Increasing Success Rates in Mathematics: Lecture/Lab with Prescriptive Remediation

Increasing Success Rates in Mathematics:

Lecture/Lab with Prescriptive RemediationAiken Technical College

Achieving the Dream College Since 2007

Success is what counts. 2

Aiken Technical College

Located in Aiken, SC – transitional mix of industries – formerly textiles, now nuclear, manufacturing; largely blue collar workforce, now needing higher level skills

Founded 1972, celebrating our 40th Anniversary Approximately 3000 students Achieving the Dream College Since 2007 Aiken Technical College achieved Leader College status

in 2011-2012


Mathematics Success Barriers

Weak Foundational Skills Technology Weakness and Access Large Class Sizes Length of Math Remediation Study Skills and Time on Task


Addressing Math Barriers

Mandatory Lab• Additional Contact Hours

• Structured Work Time

• Technology Access and Support Lab Tutors

• Addressed class size

• Individual Instruction

• Relationships and Consistent Instruction


Addressing Math Barriers

Flexible Pacing Students take tests as they are ready Acceleration Mastery

Lectures to make connections Goal Clarification and Critical Thinking


Math Lecture/Lab Structure

Students register for a combination of Lecture and Required Lab

Lecture- MAT 031 - Meets 3 hours per week; Lecture Time and Work Time Lab- MAT 011 - Meets 3 hours per week - Connected to a particular lecture - Has the Instructor and 2 Tutors Both the Lecture and the Lab are held in a room

with 36 Computer Stations.


MAT 031 Success Rates

Table 1: Math 031 (lowest level of Developmental Math) Success Rates

Cohort Start Term

Total Students enrolled in lowest

level of Developmental Math (MAT-031)

Students who

passed MAT-031

with a grade of

A, B, or C

Percentage of students who passed MAT-

031 with a grade of A, B, or

C

Students who did not pass MAT-031

Percentage of students who did not pass

MAT-031

BASELINE (Fall 2007) 120 65 54.17% 55 45.80%Fall 2008 123 80 65.04% 43 34.96%Fall 2009 144 82 56.94% 62 43.06%Fall 2010 156 108 69.03% 48 30.97%Fall 2011 151 105 69.54% 46 30.01%Fall 2012 144 106 73.61% 38 26.39%


MAT 031 Success Rates by Ethnicity

MAT-031 Success Rates by Ethnicity

Minority* White Difference

Fall 2007 (BASELINE) 62.71% 54.16% -8.55%

Fall 2008 44.30% 75.00% 30.70%

Fall 2009 50.59% 66.07% 15.48%

Fall 2010 66.27% 75.00% 8.73%

Fall 2011 68.53% 74.19% 5.66%


MAT 031 – 032 Acceleration Success Rates

Table 2: Accelerated (Math 032) Success Rates

Cohort Start Term

Students in lowest level

course (MAT-031) who attempted

accelerated course (MAT-

032)

Percentage of students in lowest level course

(MAT-031) who attempted accelerated

course (MAT-032)

Students who were successful in

accelerated course (MAT-032)

Percentage of students who were

successful in accelerated course

(MAT-032)

BASELINE (Fall 2007) 3 of 120 2.50% 3 of 3 100.00%Fall 2008 36 of 123 29.27% 32 of 36 88.89%Fall 2009 42 of 144 29.17% 35 of 42 83.33%Fall 2010 59 of 156 37.82% 48 of 59 81.36%

Fall 2011 42 of 151 27.81% 37 of 42 88.10%Fall 2012 31 of 144 21.50% 19 of 31 61.30%


MAT 032 Acceleration by Ethnicity

MAT 032 Acceleration Attempts/Success by Ethnicity

Semester Minority* White Difference

Fall 2007 (BASELINE) N/A N/A N/A

Fall 2008 26% (20) attempted; of whom 17 (85%) succeeded

31.8% (14) attempted, of whom 14 (100%)

