The San Jose Story – Twelve Years Out

© 2010 THE EDUCATION TRUST— WEST© 2009 THE EDUCATION TRUST© 2010 THE EDUCATION TRUST – WEST

The San Jose Story – Twelve Years Out

Dr. Linda Murray, The Education Trust – West

January 17, 2011

© 2010 THE EDUCATION TRUST— WEST

Demographics in San Jose Unified School District (SJUSD)

Source: California Department of Education, 2010

• Urban district in the heart of California’s Silicon Valley

•32,000 students served

•48% Economically disadvantaged

•25% English Learners


UC/CSU “A-G” RequirementsA History/Social Science 2 years

(1 year World History, 1 year US History or ½ year US History & ½ year Civics)

B English 4 years

C Math 3 years, 4 years recommended(Algebra, Geometry, Algebra II)

D Science 2 years, 3 years recommended(Biology, Chemistry, and/or Physics)

E World Language 2 years (same language), 3 years recommended

F Visual / Performing Arts 1 year

G College Prep Elective 1 year

Presenter

Presentation Notes

SJUSD became the first district in the State to require students to complete the University of California and California State University systems’ entrance requirements (commonly called the A-G requirements, see Table 1) to earn a high school diploma.


Engaging Stakeholders

• Focus groups with students, teachers, parents, and members of the broader community

• Large-scale community conversations

• Coordinated by Public Agenda – national polling firm, with expertise in framing issues and probing opinions


Focus Groups & Community Conversations• Conducted with 2-way mirrors, allowing

superintendent and school board members to watch unnoticed

• Parents and community members expressed view that education in SJUSD was mediocre at best, and marred by low expectations.

• Teachers expressed uncertainty about how to push students to their fullest potential.

• Students, regardless of their demographic background, echoed similar sentiments: All agreed that they could do more if more were asked of them.


Getting the Teachers’ Union on Board: It’s All About Building Relationships

• History of contentious relations between district office and SJ Teachers’ Association

• Superintendent and union president rebuilt trust, and worked together in back-room negotiations– Union leaders determined how to message new

A-G graduation requirements to their member teachers and bring them along without fanfare or drama.

– As a result, teachers did not perceive increased requirements as a top-down mandate, and they didn’t push back.


Dispelling myths about what happens to students when the college-career ready curriculum is expected for ALL


Myth #1: The curriculum will be watered down.

Presenter

Presentation Notes

Many parents whose children are already college-bound assume that if all students are taking college prep classes, teachers will end up teaching to the lowest common denominator, which will make school less than challenging, maybe even boring, for their children.


Percentage of Students Earning Five Credits or More in AP or IB Has Increased

Source: EdTrust – West Analysis of SJUSD data.

Presenter

Presentation Notes

Percentage of Students Earning At Least Five Credits in AP or IB HAS INCREASED


Myth #2: Grades will plummet.


Mean Academic GPA for All SJUSD Graduating Seniors Has Remained Steady

Source: EdTrust – West analysis of SJUSD data.

Presenter

Presentation Notes

Mean GPA for SJUSD Graduating Seniors Has Remained Steady


Myth #3: Students will disengage and drop out.


Graduation Rates Have Remained Steady

Presenter

Presentation Notes

CHOOSE BETWEEN SLIDE 13 and 14


Myth #4: Low-income students and students of color will suffer the

most.


Latino Students’ API Has Steadily Improved and the Latino-White Gap Has Narrowed

Source: EdTrust - West analysis of CDE data.


Myth #5: High School is the wrong place to make changes.


Estimated API for SJUSD Elementary Students

Source: EdTrust – West Analysis of CDE data.


From Myth to Reality: College and career-ready high

school requirements can greatly improve learning outcomes.


Access to the A-G Curriculum

Presenter

Presentation Notes

Over 90% of students in comprehensive HS take the UC/CSU A-G course sequence. Nearly 70% of current EL students take the full A-G course sequence and 90% of students moved from EL status to fully English proficient (FEP) take these same classes.


Thoughtful Planning and Implementation Drove Success

Teacher Capacity

Lab Facilities

Safety Nets

Teacher Professional Development


Thoughtful Planning and Implementation Drove Success

Opportunities for Acceleration

Consideration for the Most At-Risk Students

Creating a College-Going Culture

Using Data to Drive Change

Creating Partnerships


Questions and Answers

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The San Jose Story – Twelve Years Out

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