Projects & Impact

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.

Our current areas of focus are:

(1) Preparation for College-Level Mathematics

(2) Accessing Accurate College Knowledge

Our Action Research Process

Featured Projects

The SLAM Project:

The South Los Angeles Math (SLAM) Project launched in 2013 as an intersegmental partnership with LAUSD and Cal State LA to create an innovative solution to the college math readiness dilemma. The initial three-year pilot was funded by a grant from the Michael and Susan Dell Foundation.

Student Outcomes

1,102

Students Served

77%

Earned CSU Math Credit

Identify Problem

68% of first-time freshmen at Cal State LA place in remedial math courses.

Develop Solution

SLAM researched the use of a dual-enrollment college Statistics course with support as an intervention strategy for high school seniors deemed at-risk for placing in remedial math courses using multiple measures. The university professor provided the college content on Mondays, Wednesdays, and Fridays; the high school teacher provided additional support on Tuesdays and Thursdays. The fall semester used Cal State LA’s MATH109 course; in the spring semester students transitioned into AP Statistics.

Pilot Solution

The initial 3-year pilot added one new cohort and one new high school each year for a total of six cohorts over three years.

In the first year at each high school, the teacher received 150 hours of job-embedded PD observing the college professor and students and collecting data. An additional 50 hours of collaboration outside of school time was provided with the professor, SLAM teachers, and College Bridge math expert team-grading assessments and lesson planning.

In the second year at each high school the high school teacher stepped into the professor role and a new high school teacher stepped into the support role. Both high school teachers were required to possess the minimum qualifications to teach at the university. The professor oversaw the instruction at schools in their second and third years. All grading continued to be done as a team in collaboration with the professor.

Evaluate

Key Findings from Initial 3-Year Pilot (six cohorts totaling 169 students)

SLAM students’ average college math remediation rate was 27%. The high schools in the study had CSU math remediation rates ranging from 46% – 83%; Cal State LA’s rate was 68%. SLAM’s target was a remediation rate below 30%.
91% of SLAM students matriculated to college and 93% persisted from year one to year two.
SLAM teaches students how to take responsibility for their learning. The final grade was mostly determined by a mid-term and final exam. Most students failed the mid-term. With each cohort we observed the same transformation take place where, after the mid-term, the students began forming study groups, seeking additional support from teachers, and studying during lunch and before and after school.
Students must apply to be in the program. The SLAM project was designed to learn best practices for preparing students for college-level mathematics. Therefore, the student population must be students who are not prepared based on multiple measures. Further, the program requires hard work and students must be up for the challenges. We learned that an unprepared student who is placed in the program based on meeting set criteria will likely fail. Students, parents, counselors, teachers, and administrators must fully understand the purpose of the program and follow the Student Selection Process that was developed during the pilot.
SLAM changes students’ perception of themselves. Students who entered the program stating they are “bad at math” learned that they could be successful with hard work; students who entered the program thinking they were “good at math” learned that they had found it easy in the past because they had not yet been challenged.

Data Collection and Analysis

Both quantitative and qualitative data were collected to determine how well the students performed and why.

Student Selection Data using Multiple Measures

The quantitative data collected for student selection included course grades, SBAC scores, and GPA; teacher recommendations were the only qualitative data for student selection purposes but was ultimately found to be the strongest predictor of students success in the course.

Student Success Data

Quantitative data collected and analyzed for student success mid-term, final exam, and course grades were collected for quantitative analysis; data collected and analyzed included qualitative data consisted of field notes, student and teacher surveys, and teacher and professor interviews.

The evaluation report for year three can be viewed or downloaded below in the Research Reports section. See the M-PReP evaluation report for more information about the SLAM Project.

Revise

• In year one, 75% of students passed the college class with all students reporting positively on their experience. We learned that the college course and AP Statistics were divergent in their approach and the positive affects the students reported from MATH 109 dissolved over time in AP Statistics. We changed the second semester into using the statistics learned from semester one to conduct a group research project.

• Year two saw a decrease in pass rates that coincided with a district scheduling malfunction that placed students in the program who had the minimum qualifications but had not applied nor attended the student and parent orientation sessions. We modeled a formal student selection process on best practices and made the student and parent orientation mandatory.

