Helping English Learners Develop the Skills They Need to Succeed

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Helping English Learners Develop the Skills They Need to Succeed

this morning and I’ve delighted to interview although he really doesn’t need anyone to interview him David Coleman who comes from a family of educators he attended the new york city public schools before he enrolled at Yale University while he was a college student he taught reading to low-income children in New Haven and actually began a program called branch which was a an innovative community service program for inner-city children and as a result of that David was awarded a Rhodes Scholarship went and studied at Oxford and Cambridge after completing his education he spent about five years working for McKinsey & Company where he led their work in education that really their pro bono education work he later founded the grow Network which was focused on using assessment results and making those results more useful to teachers parents and and their families the grow network was eventually purchased by mcgraw-hill and not long after that happened he left mcgraw-hill and started his own organization co-founded student achievement partners which which was a group that actually led the development of the college and career-ready or common core standards that have been adopted by many states across the country in 2012 in the fall of two thousand twelve he became the ninth president of the college ports were really delighted to have him here this morning to share with us what college board is doing to transform and really change its assessment system to make it I think far more useful for to measure and help students reach college and career readiness but also he’s going to talk about what college board is doing in particular to help English learners across the country so David we’re delighted to have you this morning thank you I guess I’ll start and give a brief overview oh thanks absolutely good morning if I were to say to you if i were to paraphrase the following what would it remind you of years later as he stood in front of the firing squad he remembered the day when his father took him to discover ice anyway that is a very poor translation it is not only exactly right it’s not only wrong it’s not the exact words it’s also in English from the originals in Spanish it is the opening line of cien anos de salida yeah it is in my judgment one of the mightiest sentences ever written in any language anywhere it if you go on in the first paragraph he talks about a time in this village of Macondo where there things didn’t have names yet these vast prehistoric size boulders and the kind of wonderment of it of a child looking at a world that is fresh and new for a author to write about a moment in time when things don’t yet have names is rather ambitious because of course it brings to mind the time when Adam gave things names in the Bible it is no small act of authorial ambition to write genesis over again and to announce that you’re doing so but to do it in this bizarre right firing squad ice to discover ice which is one of the most daily things but you know that feeling when you touch ice when you’re hotter it does feel like a discovery again it kind of has that videos refreshing it is startling and I I talk to you about this sentence because for two reasons one is to honor this great man who died recently who is left a hole in the soul of all communities and this community and so I thought for a moment we can just pause to honor the truly great Gabrielle guy and also matt here is bringing me the actual sentence so so now let’s see how good my memory was and this of course is the great translation that that Garcia Marquez was involved with himself he begins many years later as he faced the firing squad and I didn’t want to give you the name because it was too easy then Colonel Aureliano Buendia was to remember that distant afternoon when his

father took him to discover ice isn’t it funny that I forgot distant afternoon it’s worth knowing things by heart because then you learn what’d you forget and you learn delicate things like that he says distant at that time macondo is a village of 20 adobe houses built on the bank of a river of clear water that ran along a bed of polished stones which were white and enormous like prehistoric eggs the world was so recent that many things lacked names and in order to indicate them it was necessary to point maybe I could just not speak and read from 100 years of solitude instead but I have a point related to our discussion which is this my first meeting is the college board president any guess my first public session as a college board president since it is the start of the morning i’m going to do these guessing games with you like annoying teachers do my first public session was with three leaders of the e ll community at the college board forum it was with the great Lily long thin more Kenji hakuna and guadalupe bay well this is about as and we talked about the right for rigor in the English language learner community because quite frankly it is my belief that this right may be one most important rights to secure in this century what do I mean by the right to rigor at a time when rigor doesn’t have such a beautiful name the right to rigor means that the beginning let me just offer you a very concrete example what what Lily Wong film were said is if you want to educate all kids to read with care to read a complex text to be literate in the deepest sense everyday pick a sentence she said and analyze at least that sentence with care it was weird the envy I felt because sometimes you describe education that is attempt to catch kids up or bring a whole community into something they may not be fully part of but this was work that I thought would have been better and most any classroom I’d been in and that’s why couldn’t we almost spend a lot of this morning talking about this sentence many years later as he faced the firing squad Colonel Aureliano Buendia was to remember that distant afternoon when his father took him to discover ice like what tense are we in here what is when right grammatically it’s fascinating rhetorically it’s fascinating and we have a choice in life a very simple choice could we teach kids to be literate by giving them a simplified version of this statement right that’s a questioning face and educators right all they really need is the knowledge they need the history so could anyone offer a summary of this statement that captures Marquez’s genius I remembered when I was about to die the day I found I it’s like when you get into the sentence every change like hurts you doesn’t it the Gettysburg Address devote yourself to your country there are people within our community and around it that seriously argue the way to bring ghoulish language learners into public life to educate them is to water down the texts they read I’m trying to be very candid here in fact it is one of the leading instructional responses what Lily one Fillmore and Kenji argued so beautifully on that panel is without sin tax there’s not syntax does that make sense yet can’t learn syntax if you take away the syntax it’s robbing someone of the very you can however focus you can spend a day or a period on a paragraph and that slowness by the way is a revelation for every reader in the classroom the most advanced those that are behind in the middle because anything really worth reading with that kind of care is precisely worth reading because it has a quality that it repays that sustained attention so I thought I would start with that as a way of getting away from policy and debate to talk about a simple thing which is is part of the future of great teaching this country slowing down with a few wonderful things reading them every day with real care and is that in education at least in literacy that is immersive and exciting for all students and particularly transformative for English language learners just something to wonder about could we dare to make it that simple could we dare to slow down and does that maybe have to do with some

