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Accelerating Developmental Mathematics Pathways for Students with College and
ABE Partnerships
Megan Breit-Goodwin Caroline [email protected] [email protected]
Place Participant List Here
Project SummaryAnoka Ramsey Community College (ARCC) in partnership with Metro North and Central MN-East Adult Basic Education created a Pre-Algebra and Elementary Algebra course to be co-taught by college mathematics faculty, Adult Basic Education (ABE) educators, and college professional tutors (CLAs).
This work will improve services to some of the most underserved populations at ARCC and MnSCU while continuing to open access to rigorous CTE Pathways.
Project Outcomes
Research existing structures and explore institutional data related to the adult learner developmental mathematics population. This will include existing supplemental instruction practices, success and retention rates, and course taking patterns.
Project Outcomes
Integrate the structural details of a co-requisite Pre-Algebra and elementary algebra model into the existing course schedule, facilities, and funding sources of the college and ABE consortiums.
Project Outcomes
Construct the curriculum of the Pre-Algebra lab, and map the elementary algebra curriculum and Pre-Algebra lab curriculum.
Project Outcomes
Achieve the necessary approvals of the model through Academic Standards and Affairs Council in Fall 2016.
Project Outcomes
Achieve the necessary approvals of the model through Academic Standards and Affairs Council in Fall 2016 February 2017.
Outline of Presentation
1. Context of the work.2. Shifting perspectives.3. Timeline of project. 4. Snapshots of the development process.5. Next steps.6. Lessons learned.
Context of the Work
ARCC has
20 CTE Programs
that require demonstration of
College Ready Math or Higher
College Ready Mathis defined in this presentation as having completed
Math 0240 Mathematics Concepts with Elementary Algebra
Or equivalent placement on ACCUPLACER.
ACCUPLACER Arithmetic Score
30 - 75
76 - 120
29%Of Adult Learners at ARCC declared an active primary major in a CTE Program that Requires “College Ready Math” in their final term of enrollment.
1500 out of 5330 Adult Learners Total
In the years 2014 - 2015….
43%Had successfully completed Math 0240 within
one academic year of their original enrollment.
10 / 23 Adult Learner CTE Students
Of Adult Learners who first enrolled in Fall 2014 or 2015
who declared a primary major in a CTE Program that requires College Ready Math and first enrolled in Math 0100 or Math 0240....
Combined Success and Progression Rates of Students who Enrolled in Math 0100 in FA 2014 or FA 2015 within 1 Academic Year of First Fall Enrollment
Math 0100 Success Rate
Math 0240 Progression Rate
Math 0240 Completion Rate
Adult StudentsN = 60
65% 45% 35%
Total StudentsN = 378
69% 51% 35%
69% Success Rate
51% Success and Progression Rate
35% Completion Rate
Success, Progression and Completion Rates within 1 academic year from first fall enrollment, 2014 - 2015 N = 378
31% Do Not Pass Math 0100
31% Of those who pass Math 0100 do not enroll in Math 0240
22% Of Math 0100 passers who enroll in Math 0240 do not pass
Math 0240.
Where and how are our students not progressing in the pathway?
2014 - 2015N = 378
31% Do Not Pass Math 0100
18% Do Not Enroll in Math 0240
16% Don’t Pass Math 0240.
Of the original 100% who enroll in Math 0100.
2014 - 2015N = 378
(ARCC ATC Office of Institutional Effectiveness, 2016)
(Bailey & Jaggars, 2016, p. 4)
Nationally - Of those who enroll in a Level 3 course:
29% Do not pass Level 3 Course (22/74)
20% Do not enroll in Level 2 Course (15/74)
12% Do not pass the Level 2 Course (9/74)
ARCC:
31% Do not pass Math 0100
18% Do not enroll in Math 0240
16% Do not pass the Math 0240
Megan’s Perspectives Challenged
OLD:
Preparing Students for Programs
Serving our students
Ensuring the integrity of academic programs
NEW:
Meeting students where they are at mathematically, academically and personally
Learning and responding to what and how students think mathematically
Working for individual growth and celebrating achievement and milestones
Megan’s Perspectives Challenged
OLD:
Preparing Students for Programs
Serving our students
Ensuring the integrity of academic programs
NEW:
Meeting students where they are at mathematically, academically and personally
Learning and responding to what and how students think mathematically
Working for individual growth and celebrating achievement and milestones
Integrating student support services. Identify as a resource and access point for students.
