Math Pathways at Scale - SHEEO 415 Vandal SHEEO 81017.pdf · Objective: to become the best-educated state by ... Math Pathways Project ... • Add Dev Math Workgroup and Plan

Bruce Vandal Senior Vice President | Complete College America

@BruceatCCA

[email protected]

COMPLETE COLLEGE AMERICA

Math Pathways at

Scale

Very Few Community College Students Complete Gateway Math

One Year

20%

Two Years

28%

college algebra courses serve two distinct student populations:

the overwhelming majority for whom it is a terminal course …, and the

relatively small minority for whom it is a gateway to further math. Neither group

is well-served by the traditional … college algebra course.

Why is College Algebra the Default?

Many programs, that don’t require calculus,

use college algebra as a terminal course.

It is the only course that definitely transfers

in many states

College Algebra is the destination course of

our remedial education system

Advisors tell undecided students college

algebra is the “safe option”.

Few in College Algebra, Enroll in Calculus

5

10%

30% 60%

Students Who Take College Algebra

Ever Take Calculus1

Take BusinessCalculus

Do Not Take AnyForm of Calculus

Virtually no students

who pass college

algebra ever start

Calculus III, which is a

key course for STEM

majors.

Dunbar, S. 2005. Enrollment flow to and from

courses below calculus . In A Fresh State for

Collegiate mathematics: Rethinking the

Courses below calculus, N.B. Hastings et al.

(Eds.). Washington DC: MAA Notes,

Mathematical Association of America.

College Algebra’s Purpose Is Preparation for Programs Requiring Calculus

6

College Algebra Program Calculus

The mathematical sciences community must begin to think in terms of

a broader range of entry-level courses and pathways into and through

curricula for all students,

Math Is Aligned to Majors

Quantitative Reasoning

Statistics/Modeling

College Algebra/Pre-Calc/

Calculus

Humanities

Arts

Social Sciences

Health Sciences

Business

Engineering

Hard Sciences

Classics

Performing Arts

Cultural Studies

Technical Math Technical

Certificate

Programs

Meta-Major Gateway Math Program

Psychology

Political Science

Communications

Welding

Carpentry

Civil Engineering

Chemical

Engineering

Chemistry

9

Math Aligned to Major

Applicable to Program of Study

Requirements

Transferable into Programs of Study at

Receiving Institutions

Designed to be delivered with a Corequisite

for Underprepared Students

A Key Component of Pre-Major Advising

Pre-Major

Advising

Humanities STEM Social

Sciences

College

Algebra Stats

Advise and

Assess

Choose

Meta-major

Gateway Math

in 1st year

Choose Major

QR

Coreq

Major

Coreq Coreq

Major Major

A Model Pathway

Ivy Tech Remedial/Coreq Math Placement Post-Math

Pathways

73%

71% 71%

67%

52%

36%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2009 2010 2011 2012 2013 2014 2015

Corequisites result in dramatic improvements in gateway course

success

2.7% 3.8% 6.8%

11.5%

19.7%

25.6%

13.1% 12.3%

32.9%

45.5%

55.3%

63.4%

70.1%

79.5%

48.7%

54.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

<13 14 15 16 17 18 No ACT OverallPre-Requisite Model 2012-13 Corequisite Full Implementation 2015-16

TBR Community College Gateway Math Success in

One Year

Math Pathways States

Other Statewide

Initiatives

State Activity

Housto

n

CCA/Dana Center

Math Pathways States

1. Provide a Clear Option for Non-STEM

0%

10%

20%

30%

40%

50%

60%

Two-Year Institutionsn = 4374

Four-Year Institutionsn = 7284

53% 56% 47%

44%

M121 Non-STEM Pass Rate Fall 2009 - Spring 2015

Pass Not Pass

2. Develop Alternative Pathways

3501

3. Strengthen Advising Processes for Math

3696

6329

10025

2769 3832

6601

0

2000

4000

6000

8000

10000

12000

STEM Non-STEM Total

M121 AS A TERMINAL COURSE FALL 2009 – SPRING 2015

Terminal Non-Terminal

4. Evaluate and Redesign Curricular Requirements

M121 Algebra Enrollment by Major Area Fall 2009 - Spring 2015

Arts, Ed, Govt, & Communication Trades & Agriculture

Business & IT STEM

Health Science General Studies

Results to Date

• Altered developmental algebra enrollment

• Impacted college algebra grades

• Introduced qualitative math statewide

• Accelerated corequisite remediation efforts

4987

4008

3315

2014-2015 2015-2016 2016-2017

Enrollment in Remedial Algebra

Math Pathways—Virginia Context

Joseph G. DeFilippo, Ph.D.

