Graduating College Eligible

ENGLISH LANGUAGE LEARNER A-G COMPLETION

CLOSING THE ACHIEVEMENT GAP CURRICULUM

MONICA ECHEGARAY
SDSU SCHOOL COUNSELING GRADUATE STUDENT

EASTLAKE HIGH SCHOOL

Why target A-G completion?

Eastlake WASC Report
Year

Total
Grads

Grads
meeting
A-G

% Grads
meeting
A-G

2011

502

280

55.8

2012

521

285

54.7

2013

670

359

53.5

Provided by the CDE

% Graduates meeting A-G
55.8

55.7

Continued
Continued
decrease
decrease ov
ov er
er
past
3
y
ears
past 3 y ears

%
Satisfy
A-G

54.5

Graduates meeting A-G requirements 2013

Most
Importantly

Met A-G

Approximately
HALF of our
student body is
NOT
graduating
college eligible!
What are half
our students
doing after
high school?

46%

How are we
failing them?

Did NOT meet A-G

55%

Why target A-G completion?

Research shows that:
When we ask, What about the things that the adults are always talking
aboutneighborhood violence, single-parent homes, and so on?the
young peoples responses are fascinating. Sure, those things matter, they
say. But what hurts us more is that you teach us less.
Young African Americans are only about half as likely as white students
to earn a bachelor's degree by age 29; young Latinos are only one-third
as likely as whites to earn a college degree.
(Haycock, 2001)

Process Data
Who: 61 English Language Learner Students
(all ELLs in school population: Levels , , 5/6 & 7/8 )

What: Received lesson on A-G requirements and

how to satisfy them

When: December 1st and 2nd
Where: ELD Classrooms (Periods 2,3 &6)

Student Competencies
Academic Standards

A:A2.2 demonstrate how effort and persistence positively affect learning

A:C1.6understand how school success and academic achievement enhance
future opportunities

Career Standards

C:A1.6learn how to set goals

C:B2.2 assess and modify their educational plan to support career

Personal/Social Standards

PS:A1.10 identify personal strengths and assets

PS:B1.1 identify alternative ways of achieving goals

Student Mindset Standards

Category 1: Mindset Standards

2. Self-confidence in ability to succeed

3. Sense of belonging in the school environment
5. Belief in using abilities to their fullest to achieve high-quality results
and outcomes

Category 2: Behavior Standards

Learning Strategies

Self-Management Skills

1. Demonstrate critical-thinking skills to make informed decisions

7. Identify long- and short-term academic, career and social/emotional goals
6. Demonstrate ability to overcome barriers to learning

Social Skills

8. Demonstrate advocacy skills and ability to assert self, when necessary

Lesson
Goal

The percentage of
graduating ELL seniors
meeting A-G requirements
will increase from 53.4% to
56.5% (3%) by the end of the
2015-16 academic school
year.
WASC REPORT GOAL: A 3% increase in
students satisfying A-G requirements will be
achieved each year, for a total 9% increase in
three years.

Lesson Content
1. Reviewed A-G Requirements
2. Reviewed 4 year plans and

made necessary
modifications to assure
success
3. Reviewed GPA calculation

formula and calculated own

GPA with current grades
4. Introduction and creation of

SMART goals

Perception Data
PRE/POST TEST
MEASURING STUDENT ATTITUDE,
KNOWLEDGE AND SKILLS

What do students believe?

Q #1:I believe meeting the A-G requirements is
important to be college eligible.
Question #1
56

+22
PRE
POST

34

-18
19

7
1

0
1

0
1

What do students know?

Q #2: In order to meet the requirements to receive a high
school diploma, I can take additional credits through?
Question #2
28.6%
Increase

70

64.6

60
50

36

40
30
20
10
0

PRE

POST

tified
n
e
d
i
nts
Stude
MER e
M
U
S
a s th
L
O
SCHO thway to
pa
main additional
g
earnin dits
cre

What skills did students acquire?

Students completed a 4 year plan
Calculated GPA
Set SMART GOALS

Lessons
Impact

Achievement
Data

Student
Behavior

Create
academic
short-term
and longterm goals
(i.e. summer
school and
graduation)

Achieveme
nt Data

AchievementRelated Data
Influence

Increase in
A-G course
enrollment

Impact

Increase in
students
graduating
college
eligible

Additional Factors:
-academic interventions to support course completion
-Student attitude toward fulfilling goal

Our Goal: A-G Completion

GOAL :
% to Satisfy A-G
A comprative look
+3%
+3%

% to Satisfy A-G

+3%

53.5

56.5

59.5

62.5

Summary
Main Points
Students received information that could positively
impact their post-high school pathway
More students accurately identified key components of
college eligibility requirements
Students learned of alternate ways of satisfying course
requirements that will allow them to graduate college
eligible
Students were able to modify their four year plans and
set SMART goals to achieve their proposed plan of action

Limitations
Students were presented with too much content
Extended teaching time needed

Further scaffolding and slower pacing to address language barrier

More frequent checking for understanding
Possibly splitting presentation into two smaller ones

Allot additional time for Q&A (individual cases)

Absences between pre-test and day of lesson and post-text

created discrepancies in results

Next Steps
Follow-up with students next semester regarding

planned summer school courses

Measure summer school registration rates
Measure A-G completion rates throughout the years
Breakdown presentation content for next classroom

lesson

Thank you!!
THANK YOU TO EASTLAKE HIGH SCHOOLS ELD
TEACHERS AND MY FIELDWORK SUPERVISOR
MR. MARK MADELL JR. FOR YOUR
COLLABORATION AND SUPPORT.
AND OF COURSE TO ALL THE STUDENTS WHO
PARTICIPATED IN THESE PRESENTATIONS!

References
Haycock, K. (2001). Closing the Achievement Gap.

Helping All Students Achieve, 58(6), 6-11.

Retrieved from http://www.ascd.org/
publications/educational-leadership/mar01/
vol58/num06/Closing-the-AchievementGap.aspx