5.8%

Fall 2009 21.4% (18) attempted; of whom 13 (72.2%) succeeded

41.1% (23) attempted, of whom 21 (91.3%) succeeded

19.7%



11.0%



18%


MAT 101 Beginning AlgebraStriving for Improvement in Retention and Success


ATC Placement Score Referrals

Semester First Time Freshmen

# who took Pre-Algebra Compass

Referred to Adult Ed, Scored 0-35

Referred MAT 031, Scored 21-34



2010FA 692 457 0.2% 27.1% 21.2% 51.4%

2011FA 657 430 0.0% 27.7% 33.5% 38.8%

2012FA 664 538 0.2% 24.5% 27.9% 47.4%


ATC Placement Score Referrals (continued)

Semester First Time Freshmen

# who took Algebra Compass




2010FA 692 160 70.0% 21.9% 8.1%

2011FA 657 197 69.5% 22.8% 7.6%

2012FA 664 207 68.1% 24.2% 7.7%


MAT 101 Beginning Algebra Success Rates

Grand Total Course Withdrawal Rate

Achieving the Dream (ATD) Success Rate

FA10 440 49.10% 33.20%

SP11 432 46.10% 28.50%


Why So Low?

Math Foundational Skills Need more time on task Need more assistance

Computer Access Need time to access computers while on campus

Motivation Need active engagement with instructor/tutor outside of

class


MAT 101 Redesign

Changed to Open Lab Flexible Delivery Method Course delivered as 2-3-3 2 hours of lecture/week & 3 hours of required lab

attendance/week 3 credit hours for the course


Benefits of Open Lab for Students

The lab is open during a variety of times per week, and student can choose the time most compatible with his/her schedule to attend

Only Mat 101 students attend Open Lab Open Lab is staffed by Mat 101 instructors with some

tutors as needed Computer access is readily available


Benefits for Students (continued)

Students get one on one help from instructor Students may work to help each other in a relaxed

setting We currently have 6 Mat 101 students on track to

complete Mat 101 and 102 this semester using the lab to progress at an accelerated pace


Benefits of Open Lab for Instructors

Instructors get feedback from students who are struggling and might not speak up in class

All tests are taken in the Open Lab, so instructors use class time for lecturing

Instructors provide one on one help with homework as students need it

Instructors can maintain appropriate pacing for the course, because slower students can get caught up in the lab, and faster students can move ahead in the lab


MAT 101 Results Since Redesign

Semester Total # Students Withdrawal Rate ATD Success Rate

FA10 440 49.10% 33.20%

SP11 432 46.10% 28.50%

FA11 479 32.40% 45.30%

SP12 380 33.68% 50.00%

FA12 398 28.39% 52.51%


Building on Success

We hope to deliver Mat 102 Intermediate Algebra using the Open Lab in Fall 2013

My dream is to have a Math Lab for all levels of math students

Part of the lab would be for working on assignments with assistance as needed and the other part would be an area for testing


Pilot Bridge Program

We offered a 1 – week Boot Camp for incoming new students who had taken our Compass test and scored within 5 points of the ‘cut score’ to place in the next level math course this past July

Students took the chance to skip a course, save a semester, and save about $600 in tuition and fees (which is the cost for 1 course)


How Did It Work?

Students began the week with a diagnostic test taken on the computer in Pearson’s MyFoundationsLab.

Areas of weakness were identified. An individualized program was set up for each student

based on his/her deficiencies


Bridge Program (continued)

Students worked with an instructor and the computer based program to refresh weak math skills

Tutors were available for assistance At the end of the week, the students took a post test to

try to qualify to register for the next level math course.


Results

Of 7 students who participated, 6 qualified to enroll in the next level math above the one in which they originally placed

Following those 6 students last semester, all successfully completed the course they took with a ‘C’ or better.


Future Plans

We will offer our Bridge Program again this Summer 2013 to incoming Freshmen

Identify students who place close to the ‘cut scores’ on the placement test anytime during the year and offer an online version of our Bridge Program --- That’s my dream!


Contact Information

Fr. Gregory Rogers Dean, General Education

and University Transfer Aiken Technical College [email protected] (803) 508-7272

Lynn Rickabaugh Chair, Mathematics

Department Aiken Technical College [email protected] (803) 593-9954 ext. 1319

mailto:[email protected]

mailto:[email protected]

Documents

Increasing Success Rates in Mathematics: Lecture/Lab with Prescriptive Remediation