Figure 1
Figure 1 shows the minimum college preparatory coursework necessary for admission to California’s Public University Systems which are collectively known as the a through g requirements. Courses which are approved as a through g represent curriculum that the University of California has reviewed and certified. Students must complete each course with a grade of C minus or better to be admitted. These courses consist of: two years of certified history courses known as the a category, four years of English courses known as the b category, three years of mathematics known as the c category, two years of laboratory science known as the d category, two years of foreign language known as the e category, and one year each of visual and performing arts and college preparatory electives known respectively as the f and g categories.
Figure 2
Figure 2 displays the college preparatory coursework completion rates for San Francisco, Coachella Valley and Stockton Unified during graduation years 2013 through 2015. These rates vary widely with 61 percent of students in San Francisco completing requirements in 2013 and increasing to 69 percent in 2015. The other two districts were significantly lower, with Coachella’s completion rate ranging from 25 percent in 2013 to 31 percent in 2014, and 30 percent in 2015. Stockton’s completion rates ranged from 19 percent in 2013, to 22 percent in 2014, and 21 percent in 2015.
Figure 3
Figure 3 illustrates the general sequence of certified courses that high school students must finish to be on track to complete their college preparatory coursework requirements by the end of their fourth year. The graphic shows the requirements generally based on school years one through four, and provides a hypothetical schedule that would fulfill these requirements. The minimum college preparatory courses that a student must complete to be considered on track are: In year one a student needs to complete one certified English course, and any two other college preparatory courses for a total of 30 credits. By the end of year two a student needs to have completed a second English course, a math course, and any four other college preparatory courses for a cumulative total of 70 credits. By year three a student would need to complete a third English course, two math courses, a history course, a lab science course, a foreign language course, and any three other college preparatory courses for a cumulative total of 110 credits. By the end of year four, a student must fulfill all 150 cumulative credits required by the UC, namely four English courses, three math courses, two lab science courses, two history courses, two foreign language courses, one visual or performing arts course, and one elective course.
The hypothetical schedule lists English one, algebra one, and biology for the ninth grade; English two, geometry, world history, and ceramics for tenth grade; English three, algebra two, Spanish one, and US history for eleventh grade, and English four, Spanish two, chemistry, and psychology for twelfth grade for a total of 15 courses or 150 credits. Exceptions may apply which could lower the total number of credits necessary. For example, a foreign language validation allows students to complete successfully a second semester of a level 2 or higher foreign language course rather than completing two full years of foreign language courses. Credits for courses attended during summer school count toward the prior school year.
Figure 4
Figure 4 shows that most students who fell off track to meet college preparatory course work requirements during graduation years 2013 through 2015 did so in grade 9. In our selected districts, of the students who fell off track 80 percent did so during 9th grade in Coachella while 72 percent and 56 percent did so in Stockton and San Francisco respectively. In 10th through 12th grades these percentages did not exceed 16 percent.
Figure 5
Figure 5 shows that most students who fell of track in grade nine did not complete college preparatory coursework requirements.
In Coachella Valley Unified 65 percent of students fell of track by the end of ninth grade, while 3 percent left the district and 32 percent stayed on track. Of the students who fell of track by the end of 9th grade 6 percent went on to meet requirements, while an additional 22 percent left the district and 72 percent did not meet requirements. Of those students that stayed on track during 9th grade 60 percent met requirements, 8 percent left the district and 32 percent did not meet requirements.
In San Francisco Unified 28 percent of students fell of track by the end of 9th grade, 8 percent left the district, and 64 percent met requirements. Of the students who fell off track by the end of 9th grade 10 percent went on to meet requirements, while 34 percent left the district and 56 percent did not meet requirements. Of the students who stayed on track by the end of 9th grade, 74 percent continued to meet requirements by the end of high school while 6 percent left the district and 20 percent went on to not meet requirements.
In Stockton Unified 60 percent of students fell off track by the end of 9th grade, while 11 percent left the district, and 29 percent met requirements. Of the students who did not meet requirements by the end of 9th grade, 3 percent went on to eventually meet requirements, while 38 percent left the district and 59 percent did not meet requirements. Of the students who stayed on track during 9th grade 38 percent went on to meet requirements by the end of high school, while 14 percent left the district and 48 percent did not meet requirements.
Figure 6
Figure 6 demonstrates that the English and math requirements presented the greatest challenge to students in graduation years 2013 through 2015. In Coachella Valley Unified, 58 percent of the students who stayed in the district did not meet the English requirement, and 59 percent did not meet the math requirement. Students who did not meet requirements in the other categories ranged from 48 percent in lab science to 25 percent in college preparatory elective. In San Francisco Unified 23 percent of students did not meet the English requirement while 24 percent did not meet the math requirement. The percentage of students who did not meet requirements in other categories ranged from 17 percent in foreign language to 4 percent in college preparatory elective. In Stockton Unified 61 percent of students did not meet English requirements while 64 percent did not meet math requirements. The percentage of students who did not meet requirements in other categories ranged from 49 percent in lab science to 14 percent in college preparatory elective.
