INSTRUCTIONAL DESIGN AND INNOVATION INSTITUTE, JANUARY 22, 2014 HAL HUNTSMAN, CITY COLLEGE OF SAN FRANCISCO FAUN MADDUX, WEST VALLEY COLLEGE REBECCA WONG, WEST VALLEY COLLEGE High Challenge, High Support: Math Instruction for Streamlining Paths to Transfer

The Pipeline Problem – Math 3 Levels below Transfer 31,959 enroll 67% succeed 51% move up 16,362 enroll 66% succeed 27% move up 8787 enroll 68% succeed 11% move up

The Final Result after 6 Semesters 3383 enroll in a transfer level class 69% succeed 7% of the original cohort complete a transfer level course

REFORM Structural Curricular Pedagogical

Our Stories Motivated by pipeline data and practicality Joined CAP (California Acceleration Project) Designed a 1-semester “Intermediate Algebra for Statistics” course using CAP redesign principles West Valley College started with 2 sections, now offering 4 City College of San Francisco started with 2 sections, now offering 6

CAP Redesign Principles Backwards design Higher levels of challenge Just-in-time remediation Intentional support for affective issues Contextualized teaching and learning

Activity: Does your zodiac sign predict your personality?

Activity: What factors influence low human birth weight?

The Results: CAP Cohort (8 Colleges) The odds of completing a transfer-level math course were 4.5 times greater for accelerated students than for a control group 38% of accelerated students completed a transfer- level course within 3 semesters compared with 12% of a comparison group

The Results: CCSF Math — 2011 and 2012 Cohorts First classN Percent passing first class Percent completing transfer-level math by Summer 2014 Elementary Algebra %25% Intermediate Algebra %51% Preparation for Statistics 25782%55%

Conclusions Acceleration effects were large and robust Acceleration worked for students of all backgrounds Acceleration worked for students at all placement levels