Bridging Multiple Worlds:
Aligning Science, Policy, and Practice across Regional P-20 Partnerships Builds Pathways to College and Careers
Catherine R. Cooper, Ph.D.
Department of Psychology and Education
University of California, Santa Cruz and
UC Office of the [email protected]
Presentation to Intersegmental Data Coordination Group
California Department of Education
Sacramento, California
May 20, 2005
www.bridgingworlds.org
Overview 1• The academic pipeline problem: Regional and international
Capital, alienation, and challenge models highlight different pathwaysCalifornia’s regional partnerships in state and national alliances
2• Partnerships map 5 dimensions over timeDemographics along the pipeline to college help monitor access
Aspirations for education and careers across generationsMath and language pathways diverge early, with more than one path to college
Students bridging resources and challenges across worldsP-20 partnerships use longitudinal data to improve
3• Surprising findings along the 5 dimensions
4• Implications for linking science, policy, and practice Rethinking capital, alienation, and challenge pathways as a set Linking generations, disciplines, and cultural communities
5• An invitation to a P-20 learning community
P-20 Regional Partnerships Work in Cycles of Science, Practice and Policy
(Cooper et al., 1998; 2005; Denner et al., 1999)
Science advances by
testing and refining theories
observation and description,
prediction,
explanation, and
application to levers of change
Regional partnerships map local variation
Applications to practice and policy
accountability
Preschool and Kindergarten
Elementary School
Middle
School
HighSchool
Colleges, Adult work and
family roles
P-20 Regional Partnerships and Alliances
KATU
Kids Around the University
GEAR UP
COSMOS
DEEP
ASSIST
EAOP MESA
Upward Bound AVID
CAL-SOAP
Puente
Center for Adaptive
Optics
Partnerships Connect Measurable Goals across Programs from Childhood to College and Careers
CRLP
Head Start
Regional Partnerships in State and National Alliances• Examples of Regional Partnerships
North State College OPTIONS
Central Valley Higher Education Consortium
Monterey Bay Educational Consortium (MBEC)
Santa Barbara and Santa Ana ENLACE
San Diego-Imperial County College Going Initiative
San Bernardino and Riverside K-16 Councils
Long Beach Educational Council
• Examples of State and National Alliances
ARCHES, ENLACE, Ed Trust, GEAR UP, Pathways to College Network, CCSESA, BMWA
• Superintendents’ key role linking best practices, research, and accountability: “we have a thirst for data”
P-20 Research Partnerships for Science, Policy, and Practice
1. Demographic portraits--national origin, ethnicity, languages, education---along pipelines to college and careers
2. College and career dreams link generations
3. Math and language pathways
4. Bridging challenges and resources across families, peers, schools, and communities
5. P-20 research partnerships bridge
generations, disciplines, and nations
to link science, policy, and practice
on behalf of children
Preschool and Kindergarten
Primary School
Middle School
Secondary School
College, Adult work and
family roles
5 Cultural Research Partnerships: P-20-from Childhood to College & Careers
2 Youth identity pathways
3 Math and language pathways
Families Peers Schools SportsCommunity Programs
Religious Activities
The Bridging Multiple Worlds Model (Cooper, 1999)<--------- 1 Demographics along the academic pipeline ---------->
4 Resources and challenges across worlds
Partnerships map 5 dimensions over time1: Demographics along the pipeline to college
• Family national origin, ethnicity, languages, education (Census)
• Student opportunities to learn: Who attends? is missing? persists? (CBEDS)
• Comparing schools, communities, states, nations (Census, OECD)
• Children’s meanings: who is in your family? where were your parents born? how far did they go in school? what languages does your family speak?
