Accept that students who assess three levels below transfer cannot succeed in a college- level math course without mulOp
Restructuring the Math Pipeline for Success
Cuyamaca College Math Pathways
Math Pathways Goals • Annihilate the achievement gap • Increase the propor=on of incoming students who complete a degree- or transfer-level math course in much less =me • Increase the propor=on of students who transfer and/or earn a degree or cer=ficate
Structural Bias
Na#onwide data: 256,672 first-=me degree-seeking students from 57 colleges par=cipa=ng in Achieving the Dream (3-year =meframe)
Structural Bias
Cuyamaca College: Basic Skills Cohort Tracker, fall 2009 through spring 2012
Structural Bias
Enter 3 or More Levels Below Transfer English (Writing) Math White 8% 35% Black 25% 61% Hispanic 17% 53% Asian 19% 32% Source: Perry, M.; Bahr P. R.; Rosin, M.; & Woodward, K. M. (2010). Course-taking pa0erns, policies, and prac5ces in developmental educa5on in the California community colleges. Mountain View, CA: EdSource. Compiled from Table 3 (p. 138) and Table 9 (p. 144).
The Choice
1. Accept that students who assess three levels below transfer cannot succeed in a college level math course without mul=ple layers of decontextualized remedia=on. 2. Recognize student capacity to do college-level work with a li^le extra support and provide them with an achievable pathway to a^aining their educa=onal goals.
High Leverage Strategies
• Change placement policies to allow more incoming students to enroll directly in transfer-level math • Accelerate remedia=on • Design and implement concurrent-enrollment support models (a.k.a. co-requisite models)
Change Placement Policies
Use meta-majors to advise students into the appropriate math pathway • General • Business • STEM • Technical • Educa=on
Change Placement Policies
Disjunc=ve placement with MMAP rules • Transfer level with support (non-stats) Algebra II w/ C or be^er & GPA ≥ 2.8 • All students are eligible for o Intermediate Algebra with support o PreSta=s=cs o Transfer-level Sta=s=cs with support
Accelerate Remedia=on & Concurrent Support Models One or two course sequences
• PreStats followed by transfer-level sta=s=cs • Intermediate Algebra with concurrentenrollment support followed by a transferlevel course • First-level transfer course with concurrentenrollment support
General Educa=on Pathway
Business Pathway
STEM
Paradigm Shigs in Teaching & Learning • The ac=vity-based math classroom • Inten=onal support for the affec=ve domain • Change expecta=ons: students, teachers, staff, and administrators
Schedule Changes
Course level
2+ levels below
Number of Course Sections
Fall 2015
Fall 2016
Fall 2017
18
NA
NA
19
13
1 level below
15
PreStatistics
3
Statistics
11
All transfer levels (includes statistics)
29
(10 w/support)
(7 w/support)
3
4
22
22
(10 w/support)
(9 w/support)
47
51
(13 w/support)
(12 w/support)
Access: Fall 15 vs Fall 16 • Fall 2015: White students were 3 #mes more likely to have access to transfer-level math than black students (27% vs 9%) • Fall 2015: White students were 1.3 #mes more likely to have access to transfer-level math than La=no students (27% vs 21%). • Fall 2016: White, black, and La=no students have comparable access (84%, 73%, & 85%).
Transfer Math Success Rates Fall 2013 Cohort (2 years): • Of students who placed 1 level below 36% successfully completed transfer-level math. • Of students who placed 2 levels below 19% successfully completed transfer-level math. • Of students who placed 3 levels below 4% successfully completed transfer-level math
Transfer Math Success Rates Fall 2016 Cohort: • One semester comple=on rates tripled. 84 in fall 2014 compared to 257 in fall 2016 • Course success rates held steady. 64% for transfer-level vs 69% for transfer-level with support • One-year throughput rates for first-=me math students increased almost 7 fold. 10% to 67%
Transfer Math Success Rates • Assessed 1 level below: 66% complete in 1 year (Math Pathways) 36% in 2 years (tradi=onal) • Assessed 2 levels below: 70% complete in 1 year (Math Pathways) vs 19% in 2 years (tradi=onal) • Assessed 3 levels below: 56% complete in 1 year (Math Pathways) vs 4% in 2 years (tradi=onal)
Transfer Math Success Rates One year comple=on in Math Pathways was:
4 =mes greater (15% to 65%) for La#no students. 5 =mes greater (16% to 76%) for white students. 9 =mes greater (6% to 55%) for black students. 6 =mes greater (10% to 59%) for B-STEM pathways. 7 =mes greater (10% to 69%) for sta#s#cs pathway.
Transfer Math Success Rates
* Transfer w/support - first-=me students (1 semester)
Sta=s=cs Success Rates
* Transfer w/support - first-=me students (1 semester)
B-STEM Success Rates
* Transfer w/support - first-=me students (1 semester)
The Latest Ques=on So they get access and they’re more successful in your math classes, but how are they doing in classes with a math prereq?
CHEM 102 Success Rates
(based on success in the indicated math course) NonFirst CHEM 102 Success Withdraw success attempts (only first attempts)
PreStatistics
(as 1st math course)
Traditional math pipeline
86%
0%
14%
n = 14
55%
14%
32%
n = 170
• CHEM 102 (Intro to General, Organic and Biological Chemistry) is a required transferable chemistry course for Nursing and Allied Health majors. • PreStats includes AND 10 backward-designed “Math Interludes” lessons for CHEM 102.
Parking Lot Ques=ons 1. Do the accelerated math pathways work for all modali=es (e.g. online, correspondence, etc.)? 2. Do you find that it takes longer to get through the same curriculum? Have you had to reduce or eliminate any of the curriculum?
Resources & Contacts • Cuyamaca Math Pathways materials
h^ps://app.box.com/s/vkpu5kutm8lz5ozm65flpjcbvug8vpfs
• Tammi Marshall, Math Department Chair
[email protected] • Terrie Nichols, Math Faculty
[email protected] Heads Up: Tammi is super responsible with email.
