Purpose The Board will be presented with an update and take possible action on the new graduation requirements that took effect in the Fall of 2018. Data will be shown on how our current 9th and 10th graders are performing in Math, Language Other than English, and other core subject areas. Realities regarding the implementation supports and possible next steps will be presented. Considerations History: In the Spring of 2018, the Board of Education voted to change the graduation requirements by adding a year of Math and Language Other Than English (LOTE). The change was needed to address the disparity of students who are college and career ready in Santa Rosa City Schools were not equal among subgroups. At the time, the data shows the percentage of students who were meeting the a-g requirements were trending down, while the state and county were trending up. Outcomes: A reminder of the “why” for the need of the new graduation requirements - Commitment to move away from “business as usual” (industrialized schooling)
- Analysis of current realities
- Academic outcome data utilizing semester grades, current and longitudinal
- The longitudinal data and most recent data of the educational outcomes of our students
- Disproportionate outcomes for Latinx students.
- Hearing the voices of the Ridgway Youth Crew and Comstock students as an opportunity to design with and not for
- Deepening an understanding of current and ongoing supports
- Addressing grading calibration
The report will include: - History of the Journey to the new Strategic Plan
- Demographic Data
- Supports for the last two years
- Realities of Implementation
- The move to Integrated Math and Professional Development to support
Data Highlights Historical analysis - pre-policy implementation Look at longitudinal Math failure rate among 9th graders Standardized test scores in Math, elementary and secondary districts Outcomes associated with policy implementation in 2018-19 Changes in a-g Math enrollment Changes in grades in Math, 2017-18 to 2018-19 Class of 2022 (today’s 10th graders) Class of 2022, grade distribution, with a focus on Fs, in 3 core subjects - Math
- English
- Language other than English (LOTE)
Historical analysis + post-policy implementation (Math) Data Findings: Math In 2017-18, 21 math courses were offered. 9 were college prep 12 were not college prep
In 2018-19, 12 math courses were offered. 8 were college prep 4 were not college prep
We increased the percentage of students in a college prep math course from 68% to 95% during the time period (about a 39% increase). There was also an increase in the percentage of students receiving an A-C in a college prep math course, from 46% to 55% (about a 20 percent increase) in students with college qualifying grades in an a-g approved math class. The percent of Fs increased 22% to about 25%. This was about 11 percent increase in Fs. Socioeconomically Disadvantaged (SED) students were about twice as likely to receive Fs than their non-SED peers (~28% vs. 13%). Males were more likely to receive Fs than their female peers (~23% vs. ~17%). Special education students and their non-special education peers had the same proportion of Fs. American Indian or Alaska Native and Hispanics had the highest proportion of Fs Among the 395 9th graders who failed Math 1P or Math 1P Level 2, 225 or 57% retook the class in their 10th grade year. Below are their grades.
Total | 225 | | A | 15 | 7% | B | 31 | 14% | C | 35 | 16% | D | 54 | 24% | F | 90 | 40% |
90 out of the 225 Failed the class for the second time: 2 in 3 are at SRHS and EAHS Nearly 3 in 4 are Hispanic 7 in 10 are SED 63% male Nearly 1 in 2 (n=44) are re-designated English Language proficient, 25 are English Only, and 20 are English Learners. Nearly all (93%) non-special education students.
Data Findings: English Grade distribution in English class*, by grade level, Class of 2022
| Class of 2022 | 9th grade* | 10th grade* | Total | 1,994 | | 2,081 | | A | 576 | 29% | 572 | 28% | B | 582 | 29% | 538 | 26% | C | 382 | 19% | 420 | 20% | D | 258 | 13% | 256 | 14% | F | 196 | 10% | 295 | 14% |
Data Findings: LOTE (Language Other Than English) Grade distribution in LOTE class*, by grade level, Class of 2022
| 9th grade* | 10th grade* | Total | 1,367 | | 1,404 | | A | 442 | 32% | 396 | 30% | B | 391 | 29% | 398 | 29% | C | 277 | 20% | 313 | 21% | D | 147 | 11% | 152 | 11% | F | 110 | 8% | 145 | 9% | |
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In Summary Pre-policy implementation
| 1 year of policy implementation | 1.5 years of policy implementation | ~3 in 10 ninth graders failed non a-g Math*
~2 in 10 ninth graders failed a-g Math*
| Nearly all (95%) of Class of 2022 as 9th graders are enrolled in a a-g Math class (compared to 68% of Class of 2021)
About a 20% increase in all 9th graders (Class of 2022) with a college-qualifying grade in a-g Math class* | Grade disparities by SED, English Language Proficiency, race/ethnicity, and more persist |
Overall (2nd semester) failure: 20-23% | About a 11% increase in all 9th graders (Class of 2022) with a F in any Math class*
Overall (2nd semester) failure: 25% | Overall (1st semester) failure:
2018 - 14% 2019 - 21% 2020 - 17% |
*compared to Class of 2021
Considerations moving forward: - Keep the current graduation requirements as is for the class of 2022.
- Create a waiver for Math and LOTE
- Pause for one year, which would take the additional year of Math and LOTE off the current graduation requirements, and the class of 2023 would be the first graduates under the policy.
- Develop and complete the Certificate Specialists (Stanford/Hui's Liberatory Design) from BP 6146.1
Board Policy BP 6146.1
Education Code
Ed Code 51228 Previous Board Activity
November 13, 2019
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