CHANGING EQUATIONS: How Community Colleges Are Re-Thinking College Readiness in Math
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8/13/2019 CHANGING EQUATIONS: How Community Colleges Are Re-Thinking College Readiness in Math
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+ Its the statistics
Overall low college completion rates
High proportion of community college students require remedial math
Low rates of success in remedial sequences
Math = Single greatest barrier to college completion?
WHY MATH?
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WHERE YOU LOOKDETERMINES WHAT YOU SEE . ..
ladys face or saxophone player?
unprepared students or
indefensible math requirements?
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RE-THINKING = FOUR KEY INSIGHTS
+ Math is a hurdle for the majority of community college students
+ Most students deemed unreadyin math will never graduate
+ Placement tests are weak predictors
+ Standard math sequence is irrelevant to most studentsaspirations for college
and career
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Colleges and practitioners are choosing reforms from one or more columns:
columns:
Math ReadinessReform Menu
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PromisingPreliminaryResults
Carnegie Foundations Statway
involves 43 colleges in 11
states.
Of students in Statway, 51 percent
completed college-level math intheir first year of college,
compared to just 6 percent in
the standard pathway.
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FOR MORE INFORMATION . . .
See Learning Works report:
Changing Equations:
How Community Colleges are
Re-Thinking College Readiness in Math
Contact:
Pamela Burdmanpbstrategy@gmail.com
www.LearningWorksCA.org
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INTRODUCING OUR GUESTSFor Path2Stats:
Myra Snell, Math Instructor, Los Medanos College, Path2Stats Founder,
California Acceleration Project Founder, msnell@losmedanos.edu
For New Mathways Project:
Amy Getz, Manager of Community College Services, Charles A. Dana
Center, University of Texas at Austin
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California Acceleration Projecthttp://cap.3csn.org
Myra Snell
CAP Math Lead
Supporting Californias 112 Community Colleges
to redesign their English and Math Curriculaand Increase Student Completion
http://cap.3csn.org/http://cap.3csn.org/8/13/2019 CHANGING EQUATIONS: How Community Colleges Are Re-Thinking College Readiness in Math
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What is the California Acceleration Project?
CAP supports California community colleges in the
creation and implementation of accelerated
developmental pathways in math and English.
Faculty teams participate in 3 workshops (2-3 days
each) and receive ongoing coaching and support from alarge peer network.
In math, 21 CA community colleges have developed a
shortened Statistics pathway for students in majors that
are not math-intensive. CAP website 3csn.cap.org
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CAP Principles for Curricular Redesign Shorten and align:
Shorten the developmental pathway and align developmentalcourse work with students area of study. (For students in areas thatare not math-intensive, align pathway with general educationrequirements, such as Statistics.)
High-levels of challenge and high levels of support:Five key principles for the accelerated classroom:
Backward design from college-level courses
Relevant, thinking-oriented curriculum
Just-in-time remediation
Low-stakes, collaborative practice
Intentional support for students affective needs Rethink placement:
Reduce reliance on high-stakes placement tests thatdo not assess skills requisite for success in college workin the students area of study.
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Away from Toward Away from decontextualized algebra, mimicry of symbolic
procedures and template word problems
An apple falling from a tree is h feet above the ground t seconds after itbegins to fall, where h=64-16t^2. How long does it take the apple to hit theground?
Toward data analysis and decision-making in the face ofuncertainty
What factors correlate with low birth weights? Use graphs and conditionalpercentages to investigate the relationship between one of the factors inthe data set and low birth weight. Present your results in 500 words or less,include relevant graphs and calculations.
Data set: Birth weights and 6 qualitative factors from aMassachusetts study of 189 pregnant women.
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Results: Proof of Concept Promising preliminary results from some colleges
Completion rate: percent of students enrolled at first census in adevelopmental math course that complete a transfer-level mathcourse.
At both colleges most students enrolled in the Statistics pathway had aplacement level of 2 to 3 levels below transfer-level math (65% atCuyamaca and 73% at LMC). At both colleges the majority ofstudents were non-Asian students of color.
Third-party evaluation of the first year of implementationfor 8 colleges in CAPs first cohort due out in December.
Statistics Pathway
(1 year)
Traditional Pathway
(3 years)
Cuyamaca 50% (171) 23% (2315)
Los
Medanos
60% (119) 21%(1756)
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The NMP Model: Four Principles for Reform
Developmental and gateway mathematics should include:
1.Multiple pathways aligned to fields of study
2.Acceleration that allows students to complete a college-level
math course more quickly
3.Intentional use of strategies to help students develop skills
as learners
4.Curriculum design and pedagogy based on proven practice
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Dana Centers Role: State Level
Broadly support reform based on the four principles:
Work with TACC, state agencies, and two- and four-year
institutions to address policy obstacles
Leverage resources and build support through collaboration
with partners:
Other reform initiatives
Professional organizations
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Dana Centers Role: Institutional Level
Build tools and services that help colleges implement
systemic reform
Detailed implementation guide
Data templates
Tools and strategies to help train advisors and plan for
student recruitment
Services that support planning:
Data-Based Mobilization Workshop
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The NMP Courses
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Timeline for Development and Implementation
*A PDF version of the Frameworks course will be published for open use.
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Courses First
Implementation
Publically
Available
Frameworks for Mathematics and Collegiate
Learning*
Spring 2013 Fall 2013
Foundations of Mathematical Reasoning Fall 2013 Fall 2014
Statistical Reasoning Spring 2014 Spring 2015Quantitative Reasoning Spring 2015 Spring 2016
STEM-Prep and bridge course Spring 2016 Spring 2017
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Contact Information
General information about the Dana Center:
www.utdanacenter.org
Higher Education work:
www.utdanacenter.org/higher-education/
To receive monthly updates about the NMP, contact usat: mathways@austin.utexas.edu
Amy Getz (general project issues):
getz_a@austin.utexas.edu
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