a word that doesn’t have to go with rigor very often which is zest or pleasure isn’t it fun to have that sentence in your mind and heart today you know to remember it remember all of how many of you have read cien anos de saudade but one thing’s to reddit the other thing is to remember it right to really write you get you read it but you lose it and and he’s trying to wake you up right he’s trying to make you look at the world of fresh she’s trying he throws he’s got a firing squad then he throws ice at you then he tries to make you look at things as if they’re prehistoric and even as if they don’t have names he’s literally working to awaken us in this opening paragraph to say look again at my writing something news happening here look again in our world and that’s like interesting and every great sentence or set of sentences have that quality and let me tell you saying else that you may not know so when we insist that students read Latino there what actually happens in textbooks and I don’t know whether this video is going to go straight to print but this is somewhat controversial but why stop now I suggested this magnificent opening as one of many suggestions to be featured in the common core college and career-ready standards this opening paragraph of garcia marquez i think is one the fine it stands up to anything i literally would defend this in the face of every great book ever written guess what what happened then well if you read further in the book some very unsavory things happen in this book right there’s incest there’s a lot going on I want to say in a clear voice I really Revere parents rights to shelter their students and I do from these things and I think it’s a complex set of decisions and maybe there is an argument that this particular text is a lot for a high school student to take and we’ve got some complex choices to make but I want to offer a couple of principles if we’re going to make those choices one thing is please do not object to this and then embrace edifice rex right it is to me offensive to say that Oedipus Rex is a classic that all kids should read part of the Western tradition right that explicitly talks about incest in a quite shocking way quite more shocking and then in this text I don’t want to make any claims about motive but suddenly when a black or brown person starts to talk about these more complex aspects of humanity it is complex it we’re not quite sure so we have to navigate very carefully because I’ll tell you what happens today if you look in textbooks where they do we have succeeded there Latino authors featured in textbooks but you know if you look again what you’ll find no famous Latino literature because much of Latino literature much of it has sex in a a lot of it has passion a lot think of Marc Marquez himself love in the time of car can you think of a Marquez novel where a lot is it going on in the central or arena he’s a central right think about Native American writing and how powerful role alcohol plays in the expression of that communities preoccupations so what textbook companies do is they hire people with Latino names to write literature that is never read within the Latino community and that interesting it will strike you it is a shocking thing to read this literature that avoids all the issues in the community that makes the literature to touch too hard to touch so I say this to you because I think that as we embark on this work we have to think hard about our values and about propelling all kids to encounter the rich complexity that language demands of us the world that it demands of us and I think we should make careful principal choices that are fair across about what kind of kind of things things can captor but one thing that I just invite this community to do together with me find single pages of wonderful sentences if you can’t get away with the whole work let’s at least get away with the beginning of 100 years of solitude the beginning is magnificent help me find them we’re starting a website as the college board that not many people know about called cultivating wonder it’s cultivating wonder org and we’re just trying to do something very humble to take lily fong lily warmth Fillmore’s call for incredible sentences typically at least a page and wonderful questions to go with because as i’m about to get into the depths of the English language learner learning and policy and what does the college board doing we have enormous power to share and find vibrant things and bring them to kids and bring them to teachers and bring that delight and rigor into classrooms and I think if

we don’t do that and if we don’t start to simplify what seems like overwhelming work how can we get all kids to these standards there are so many deficits there are so many things that are hard what about simple things done well so with that strange introduction let me tell you what the college board is thinking about this the first thing I’ll try to say to you is in the view of the college board the reason my first meeting was with an English language learner students there is no way we can even begin to our achieve our mission of equity and excellence of delivering those things without a profound encounter and transformation with the projectory of English language learners in our society now you can set for lots of reasons you can step because of number the force of numbers alone you can set to what’s happening to our society let me give you some other data that may strike you when i found out when i was at the college board is something it may surprise you which is those latinos who are ready to do more so when we often talked about the El Camino find it amazing actually that people spend so much time talking about English language learners in a very heavy deficit model that is these people just arrived arrived not to this world but to our shores perhaps and they come and they barely know anything they have so much to learn we’re quite overwhelmed that’s to me a common picture of an overwhelmed reaction it is a very interesting thing because remember we’re only talking often about a language deficit with all other powers of knowledge and learning intact and all sorts of others or source fulness intact so I want to shift if it’s okay to talk about Latino students who are actually ready or ahead just to shift the field before we talk about english language learners so who are behind so ugly english language learners who are ahead we found the following so if you look at 18 mathematics and you take PSAT data of those students who based on PSAT are ready for AP math so they’ve scored a certain level we know they’re ready six out of ten Asian students who are ready we’ll take the AP math course four out of ten white students will take the AP math course three out of ten African Americans three out of ten Latino students two out of ten Native Americans interesting we just gave AP computer science the exam in nine states no african-americans took the exam in 11 states no let excuse me in nine states and know Latinos took the exam season in nine states know Latinos took the exam in 11 states no african-americans took the exam and less than twenty percent of the hundred percent of students who took the exam or girls now you could say of the college board not your fault you know you design a good course AP Computer Science we are not responsible for who takes the course that’s educators everywhere but but my friends while it is not our fault it most certainly is our problem that is if those numbers do not change we’re building a wall of an equality into the next century which is durable and we can and must change them so we’ve launched is something very simple it is called an all-in campaign every single it is on us working with you to ensure that every single african-american who demonstrates readiness for Advanced Placement or other advanced work actually does it it’s not enough to give an exam we have enough tests in this country let us be frank with one another what we need are more opportunities and so we as institution it’s great to make a great course or to make a good exam but what is wonderful what is beautiful is if we actually work together with you to propel those kids into the opportunities they have earned and then we should be judged on accomplishing that goal with you and only with you and when I look at Dave Spence and think of the southern you know his great leadership in this area I look over in it and I can sense in him yeah let’s get those numbers let’s do it we can figure this out together i look at lizette and i say let’s do it in texas like let’s get these kids in and we’ve worked with google and Dell it’s kind of cool to expand ap stem precisely in those schools whether all these talented minority students who are ready who are not taking it so we can get that targeted now right we can say where where is it it’s by the way only a third of the time is it the absence of the course and I tell you something interesting about assessment in politics just while I’m warmed up here if you talk to the great barber Jenkins a superintendent in Florida she’ll tell you an interesting story when she used teacher recommendations to place kids in Advanced Placement less black and brown k we’re put into those classrooms then when she used PSAT data so we often are fearful perhaps appropriately so of standardized tests ability to discriminate against students but can I tell you perhaps the only thing cooler are human beings themselves let us be