• In year three we learned that the teacher-teacher version to the job-embedded PD used in year two was not working. The alternative allowed a trained teacher-new teacher combination in place of the professor-teacher model. The newly trained teachers were not ready to train new teachers so that model was eliminated. The programmatic components were stabilizing with 82% of students passing with similar outcome across sites.

“I grew a lot - probably more than in my last ten years of teaching.”

~ SLAM Math Teacher

It helped me experience what a real college course would be like. The responsibility of showing up on time, having assignments ready, and being “present” in the class, is on me and only me.

~SLAM Student

SLAM Year 3 Report

Download PDF

Math Pipeline Readiness Project (M-PReP):

Building on the SLAM Project, M-PReP is a vertical alignment project from grade 9 through college grounded in the creation of a school-wide college math readiness plan. An eight-year longitudinal research project, M-PReP spans high schools, community colleges and CSUs in Southern and Central California.

Sites

High Schools

Higher Ed.

Instructors

Teachers

Professors

Students

7,632

Identify Problem

Low college completion rates, specifically at CSUs and CCCs serving predominantly under-represented students.
Low pass rates for college-level mathematics classes hindering college completion.

Develop Solution

Create an action research project on the high school campus to align their math program to their local CCC or CSU’s math program. The program consists of the following components:

Develop a community of practice between college and high school math faculty to align their respective mathematics programs. The team implements college freshman level dual-enrollment courses with support on the high school campus for alignment. The model is based on the revision to the SLAM project. The high school teacher has the additional role of providing professional development to the math department based on the findings from the dual-enrollment course.
Develop a community of practice within each high school’s math department. Provide professional development to the math department aligning their math program to the college courses as well as additional college metrics such as SBAC/CAASPP and AP. Professional development is provided in conjunction with the teacher(s) participating in the dual-enrollment community of practice.
Develop a community of practice with site leadership teams. Provide data-driven professional development to the team facilitating the development of a school-wide college math readiness plan.
Develop a community of practice with high school counselors and college advisors. Provide professional development to the team developing, implementing, and evaluating a College Transition Plan (CTP) for high school seniors. See the project page for the CTP here.

Pilot Solution

Both urban and rural models were implemented that included large, medium, and small school districts. High schools were either large comprehensive, small magnet, or charter. The roll-out proceeded as follows:

In the 2017-18 school year the urban model launched with two CSUs (one offering Quantitative Reasoning with Statistics and the other Pre-Calculus) and five partner high schools. Each high school had one section of each CSU course.
The rural rollout began in 2018-19 with one CCC and one high school offering a Pre-Statistics course in the fall and a transfer-level Statistics course in the spring for students who passed Pre-Stats with a C or higher.
In the 2019-20 school year a second rural CCC and high school partnership joined with the Pre-Statistics/Statistics model. The initial rural partnership that began the previous year launched a STEM model with a College Algebra/Trigonometry sequence.

Professional development plans were developed for site leadership, math departments, dual-enrollment math teachers, and counselors. Leadership focused on school-wide goals, math courses, and placement policies; math departments on aligning to college math and SBAC; dual-enrollment teachers on aligning college math to their department; and counselors on math placement practices and advising.

Evaluate

Key Findings

Students in the CSU Pre-Calculus course showed a statistically significant improvement in SBAC/CAASPP over their peers, including those in honors programs.
Eleventh graders in advanced math courses outperformed their peers on SBAC/CAASPP (please see this finding in conjunction with the next).
In high schools/districts that offer acceleration through math (either in middle school or high schools), students who are not accelerated tended to decline in math while in high school whereas the trend was positive for the same group in schools that did not offer acceleration.
The greatest gains in CAASPP (11%) and college alignment were in a rural high school where district and site leadership provided a shared vision for the school and time for math teachers and counselors to participate in professional development and decision making. In addition to the growth in CAASPP scores, the site’s college math pass rate was 97%.

Data Collection and Analysis

Both quantitative and qualitative data were collected and analyzed for each component of the project: (1) dual-enrollment courses, (2) alignment to college course and SBAC, and (3) College Transition Plan.

