Educational Program Development, AB 1985, the ASCSU QRTF, and Intermediate Algebra Competency – What are they, what has been done, and what’s next? Raul Arambula, Specialist, CCCCO Randy Beach, South Representative, ASCCC Ginni May, Area A Representative, ASCCC John Stanskas, Vice President, ASCCC Curriculum Institute 2017 Riverside, July, 14, 2017

Overview Paper on Effective Practices for Educational Program Development (Resolution 9.02 Spring 2016); Advanced Placement Examination General Education Credit Policy (AB 1985); Academic Senate of the California State University Quantitative Reasoning Task Force Report and Recommendations (Resolution 15.01 Fall 2016). Intersegmental Curriculum Workgroup (ICW) Questions/Discussion…

Acronym Tutorial FYI: ASCCC – Academic Senate for California Community Colleges CCC – California Community Colleges CSU – California State University UC – University of California CCCCO – California Community Colleges Chancellor’s Office BOG – Board of Governors GEAC – General Education Advisory Committee (to CSU Chancellor) IGETC – Intersegemental General Education Transfer Curriculum QR – Quantitative Reasoning AP – Advanced Placement AB – Assembly Bill ICW – Intersegmental Curriculum Workgroup ADT – Associate Degree for Transfer TMC – Transfer Model Curriculum (requirements for each ADTs)

Paper on Effective Practices for Educational Program Development (Resolution 9.02 Spring 2016) Resolved, That the Academic Senate for California Community Colleges develop a paper on effective practices for developing and revising all educational programs and bring the paper to the Spring 2017 Plenary Session for approval.

Paper on Effective Practices for Educational Program Development Why is the Academic Senate writing this paper? The ASCCC body asked for it through resolution; Title 5 §53200 requires that the administration and governing board of a college “consult collegially” with the academic senate on educational program development; The Task Force on Workforce, Job Creation, and a Strong Economy identified several recommendations: Evaluate, strengthen, and revise the curriculum development process to ensure alignment from education to employment. Evaluate, revise, and resource the local, regional, and statewide CTE curriculum approval process to ensure timely, responsive, and streamlined curriculum approval. Improve program review, evaluation, and revision processes to ensure program relevance to students, business, and industry as reflected in labor market data. Develop robust connections between community colleges, business and industry representatives, labor and other regional workforce development partners to align college programs with regional and industry needs and provide support for CTE programs

Paper on Effective Practices for Educational Program Development 2016/17: Educational Policies committee prepared outline ASCCC Executive Committee approved the outline Draft of Paper started More Committee members needed 2017/18: Outline and Draft to the next Educational Policies Committee to complete Assistance from prior Educational Policies Committee will be available as needed

Paper on Effective Practices for Educational Program Development Interested in contributing to this paper in the fall or late summer? Complete the Application for Statewide Service here: http://asccc.org/content/application-statewide-service

Advanced Placement Examination General Education Credit Policy (AB 1985) On September 23, 2016, Assembly Bill (AB) 1985 Advanced Placement Credit (2016, Williams) was signed into law by Governor Brown. This law requires the Chancellor of the California Community Colleges, in collaboration with the Academic Senate of California Community Colleges, to develop and require each community college district to begin adoption and implementation of a uniform policy, regarding Advanced Placement (AP) Credit. In accordance with the law, the policy is that any student who passes a College Board AP examination with a minimum score of three in a subject matter similar to that of the AP Examination, the student will be awarded credit in a general education area. Each community college is required to post the most recent AP credit policy on its website.