very careful to remember these forces and so that combination of data and human judgment and perhaps data sometimes even as a correction of the tendencies of human judgment particularly when you look at large numbers needs to be taken very seriously to ensure opportunity to deliver opportunity so the first thing we’re doing is this all in campaign if you are ready you will go and we can track these results and we want to begin you must begin earlier here we’re not talking about SI t we’re talking about PSAT we’re talking about PSAT likely whether it’s in the fall of ninth grade in the fall of 10th grade it is about propelling kids into opportunity and not one may drop we did this by the way with Delaware which I know is humorous in this conversation because it’s like ten children sorry mark but the governor there jack Markell decided he would make this an issue and what he made an issue exactly was the next stage of development so I know many of you may know that if you look at the top 10% of Latino performers and African American forces and low-income performers in general on our s80 so these kids performing the top 10% of s80 that’s good like whenever the limits of the exam you’ve done something right and they’re in the bottom quartile of income so they are poor in a non-trivial way fifty to seventy percent of those students do not apply today to a single selective college it’s like watching a superb athlete most of the people in stream k-12 raise your hand if you’re k12 so so think about this this is like a resourceful remember not a needy like please not a needy yet a resourceful kid who against the power of poverty has over performed in the top percentile and then they perhaps with some wealth another family with some misunderstandings whatever it is betray themselves and they do so on a vast scale and we may be ready soon and this is incipient data so I want to I want to kind of tell you this is what I mean is we’re not ready to publish yet we’re doing this research in house where the first ones to really be looking at these effects in detail this other course is building on the great work of Carolyn Hawke’s Bay and other researchers that found this phenomena and we’ve now jumped on it because once again you could say it is not the College Board’s fault where kids apply to college but it is our problem because the evidence is devastating that when kids don’t take full advantage the opportunity when they don’t go to is challenging a school they can it limits their future please do not think big fish small pond I know it’s tempting but it is false you must hear this it’s very important please do not think you shelter a young person by saying go somewhere closer to home you’ll be more comfortable there’ll be more kids like you no no no the data and the results are clear this is not a question of opinion it is fact more academically develop students need around them kids were themselves academically demanding often schools if they go to a reach school is a school that have more resources to help them and we’re dropping out is much more visible so be very careful not to trust intuition we need a campaign to ensure these students to go but I’ll tell you today what is not well known which is our data show so we’re beginning to track these kids through college and beyond college that the penalty that Latino students face when they do not take advantage of their opportunities is greater than that faced by african-americans and other subgroups isn’t that interesting they are not only more likely than the other subgroups to do it you said I’m saying so if you take Asians whites african-americans Latinos and you look what percentage of the time when they’ve achieved a very high level they not take advantage of the opportunity Latinos disproportionally do not do that and then when they don’t they suffer more their life chances of not completing College altogether getting is highest salaries you’d expect all these life chances diminish greater I think we can change this I think with the power assembled in this room we could decide they shall go not just in this room so as I said the governor of delaware decided this and they used to have at least one out of five kids who would not apply they add today have none if not and if we’re going to really do this we might think of unusual allies so I’ve been in conversations with people you know with Samuel Rodriguez right who’s when the leading evangelical Latino leaders and Torres in Philadelphia and we are designing a campaign with them and i know this is may sound a little cheesy to let our people go that it is a biblical principle of the spirit that when a student has earned so much as a family and as a community it is our obligation it is our ethical obligation to propel them as far as we can go I’ve been talking to Delia about this and la raza and I think there’s an opportunity for a very interesting campaign so so you see the two parts of how the college board’s thinking this first all in if you’re ready for advanced coursework then if you are ready for demanding colleges we will put every force to

