Course Availability Analysis

January 9, 2015Puget Sound Coalition for College and

Career Readiness Meeting

Jennie Flaming, Hilary Loeb, Paméla Raya-Carlton Puget Sound Educational Service District

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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

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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)

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College and Career Readiness Investment Fund

Impact: Students in high-need high schools in the regionPerformance 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

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0% 20% 40% 60% 80% 100%

$1,500,454

$1,500,454

$750,227

Round 1 Round 2 Round 3

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

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Analysis Questions and Approach

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Question Approach 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

Pilot AP/IB Analysis: Non High-Needs Building

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CourseNumber of Sections

Available Slots

AP Calculus AB 2 60

AP Calculus BC 1 30

AP Computer Science 1 30

AP French 2 60

AP Japanese 1 30

AP Spanish 1 30

AP English Composition 4 120

AP English Literature 4 120

AP Studio Art 2 60

AP Chemistry 1 30

AP American Government 4 120

AP European History 1 30

AP Macroeconomics 1 30

AP US History 5 150

AP World History 5 150

Total 35 1,050

Number of Juniorsand Seniors: 800

Pilot AP/IB Analysis: High Needs Building

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Course

Number of Sections

Available Slots

AP Calculus AB 2 60

AP Calculus BC 1 30

AP Statistics 1 30

AP English Literature 2 60

AP Biology 1 30

AP Physics 5 150

AP American Government 2 60

AP European History 2 60

AP US History 7 210

 Total 23 690

Number of Juniorsand Seniors: 700

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

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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