GE AP Credit Policy Award a student who passes a College Board Advanced Placement (AP) examination course credit for certain requirements in a course with subject matter similar to that of the AP examination. Each community college is required to post the most recent AP credit policy on its Internet Web site. If such a policy is not implemented for the entering class in the fall 2017 academic term, the California Community Colleges must adopt and implement, commencing with the 2017–18 academic year, the AP policy adopted by the California State University, the California State University General Education Advance Placement List (CSU GE AP List). (Link to AB 1985 http://www.legtrack.com/bills/leginfo.public.ca.gov/pub/15-16/bill/asm/ab_1951-2000/ab_1985_bill_20160923_chaptered.htm)

GE AP Credit Policy Survey to the field went out in late November 2016 Educational Policies Committee made recommendations Results were analyzed in January 2017 Policy writing began in January 2017 Raul Arambula, CCCCO David DeGroot, Allan Hancock College Jackie Escajeda, CCCCO Jake Knapp, CCCCO Legal Counsel Ginni May, ASCCC California Intersegmental Articulation Council (CIAC) made recommendations Policy Distributed by CCCCO on March 30, 2017

GE AP Credit Policy Does NOT apply to courses to meet majors requirements. Policy will be reviewed and revised periodically to align with policies of other post secondary educational institutions, AND as needed for California community colleges. All California community colleges must post this policy on their website. If the college does not have a course similar in content to the AP Examination, then the college shall award credit for the indicated GE Area as shown on the California Community College GE AP List. If there is no GE Area that fits the AP Examination, the college may award elective credit. This policy does not address course-to-course awarding of AP credit as that is a local decision made by the appropriate discipline faculty.

GE AP Credit California Community College General Education Advanced Placement (CCC GE AP) List: Advanced Placement score of 3, 4, or 5 is required for general education certification. Example: Minimum AP Examination CCC GE Areas Semester Units Art History Humanities 3

GE AP Credit FAQs sent by CO: Where to find it…add link… Colleges must allow students GE certification according to the CCC GE AP List. Colleges may allow certification using the CSU GE AP and IGETC AP Lists. What about the College Catalog? What about…?

Academic Senate of the California State University Quantitative Reasoning Task Force Report and Recommendations (Resolution 15.01 Fall 2016) Resolved, That the Academic Senate for California Community Colleges urge local academic senates and curriculum committees to disseminate the Academic Senate of California State University Quantitative Reasoning Task Force Report and to respond in ways they deem appropriate; and Resolved, That the Academic Senate for California Community Colleges consult with local senates, discipline faculty, and other appropriate constituencies to determine an appropriate response to the Academic Senate of California State University Quantitative Reasoning Task Force Report and bring that response back to the Spring 2017 Plenary Session.

History – CCC Math Requirement Associate Degree Requirements for math competency: …either Intermediate Algebra or another mathematics course at the same level, with the same rigor and with Elementary Algebra as a prerequisite, approved locally (from Title 5 § 55063) Title 5 language also includes… The competency requirements for written expression and mathematics may also be met by obtaining a satisfactory grade in courses in English and mathematics taught in or on behalf of other departments and which, as determined by the local governing board, require entrance skills at a level equivalent to those necessary for Freshman Composition and Intermediate Algebra respectively.

CSU GE-Breadth Area B4 Mathematics and Quantitative Reasoning Area B4 courses must emphasize the development of student’s mathematical and quantitative reasoning skills beyond the level of intermediate algebra, which must be a stated prerequisite. From CSU Office of the Chancellor, Guide for CSU Reviewers http://www.calstate.edu/app/documents/EO-595/Area_B.pdf

The Situation in a nutshell… CSU and UC require that all transfer level math courses have at least a prerequisite of Intermediate Algebra; Title 5 requires that courses that meet math competency have Elementary Algebra as a prerequisite for the associate’s degree; Many of the statistics pathways do not have an Intermediate Algebra course as a prerequisite, some do not have Elementary Algebra as a prerequisite, and some have no prerequisite at all; There is not agreement among discipline experts as to what prerequisites should be required.

