Unlocking the Mathematical Gate: Using Our Collective Findings for Greatest Impact Bernadine Chuck Fong, Sr. Managing Partner Achieving the Dream Leadership.

Unlocking the Mathematical Gate: Using Our Collective

Findings for Greatest Impact

Bernadine Chuck Fong, Sr. Managing Partner

Achieving the Dream Leadership Coach

HSI March 8, 2014

60-70%Students assigned to developmental math

course.

80%Percent of these

students that neverget past this gate.

500,000 students

in every cohort will never complete college math

requirement.

2

The Problem

If we continue to do what we have always done, we will continue to get what we have always gotten.

Language & Literacy

Productive Persistence

Advancing Quality

TeachingLearning Goals,

Curriculum, and Pedagogy

The Improvement Drivers for Success

“Getting Under the Hood”

4

Learning is a Cultural Activity

Teaching is a cultural activity, but so is learning…

Even if teachers can successfully create learning opportunities in the classroom, students need to be prepared to take advantage of them.

5

Research: Features of Teaching that Predict Learning (Learning

Opportunities)

– Struggle – students spend at least some time struggling with important mathematics (desirable difficulties)

– Connections – making mathematical relationships – among concepts, procedures, ideas – explicit in the lesson (explanations; connections)

– Deliberate Practice – increasing variation and complexity over time (different from repetitive practice) – because learning takes time!

More like driving to work than launching a rocket ship.

Cross Cultural Comparison:Making Connections in High Performing

Classrooms

6

7

A College Level Pathway for developmental math students

RE-CONCEPTUALIZED the curriculum

SHORTENED the trajectory

RICH PROBLEMS for students to “struggle with”

8

Elem. Algebra

Int. Algebra

College

Math

Semester1

Semester 2

Semester 3 or more

College Math

Credit

College Math

Credit

College Math

Credit

College Math

Credit

StatwayQuantway

A Solution: Coherent, Intensive Learning Pathways

What Colleges Traditionally Have Done

Trad

itio

nal

Seq

uen

ceSta

tway

Statway: Time to Complete a College Level Math Course1 Year 2 Years

Triple the success rate in half the

time.

6%

51%

15%

Trad

itio

nal

Seq

uen

ceQ

uantw

ay 1

Quantway: Time to Complete Developmental Sequence1 Term 2 Terms

Double the

success rate in half the

time.

21%

56%

29%

11

Success Rate – Gender

Female Male

17% 15%

52%

44%

Non-Statway Statway

12

Success Rate – Gender and Race/Ethnicity

Black Hispanic White Other*

11%14%

19%21%

43% 44%

57%

50%

Non-Statway Statway

13

College Units Earned – Post Statway

0.00 5.00 10.00 15.00 20.000.00

5.00

10.00

15.00

20.00

Non-Statway

Statway

Statway Non-Statway

7.12 5.32

14

Who Are Pathways Students?

55% Col-lege Read

y

45% Not Col-lege

Ready

College Readiness: Reading

75% 2 Levels and

Below

22% 1 Level Below

64% Eng-lish

36%

Home Language

Home Lan-guage Not Primarily English

15

Who Are Pathways Students?

Maternal Education

69% Less than

College Degree

31% 2-Year, 4-Year, or

Graduate Degree

16

With the Pathways data

We can predict on Day One which students are not likely to succeed

• Belonging uncertainty• Math/statistics anxiety• Fixed mindset• Stereotype threat• Social ties

• Maternal Education• Minority • Language spoken at

home• Work hours• # Dependents

• Math Conceptual Knowledge

• Placement level

Math Survey

Productive Persistence Demographics

This ability to predict is powerful…. Now we can intervene

Productive Persistence: tenacity + good strategies

True or False: – “You are either a math

person or you are not”

87% of our students answered “True”

Need designed interventions to move to a Growth Mindset

17

18

Social Ties and Mindsets

Fixed Mindset Growth Mindset

0%

10%

20%

30%

40%

50%

60%

34%

48%

% o

f stu

dent

s ea

rnin

g a

B- o

r Abo

ve

Weak Social Ties Strong Social Ties0%

10%

20%

30%

40%

50%

60%

32%

49%

Mindsets and Social Ties (Both Pathways)

Connections to Stereotype Threat

Never Hardly Ever Sometimes Frequently Always0%

10%

20%

30%

40%

50%

60%

70%

80%

12% 13% 14%

28%

40%

7%11%

14%

50%

71%

All students Black students

Path

way

s D

ropo

ut

“How often, if ever, do you wonder: ‘Maybe I don't be-

long here?’”

N = 714 math students

Productive Persistence: Week 1

Confidence

Purpose

Relevant

Professor care

Belonging in college

Comfortable asking

Disagree "People would be surpised at your success"

Disagree "Anxious listening to a math/statistics lecture"

Disagree "Can't be a math person"

Studied the right way

Disagree "Got lucky"

Disagree "Not smart enough at math"

0%

30%

60%

90%Day 1

Success (P A B C) Non-Success w/ completed assessment Non-Success w/o completed assessment

Productive Persistence: Day 1 – Week 4

Confidence

Purpose

Relevant

Professor care

Belonging in college

Comfortable asking

Disagree "People would be surpised at your success"

Disagree "Anxious listening to a math/statistics lecture"

Disagree "Can't be a math person"

Studied the right way

Disagree "Got lucky"

Disagree "Not smart enough at math"

0%

30%

60%

90%

Day 1

Success (P A B C)Non-Success w/ completed assessmentNon-Success w/o completed assessment

Confidence

Purpose

Relevant

Professor care

Belonging in class

Comfortable asking

Disagree "People would be surpised at your success"

Disagree "Anxious listening to a math/statistics lecture"

Disagree "Can't be a math person"

Studied the right way

Disagree "Got lucky"

Disagree "Not smart enough at math"

0%

30%

60%

90%

Week 4

Success (P A B C)Non-Success w/ completed assessmentNon-Success w/o completed assessment

22

Productive Persistence At Risk Indicator

Key indicator variables:*

1. Math/ statistics anxiety2. Fixed mindset3. Belonging uncertainty4. Stereotype threat5. Grit

* Each scored (0/1 for presence of risk)

Risk Level Number of Risk Factors

No risk 0

Medium risk 1 or 2

High risk 3, 4 or 5

23

Productive Persistence At Risk Indicator

No RiskN=176

Medium RiskN=450

High RiskN=94

0%

20%

40%

60%

80%

68%

52%

38%

Percentage Passing Common Assessment Statway

No RiskN=66

Medium RiskN=198

High RiskN=71

0%

20%

40%

60%

80%

76%

68%

44%

Percentage Passing Common Assessment Quantway

•Passing the first term common assessment defined as earning a 60% or above

24

Leveling the Playing Field

We are finding that, given the right opportunities and supports, prompts and encouragements, developmental math students can perform as well as other students

“Developmental math” designation may create its own stereotype threat that militates against learning

www.carnegiefoundation.orgpathways@carnegiefoundation

.org

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48 colleges and universities in 14 states

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The Carnegie Network-College partnership Contact:

[email protected]

NETWORK provides:

Advancing Quality Teaching professional development

All instructional materials and assessments

Analytics on student performance

Engagement in a Networked Improvement Community

COLLEGE involvement:

College team of faculty, IR, counselor, dean

Winter Orientation and National Forum

Co-development of materials

Conference calls/webinars

Data Sharing