Support Student Success - Support Statway I and II Presenters: Maula Allen, Math Dept. Paul Cheney, Social Sciences Dept.

Support Student Success - Support Statway I and II College of Marin’s mission: “College of Marin's commitment to educational excellence is rooted in providing equitable opportunities and fostering success for all members of our diverse community…College of Marin responds to community needs by offering student- centered programs and services in a supportive, innovative learning environment that promotes social and environmental responsibility.”

Support Student Success - Support Statway I and II Too many of our math students fail to pass transfer-level math. There is a disparate impact on African American and Hispanic students. We are failing to live up to our claim to “providing equitable opportunities and fostering success for all members of our diverse community” But we have a solution: Statway I and II, an alternative math program for non-STEM students. We want you to support this college-wide effort and support student success.

Problem 1: At COM the majority of students enrolled in below-transfer level math do not complete a college-level math course. Support Student Success - Support Statway I and II This table shows % of credit students tracked for 6 years, through , who first enrolled in a course below transfer level in mathematics during and completed college-level course in mathematics:

Problem 2: Disproportionate Impact: A large percentage of COM’s Hispanic and African American students are placed in developmental math (chart on left). A far greater percentage of students from these subgroups are placed in the lowest two levels (chart on right). (COM Testing Center data 2011, Sp., Sum., Fall) Support Student Success - Support Statway I and II

Title V regulations (section 55003) on prerequisites,…, states that if there is disproportionate impact on particular groups of students described in terms of race, ethnicity, …, as defined by the Chancellor, then, “the district shall, in consultation with the Chancellor, develop and implement a plan setting forth the steps the district will take to correct the disproportionate impact.” Title V is very clear on the remedies necessary for disproportionate impact

Problem 3: College of Marin and Contra Costa only two Bay Area colleges not to provide an alternative pathway to completing transfer math Support Student Success - Support Statway I and II

Major Groups in Support of alternatives American Mathematical Association for Two Year Colleges: “Prerequisite courses other than Intermediate Algebra can adequately prepare students for courses of study that do not lead to calculus.” Mathematical Association of America: “The MAA’s ARG supports…a pathway through Statistics for non-STEM students intended to accelerate their progress through the course and provide the algebraic and numeracy concepts and skills necessary for success.” U.S. Dept of Ed, Community College Virtual Symposium: “Curriculum should be tailored to teach what students actually need to succeed in college, their careers, and lives. Initiatives like Statway, Statpath, and Virginia’s System Redesign serve as models.” Support Student Success - Support Statway I and II

What is Statway? Statway is a year-long introductory statistics course It covers developmental math while teaching statistical analysis. – So developmental supports are introduced when those skills are relevant to tackle the analytical problems at hand. – Statway takes developmental mathematics students “to and through” a college level statistics course. Statway was created through a collaborative development process that included both community college and university faculty. The learning outcomes were established and endorsed by all of the major mathematics and statistics professional societies.

Support Student Success - Support Statway I and II Conceptual & procedural understanding leading to deeper learning Students learn the mindset and skills to succeed in math Adaptation and Innovation Continuing data collection and analysis Statway I content is relevant and supports success in Statway II Teacher support through mentoring and training Faculty lead the design and structure of course materials Students use statistics with developmental math concepts applied where needed Students solve practical math problems that involve their daily lives, their disciplines, and their careers Statway systemic approach builds on work of James Stigler

Statway I Statistical Studies and Overview of Data Analysis Process Summarizing Data Graphically and Numerically Reasoning About Bivariate Numerical Data—Linear Relationships Modeling Nonlinear Relationships Reasoning About Bivariate Categorical Data and Introduction to Probability Formalizing Probability and Probability Distributions Statway II Linking Probability to Statistical Inference Inference for One Proportion Inference for Two Proportions Inference for Means Chi-Squared Tests Other Mathematical Content Curriculum Overview Support Student Success - Support Statway I and II Math & algebra needed for completing statistics are imbedded in the Statway courses – blending algebra & statistics through both semesters

Support Student Success - Support Statway I and II Info based on analysis by H. Yamada, “Community College Pathways Success: Assessing the first two years of Statway”, presented to GEAC mtg 9/8/15.