The Situation in a nutshell… Students entering CSU as Freshmen: Pass intermediate algebra with grade C or better in high school Pass ELM (or test proficient) in order to take a GE Area B4 course (some campuses also require an intermediate algebra diagnostic test, but not all) Students entering CSU as transfer student: Pass a GE Area B4 course (all GE Area B4 courses must have intermediate algebra as prerequisite) ELM: arithmetic, elementary algebra, geometry, very little intermediate algebra – does not test for intermediate algebra proficiency CCC Transfer students held to a higher standard than those CSU students that passed ELM (did not test proficient) and were not necessarily required to take an intermediate algebra diagnostic test

The Response in a nutshell… Exemption to Executive Order 1065 Waiver for 6 districts to offer a Statway model to transfer granted in 2010, a 7th district was added later Track students through transfer and baccalaureate graduation http://www.calstate.edu/app/GEAC/documents/2015/sept-2015/06-Statway-presentation.pdf CSU Executive Order 1065 and 1100 – Explicit Prerequisite Requirement of Intermediate Algebra for Transfer level Mathematics Executive Order 1065- September 2011 Executive Order 1100- February 2015

The Response in a nutshell… The CSU Council of Math Chairs reported to GEAC Statway at the CSU does not prepare students for college level courses Not scalable Poor outcomes ELM – Entry Level Mathematics Test for all Freshmen at CSU Arithmetic, geometry (area and volume), and beginning algebra skills CSU Council of Math Chairs’ Statement on Entry Level Mathematics and Statway 30 April 2015

The Response in a nutshell… On the recommendation of GEAC, the CSU authorizes temporary recognition of statistics pathways curriculum in satisfaction of the Quantitative Reasoning requirement for transfer admission and completion of lower-division coursework in general education. http://www.calstate.edu/app/geac/documents/statistics-pathways-in-csu-quantitative-reasoning-fall2015.pdf Expires at the beginning of fall term 2019 Monitor efficacy of statistics pathways Inform subsequent revision of permanent policy

The Response in a nutshell… At the request of GEAC, the CSU-AS passed Resolution AS-3230-15 http://www.calstate.edu/acadsen/Records/Resolutions/2015-2016/documents/3230.shtml Establishing a Task Force on the Requirements of CSU General Education Mathematics/Quantitative Reasoning (B4) Credit Recommends including UC, CCC, K-12, discipline experts in math, and a representative from CAP

General Education—Quantitative Reasoning Quantitative Reasoning as part of the General Education pattern is the purview of all faculty, We must engage in the intersegmental dialog – What are the expectations (in Quantitative Reasoning) for citizens holding a baccalaureate degree? CSU Council of Math Chairs’ concern is that many of the accelerated pathways do not prepare students for college level courses.

Web Link: Quantitative Reasoning Task Force Report Final Report 20 October2016 Guiding Principle: Educational Policy must balance access and opportunity to achieve equity. (Page 1) Web Link: Quantitative Reasoning Task Force Report

Task Force (QRTF) 21 members, 16 advisors, 10+ guests In Spring 2016, the QRTF was formed to review CSU policies and practices related to quantitative reasoning QRTF membership was representative of CSU faculty from several disciplines and external partners including K-12 teachers, UC, CCC, and CDE The QRTF submitted a final report to the ASCSU in Fall 2016 with four recommendations on the future direction of CSU quantitative reasoning 21 members, 16 advisors, 10+ guests

Task Force (QRTF) Balancing Access (who gets in) and Opportunity (what they get out). K-12 preparation and readiness at entry Relevance of the education we provide Time to Degree Equal treatment for both freshmen and transfer students and how that’s related to intermediate algebra requirements

Define Quantitative Reasoning The ability to reason quantitatively is a stable combination of skills and practices involving: (i) the ability to read, comprehend, interpret, and communicate quantitative information in various contexts in a variety of formats; (ii) the ability to reason with and make inferences from quantitative information in order to solve problems arising in personal, civic, and professional contexts; (iii) the ability to use quantitative methods to assess the reasonableness of proposed solutions to quantitative problems; and (iv) the ability to recognize the limits of quantitative methods. Quantitative reasoning depends on the methods of computation, logic, mathematics, and statistics. (Page 9) It should be noted that these skills and practices can be achieved in classes across many disicplines…