Quantitative Data

The quantitative data collected all high school math courses and grades; high school GPA; SBAC scores from grade 8 and grade 11; dual-enrollment quizzes, exams, and course grades; college applications, admits, and enrollments; college courses and grades; college GPA; MDTP assessment data; and scores from AP, SAT, and ACT exams.

Qualitative Data

Qualitative data collected and analyzed included surveys and interviews from students, teachers, counselors, professors, and administrators.

Student data is tracked over eight years through college completion.

Mid-year and end-of-year site reports are completed each year for professional development purposes. A full project evaluation report is completed each year and is available for viewing or download below.

Revise

M-PReP is currently in year three. The following revisions took place over years one and two.

Year One

CSU Pre-Calculus course showed promise for SBAC alignment. High schools were encouraged to offer program to 11th graders.
Math departments in medium and small districts had little to no prior SBAC or Common Core training, thus supplemental grants were provided by the CSU Chancellor’s Office for additional PD for alignment to SBAC.

Year Two

AB705* changed the rural model where courses below transfer-level were no longer offered at the college. In response, the high school adopted the Pre-Statistics course as a high school course.
The success of the Pre-Statistics course led to the creation of a Pre-Stats/Math 2 hybrid high school course for students who earned a D or F in Math 2 as sophomores. The course is designed to (1) re-engage students in mathematics, (2) prepare students for SBAC, and (3) prepare students for Math 3 in their senior year.
CSU Statistics revised their course based on revisions occurring on campus with EO 1110*. The new course fully utilized the CSU’s online Canvas system and included assignments through Canvas and a flipped classroom. The course revisions also included a revision of the standards and new data labs in place of previous projects.

*see blog for detailed information about AB705 and EO1110 here.

“We've had great growth in mathematics achievement, improved student attitudes and perceptions about their mathematics experiences, and built the capacity of our teachers.”

~M-PReP Partner

Academic Officer

“High school math teachers have been collaborating more frequently and effectively to align CCSS and SBAC with their instruction. This has been so meaningful and effective that we will be extending the project to our Middle/Junior High School Math Departments.”

~M-PReP Partner

Assistant Superintendent

College Transition Plan (CTP):

The College Transition Plan (CTP) is a curriculum woven in to the dual-enrollment courses for seniors that provides students support for the transition from high school to college.

Student Outcomes

547

Students Served

97%

College Matriculation Rate

Identify Problem

Research from the SLAM Project showed many students arriving to college without a completion plan, unaware of required courses, and not accessing available support services. SLAM students showed a pattern of taking unnecessary courses within their first two years that would extend college completion by several semesters/years, likely extending beyond the availability of financial aid resources.

Develop Solution

A team of counselors formed a Community of Practice to develop a College Transition Plan curriculum to include guidance on college graduation requirements, securing needed items such as financial aid and housing, ordering transcripts, learning about college student services, best preparing for college orientation, and developing a four year college graduation plan.

Pilot Solution

After students made their final decision on where to attend college, they received a series of four lessons to support them in their transition from high school to college. Students were able to look up their exact college graduation requirements for their choice of major, order transcripts for their dual enrollment college courses, learn about student services available on their respective college campus, and plan out their four-year graduation plan.

Evaluate

Key Findings

97% of CTP students matriculated to college.
95% of students in their first year of college found their CTP experience in high school helpful in preparing them for college. The most cited benefit was “awareness of courses for college major and general education.”
Students who completed the CTP utilized student services linked to retention with more than half utilizing professor office hours and academic advising in their first year of college.

See the CTP section of the full M-PReP Annual Evaluation Report.

Revise

The CTP is currently in year three. The following revisions took place after years one and two.

Year One

The Year One CTP experience was customized for each student in that all activities/lessons involved the students looking at information relevant to their personal situation for their specific college of attendance. The Year One curriculum consisted of four lessons:

1. Overview of college graduation requirements, including general education and courses required for the major.
2. Planning a college course schedule.
3. Mapping out a four-year course plan.
4. Adjusting if plans are changed/interrupted.