Megan’s Perspectives Challenged
OLD:
Preparing Students for Programs
Serving our students
Ensuring the integrity of academic programs
NEW:
Meeting students where they are at mathematically, academically and personally
Learning and responding to what and how students think mathematically
Working for individual growth and celebrating achievement and milestones
Integrating student support services and being a resource and access point for students.
Maintaining High Standards and Academic Rigor
Core Development Team
Caroline Nerhus, Central MN - East ABE
Lee Erickson, ARCC Math Faculty
Becky Groseth, ARCC Math Faculty
Bruce Bordwell, ARCC Math Faculty
Phil Koessler, ARCC Math Skills Center Coordinator
What drives the questions that motivate this work?
What drives the curriculum?
Math Pathways
Who are our students?
Student Experiences
Teaching and Learning
Tutoring
Enrollment, Persistence, Completion
Advising
PlacementWhat measures matter most?
Fall 2015
Spring 2016
Summer 2016
Fall 2016
Spring 2017
Megan starts asking questions, professional network grows, applies for internal grant to study experiences of students entering ARCC after completion of a high school equivalency credential.
Fall 2015
Spring 2016
Summer 2016
Fall 2016
Spring 2017
Megan focuses inquiry on ABE and ARCC relationships - new relationships formed among faculty, student services, ABE services, counseling and advising.
Math Faculty Member Bruce Bordwell attended NASH: Taking Student Success to Scale Conference in Texas.
Group of college and ABE coordinators attended ABE / College Partnership Day in May.
Application for CTE Minigrant to explore the Math 0100 - Math 0240 trajectory, its impacts on CTE Adult Learners, and design a collaborative new course to be co-taught by college and ABE faculty.
Fall 2015
Spring 2016
Summer 2016
Fall 2016
Spring 2017
Math faculty member Lee Erickson attended CADE Conference in Baltimore.
Faculty team begins institutional data exploration, consider a diversity of measures to guide development, evaluation and redesign processes.
First “Beta Model” created.
Fall 2015
Spring 2016
Summer 2016
Fall 2016
Spring 2017
Core planning team convenes.
Multiple models processed, deep curriculum inquiry, placement decisions.
Feedback from multiple perspectives: math department, advising, tutoring services, records, registrar, testing, other academic departments.
Course developed and prepared for proposal to department.
Pilot Design
Pilot Design
Math 0230 - New entry point in math pathway.
Learner outcomes mirror those of Math 0240.
5 Credit hour course.
2 hours of additional instructional support per week.
Successful completion of Math 0230 allows students to enroll in college level math or Math 0250.
Pilot Design
Pilot Design
Collaborative curriculum writing.
Collaborative curriculum implementation.
Fall 2015
Spring 2016
Summer 2016
Fall 2016
Spring 2017
Course approved by Math department, January 2017.
Course to be presented to Academic Affairs and Standards Council, February 2015.
Institutional Data report for baseline used to evaluate course and guide redesign during its pilot and scaling - January 2017.
Course integrated into schedule for 2017 - 2018 Academic Year.
Next Steps.
Next Steps
Identify key measures to guide evaluation.
Implement data driven instruction.
Establish professional learning communities to guide work.
Identify challenges that may impact implementation and bringing course to scale.
Continuing Questions
What is the future of Math 0100?
How low can we bring the cut score for Math 0230?
Should the developmental math pathway still be guided by an overarching algebra curricula paradigm?
Lessons Learned
This work was unique because it was truly faculty driven redesign.
ARCC was a leader in that it supported this work, and was responsive to the realities of the work itself.
There was a special magic to the core development team. They thought big and bold ideas...then grabbed feedback from multiple perspectives to learn what aspects of the ideas were possible now.
Sources
Anoka-Ramsey Community College and Anoka Technical College Office of Institutional Effectiveness, (2016). Anoka-Ramsey Community College Adult Learner Enrollment and Success in Math Courses Fall 2009 through Fall 2015.
Bailey, T., & Jaggars, S. S. (2016). When College Students Start Behind. Retrieved from: https://tcf.org/content/report/college-students-start-behind/