Director of Academic Affairs

22

23

Virginia Higher Ed Structure

• Publics:

• 14 four-year

• 1 two-year junior college

• Community college system—23 colleges (40 campuses)

• Governance:

• Institutional boards

• SCHEV (coordinating board)

• Secretary of Education

• General Assembly

24

Aspiration

Virginia Plan for Higher Education

Objective: to become the best-educated state by

2030.

• Current estimates show Virginia ranking sixth among states, with

51% of its working population (ages 25-64) with a workforce

credential or degree.

• The estimated rate to achieve the objective by 2030 is 70%.

25

Intra-commonwealth Gaps

26

Coordination in re transfer/mobility

SCHEV

• State Committee on Transfer

• State Policy on College Transfer (focuses

on articulation and communication in 2+2

transfer)

• Specific legislative mandates (recent: dual

enrollment; passport credential)

• But…no real history/practice of curriculum

commonality

27

What’s at Stake? The Case of Remediation

28

In 2015, our Chancellor set an ambitious goal to triple the number of credentials earned each year by students who attend one of the 23 community colleges in Virginia. The new strategic plan, Complete 2021, is a single, audacious goal, which is centered on completion to increase

economic mobility and individual prosperity across the Commonwealth.

The VCCS Mathematics Pathways Project is a strong step forward to support the VCCS’s strategic plan Complete 2021 which will prepare students for the workforce or a transfer institution.

The purpose of the VCCS Mathematics Pathways Project is to improve student success in

developmental mathematics through gateway mathematics courses by reducing the time to completion with increased success and greater levels of rigor.

Math Pathways Project

www.tinyurl.com/VCCSMathPathways

http://www.tinyurl.com/VCCSMathPathways

VCCS Math Faculty

VCCS Support Dept

Universities

State and National Support & Organizations

Stake Holder

Involvement

Project Timeline

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Project Components

1 VCCS Math Faculty

3 VCCS Support Dept

Universities

2 State and National Support & Organizations

Stake Holder

Involvement

Project Timeline

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Project Components

• The Charge • Research and Structure

Growing Support

6 Stakeholders

at the Table

42 VCCS Math Faculty 4 VCCS Support Dept

Universities


Stake Holder

Involvement

Project Timeline

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Project Components

• The Charge • Research and Structure • Comprehensive Plan

• Collaboration with K-12

• Multiple Measure Placement

• Placement Testing • CoRequisite

Model • Math Pathways

Growing Support

50 Stakeholders

at the Table

82 VCCS Math Faculty 71 VCCS Support Dept 1 Universities


Stake Holder

Involvement

Project Timeline

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Project Components

• The Charge • Research and Structure • Comprehensive Plan





• Communication and Planning Begins

• College Leads and 5 Major Workgroups

Growing Support

159 Stakeholders

at the Table



Stake Holder

Involvement

Project Timeline

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Project Components • The Charge • Research and Structure • Comprehensive Plan







• Pathway Course Teams • University Visits • Add Dev Math

Workgroup and Plan • Webcalls, webcalls,

webcalls

Growing Support

316 Stakeholders

at the Table



Stake Holder

Involvement

Project Timeline

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Project Components • The Charge • Research and Structure • Comprehensive Plan







• Pathway Course Teams • University Visits • Add Dev Math


webcalls • Math Summit • QUINN • State SIS Support • VPT Redesign • Prof. Development Plan

Growing Support

351 Stakeholders

at the Table



Stake Holder

Involvement

Project Timeline

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Project Components • …….. • College Leads and 5

Major Workgroups • Pathway Course Teams • University Visits • Add Dev Math


webcalls • Math Summit • QUINN • State SIS Support • VPT Redesign • Prof. Development Plan • Collaboration with

SCHEV and Adult Basic Ed

• Transition Meeting • CTE and AH Courses

Growing Support

388 Stakeholders

at the Table



Stake Holder

Involvement

Project Timeline

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Project Components

Growing Support

481 Stakeholders

at the Table

• …….. • Prof. Development Plan • Collaboration with


• Transition Meeting • CTE and AH Courses • DCRC – Course

Approval • State Transfer Table • MPI and Publisher

Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan



Stake Holder

Involvement

Project Timeline

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Project Components

Growing Support

501 Stakeholders

at the Table





Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan • Advising Institute



Stake Holder

Involvement

Project Timeline

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Project Components

Growing Support

501 Stakeholders

at the Table





Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan • Advising Institute

Moving Forward • College Implementation • Adjustments • Continued

Collaboration • Data Collection • Continuous

Improvement

Successes and Challenges





Successes and Challenges Successes and Challenges

Documents

Math Pathways at Scale - SHEEO 415 Vandal SHEEO 81017.pdf · Objective: to become the best-educated state by ... Math Pathways Project ... • Add Dev Math Workgroup and Plan