Figure 7
Figure 7 Shows that ninth grade enrollment rates in college preparatory math and English courses did not vary significantly during graduation years 2013 through 2015. In Coachella Valley Unified 88 percent of 9th grade students were enrolled in a college preparatory English course, while 83 percent were enrolled in a college preparatory math class. In Stockton 92 percent of 9th grade students were enrolled in a college preparatory English course and 92 percent were enrolled in a college preparatory math course. In San Francisco 95 percent of 9th graders were enrolled in a college preparatory math course and 97 percent were enrolled in a college preparatory math course.
Figure 8
Figure 8 illustrates that completion rate achievement gaps existed among demographic subgroups for graduation years 2013 through 2015. For the purpose of this analysis we used the University of California’s definition for underrepresented minorities. This definition considered underrepresented minorities to be Chicano/Latino, African American and American Indian. In San Francisco Unified the White/Asian demographic college preparatory coursework completion rate ranged from 72 percent in graduation year 2013 to 78 percent in graduation year 2015. The completion rate for underrepresented minorities in San Francisco Unified ranged from 26 percent in graduation year 2013 to 41 percent in graduation year 2015. In Coachella Valley Unified the completion rate for underrepresented minorities ranged from 25 percent in graduation year 2014 to 31 percent in graduation year 2014 before declining to 29 percent in graduation year 2015. In Stockton Unified the completion rate for White/Asian ranged from 26 percent in graduation year 2013, to 29 percent in graduation year 2014 before declining to 25 percent in graduation year 2015. The graduation rate for underrepresented minorities in Stockton Unified ranged from 17 percent in 2013 to 19 percent in 2015.
Figure 9
Figure 9 shows that Chicano/Latino students in San Francisco completed college preparatory coursework at higher rates then in Coachella Valley or Stockton in graduation years 2013 through 2015. In San Francisco these rates increased from 29 percent in graduation year 2013, to 34 percent in graduation year 2014, and 42 percent in graduation year 2015. In Coachella Valley completion rates were 25 percent, 32 percent and 29 percent respectively. In Stockton Chicano/Latino Completion rates increased from 16 percent in graduation year 2013 to 20 percent in graduation years 2014 and 2015.
Figure 10
Figure 10 shows that the completion rates for unduplicated pupils in San Francisco was notably higher than in our other selected districts. Completion rates in San Francisco ranged from 55 percent in graduation year 2013 to 64 percent in graduation year 2015. In Coachella the completion rate increased from 24 percent in graduation year 2014 to 31 percent in graduation year 2014, before declining to 29 percent in 2015. Completion rates in Stockton ranged from 19 percent in graduation year 2013 to 21 percent in graduation years 2014 and 2015.
Figure 11
Figure 11 shows that English learner college preparatory course outcomes were significantly better in San Francisco during graduation years 2013 through 2015. In San Francisco these rates increased from 39 percent in graduation year 2013, to 41 percent in 2014 and 51 percent in 2015. For Coachella English learner completion rates ranged from 11 percent in 2013 to 13 percent in 2015. In Stockton rates for the same population ranged from 4 percent to 9 percent in graduation years 2013 through 2015.
Figure 12
Figure 12 shows the process used by San Francisco for college preparatory course submission and maintenance. This process begins with an educator deciding to create a new college preparatory course, and meeting with a school administrator for initial approval. Once the school administrator approves a prospective course, the educator meets with the district course manager to determine the level of support needed. This support can range from limited guidance on the process and course requirement to the manger writing all supporting documents. Next the manager submits the course certification request to the University of California. After certification by the UC and approval by the district’s curriculum and instruction department, the manager adds the course to the district list of approved courses. The final stage of the process takes place when the manager conducts biannual meetings with all high schools to determine future course needs and update the university listings based on master schedules.
Figure 13
Figure 13 shows the responsibilities of various state and local agencies related to monitoring local control accountability plans, and access to college preparatory coursework. Figure 13 also displays our recommendations for those agencies. The graphic reviews three state agencies and two types of local agencies. The figure lists some of the responsibilities for the California Department of Education (Education), the State Board of Education, and the University of California. In addition, the figure lists the three recommendations pertaining to Education listed in the report. The figure also reviews two local agencies, specifically, county offices of education and school districts. The figure summarizes the responsibilities for each, and the recommendations pertaining to the two types of entities.