Year Two

The Year Two CTP curriculum was expanded from a single semester in Year One to a year-long curriculum based on lessons learned from the first year of implementation, which demonstrated that students needed more guidance on where to apply to college and how to choose their college of attendance. In addition to the Year One lessons listed above, the following lessons and topics were added to the Year Two curriculum:

1. Introduction to counseling support.
2. Review of college application requirements.
3. Review of financial aid, including admission and financial aid offer letters.
4. Review of college student support services and how/when to utilize them.
5. Completion of a fall semester college class schedule.

“College prep services are usually about assisting students to get into college. The CTP curriculum was more about educating students on how to stay in college by providing them the necessary information on course work and helping them learn how to navigate the college system once they are in.”

~CTP Counselor

“I was given a vision of what my upcoming four years would look like and that was really helpful because I had no idea of what I was going to be getting myself into.”

~CTP Student

Improving A-G Completion Rates (Success Project)

College Bridge was commissioned by a large school district to help improve A-G completion rates. The district sought to require A-G completion for high school graduation, making all high school graduates eligible to attend a CSU or UC. This project included a full evaluation report that is available for viewing and download in the Research Reports section at the bottom of this page. As an internal project, all identifying information has been removed and the project name changed to the Success Project.

Student Outcomes

445

Students Served

87%

Back on Track for
A-G Completion

Instructors

Teachers Served

89%

Improved Content and Pedagogical Knowledge

63%

Cited Increased Ability to Foster Resiliency

Identify Problem

68% of district students are not on target to graduate with A-G completion.

Develop Solution

Provide a mid-year, incentive-based intervention program for 9th graders earning below a C in English or Algebra 1 consisting of an additional 20 hours of instruction in the targeted A-G course. The course content was designed with increased rigor to allow students to find success with challenging content.

Participating teachers participated in a professional development program focused on academic content and growth mindset.

College professors participated in curriculum development and co-taught the program with the high school teachers. The involvement of the professors was two-fold: increase the high school rigor to align to college-level coursework, and provide students with a collegiate experience instead of the traditional intervention that focuses on low-level basic skills.

Pilot Solution

Pilots were conducted at six high schools including large comprehensive, magnet, or span schools.

Two pilots were run. The first focused solely on English 9 and Algbera 1. The second expanded to include World History, English 10, Biology, and Algebra II.

Sites had freedom to determine their scheduling for the additional 20 hours of instruction. All sites implemented the 20 hours outside of regular school time.

Evaluate

Key Findings

87% of students who attended at least one session successfully completed the program.
83% of students surveyed reported positive changes as a result of the program. The changes cited most were increased content knowledge and a changed mindset.
94% of teachers interviewed reported a positive impact on their students with 59% contending that it increased their students’ content knowledge and 88% citing that it changed their students’ mindsets.
89% of participating teachers cited improved content and pedagogical knowledge; 63% noted an increased ability to foster resiliency and a growth mindset in their students.

Data Analysis

Both quantitative and qualitative data were collected and analyzed that included course grades, test scores, GPA, field notes, surveys, and interviews.

The full evaluation report is provided for viewing and download in the Research Reports section below.

Revise

Both pilots occurred within one school year. Recommendations for revisions were made to the district for future iterations.

Overall, challenges included scheduling conflicts for students and difficulty getting correct program messaging to students and families.

The scheduling conflicts were a result of the intervention only being available after school. This time limited access for students with commitments after school such as child care, work, and sports. A recommended revision was to create time during the regular school day such as an advisement/enrichment period.

In order to get messaging out to students and families, the recommended revision was to engage counselors to communicate the program and recruit students.

“I had to kind of slap myself on the wrist for pre-judging some of these kids. And I always prided myself on being an open-minded teacher. Apparently, I wasn’t. I didn’t realize it before now, but I had pigeon-holed some of these kids as failing students.”

~ Success Teacher

“I feel like I became a better student and I am inspired to do great in life and believe in myself more. I am also way more focused in class.”