Revise quantitative reasoning requirements “ The Task Force took the view that quantitative reasoning is more than just a single course taken to satisfy a general education requirement. It is the sum total of quantitative work necessary to support a student’s major, interests, career and civic responsibilities.” (Page 8)

Recommendation IIA Separate foundational and baccalaureate quantitative reasoning requirements. The Task Force recommends ending the use of prerequisite language to impose a de facto foundational quantitative reasoning requirement. Instead it recommends defining separate foundational and baccalaureate requirements that are reasonable and equitable. (Page 11) BQR FAQ

Social & Behavioral Science Recommendation IIA Heath Care other Teaching, Education FAQ Humanities STEM Business Arts, Performance, Design Social & Behavioral Science Law Enforcement

Recommendation IIB Define baccalaureate quantitative reasoning. To earn a baccalaureate degree from the California State University, students shall: (i) develop and demonstrate a proficient and fluent ability to reason quantitatively in a broad spectrum of the contexts defined by California State Standards for High School; (ii) develop and demonstrate a general understanding of how practitioners and scholars solve problems quantitatively in a range of disciplines; (iii) develop and demonstrate an in-depth understanding of how practitioners and scholars solve problems quantitatively in a specialized area (e.g., the major); and (iv) be prepared to develop their ability to reason quantitatively after graduation in the various contexts defined by personal, civic, and professional responsibilities. (Page 12-13)

Recommendation IIC Upon entering the California State University in pursuit of a baccalaureate degree, students will be prepared to develop their ability to reason quantitatively in the broad spectrum of courses involving quantitative reasoning offered within the CSU (including, but not limited to, B4 courses). In particular, a student who has satisfied the foundational quantitative reasoning requirement shall have: Demonstrated proficiency and fluency in the combined skills found in the California State Standards for K– 8, Algebra 1, and Integrated Math 1; Practiced the skills in the K-12 California State Standards for Mathematics in a variety of contexts that broaden, deepen or extend K-8, Algebra 1 and Integrated Math 1 skills, Continued

Recommendation IIC continued Developed the eight Common Core mathematical practices, which are the abilities to:   Make sense of problems and persevere in solving them   Reason abstractly and quantitatively   Construct viable arguments and critique the reasoning of others   Model with mathematics   Use appropriate tools strategically   Attend to precision   Look for and make use of structure   Look for and express regularity in repeated reasoning. (Page 14)

Recommendation III Ensure equitable access and opportunity to all CSU students

Recommendation IIIA The Task Force recommends that equitable policies be established to provide transfer and developmental math students with increased access to quantitative reasoning courses that can open up opportunities in these students’ majors, interests, careers, and civic lives. (Page 17)

Recommendation IIIB Require four years of high school quantitative reasoning. The Quantitative Reasoning Task Force recommends that four years of high school quantitative reasoning coursework be required as part of the CSU admissions criteria (per ASCSU Resolution AS-3244-16/APEP). (Page 18)

Recommendation IIIC Ensure early and appropriate quantitative reasoning courses for CSU first-time freshmen. The Task Force recommends reevaluating quantitative reasoning requirements in the context of the student’s educational goals and proficiency at entry. For first-time freshmen in the CSU, it therefore recommends: Foundational quantitative reasoning proficient students shall take a baccalaureate quantitative reasoning class within the first two terms at the CSU. Options shall exist in the context of the student’s major and interests. Foundational quantitative reasoning not proficient students shall demonstrate proficiency within two terms of enrollment via a CSU-approved method. They shall take a baccalaureate quantitative reasoning class within two semesters of demonstrating proficiency. Options shall exist in the context of the student’s major and interests. This recommendation is intended to accommodate corequisite remediation, at the option of the institution providing the instruction. (Page 21)

