Math Success Project: Using Data to Improve Student Achievement in College-Level Mathematics Ron Henry, Georgia State University Danette Gerald, The Education.

Math Success Project:Using Data to Improve Student Achievement in College-Level Mathematics

Ron Henry, Georgia State University

Danette Gerald, The Education Trust

2

Background and History of Mathematics Success Project

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Nine States in Math Success NASH/Education Trust

State University System of Florida University System of Georgia University of Hawaii System Purdue University (Indiana) Kentucky Council on Postsecondary Ed. University of Louisiana System Mississippi Institutions of Higher Learning Nevada System of Higher Education State University of New York (SUNY)

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Research Question

What factors/strategies increase success of students in college mathematics courses? Success definition – number of starters who

complete the course with a least a grade of C [or P (if P/F) or S (if S/U)]

For a predictor, success definition – 75% chance of at least a grade of C

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Core Analyses

Student retention/success in each course % of starters successful (ABC; P; S) % of starters with W % of completers successful (ABC; P; S)

Student preparation or placement in a course ACT/SAT data and success HS courses and success Correlation of placement tests

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Core Analyses

Student retention/success in each course For fall 2005 and spring 2006 By course; remedial; terminal math; college

algebra; pre-calculus; calculus By sector [2-year; comprehensive; research] By race/ethnicity

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Developmental math:Percent success starters

0

10

20

30

40

50

60

70

80

90

State/ 4-yrState/ 2-yr

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College Algebra:Percent success starters

0

10

20

30

40

50

60

70

80

State/ 4-yrState/ 2-yr

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Average Success by Race

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Core Analysis I: Conclusions

Wide range of successAcross the various Systems and sectorsWithin the same System and sectorAmong sections within the same

institutionAcross ethnicities – significant gaps

Some institutions have much higher success rates => Let’s learn from them

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Core Analysis II: % Freshmen taking math courses

Range: 41.7% - 85.9% [Median 70.2%] Surprised that a large percentage of

freshmen do not take any math courses in their first year

=> Policy implication: Should all freshmen be required to attempt math course in their first year?

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First math course impact on returning students: Developmental Math

0

10

20

30

40

50

60

70

80

90

4-yr return4-yr success2-yr return2-yr success

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First math course impact on returning students: College Algebra

0

10

20

30

40

50

60

70

80

90

4-yr return4-yr success2-yr return2-yr success

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First math course impact on returning students: Conclusions

Many students return who have not been successful in their first-year math courses

=> Reinforces policy implication of requiring students to take math in their first year

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High School Preparation

How can we work with [high] schools to help more students be successful in K-12 mathematics so that they are prepared for non-remedial mathematics college courses, i.e. test out of Elementary Algebra [Developmental/remedial math]? What percentage of your First Year students completed high

school taking less than Algebra II? What percentage completed at least Algebra II? What percentage completed more than Algebra II? How does that preparation correlate with college mathematics

readiness?

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HS math courses taken in 12th grade by entering college freshmen

# students % students

< Algebra I 316 3.7%

Algebra I 73 0.9%

Algebra II 426 5.0%

Other int. math 1862 22.0%

Pre-calc 295 3.5%

Calculus 729 8.6%

AP calculus 558 6.6%

IB math 31 0.4%

Other adv math 3151 37.2%

No 12th math 1020 12.1%03/17/08

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HS math & College Success %

30

40

50

60

70

80

90

100

1 2 3 4 5 6 7 8 9 10

Devel.

Terminal

Coll. Alg.

Pre-calc

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Conclusions

Regardless of HS math preparation, students placed in remedial math have low probability of success

Preparation in HS matters, however just looking at the course taken in 12th grade is not sufficient for analysis

=> Should ask the question: “ What is the highest level mathematics course in HS in which the student was successful?”

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Core Analyses

Placement exams and success in course Predictability of ACT/SAT scores and success

Pre-requisite course and success in next course

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ACT Math benchmark

ACT Math benchmark for success in College Algebra is 22

Where success is defined as a 50% probability of obtaining a grade of B or better

Used logistic regression model

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ACT & % Success (ABC)

30

40

50

60

70

80

90

100

15 20 25 30 35

Int. Alg.

Coll. Alg.

Pre-calc

Calc.

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SAT & % Success (ABC)

30

40

50

60

70

80

90

100

320 420 520 620 720

Devel.

Terminal

Coll. Alg.

Pre-calc

Pre-calc+

Calculus

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SAT Math and course success

Course Correlation SAT Math

Developmental/

Remedial Math0.09

Terminal Math 0.29

College Algebra 0.26

Pre-calculus 0.29

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Correlation coefficients

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ACT Math and course success

Course Correlation ACT Math

Developmental/

Remedial Math0.14

Terminal Math 0.31

College Algebra 0.29

Pre-calculus 0.37

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Conclusion

ACT Math appears to be a better predictor of success than SAT Quantitative, but the correlation is fairly weak

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Placement

If many students who test into a mathematics course are not being successful in this course, how do we change the screening test? Are there particular topics in which many students are struggling? Are there student characteristics that correlate with success?