repel you and count and judge ourselves on whether we can avoid this problem and to give you a sense of how serious we are about this last year we sent 27,000 packets out to such low income high-achieving kids these packets included all sorts of information encouraging them to apply more broadly and then it it offered them four or eight fee waivers to apply to college now this is an interesting thing it was perhaps my favorite day at the college board I’ve been there for about 18 months now and I used to look much younger and and so students had come we have something called the AP inside awards and they’re for kids who have really defied all the odds taken up you know these kids they’re like everything’s falling apart in their home in the world it the world Rome is burning and they’re taking AP and kicking out of the park or they’ve they’ve a Haitian will I mean Haitian woman speaking of ll I mean as a Haitian girl Shaw says she’s 16 17 tells me tells announces in her broken English that she recently came to this country and that many of her teachers thought she couldn’t take AP and she took a couple of AP courses and then she takes AP English and like when she gets a 5 at AP English any notion of limited capacity should be banished forever from your mind of what can be accomplished through hard work but anyway so we had a group of these students talking and then Rehema Ellis from NBC who is interviewing them asked an unexpected question she said and how are you going to now apply to college and one of them said I just got this packet and I had fee waivers to go and then a second kid on the panel said yeah I took s80 and I got 4 v waivers and she said what if you want apply to more colleges he said I’ll take another s80 and I thought like that is exactly right because that’s the whole point of this exam is to grab more stuff to grab more opportunity and so what I saw when we when we sent the packets a kid um tweeted you have put on Instagram a picture of the packet and he said the College Board has just sent me fee waivers because i am awesome and I thought how much better than because I am poor so we were able to announce in Texas on March fifth a commitment of our membership because as you know our membership or all the colleges as well as high schools we were able to announce it in perpetuity any student who takes the redesigned s80 who is income eligible will receive four fee waivers to apply to college that means they will not have to say again I am poor if they’ve gotten a few labor for us we get we spend about 130 million dollars on fee waivers a year for Advanced Placement or s80 so in other words we’re already identifying kids and say you have a few able to take s80 why do they then need to say again I am poor I need a few aver in order to apply they apply to apply did you guys know that right all these steps you lose kids and kind of its funny there’s a coupon effect which I’m which i think is very exciting what I mean by that is you give someone for fee waivers they don’t want to waste them they have their names on we can personalize them it’s a personalized tickets n you can and must go now I need you all of you in this room do we decide that it’s not okay that no kids are taking a peek pure science that nine states know Latinos are taking AP Computer Science do you think that’s a fact about the Latino mind or we do you think something’s badly wrong to me there’s no question about girls and by the way we can have common cause here with rural whites and similar patterns here widening the tent helps us as we think about this or girls in computer science so what I’d like your help with today to enlist you is in our all-in campaign that all students who demonstrate readiness on instrument like PSAT do take the advanced work do you know that it particularly minority students what’s the best phrase minority or these students for african-americans Latinos who take and succeed at an AP science course do you know that it transforms their likelihood of majoring in stem and completing it so Stephanie I know you saw this I think David presented this data the southern governors and they were like wow like these are precious resources that we can husband much better so also in the application process to college we start and apply to for more campaign with guidance counselor’s throughout the country we’ve prayed 12,000 guidance counselors in this but we would love this community to stand behind us and say not one of these kids shall drop and I’ll pause now because there’s lots of other work we’re doing we redesign this little exam you may have heard of called the s80 I have some thoughts about rigorous coursework what that might look like but I want to give my poor friend Lucille a chance to

actually interview but but i do really haven’t asked for you which is we can’t do this alone i think there’s a big difference between holding ourselves accountable which we must do i’m so sick of nonprofits getting big and strong and saying whoops look what happened all those latinos are not taking opportunities that is I think the college board must dare to own this number do you know I’m trying to say that is it has to be finally at our doorstep that these kids actually go forward but the problem is we can’t do it without you so summoning Amy Wilkins is leading that campaign in our behalf some of you know her pretty well I aim to rope Delia into this as much as humanly civil as well as other people in this room so expect to hear more from us on this well to start David talked a little bit about the core work that students want to take besides the making sure they’re in AP and IB another rigorous presser what what do they what should they have in high school in order to be prepared and how does that mesh with the what the what you’re doing to redesign s80 to measure those skills yeah so briefly you know we redesigned s80 why the redesign of SKT is based on a very simple principle really to the first really powerful thing is that the evidence shows us that very few things are disproportionately powerful to make you ready so I won’t happen to embarrass you Dave Spence and I were once on a panel together and Dave Spence it on this work in California I will miss describe it he can correct me where he looked at kids who got into school in California into first-year courses who were failing and he designed a course based on exactly what they didn’t have to isn’t that cool a 12th grade course and he called it expository reading and writing that right I considered this visionary then it’s haunted me still what is the first section of the redesigned SI t and perhaps i shall offer this tribute here evidence-based reading and writing why because it’s exactly what you need to do your first year of college can we make this UNMISS tereus as possible right why should the s80 or a CT or any of these exams be shrouded in this weird mystery so in 2008 the guidance counselor guidance counselors and admissions officers got together had a commission and they said both actn SI t have gotten disconnected from the high school curriculum they kids do their work in school and they don’t see it nearly clearly enough in the exam itself so the redesign of SI t is tries to make it palpable this is the best work you’re doing in school let me just give you a few examples when you answer a question on a reading passage I know I like to get quite specific in most tests today you’re done after you pick a B C or D is that true of college or career or even a fight in your marriage very rare does the conversation end and say be we are done here most people want you to at least make up a reason behind the evidence matters right why be so in the revision of s80 though when we say evidence-based reading students will only select an answer they’ll give evidence as to their answer and I will get back to that once our coursework in a minute in in the evidence-based reading writing section should you read just literature or literary nonfiction or should you also read science or social science well what happens in the first year of college that’s why David I think had to design an expository reading and writing course because he needed to break out of the framework of English language arts to a more general literacy if I’m not incorrect and think about that when kids just getting 800 on the verbal section of s80 remembered kids are like I got an 800 in my verbal I got a 500 my math I kind of don’t do math like I don’t do windows and they call themselves highly literate people even snobbishly literate you know I have an 800 verbal but this 800 verbal person can they read a science article can they read a social science article can they read half the reading production of the human race no because they hit the graph or chart and it’s like glue that’s not so literary anymore I say this is a guy with a master’s in English literature it’s not that I don’t love literature and literary expression as I hope I’ve shown you but it is not literate if you can’t read science interpret data and information and combine it with text in the past century and certainly in this century so in the ravine evidence-based reading and writing kids will now encounter pastures in science and social studies when they edit text in the writing section they will no longer just edit for grammatical precision but also see data and get it correct in math the breakthrough is to focus on those few areas of math Lucille was a great math teacher and leader of math and her state and what Lucille knows is it’s all well and good to talk about focus and mathematics until you actually cut something and then you reap the