Statway I & II are an option – but not for every major Statway II fulfills GE requirement for Statistics for non-STEM majors Targets students who are placed two or more levels below college- level math and serves students planning to transfer and continue f urther studies in humanities or social sciences 75% of COM’s 2015 transfers were non-STEM majors -leaving 25% STEM majors Statway II is the exit math for majors in Arts, Humanities, Liberal Arts, Ethnic Studies, History, ECE and many other disciplines. For some non-STEM majors, where research methods is an upper division requirement, i.e. sociology, psychology, political science*, acceptance of Statway II as a pre-req. for research methods depends on the 4-year college, determined school by school, department by department. *Also: Economics, Physical Anthropology, Education, Geography, GIS, Linguistics, Nursing, Public Admin. Support Student Success - Support Statway I and II

Benefits: Statway is an alternative math pathway for non-STEM students Overcome high failure rates in developmental math Increased pass rates for college-level statistics Reduced time for completion Tuition cost savings for students Rigorous, tested curriculum design by Carnegie Foundation researchers, and CC faculty and students 52% of Statway students achieved college math credit in 1 yr vs. 15% of non-Statway students achieving a similar level within 2 yrs! Statway has tripled success in half the time. (Data from Community Colleges Statway Report, 2014) Support Student Success - Support Statway I and II

Benefits 49% of Statway students complete college-level statistics in one year compared to the 6% national average Statway students go on to complete more college credits across all disciplines than those who take the traditional sequence Reduced time for completion, tuition cost savings for students and increased student success Hispanic students’ success rates in Statway are 3x the non- Statway average for Hispanic students! African American students success rates are 4x times the non- Statway average for African American students! Support Student Success - Support Statway I and II

Info based on analysis by H. Yamada, “Community College Pathways Success: Assessing the first two years of Statway”, presented to GEAC mtg 9/8/15.

Current Status GEAC (the CSU Chancellor’s General Education Advisory Committee) has extended the pilot project allowing community colleges to award three semester units of baccalaureate credit for students who complete both Statway I and II, applied to Area B4 Quantitative Reasoning (as of 9/1/15). Statway II is now accepted by UC’s for transfer units starting fall Statway II will satisfy UC math concepts and quantative reasoning for fall 2016 and later. Several community colleges are coming forward this fall with proposals for C-ID and IGETC approval. Many CC’s offer Statway I and II and are seeing increased student success (including DVC, DeAnza, Foothill and six other California Community Colleges, as well as colleges all over the U.S.) Note: Both Statway courses in the sequence must be completed successfully in order for the second course to be eligible for transfer. Support Student Success - Support Statway I and II

Board on Admissions and Relations with Schools (BOARS) report key points… “The key is ensure that students have met the standards of the Common Core State Standards for Mathematics, not that they have completed a specific course.” “It is current UC policy that any math or statistics course that may count toward the Quant. Reasoning breadth requirement must have intermediate algebra or its equivalent as an explicit prerequisite.” “Specifying that transferable courses must have at least Intermediate Algebra as a prerequisite is not fully consistent with the use of the basic mathematics of the CCSSM as a measure of college readiness….” “Requiring that all prospective transfer students pass the current version of Intermediate Algebra would be asking more of them than UC will ask of students entering as freshmen who have completed CCSSM-aligned high school math courses.” Support Student Success - Support Statway I and II

GROUPS IN SUPPORT OF STATWAY American Statistical Association: “The ASA is pleased to offer its endorsement of the Statway sequence.” California Community Colleges’ Success Network (3CSN) California Acceleration Project – supports the 112 community colleges to redesign developmental English and Math and increase student completion New Texas Mathways Project – StatPath is the Texas two-semester model Carnegie Mellon University’s Open Learning Initiative Florida Department of Education, Division of Florida Colleges BSI – Basic Skills Initiative RP Group – Research & Planning Group for California Community Colleges Virginia “System Redesign” PACE Degrees of Freedom: Diversifying Math Requirements for College Readiness and Graduation

It’s About Student Success The (Pathways) consortium has found that students do better when: 1) they believe they can succeed, 2) feel that they belong in the classroom, 3) and feel connected to their peers and teacher. "Those three [elements] seem to be very, very important factors in student success, even more so than demographic factors—race, ethnicity, social class." Bernadine Chuck Fong, Director of Carnegie's developmental math initiative. From: The Atlantic, 10/29/2013 Support Student Success - Support Statway I and II

We need to support this Statway program as a program that is proven to work. We want you to vote in support of creating these classes. We want all the college to be involved in improving our student success in math. We need to do it now!