~Success Student

College & Career Readiness Initiative (CCRI):

Students seek information for college from any number of people in their lives including family, friends, teachers, and counselors. College & Career Readiness is a new initiative that aims to ensure every adult in the school district has access to the same, accurate information about preparing for, paying for, and enrolling in college. This crucial information must be communicated to students and their families in a timely manner.

Sites

High Schools

Middle Schools

Elementary Schools

Staff

644

Teachers, Counselors, Admins

Students

15,949

All K-12

Identify Problem

District students and families had misperceptions about college, specifically related to the cost of attendance. Students who were accepted to CSUs and UCs were choosing to attend Community College without a full understanding of the cost to attend each campus.

Develop Solution

College and Career Readiness Initiative was designed with the district to create and implement a strong district-wide college going culture with consistent messaging and accurate, current information. Professional development for all K-12 administrators, counselors, and teachers on college admission and financial aid will incorporate resources to help staff utilize historical college going data points to set goals and revise practices.

Project Goals and Outcomes

Develop, implement and evaluate a college going culture and customized curriculum for the district for grades K-12.
Increase percentages of FAFSA completion; CAL-Grant Awards; and UC/CSU Applications, Admits, and Enrollments.

Pilot Solution

The following activities will take place for each group/sector.

Services for District and K-12 Site Administrators

District and site administrators will set goals, develop the framework, schedule PD, plan & schedule site activities, provide technical support, and monitor progress.

Services for K-12 Teachers (all subjects)

All district high school teachers will review district history of college-going data and be trained in basic college admission requirements, types of college options, and financial aid to ensure that teachers are better prepared to answer student questions about college and financial aid.

Services for District High School Counselors

All district high school counselors will review district history of college-going data and be trained in depth in all aspects of college admission requirements and applications, nationwide college options, California Dream Act and state and federal financial aid to ensure that counselors are strongly prepared to advise students and answer student questions about college and financial aid. All district counselors will engage in ongoing data collection and analysis to improve student outcomes; plan, implement, and evaluate site activities.

Evaluate

In progress.

Revise

Coming Summer 2020.

Projects & Impact

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.

Our current areas of focus are:

(1) Preparation for College-Level Mathematics

(2) Accessing Accurate College Knowledge

Action Research Cycle

Featured Projects

The SLAM Project:

Impact:

SLAM Students Served

7% Earned CSU
GE B4 Math Credit

68% of First-Time Freshmen at Cal State LA Place in Remedial Math Courses

SLAM researched the use of a dual-enrollment college Statistics course with support as an intervention strategy for at-risk high school seniors. The fall semester used Cal State LA’s MATH1090 course; in the spring semester students transitioned into AP Statistics.

The 3-year pilot added one new high school each year. In year one, the teacher received 150 hours of job-embedded PD co-teaching with a college professor. An additional 50 hours of collaboration outside of school time was provided with the professor, SLAM teachers, and College Bridge
math expert.

Data collected and analyzed included field notes, student and teacher surveys, teacher and professor interviews, and student assessments.

5. Revise

• In year one, 75% of students passed the college class with all students reporting positively on their experience. We learned that the college course and AP Statistics were divergent in their approach and the positive affects the students reported from MATH1090 dissolved over time in AP Statistics. We changed the second semester into using the statistics learned from semester one to conduct a group research project.

• Year two saw a decrease in pass rates that coincided with a district scheduling malfunction that placed students in the program who had the minimum qualifications but had not applied
nor attended the student and parent orientation sessions. We modeled a formal student selection process on best practices and made the student and parent orientation mandatory.

• In year three we learned that the alternative to the job-embedded PD was not working. The alternative allowed a trained teachernew teacher combination in place of the professor-teacher model. The newly trained teachers were not ready to train new teachers so that model was eliminated. The programmatic components were stabilizing with 82% of students passing with similar outcome across sites.

Math Pipeline Readiness Project (M-PReP):

Impact:

“It is always time well spent when we discuss and analyze data as a department.”

– High School Teachers

“My critical thinking skills have soared to new heights, and my interest in math has grown, and this class was the main reason why I am not double majoring in Business Administration.”

– High School Student

Low college completion rates, specifically at CSUs and CCCs serving predominantly under-represented students paired with low college math course pass rates. College curriculum and assessments not aligned to high schools in their feeder area.