whirlwind but it’s time to take a stand there are few things in they’re used over and over again throughout first-year courses and so is not helpful as we do today with a CT or s80 to say we cover math or you can break it down you say we cover data geometry algebra etc which is math so instead what we did with the redesign is had recovered three things in great depth first quantitative problem solving and data analysis this means things like ratios proportions percentages these types of problems pervade work life and lots of courses the second is the heart of algebra a mastery of linear equations I want to be rather clear this is a high level mastery so while you might encounter it and is does that rightly argues you should kind of get this down at the end of 9th grade to command it is the continuing work of the study of math while the other math I describes introduced in middle grades you should keep getting better and better at that core to achieve the mastery that truly ready soon the next set of mathematics is what we call passport to advanced math this might be the fruit of what what some would call an algebra 2 course but it’s deeper than that it’s about the structure of equations it’s understanding more advanced equations precisely the way that opens up STEM careers and opens up opportunities for advanced work in science we will sample from other areas in math controversially and I hope we can pull this off we are not allowing calculators on some portion of math exam why anyone serious in mathematics will tell you that math is not a discipline merely of memory but a discipline of the mind and heart kids knowing having fluency at that earlier calculation and also knowing what’s going on enough in an equation they know when to use a calculator but when not to is immensely powerful mathematics not so popular with students I will admit very popular with mathematicians and that’s what we hope the College Board will be to you an institution that can make evident that few things matter and I will get two courses I’m sorry i’ve gone so slow but as an example of that some things do you really matter so does it matter for latino students in all students that they have command in this country of the founding documents and the great conversation they inspire can we dare require that well let’s and see what happens if some people in a debate know the Bill of Rights know the Constitution no the founding documents and others do not who has more power in America it’s not even close when we published as a sample item for the redesigned SI t the Barbara Jordan piece where she gives testimony in the Senate on the impeachment of Nixon she gives a speech about what impeachment met in the Constitution and what the founding documents say about it and then the federalist papers say about it and I happen to know the scene a black woman is giving this speech and quite frankly the white male senators around her don’t think much of this senator they have all sorts of ideas of why she is there in the Senate and if she gives she delivers the short speech this masterclass in the Constitution one by one they sit down and start paying attention it is something I’ve noticed in life and I hope I want to find anyone that when a Latino person or an african-american person shows command of these documents white people take notice it is an incredible disproportionate source of power it’s a source of power and civic life and in your studies they resonate throughout so many course materials so we kind of did a crazy thing on the redesigned SI t there will either be a founding document or something from the great global conversation it inspires let’s get rid of those thick test prep books full of stuff not worth reading and have kids brushing up on the Gettysburg Address and Martin Luther King and the great elements of the founding conversation and how it unfolds so what I’ve just described is a single assessment this assessment is three to four hours long I think we have to be very careful not to make high-stakes assessment so long that it breaks under its own weight so elegance matters few things done well and Lucille when you asked me about what school looks like in six to 12 grade I think it’s those few things done well resonant throughout the curriculum it’s making sure in science that mathematics is included right because science teachers should really be doing data analysis not math teachers because science teachers have data math teachers do not make sense the history teacher is as important illiteracy figure in studying essential documents as English teacher so as you’re looking to help English language learners in particular but all students make the next level why not dare to simplify which is say there are a few things that must be resonant throughout their work a quarter of mathematics that pulses throughout their math work align your assessments ruthlessly to this court

