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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 President [email protected]

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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
Overview

1• The academic pipeline problem: Regional and international

Capital, alienation, and challenge models highlight different pathways

California’s regional partnerships in state and national alliances

2• Partnerships map 5 dimensions over time

Demographics along the pipeline to college help monitor access

Aspirations for education and careers across generations

Math and language pathwaysdiverge early, with more than one path to college

Students bridging resources and challenges across worlds

P-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)

Regional partnerships map local variation

Science advances by

testing and refining theories

observation and description,

prediction,

explanation, and

application to levers of change

Applications to practice and policy

accountability


Partnerships Connect Measurable Goals across Programs

from Childhood to College and Careers

Colleges, Adult work and family roles

Preschool and Kindergarten

Elementary School

Middle

School

High

School

Puente

Center for Adaptive Optics

CRLP

Head Start

KATU

Kids Around the University

GEAR UP

COSMOS

DEEP

ASSIST

EAOP MESA

Upward Bound AVID

CAL-SOAP

P-20 Regional Partnerships and Alliances


Regional partnerships in state and national alliances
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


The Bridging Multiple Worlds Model(Cooper, 1999)

<--------- 1Demographics along the academic pipeline ---------->

Preschool and Kindergarten

College, Adult work and family roles

Primary School

Middle School

Secondary School

2 Youthidentity pathways

3 Math and language pathways

4 Resources and challenges across worlds

Families

Peers

Schools

Community Programs

Religious Activities

Sports

5 Cultural Research Partnerships: P-20-from Childhood to College & Careers


Partnerships map 5 dimensions over time 1 demographics along the pipeline to college
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?


2: Parents and Students’ Aspirations for Education and Careers Build Identity Pathways and Link Generations(Mena, 2005)

Parents: What are your goals for your child’s education? career? (Azmitia et al, 2001)

Students: What are your goals for your education? What job do you want when you grow up?(Cooper et al., 2001)


3 a math ladder through school to careers
3: A Math Ladder through School to Careers Careers Build Identity Pathways and Link Generations

Math Skill

Education Level

Career Level

Graduate, professional school

4-year college

2-year college

Professional,

Executive, Proprietor

Calculus

Clerical, Sales, Technician

Algebra 2Geometry

Algebra 1

High School

Middle School

Skilled and Semi-skilled

Multiply fractions

Decimals

Add, Subtract

Elementary

Physical labor

Counting

Kindergarten

Preschool


3. Five Typical Pathways of Math or Language Grades: Careers Build Identity Pathways and Link Generations

High, Decreasing, Increasing, Back on Track, and Persisting

Each line shows one student’s pathway


3 pathways to algebra 1 and beyond more than one path
3. Pathways to Algebra 1 and Beyond: Careers Build Identity Pathways and Link GenerationsMore 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 graduation

Nora 9th high pathway community college/ plans for university

Soledad 10th increasing community college university

Jana 10th back on track community college university

Raul 9th declining high school graduation

Camilo ? 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: Careers Build Identity Pathways and Link GenerationsBridging 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


5 changing senior plans one uc community college partnership dominguez et al 2005
5: Changing Senior Plans: Careers Build Identity Pathways and Link Generations One UC-Community College Partnership(Dominguez et al., 2005)

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..


5.Trends in University Applications, Admission, and Enrollment in a P-20 Regional Partnership

(Moran et al., 2005)


What is Success? Enrollment in a P-20 Regional PartnershipStudents 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: Enrollment in a P-20 Regional PartnershipAligning 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 Enrollment in a P-20 Regional PartnershipToolkit 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 cost

    Codebook and analysis, graphing, and communication templates

    Children, families, schools, and programs track pathways to college


Mapping Pathways to College and Career with One Child Enrollment in a P-20 Regional Partnership


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