Centering on STEM and non-STEM dual-enrollment math courses on the high school campus, high school math teachers, administrators and counselors are provided professional development to align their math program and advising to their local CCC or CSU.

Both Urban and Rural models were implemented that included large, medium, and small school districts. High schools were either large comprehensive, small magnet, or charter. Professional development plans were developed for site leadership, math departments, dual-enrollment math teachers, and counselors. Leadership focused on school-wide goals, math courses, and placement policies; math departments on aligning to college math and SBAC; dual-enrollment teachers on aligning college math to their department; and counselors on math placement practices and advising. With urban statistics already in place, year one adds a CSU Pre-Calculus. Rural model with CCCs begin in year two.

Surveys and interviews from current and past students, teachers, counselors, professors, and administrators is collected and analyzed several times throughout the year to report on different metrics. Additional student data includes math course grades, math standardized tests from grades 8-12, college applications, admits and enrollment, college transcripts, and surveys. Student data is tracked over eight years through college completion.

5. Revise

• In year one, 75% of students passed the college class with all students reporting positively on their experience. We learned that the college course and AP Statistics were divergent in their approach and the positive affects the students reported from MATH1090 dissolved over time in AP Statistics. We changed the second semester into using the statistics learned from semester one to conduct a group research project.

• Year two saw a decrease in pass rates that coincided with a district scheduling malfunction that placed students in the program who had the minimum qualifications but had not applied
nor attended the student and parent orientation sessions. We modeled a formal student selection process on best practices and made the student and parent orientation mandatory.

College
Transition Plan (CTP):

The College Transition Plan (CTP) is a curriculum woven in to the dual-enrollment courses for seniors that provides students support for the transition from high school to college.

Impact:

Students Served

97% College
Matriculation Rate

High school seniors receive little to no guidance on the additional steps that need to be taken to ensure college matriculation and completion.

A series of four lessons were delivered to students during the month of May, once students had made their final decision on where to attend college. Students were able to look up their exact college graduation requirements for their choice of major, order transcripts for their dual enrollment college courses, learn about student services available on their respective college campus, and begin to plan out their four-year graduation plan.

There were two main observations during the Solution implementation. First was the severe lack of time available during this last month of school. Schools are inundated with testing requirements, senior year activities, and other general end of year duties. It proved challenging to schedule all needed lessons at our high school sites. Due to the lack of classroom time available, it was not possible to fully complete a four year college graduation plan for each student. The second observation was the need for more college counseling training for school counselors. Many counselors were unprepared to teach the CTP lessons on their own

5. Revise

Due to the lack of available time for implementation, the CTP final assignment of developing a four-year college graduation plan was adjusted to helping students create a class schedule for the first semester of college. This task was much more manageable for the students and more directly helpful to their immediate needs. Additionally, attempts were made to provide school counselors professional development to prepare them to teach the CTP lessons. Counselors were provided a curriculum, PowerPoint presentations, and handouts. Additionally, counselors were invited into the classroom to observe the lessons being taught by College Bridge staff.

Example 1:
Large School District

Our work with large school districts focuses on innovative pilot programs that the district can take to scale. One example of a past project is presented below in terms of our action research cycle. This project included a full evaluation report that is included on this website. As an internal project, all identifying information has been removed and the project name changed to the Succeed Project.

Impact on Students:

Students Served

87% Back on Track for
A-G completion

Impact on Teachers:

Teachers Served

89% Cited improved
content and pedagogical

63% Cited increased ability
to foster resiliency

Low A-G Completion Rates

Provide a mid-year, incentive-based intervention program for 9th graders earning below a C in English or Algebra1. Participating teachers were required to attend a professional development program focused on academic content and growth mindset.

Pilots were conducted at six high schools including large comprehensive, magnet, or span schools.

Data were collected from the teacher professional development sessions and the student intervention pilots. These included field notes, student and teacher surveys, teacher interviews, and
student assessments.