when they’re writing right about evidence not without it typically after middle school because I think what America needs in what weeding together is a committee is a little sense of relief is a little sense of it’s not so complicated it rigor does not have to be forbidding it can be useful and joyful especially if we dare to stop other things thank you long speech done sorry no very very helpful so we you mentioned a minute about the test prep books and that takes me to another question we’ve known for a long time that children of means have always had access to high priced test prep that probably gives them an advantage even if it has a hundred points of their score it gives an advantage in applying to two colleges so talk about what you’re going to do to help bring equity and equitable opportunity and access to all students well it’s you know interestingly the College Board has spent a hundred years kind of saying not our problem right we don’t know the impact of test preparation etc but as I became a new president college work and listen to people the parents at every income level it’s kind of interesting test preparation and it’s apparent of vengeance perceived advantages I wish I could use better word but i want to say suck let’s just say art is is a very bad thing for people at every income level for rich parents i think it’s an attack on their own children like I don’t trust you so I’m going to train you specially I’ll get your essay written for you because God forbid you put your true authentic self forward at this moment of college admissions not a great moment of parenting the upper middle of the middle class they’re jonesing to get they’re worried that that extravagantly expensive stuff can they get it for their kids and we know lower income and low income families who just don’t have access to it and either no or do not know but certainly sense that they’re being ripped off so this is a very bad situation and I think if the College Board is serious if its mission is equity and excellence it’s time to shake things up it’s time to admit the test preparation the perception of it has deeply marred these instruments as emblems of merit of hard work done well and made them seem much more closely tied to ideas of you can buy and wear the s80 was started as you guys may know because a group of colleges realized that they were recruiting from the same cools the same white guys that was the idea to disrupt a culture of hermetic merit isn’t it strange that gets recapitulated by these advantages so anyway the college board for the first time in its history as many of you may know on march 5th announce that we will partner in a way we never have before with Kahn Academy to provide free test preparation for the world and what this entails is we have examined we’re beginning in math all their math work and it is beautiful it is our shared aspiration with Kahn just so you know to make this far better than any existing test prep we can see not like okay like the free stuff that’s okay and all that aims at mastery that is all the aims not at narrow test preparation skills let me just be rather frank we have done everything we can to remove anything on the s80 that vulnerable to a test prep trick or a quick or surprising tricky stuff it is much better dealt with with core mastering and that that relationship with Khan will extend the literacy but that’s available to any students within your care today we began by giving them forms around the current SI t and it will be much deeper it can link tutors and kids and track their it is not enough I will say to offer an online resource and claim equity so we’re also partnering with things like boys and girls clubs and other groups with America’s Promise with anyone who is intervening to mentor or help children so that kids have a living guide to these online resources to propel them feel terrific so let me open it up and see if any anyone has a question for David that they want to ask before I I go on yes having celebrating schools that get so many minorities into the AP classes and have a three or better I hope that in your seat that you will continue to applaud them for doing that because it really does encourage schools to get those children into AP classes and the second thing is I believe that you stated that you lose kids at steps I think we’re failing in our high schools by not working with kids at the easiest steps because I think minority children may come from families who don’t know how to apply to college and I think they need to start applying in the classroom

I really think they need to do their essay in their language arts class or while they’re listening and parsing those beautiful sentences they can also be writing their essays and having the teachers in the classmates look at their essays and and I hope maybe you’ll are in your packet you might urge our our schools to start at that little step it’s two things briefly I am luckily for all of you not a doctor in any way so trust neither your health or anything else to me but um but I will say this we will encourage tough efforts like the US news i think it is that the j mathews stuff that rates high schools that way but we want to make it really personal and much more intense so that working together with states in depth there’s really removed from a celebration approach which is great to a zero-tolerance approach which is like where are they why aren’t they all in and I think we can do this by the way so thank you you’re right let’s do that and more second about about you repeat the second predator to make sure I get it right do the applications in the Frasor yeah no absolutely the just just one thing I want to say openly I think the data on Latino and african-american parents is very striking which is they actually have a higher value on college we’ve sponsored this research with the new american thunder you can check it out than the average white american white Americans fact losing faith in college in an interesting way but that faith does not necessarily trans into those families propelling their kids to take the most ambitious opportunities we have so I think we have to make some noise to move families into a situation where they are supporting their kids to do the most ambitious thing your talk about school its franchise just with Molly brought yesterday who’s developed college application week in 48 States now and we are talking about all sorts of partnerships so not only does the work happen in school of applying to college but it begins earlier in enough time that’s why you’ll notice more focus and me perhaps on PSAT than s80 because i think the real ideal hill is to move kids early into those trajectories there implying too ambitious schools figuring out financial aid way earlier it can’t suddenly hit you at the end so early and within school you’re right but but not leaving out the need to move the parent community sometimes when we move things into the school we not that you would imagine to ourselves do you know who is the most influential and college decision making parents overwhelmingly so we can’t as much as we are reformers who want to strengthen what happens in school forget what a movement in the community looks like over there yes um one would love to know how to partner with you to make to help to say yes we’re all in and then secondly I would we work with a lot of middle schools too so from your perspective how would you recommend this world be moved into a middle school because ultimately if kids aren’t moving into high school with those skill sets or opportunities what’s your perspective in terms of what middle schools can be doing to make kids more come here to partner with us on all in the matt wagner is here i’m gonna give you two names and two email addresses and wagner at college borg matt wagner and Amy wilkins a wilkins at college board org amy is the leader of the all in campaign and matt happens we sitting next to you so he can help you even more but but also the people who are running this conference as we really this takes off we’ll be partnering with the hunt institute on this will be heartening with delia on this by the way this is my great way of dragging them in will be working with lissette on this will be working with dave aren’t we uh but we will equal all be working together we’ll be building a small community i hope all the people in this room have a sense if i may pause for a minute of the potential power of being in this room I know if it’s okay for me to say that you can leave a conference like this and go back to you know not everyone has a deputy like lazette who happens to be latina and has a lot of power in the department you might be in a situation regardless of race but just a situation where you’re in like the dll group it’s like off to the side it’s not yet fully and you know numbers may be different politics may be different I want my institution to be an institution that you feel through something the all in campaign magnifies your power and we will be careful about building partnerships with hunt with the institutions with a southern region of education bored with La Raza so that if you reach out to one of us we are all then suddenly at your hand so you don’t all need to design these packets for kids we will design those you don’t have to find fee waivers we will get them to you so so so know that you can become part of that as regards middle school while I’ve talked about the excitement of preparation of a much

