics Teacher Education Partnership
Source: Kacy Redd, Assistant Director, Science &
Mathematics Education Policy,
Association of Public and Land-grant Universities
(APLU) - kredd@aplu.org
URL: http://www.mte-partnership.org/
Kacy Redd writes:
Dear Colleagues,
We are delighted by the response to the 2011 APLU
(Association of Public and Land-grant Universities) Forum, “Higher Education
and the Common Core State Standards,” held on October 13, 2011. The Common Core
State Standards for Mathematics, and recently released science framework,
prompted our convening a discussion on how higher education can help meet the
challenges introduced by the release of these standards. One such challenge is
preparing teachers who are ready to teach to these new higher standards. We
invite you to view the video of the event, a copy of the discussion paper, and
the presentations by each of our speakers on the APLU Forum website (http://www.aplu.org/Forum-Oct-2011).
The discussion was framed by the paper: Common Core State
Standards and Teacher Preparation: The Role of Higher Education, which APLU
released at the Forum. This discussion paper was written by a university
working group established under the auspices of The Leadership Collaborative--supported
by an NSF Math and Science Partnership grant of APLU’s Science and Mathematics
Teacher Imperative.
We also take great pride in announcing the formation of the Mathematics
Teacher Education Partnership, a new initiative to prepare high-quality
secondary mathematics teachers who are ready to teach the new, more rigorous
Common Core State Standards for Mathematics. Part of APLU’s growing Science and
Mathematics Teacher Imperative (SMTI), the MTE-Partnership will establish
collaborations across the nation among groups of colleges and universities,
middle and high schools, and other organizations to redesign mathematics
teacher preparation programs. The initial planning year is funded in part by
the National Science Foundation.
We invite you to visit the APLU Forum website (http://www.aplu.org/Forum-Oct-2011)
and share it with your colleagues.
...................................
Related Article:
“Project Aims to Tie Teacher Prep to Common Math Standards”
by Erik Robelen
Source: Education Week – 14 October 2011
URL: http://blogs.edweek.org/edweek/curriculum/2011/10/at_a_time_when_many.html
At a time when many people are wondering how the common
standards will find their way into the classrooms, a higher education group has
just launched a new initiative to prepare new secondary math teachers to do
just that.
The Mathematics Teacher Education Partnership aims to
redesign mathematics teacher preparation programs through a collaborative
approach that brings together colleges and universities, middle and high
schools, and other organizations...
New Report: “High Hopes--Few Opportunities: The Status of Elementary Science Education in California”
Source: The Center for the Future of Teaching and Learning
at WestEd
URL: http://www.cftl.org/documents/2011/StrengtheningScience_full.pdf
Despite the focus on STEM at the state and national levels,
a new report released by the Center for the Future of Teaching and Learning at
WestEd provides evidence that little science is actually being taught at the
K-6 level in California’s schools. The full report can be downloaded from the
URL above. A portion of the report’s Executive Summary is included below:
This report addresses how well California is doing to
prepare its young people for [today’s] evolving economy and societal
challenges. Specifically, it describes the status of science teaching and
learning in California public elementary schools...
The report synthesizes findings from multiple sources of
data collected during 2010–11: surveys of district administrators, elementary
school principals, and elementary school teachers; case studies of elementary
schools; and data available through existing statewide datasets. It is one in a
series of reports designed to provide timely and actionable information about
the status of science education in California and to identify ways it can be
strengthened. The central finding of this report points to the need for
significant improvement: children rarely encounter high-quality science
learning opportunities in California elementary schools because the conditions
that would support them are rarely in place.
Science Learning in California Classrooms
Few children have the opportunity to engage in high-quality
science learning in California elementary schools. Only about 10% of the
students in the state experience science instruction that regularly engages
them in the practices of science--the vision of quality science learning
offered by the National Research Council (NRC) (2007, 2011). Moreover, because
of the limited time spent on science in California classrooms, elementary
school students receive little exposure to any type of science instruction.
Disturbingly, 40% of elementary teachers in grades K–5 in our survey reported
that their students receive 60 minutes or less of science instruction per week.
Accountability requirements explain in part the lack of time
for elementary science. Despite their desire to teach science, teachers are
under pressure to concentrate on English language arts and mathematics, which
limits the amount of time available for science and other subjects. Yet some
teachers, schools, and districts have found ways to bring science into the
school day. Some do so by integrating sciences with other content areas, most
often with English language arts. Teachers who frequently integrated science
with other subjects offered science an average of 130 minutes a week, compared
with an average of 94 minutes per week for teachers who rarely or never
integrated science.
The Conditions That Shape Science Learning Opportunities
Several factors influence the quality of science learning
opportunities: teachers, instructional materials, and assessments of student
progress.
Teachers. Few elementary school teachers have strong science
backgrounds, and the support they receive to teach science once they are in the
profession is minimal. Although almost 90% of teachers surveyed felt very
prepared to teach English language arts and mathematics, only about one third
felt very prepared to teach science. Yet opportunities for professional development
for elementary school teachers are scarce: More than 85% have not received any
science-related professional development in the last 3 years. Teachers,
principals, and district administrators all acknowledged that this lack of
professional development opportunities is a challenge to providing science
instruction in elementary schools.
Instructional materials and facilities. Elementary school
teachers want materials that are engaging and offer opportunities for their
students to do hands-on science activities. Teachers report limited funds for
equipment and supplies (66%) and lack of facilities (56%) present a major or
moderate challenge to providing science instruction. Unfortunately, teachers in
schools serving higher percentages of students in poverty were more likely to
report lack of facilities as a major challenge to providing science instruction
than were teachers in more affluent schools.
Assessing student progress. California administers only one
statewide science assessment at the elementary level (in fifth grade), and it
does not capture all the important learning outcomes related to science. Few
schools or districts have established local systems to monitor student progress
and thus teachers have no systematic data on students’ science knowledge until
they have been in elementary school for 6 years (K–5). Sixty-six percent of
California elementary teachers reported that they receive little to no support
in assessing their students’ science learning. Unfortunately, teachers in
elementary schools serving higher percentages of students in poverty were more
likely to report receiving limited or no support for assessing their students’
science learning than teachers in elementary schools serving lower percentages
of students in poverty...
Conclusion
California citizens, parents, and educators recognize the
importance of education that prepares all students for careers and college.
However, the California education system is far from meeting these ideals.
Students do not have the opportunities they need to participate in high-quality
science learning experiences because the conditions for doing so rarely exist.
California needs but does not have a coherent system that enables teachers and
schools to consistently provide students with such experiences.
Over the past decade, the infrastructure for supporting
science education in California has eroded significantly. As a whole,
California needs a new road map for supporting science learning in public
schools. Strengthening science education must be a priority.
Kavli’s “Save the World Through Science & Engineering” Video Contest
URL (Contest): http://www.usasciencefestival.org/2012festival/contests/kavli-video-contest
The Kavli Foundation has announced a competition where
students in grades 6-12 brainstorm and share their ideas about how to tackle
some of the world’s greatest challenges through using science and engineering. Students
are invited to submit video entries and compete for cash awards and other
prizes. Winning videos will be shown at the 2nd USA Science and Engineering
Festival on 27-29 April 2012 in Washington, DC. The first place winner will
receive a travel stipend to attend the Expo, as well as other prizes.
For details, visit http://www.schooltube.com/contests/2012-kavli-save-world-through-science-engineering/
Entries will be accepted through 1 March 2012.
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