The Academic Pipeline Problem: Persistence through School within Five Ethnic-Racial Groups
0
20
40
60
80
100
Percent
Source:
US Census
Asian American 100 80 65 44
European American 100 85 55 27
African American 100 72 43 14
Native American 100 71 42 11
Latino 100 52 30 10
KindergartenHigh School
GradSome
College BA or more
2: Parents and Students’ Aspirations for Education and Careers Build Identity Pathways and Link Generations (Mena, 2005)
Students: What are your goals for your education? What job do you want when you grow up?(Cooper et al., 2001)
Parents: What are your goals for your child’s education? career? (Azmitia et al, 2001)
0
2
4
6
8
10
12
14
16
18
20
Frequency
UnskilledEmployee
Skilled ManualEmployee
Administrator HighExecutive
Hollingshead Occupational Index
Mexican Immigrant Mothers' Occupations
02468
101214161820
Frequency
UnskilledEmployee
Skilled ManualEmployee
Administrator HighExecutive
Hollingshead Occupational Scale
Moving Up: The Same Mexican Immigrant Mothers' Career Aspirations for their 6th Grade Children
3: A Math Ladder through School to Careers
Education Level
Counting Kindergarten
Preschool
Elementary
Math Skill
Middle School
High School
Add, Subtract
Multiply fractionsDecimals
Algebra 2 Geometry
Algebra 1
Calculus
Career Level
Physical labor
Professional,Executive, Proprietor
Skilled and Semi-skilled
Clerical, Sales, Technician
Graduate, professional school
4-year college2-year college
3. Five Typical Pathways of Math or Language Grades:High, Decreasing, Increasing, Back on Track, and Persisting
Each line shows one student’s pathway
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
9F 9S 10F 10S 11F 11S 12F 12S
Year and semester
Persister
Decliner
Back On Track
Increaser
High
3. Pathways to Algebra 1 and Beyond: More than One Path
Based on longitudinal case studies of program “regulars” from age 11 to 18
Year Passed Algebra 1 Age 18 Age 21
Luis 9th high pathway directly to university graduationNora 9th high pathway community college/ plans for universitySoledad 10th increasing community college universityJana 10th back on track community college universityRaul 9th declining high school graduationCamilo ? persisting high school graduation
Note: Of 980 9th grades in the school that most of these students attended in 1999-2000, 30.4% passed Algebra 1. Algebra 1 is required for A.A. degree at Community College and many technical careers
4: 4: Bridging Resources and Challenges across Worlds:Who helps you? Who causes difficulties? (Holt, 2002; Mena et al., 2001)
Who helps you think about going to college?My mom loved to go to school, but had to quit school to start working at the age of 12. Her mom didn’t let her do her homework and she really liked to do homework.….She tells me that I need to seize the time that I have to go to college and not drop out of school.
My parents told me to go to college because if I wanted to get a house I had to get a good job. Going to college helps you get a career instead of being a gangster, drug dealer or other things that cause you to get in trouble with the cops even though you get good money in a dangerous way.
In one program, students’ naming their mothers and peers as helping them with schoolwork and going to college increased over time while fathers’, siblings’ and families’ help was stable
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1998 1999
Year
Mother
Father
Sibling
Ext Family
Peer
5: Changing Senior Plans: One UC-Community College Partnership
(Dominguez et al., 2005)
1991-1995 (N=197)
H.S. Only46%
Military1%
Cabrillo College47%
Other CC1%
4-yr University5%
1996-1997 (N=64)
H.S. Only44%
Tech School /Military
6%
Cabrillo College28%
4-yr University22%
Note: Longitudinal follow-up with these students is tracing who moved from high school to community college, and from community college to four-year universities..
UCSC -- Partnership High Schools (combined total)
1997-98 1998-99 1999-00 2000-01 2001-02**
61
149
8796
75
47
109
63 6757
28
60
35 3133
0
60
120
Number
Year
Enrollment Admits Applications
UC Santa Cruz -- Partnership High Schools (6 schools combined)* Underrepresented students -- UC Applic, Admits and Enroll.
* Includes Aptos, N. Monterey, Overfelt, Seaside, Watsonville and Willow Glen high schools.** 2001-02 Enrollment data is based on students' "Statement of Intent to Register" (SIR). Source: University of California Office of the President, Research and Evaluation Unit.
5.Trends in University Applications, Admission, and
Enrollment in a P-20 Regional Partnership (Moran et al., 2005)
What is Success?Students attaining their own, families’, and communities’ dreams compare to adult and school demographics and attainment Census, CBEDSSchools and Programs sustaining program activities improving with program analysis healthy size? investment per student? program evaluation? Regional Partnerships and Alliances-sustainability, leveraging, scaling up
Take home message:
Aligning science, policy, and practice across regional P-20 partnerships
builds pathways to college and careers
• Intergenerational: Children as science apprentices
• Interdisciplinary: Map conditions for success by
aligning capital, alienation, and challenge theories
• International: Linking local and systemic practice
An Invitation to a P-20 Learning Community
Toolkit for Science, Policy, and Practice www.bridgingworlds.org• Guiding questions link multi-level theories and local views over time:
Children, worlds, institutions, and communities
• Mixed methods build regional partnerships Linking longitudinal case studies to variable-based analyses Interpretive cycles for science, policy, and practice Cases: children, families, schools, programs, districts, states,
nations
• Activities, measures, and database help all partners ask questions at no costCodebook and analysis, graphing, and communication templates
Children, families, schools, and programs track pathways to college
My Math Pathway
Middle School High School6th 7th 8th 9th 10th 11th 12th
Long-TermGoal
College PrepMath Classes PreAlgebra Algebra Geometry Algebra II
Trig/Calculus
My MathClasses
My FutureAgenda
Example:A XB X XC XD X XF X
MyGrades
6th 7th 8th 9th 10th 11th 12th
AA-B+BB-C+CC-D+D
D-/F
MyGrades
6 F 6 S 7 F 7 S 8 F 8 S 9 F 9 S 10 F 10 S 11 F 11 S 12 F 12 S
Mapping Pathways to College and Career with One Child