COMPASS 36 < Alge < 50 -> 79% ABC college algebra COMPASS 30 < Trig < 45 -> 64% ABC pre-calculus COMPASS Trig > 45 -> 79% ABC calculus I

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Placement

If a student passes your prerequisite mathematics course with a C or better, what should be a goal for success in their current mathematics course? What is the success of students in subsequent mathematics courses as a function of their grade in the first mathematics course?

ABC college algebra -> 59% ABC pre-calculus ABC pre-calculus -> 54% ABC calculus

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Definitions and Examples of Developmental Course Levels

Level and LabelDefinition Course Examples

Level 0Remedial

There exist no pre-requisites to enter the course and the course is designed to teach the necessary skills to be successful in basic level courses and beyond.

World of numbersMath FundamentalsArithmetic

Level 1 Basic

There may be a pre-requisite to join the course and the course is designed at a basic skills level aiding the student to master the basic skills needed to be successful in the advanced level courses.

Intro Elementary Algebra Basic Elementary Algebra

Level 2Intermediate

There exists a pre-requisite to enroll in the course and the course is beyond the basic understanding of the core concepts. Usually the course itself is indicated with the title of intermediate. However, the course does not provide transfer credit to either the UC or CSU systems so is not at the advanced transfer level.

GeometryIntermediate Algebra

Level 3Advanced/Transfer

There exists a pre-requisite to enroll in this class and the class is designed to teach concepts at the advanced level. Because of their nature, classes at this level are deemed transferable to the UC and CSU system.

Trigonometry,College Algebra,Pre-calculusCalculusDiff. Equations,

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Attempt 0 Pass 0 Attempt 1 Pass 1 Attempt 2 Pass 2 Attempt 3 Pass 3

Level 0 607 490(80.7%)

396(65.2%)

313(51.6%)[79.1%]

230(37.9%)

185(30.8%)[81.3%]

134(22.1%)

105(17.3%)[78.2%]

Level 1 -- -- 349 281(80.5%)

220(63.0%)

173(49.6%)[78.6%]

137(39.3%)

112(32. 1%)[81.8%]

Level 2 -- -- -- -- 137 110(80.3%)

96(70.1%)

81(59.1%)[84.4%]

Level 3 -- -- -- -- -- -- 64 52 (81.3%)

Math View III

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Interventions

Supplemental Instruction (SI) Course Redesign*

Emporium Model (Virginia Tech) Fully Online Model (Iowa State) Replacement Model (U of Alabama) Supplemental Model (Carnegie Mellon) Buffet Model (Mohave CC)

*Twigg, C. A. (2003). “Improving Learning & Reducing Costs: Redesigning Large-Enrollment Courses.” Educause Review 38(5): 28-36.

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Interventions

Course Redesign Replacement Model U of Alabama; LSU; U of Idaho Recommend 1 hour classroom + 3 hours in math lab

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Persistence

What is the retention and graduation success of your mathematics under-prepared students?

How many students who have to repeat their first mathematics course do not enroll for their second year?

Are under-prepared students when placed in credit-bearing math courses instead of developmental/remedial courses experiencing success?

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Conclusions

Large number of remedial students are not successful

Non-remedial students are also not particularly successful, even in Calculus

=> Need to examine what we mean by readiness for College Algebra or Calculus OR “What are the standards for entrance and exit from a particular mathematics course?”

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Policy Ideas

Students can drop and re-enroll at will. Can we at least ask them why??

Students allow long time intervals between steps. Can we encourage them to be continuously enrolled?

Students do not understand the relationship and importance of math. How can we stress the importance of specific courses?

Students fear math Can we de-mystify it?

Non-graded Applied Learning communities

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Data to monitor Student retention/success in each

course % of starters successful % of starters who withdraw

Student success in subsequent math course

Student success if placed in course Variations in student success across

sections of same course Gaps in success for various ethnicities03/17/08

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Mathematics Success Project: Data Collection and Analysis

Ronald J Henry

Georgia State University

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Community College University Transfer Rates

Difficult to get ACCURATE information No national data

California picture About 40% of first-time students in the California community

colleges are not seeking a degree or certificate, but are pursuing basic skills, job skills, or personal enrichment.

Of the 60% who are seeking a degree or certificate, only about 1/4 succeed in transferring to a university and/or earning an associate’s degree or a certificate within six years.

Dr. Linda Serra Hagedor (University of Florida) Dr. Alberto Cabrera (University of Maryland)

Shulock, N. & Moore, C. (2007) Rules of the Game: How State Policy Creates Barriers to Degree Completion and Impedes Student Success in the California Community College

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