higher quality freely available to all the simple fact of education is it is not test preparation that readies you to college it is it is the repeated work kids do intercourses so the redesign of sa t is meant to make much clearer that it’s the work of so we’ll have sub scores in analysis and science analysis and social studies not just verbal and math why to show everybody that it’s about this core right it’s the analytic powers from those two disciplines as well as litter everything in mathematics and so we are working and again this is more confidential we’re just figuring this out on what the structure of courses before ap should look like we have no business model so I don’t tell you that we’ve got this great new product of course is before IP and they may even be free but but but our mission interest is this we think we need to design create T course structures that are very flexible so they can work in different states but deliver rigor in 6th to 12th grade because without that regular practice of rigor it’s very hard to succeed at things like literacy or mathematics or any of these disciplines so we’re hard at work on this in the meantime my biggest advice to you is this in middle school there’s no math right now in your science textbooks I can promise you this look at them get math back into science give the data standards in middle school math to your science teachers and insist this is a focal point for them in history make sure a core of your history and social science classes in grades six through eight is analyzing primary and secondary sources do not say teach reading it’s dead on arrival make analytic writing by which I mean writing with evidence central preoccupation of teachers outside of i would say math be careful sometimes of being to reading and writing in math is a more complicated kettle of fish we can talk about i wouldn’t call it that for reasons I’m very careful of which we talk about later but throughout science history and english language arts analytic writing as a master art we are it was much much less press attention but we are sponsoring together with the Atlantic Monthly a new set of prizes for student analytic writing modeled after the poets price and you’ll be hearing more about that soon but we’ll be doing a lot of work there’s a South by Southwest session I think you should see about I think this technology is it’s not technology it’s it’s more beautiful than most technology it’s a group of teachers from New York who but led by Judith Hawkman peg tires interested in this Shiro to protect that and and you can see it we had Robert Carroll Lyndon Johnson’s biographer on the panel with us and these teachers talked about teaching all kids how words like the cause so and these words really function and it opened up their ability to read and write in beautiful ways I’ll make sure our partners have that video that that kind of work is very suggestive so the college board is going to be Lessing a lot in these analytic writing tools made available to everybody I just want to thank you for the direction you’re taking the College Board thank you professional this is all really important but it’s become even more important huh she’s a senior and we’re watching her friends make decisions about going to college and many of them despite our very targeted positive statements to their parents and to the student are not choosing to go to more selective schools I’m not talking about Harvard or Stanford I’m talking about UC Davis going to a Cal State or going to a community college when they have other options to go to so I I would like to say for everybody in the room that I think we really need to move even farther into middle school because the parents have such a significant power over their children and in all of these instances watching my daughter’s friends not make decisions to go to more selective schools the parents are helping making that decision because of the cost and the fear of the debt that they’re going to either as parents take on or their children are going to take on and really a barrier to them it’s something that I never expected because I didn’t think of myself as rich and apparently I am as a to educator income and were first-generation but my daughter isn’t so it wasn’t something that I felt prepared for paying for everything because it wasn’t my experience and I will be happily and taking on that debt and take another surprise because I believe it’s an investment in my child’s future which is also investment in my family’s future so I think that’s something from my own personal

experience that because I wasn’t ready in spite of my experience then I continue to wonder about other people in my community’s ability to be prepared for that so I feel like we have to move earlier to talk about what those costs are and what those waivers are and so my final question as opposed to my talking to you is where do we find all those parts other than talking to Matt because I think those are parts that I really feel like we need to everybody needs to be able to get to and I don’t think that’s going to get to sit to next to everybody’s boss yeah and to get those pieces of information out as quickly assumingly possible because I feel like we need to start in kindergarten the first thing I bought my daughter when she was born was a Cal t-shirt the first thing my wife bought from my daughter was a UCLA t-shirt right so it started early and I think in a lot of our families that doesn’t happen what ya know we have to be careful of course of cutting too sharp hierarchy here but that the theory is correct with it first thing is as you know there’s cost and perceived cost so I want to be very careful because as you know often it could be more inexpensive for kids to go to schools the actual price they’ll pay is different but your description of how to create an investment culture around education that is that pervades all classes of students and their families is a profound one I think that there is the start early approach I should not say in public that I endorse the first childhood toys being College t-shirts people would really get on me into college where president of just kidding with you but um but I think we as the college board you can expect much more it goes beyond way beyond Matt naming Amy’s all in project is about kids who are ready take advantage of advanced placement courses there’s a much more broader access to opportunity campaign that’s beginning at the College Board and this is led by gentlemen Steve Cologne and we will combine every power we have will rethink the search tools we work with admissions officers I just want to give you some sense of additional power being brought to this occasion if you talk to Janet Napolitano now at UC she circled I hope it’s okay for me to say she found the african-americans who based on PSAT were ready for advanced placement courses and to go forward she circled them and she said I will find them our universities can play a very positive role in trying to influence very in very personalized way that family dynamic and i will say that while parents are resistance to general flyers and leaflets they are responsive and we have lots of data to show this to personal information about their student that’s why again assessment interestingly used well the PSAT data can wake people up i I couldn’t agree with you more about this kind of like beginning it’s hard for the College Board to go much earlier than middle school in the first instance so we have to partner going lower but we are going to be thinking and working with partners on all sorts of ideas including things like savings accounts and other approaches that make the cost of college visible and part of kids lives far earlier so the investment thesis carries but on I will tell you one thing just to encourage you there is pretty exciting breakthroughs from behavioral economics happening our society different ways of designing forms things that seem much smaller than 12 years of labor to change people’s decision-making and we should do 12 years of labor but we should also be super at all the nudges we can give families that prompt different application routines and so will be investing about question over here I think you’ve um you’ve identified a whole array of partners and its really excited i guess coming here I never really thought of the important role you kind of play as a Bridger yeah as a bridge one thing we we’ve been talking a lot about accessing opportunity with this idea that if we can only get kids to to get over that final hurdle and enter a selective University for example that that opportunity will have been accessed I’m curious to know as you think about your partners if you could say little bit more about how you’re partnering with selective universities or honors colleges to ensure that these kids retain access to that opportunity once they arrive right we know that actually getting in is not the entire the entire battle coming from a selective university where i worked with hundreds of minority kids that consistently heard the story of really i don’t have a place here I challenge because my advisor doesn’t understand where I’m coming from and and the sort of discouragement and the frustration experienced by kids along that for your path I got here after 12 years people told me to get here my dad bought me the t-shirt when I was in kindergarten yet now I’m here there’s so much pressure for me to succeed and yet I don’t know that I necessarily have the supports I need to to be successful you know when you weigh

