April 15, COMMUNITY COLLEGE RESEARCH CENTER April 15, 2016 Innovative Practices in Developmental Mathematics Conference LaGuardia Community College Nikki Edgecombe Senior Research Associate Regency C, Hyatt Regency Chicago (West Tower, Gold Level) The Policy, Practice and Research Behind Accelerated Developmental Mathematics

April 15, COMMUNITY COLLEGE RESEARCH CENTER “Accelerated” developmental education Select approaches and evidence base Implementation considerations Today’s presentation

April 15, COMMUNITY COLLEGE RESEARCH CENTER April 15, 2016 COMMUNITY COLLEGE RESEARCH CENTER “Accelerated” developmental math

April 15, COMMUNITY COLLEGE RESEARCH CENTER Shift of focus from access to completion

April 15, COMMUNITY COLLEGE RESEARCH CENTER Leakage points in traditional dev ed sequence are pronounced Research helped to establish and amplify the case for change and has evaluated outcomes for reforms designed to alter: 2 levels below 1 level below GK Algebra Referred to Level 3+ 96,653 TOTAL PASSED: 6% Not completed 22% Not completed 10% Not completed 4% Not enrolled 19% Not enrolled 14% Not enrolled 6% Not enrolled 4% Passed 50% Enrolled 73% Enrolled 34% Passed 24% Enrolled 18% Passed 14% Enrolled 10% Not completed 2% 3+ levels below Course structure Curricula Assessment and placement Student supports Source: Virginia AtD cohorts, tracked for three years Additional information is available at the following link; completion-developmental-education.html. completion-developmental-education.html.

April 15, COMMUNITY COLLEGE RESEARCH CENTER Majority of community college students assigned to developmental math

April 15, COMMUNITY COLLEGE RESEARCH CENTER April 15, 2016 COMMUNITY COLLEGE RESEARCH CENTER Select approaches and evidence base

April 15, COMMUNITY COLLEGE RESEARCH CENTER Revisiting assessment and placement Placement According to Exam DevelopmentalCollege Level Student Ability Developmental Over-placed (English – 5%) (Math – 6%) College Level Under-placed (English – 29%) (Math – 18%) Additional information on this analysis is available at the following link:

April 15, COMMUNITY COLLEGE RESEARCH CENTER Multiple measures as an alternative Decision Bands (North Carolina) Directed Self- Placement (Florida) Placement Algorithm (LBCC, SUNY) Review Panels (Wisconsin)

April 15, COMMUNITY COLLEGE RESEARCH CENTER Potential measures available to colleges Placement Algorithm (LBCC, SUNY) Placement test Non-cognitive measures HS GPA HS standardized test(s) Other HS transcript info

April 15, COMMUNITY COLLEGE RESEARCH CENTER Modularization How does it work?Developmental course content is broken down into smaller pieces (i.e., modules) to allow students to master narrower slices of curricula at one time and to engage only the content in which they have not shown proficiency, potentially accelerating completion of remedial requirements How is it implemented?Typically students take diagnostic assessment at time of placement and/or start of module(s); frequently delivered through computer-mediated instructional delivery with self-pacing features Large-Scale/ Institutionalized Examples VA redesigned development math; NC redesigned developmental math; some TN CCs Evidence of Effectiveness VA: Interrupted time series analysis comparing pre-reform and post-reform cohorts found that post-reform students who place into all modules are 0.6 percentage pts more likely to complete college math with a C or higher compared to observably similar pre-reform arithmetic-placed students (forthcoming CCRC ASDER analysis) Note: A forthcoming paper on modularized developmental mathematics from the ASDER project will be available on the CCRC ASDER project webpage in the coming weeks -

April 15, COMMUNITY COLLEGE RESEARCH CENTER Compression How does it work?Students enroll in two sequential courses in a single semester or content of sequential courses is combined into a single one- semester course, in order to accelerate completion of remedial requirements How is it implemented?Typically sequential courses offered in 7- or 8-week “mini”- mesters; single one-semester courses expand credit hours though seek to streamline content (e.g., eliminate review) where possible Large-Scale/ Institutionalized Examples Community College of Denver FastStart; many colleges offer 7- or 8-week courses Evidence of Effectiveness FastStart: Regression analysis of pooled 2006, 2007 and 2008 cohorts found students enrolled in FastStart math courses were significantly more likely to enroll in gatekeeper math and significantly more likely to pass gatekeeper math than students enrolled in the traditional developmental math sequence (Edgecombe, Jaggars, Baker & Bailey, 2013) Additional information on the FastStart analysis is available at the following link:

April 15, COMMUNITY COLLEGE RESEARCH CENTER Math Pathways How does it work?Content of developmental mathematics courses is streamlined and aligned to the mathematics requirements of varying degree programs to ensure students take the type and amount of mathematics they need, thus accelerating students’ progress How is it implemented?Typically students eligible for the equivalent of beginning algebra are directed to the relevant pathway for their programs of study; national initiatives integrate psycho-social development into curriculum in addition to mathematical content Large-Scale/ Institutionalized Examples Carnegie Statway/Quantway; New Mathways Project Evidence of Effectiveness SW/QW: Descriptive statistics analyses of the fall 2011, 2012 and 2013 cohorts found 49% of students enrolled in Statway successfully completed the year-long course compared to 15% of the students enrolled in the baseline comparison group; 56% of students enrolled in Quantway successfully completed the two- course sequence compared to 29% of students enrolled in the baseline comparison group (Sowers & Yamada, 2015) Additional information on the Statway and Quantway analysis is available at the following link:

April 15, COMMUNITY COLLEGE RESEARCH CENTER Corequisite How does it work?Students simultaneously enroll in college course and supplementary remediation to eliminate exit point and accelerate completion of gatekeeper course How is it implemented?Form of supplemental remediation varies, including a companion course, lab time, supplemental instruction, etc.; gatekeeper courses also vary Large-Scale/ Institutionalized Examples TN, WV, IN, AR and 27 other CC systems tracked by CCA Evidence of Effectiveness TN: Descriptive analyses of fall 2014 and spring 2015 pilots found 63.3% of students passed co-req Intro Statistics compared with 12.3% of students in old model and 66.9% of students passed co- req Freshman Comp compared to 30.9% of students in the old model (TBR, 2015) Additional information on the Tennessee corequisite pilot outcomes are available at the following link:

April 15, COMMUNITY COLLEGE RESEARCH CENTER Pre-matriculation Intensives How does it work?Students enroll in intensive mathematics coursework prior to matriculation in order to focus on completion of remedial requirements or on improvement of placement level How is it implemented?Oftentimes described as bootcamps or brush-ups, intensives vary in time requirement (e.g., 20 hours to full semesters) and mode of instructional delivery (e.g., lecture, lab, computer-mediated, hybrid) Large-Scale/ Institutionalized Examples CUNY USIP (University Skills Immersion Program); CUNY Start Evidence of Effectiveness CS: Regression analysis of fall 2007 cohort found students enrolled in CS were 1.9 times as likely to complete a degree within three years compared to students enrolled in traditional developmental education (Allen, 2015) Additional information about the Allen (2015) study is available at the following link: pathways-for-community-college-students.html. pathways-for-community-college-students.html

April 15, COMMUNITY COLLEGE RESEARCH CENTER April 15, 2016 COMMUNITY COLLEGE RESEARCH CENTER Implementation considerations

April 15, COMMUNITY COLLEGE RESEARCH CENTER How do we ensure changes to developmental mathematics courses, curricula, and pedagogy have positive implications for student learning? Student learning

April 15, COMMUNITY COLLEGE RESEARCH CENTER Discussed their approach as they worked through math problems Subset of 8 problems from the written assessment ASDER learning assessment study Customized written assessment (18 items) Background questionnaire Self-efficacy questionnaire Teacher judgment ratings 228 students participated in primary measures: 20 students participated in oral interviews: Two papers detailing the math learning assessment outcomes are forthcoming and will be available on the CCRC ASDER project webpage:

April 15, COMMUNITY COLLEGE RESEARCH CENTER Pat is making a circular tablecloth with a diameter of 5 feet. She is cutting the circle from a square piece of fabric that is 5 feet on each side. How much fabric is left over? Use 3.14 as an approximation for Student Response NPercentage responded % 5.4*2617% % No response1711% % % % Student responses to a familiar, complex word problem * denotes correct answer Note: responses that are equivalent except for format or rounding are grouped together.

April 15, COMMUNITY COLLEGE RESEARCH CENTER Excerpt from student work incorrect correct

April 15, COMMUNITY COLLEGE RESEARCH CENTER Q: Can you tell me why you chose the [circumference] formula that you did? A: Because for the circle that’s circumference and I thought that you know since it said in the formula that there was a Pi times D I just plugged in the 5 for the diameter and then for…. Q: So you knew to choose that one because that one had a D in it and you didn’t see a D in the other? A: Right, yeah. But I guess I could have used the other one [referring to the area formula]….with a radius…I guess I could….mmm no. No because then it would be 2.5 as the radius…I guess I could. Excerpt from student interview

April 15, COMMUNITY COLLEGE RESEARCH CENTER A. I did the 3.14 times the 5 and I got this Q. And why did you do that? A. Because those were the two key numbers that were in the problem. Excerpt from student interview

April 15, COMMUNITY COLLEGE RESEARCH CENTER Contextual understanding: Students score lowest on novel items and complex word problems FamiliarNovel Not a word problem Straightforward word problem Complex word problem Mean Std. Dev Not a word problem: No text needs to be parsed in order to reach a correct answer. Straightforward word problem: Straightforward word problems require students to parse text to reach a correct answer. The numbers and operations necessary to reach the correct answer flow directly from the problem text. Complex word problem: Complex word problems require students to parse text to reach a correct answer. In addition, they require some inference or additional step to reach the correct answer beyond performing operations with the numbers given in the problem.

April 15, COMMUNITY COLLEGE RESEARCH CENTER How do we ensure changes to developmental mathematics courses, curricula, and pedagogy are generating equitable outcomes across subgroups of students? Equitable outcomes

April 15, COMMUNITY COLLEGE RESEARCH CENTER ASDER math learning assessment scores vary across student subgroups Mean percentage correct Std. Dev. Male Female Age Age 22 to Age White * Non-White* * Statistically significant at the 5% level.

April 15, COMMUNITY COLLEGE RESEARCH CENTER Aggregate analyses can obscure variation in subgroup outcomes 40% 35% 40% 13 % pts (pre) 17 % pts (post) 41%

April 15, COMMUNITY COLLEGE RESEARCH CENTER What might be driving this achievement gap? 41% 40% 26 % pts (post) 12% pts (pre) 34% 20%

April 15, COMMUNITY COLLEGE RESEARCH CENTER Faculty engagement and professional learning Institutional resources Scaling and institutionalization Professional roles, responsibilities, and identities Fidelity (versus integrity) Transfer articulation Data availability for measuring effectiveness and refinement Other implementation considerations Additional information on developmental education reform implementation is available at the following link:

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