Recommendation IIID Establish equitable articulation of quantitative reasoning credit for transfer students. Community college students should be assessed by the community colleges as proficient or not proficient in foundational quantitative reasoning in alignment with the standards above. Prior to transfer, they should demonstrate foundational quantitative reasoning proficiency and earn the appropriate minimum grade in a course that transfers for B4 credit. Such students will not necessarily be considered proficient in baccalaureate quantitative reasoning, as certain campuses may require upper division work for this designation. Articulation for foundational quantitative reasoning proficiency will follow the existing approval process for B4 transfer approval. The Task Force supports the creation of options for both foundational and baccalaureate quantitative reasoning that teach skills and practices in the context of the student’s major and interests. (Page 22)

Recommendation IV Create a CSU “Center for the advancement of instruction in quantitative reasoning”. As soon as possible, the CSU should create a Center for Advancement of Instruction in Quantitative Reasoning to act on the Task Force’s current and subsequent findings, and to support the high-quality instruction in high schools, community colleges, and public universities that will better serve the state.

Where Things Are At Now ASCSU formally received the report and requested that recommendations be implemented. CSU ELM test development committee has endorsed and recommended implementation of recommendations CSU Math Council has endorsed the report and recommendations Campuses provided their thoughts and concerns to the CO by 6 February CSU Responded recently. CO has begun implementation of the Center for Improvement of Mathematics Instruction Conversations are ongoing with a wide array of stakeholders

ASCCC Response to ASCSU QRTF Report and Recommendations A survey was sent to the Academic Senate Presidents to disseminate to the faculty at their colleges. There were 147 responses from 41 different colleges. The majority of the responses, approximately 80% came from discipline faculty in fields requiring quantitative reasoning. The other approximately 20% of the responses were from academic senate presidents or other constituencies. And…

ASCCC Response to ASCSU QRTF Report and Recommendations For each of the four recommendations, survey respondents were asked to respond to the following statement and invited to comment: I/we support the Recommendation. With the final two requests of respondents as follows: Overall, I/we support the content and direction of the ASCSU QRTF Report. In regard to Quantitative Reasoning, what information do you feel is missing that the California State University should have in order to increase the success of California Community College students intending to transfer to CSU?

ASCCC Response to ASCSU QRTF Report and Recommendations Main concerns and comments: flexibility to include other types of quantitative reasoning besides intermediate algebra, such as logic, geometry, and more contextualized topics. rigor not be sacrificed, and that intermediate algebra topics should be a minimum baseline for those entering college.

Intersegmental Curriculum Workgroup (ICW) The concerns of discipline faculty regarding the use of statistics pathways came to the C-ID committee in October 2016. CSU faculty emphasized the distinction between general education requirements and major’s preparation requirements Because CSU discipline faculty have always worked from the assumption of intermediate algebra competency, they were concerned by the lack of such guaranteed competency to complete upper division discipline work.

Intersegmental Curriculum Workgroup (ICW) 15 TMCs exist where Statistics (C-ID MATH 110) is the only explicit mathematics requirement for major’s preparation The CSU Chancellor’s Office and faculty came to the ICW meeting in April 2017 with a list of 8 TMCs of concern that the students in a statistics pathway that did not have intermediate algebra might be unprepared for the upper division requirements of the major.

Intersegmental Curriculum Workgroup (ICW) CSU faculty and the CSU Chancellor’s Office insisted on a competency clause for those 8 TMCs to ensure similarity until such a study could be done by discipline faculty regarding the need for intermediate algebra. This became a political hot potato of misinformation and accusation.

Intersegmental Curriculum Workgroup (ICW) Where things stand now: Nothing is changing until February 1, 2018 at the earliest. In the fall, the CSU Academic Senate will engage discipline faculty from the 8 TMCs in question to evaluate the need, or lack thereof, for intermediate algebra competency prior to upper division coursework

Questions…