on one part of the conversation you always can destroy it like so to be clear we want all kids to reach as far as they can go so that for a lot of kids and they can have a great life could be going to Community College and could be going to a wide range of colleges so I do want to be rather clear that I’m not just saying like a selective or bus just as a kind of policy matter because I think that that but but what I am arguing trenchant Lee and bluntly and in willing to take criticism for is with all the challenges that you just listed which are true it is better for that kid if they are academically ready to be in the selective place than it is in the less selective place and that’s the illusion we can have I’m avoiding your question for a minute but it’s going to be very strict here because it’s tough as it can be all those disappointments all those feelings of not fitting in the data is overwhelming that that is much better for the future directory of that student whatever pains they suffer than being an environment which doesn’t challenge them as the alternative now you ask me once we’ve done that work what about the work while there with in college we’re looking into this so this would be new for the College Board it’s new for the College Board to be as purposeful about where kids are applying about catapulted AP trying to work on 6 through 12 we’re thinking at the edge of our thinking a lot about the first year of college in particular in financial aid we today are mostly admissions officers and financial aid officers we’re wondering whether student services will soon become the third leg of the College Board triad in terms of its presence and we’re thinking a lot about first year success as you know if they make it to the first year in the transition a sophomore year the chances of retention are far higher some of the ugliest stuff happens very near the beginning with money for books and all sorts of stupid stuff that happens the very outset that I know you know all this gets kids to disconnect so we’re working very hard on this there are two excellent african-american young scholars who are obsessed with this who just decided to partner with us so we are looking into can the College Board look across institutions to come up with some generally very powerful tools that could be shared broadly to propel kids in a successful unico if you have time for just a couple quick ones one more I see your hand here and there’s another one over there well do these quickly all right very quickly go ahead along with this in West Virginia as your predecessor actually was from a couple years ago I heard that one of the biggest barriers for children entering post-secondary education was the lack of a completed fafsa form and we live in that district where our real real subgroup is rural poverty tremendous with no hope no vision for a better future no way really out so we’ve started a campaign and it’s been driven by the college foundation of West Virginia they monitor the number of students that complete the FAFSA and so our own high schools have now taken that under their wing is something that is part of the senior project trying to at least get the students to complete it my my most rural and most poor high school raised there’s from 23% two years ago to 50 sent this year so we’re making strides but it is something we have to think about it says little detail sometimes when you as I always tell kids don’t look at the sticker price yeah stay off the sticker price will work on the money thank you yeah you know briefly we’ve been building the scale and net price calculator as you know to try to get away from the sticker price and one of our key partners the access to opportunity campaign is all this financial aid kind of i will tell you i think we have to radically sympathize these procedures every complexity in the financial aid process or in the admissions process you know the multi-step if i can be frank with you discriminates against poor children it keeps out the very kids we want in so I think the College Board has a dual obligation make sure we track and help propel kids to get to one hundred percent doing it but also simplify so your average human being and family can much more easily do admissions and do these procedures I think that’s the other side of it take the last one down there hello good morning my people good morning it um so I have the great joy and honor to work in an alternative continuation charter school so I have a school full of those kids of a school full of kids who the traditional system totally discounted and you imagine their face from kinder to 9th 10th 11th grade of those kids that slip in the cracks and I’m there to catch them and what would I would like to know is about your outreach to those students because what I see and what all of us know is the wealth and the beauty of knowledge that they come to me with and we’re working at translating that into academic success and the majority of my kids are 17 18 19 years old and um this

conversation has helped me commit to using our funding to get AP courses for my kids I’m in San Diego very high very high Spanish only rate so they come in with this gift of their language they need AP Spanish so I got that thank you what is your outreach to continuation school because every district has a continuation school every county has them and what is your focus in your outreach to us and have a good day my people I think college was not yet done enough in this area so I don’t want to be satisfied with it I think that Michelle Cahill in New York is a bit of a genius on these matters and you should reach out to her she’s very thoughtful about this but I’ll tell you one thing we’re thinking about we’re thinking about we have something called the Accuplacer today which is about college credit placement we’re thinking of something before it called accelerator which answers the question not on my behind or not because God forbid like these kids know they are behind but what they face is a kind of bone-crushing litany of what they need to do to catch up what we’re trying to figure out is can we design a tool-free for these kids that says these few things will most accelerate you and is where you should overwhelmingly focus we’re also thinking of pre AP / AP courses a kind of middle ground between a 48 DNA p that is designed for these kids to be kind of intensive courses to catch love i really am borrowing here from the genius of dave spence and kind of can you dare design a couple of courses that over focus on such essential stuff that even a kid who’s really behind can dig into that material and really accelerate forward so those are the kinds of things we’ll be doing in the future and thank you so much for your attention and apologies for my long-winded miss thank you so much have a great thanks