5. Revise

The evaluation found 87% of students successfully completed the program, resulting in getting back on track for A-G completion. Challenges included scheduling conflicts for students and difficulty getting correct program messaging to students and families. The district implemented a second pilot expanding to Algebra 2, English 10, Biology and World History involving counselors to communicate the program to students and families, and alternate scheduling options. A full evaluation report may be downloaded on this site.

Example 2: Small-Medium School District:

Our work with small to medium sized school districts focus on aligning the work of the district and site administrators, math teachers, and counselors to college readiness metrics. A holistic approach is taken to create a shared vision for a college-going school culture.

Impact on Students:

Dual Enrollment

Students Served

95% Completed
Transfer-Level Math Credit

Impact on Teachers:

SBAC PD

Teachers Serving

Students Served

14% Increase in students meeting or
exceeding standards on SBAC

There has been no improvement in students meeting or exceeding standards on the SBAC in three years, and 75% of students enter community college unprepared for college-level math and only 25% complete within six years.

The following three-pronged approach was taken: (1) develop shared college readiness goals and strategy with district and site admins, math teachers and counselors, and (2) provide ample time and resources for professional development to align math program to SBAC and integrate college counseling into regular activities, (3) engage with the local community college to align math program through dual-enrollment.

Site leadership ensured that all professional development activities and resources, including a new math coach, were aligned and supporting shared goals; the math department engaged in PD throughout the year to align their program and assessments, administer SBAC-aligned benchmarks, and analyze to create targeted interventions; counselors assisted in presenting new college planning lessons in the classrooms as well as incorporating workshops into their current transitional programs for seniors; two dual-enrollment statistics interventions were implemented using a Pre-Statistics/Statistics sequence.

Student data collected and analyzed included math course grades, math standardized tests and benchmarks from grades 8 through 11, dual-enrollment grades, college applications, admits and enrollment, and surveys. Surveys and interviews from teachers, coaches, counselors, professors, and administrators was also collected and analyzed.

5. Revise

Year one saw an 11% increase in students meeting or exceeding standards as measured by CAASPP and 97% of students in the dual-enrollment intervention passed college-level statistics. The school created five new courses to align to their local community college. Three courses are higher-level math and two are interventions for struggling students. One of the latter is an opportunity for students who do not pass Math2 to take an alternative route to regain their footing and complete Math3 by their senior year, thus increasing A-G completion. Administration, counselors, and math teachers co-created the revised course offerings as well as the advising messaging for students.The evaluation found 87% of students successfully completed the program, resulting in getting back on track for A-G completion. Challenges included scheduling conflicts for students and difficulty getting correct program messaging to students and families. The district implemented a second pilot expanding to Algebra 2, English 10, Biology and World History involving counselors to communicate the program to students and families, and alternate scheduling options. A full evaluation report may be downloaded on this site.

College Bridge improves college readiness through K-16 math alignment and college knowledge

Projects & Impact

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.

Our current areas of focus are:

Our Action Research Process

Featured Projects

The SLAM Project:

Student Outcomes

Our Process

Testimonials

Research Report

SLAM Year 3 Report

Math Pipeline Readiness Project (M-PReP):

Our Process

Testimonials

Research Report

College Transition Plan (CTP):

Our Process

Testimonials

Research Report

Improving A-G Completion Rates (Success Project)

Our Process

Testimonials

Research Report

College & Career Readiness Initiative (CCRI):

Our Process

Projects & Impact

We engage in both Grant-Funded and Institution-Commissioned Projects that utilize our Action Research Cycle to create innovative solutions.

Our current areas of focus are:

Action Research Cycle

Featured Projects

The SLAM Project:

Impact:

Our Process

1. Identify Solution

2. Develop Solution

3. Pilot Solution

4. Evaluate

5. Revise

Our Process

1. Identify Solution

2. Develop Solution

3. Pilot Solution

4. Evaluate

5. Revise

Our Process

1. Identify Solution

2. Develop Solution

3. Pilot Solution

4. Evaluate

5. Revise

Our Process

1. Identify Solution

2. Develop Solution

3. Pilot Solution

4. Evaluate

5. Revise

Our Process

1. Identify Solution

2. Develop Solution

3. Pilot Solution

4. Evaluate

5. Revise