Creative Solutions for Fast-Tracking to College-Level Mathematics Kristin Good Dean Arts & Sciences Washtenaw Community College kegood@wccnet.edu

The Reality Nearly 60% of students entering community college are placed into remedial courses (Bailey, Jeong, & Cho, 2010). Many who are required to enroll in remedial mathematics courses do not pass these courses and cannot consequently obtain a degree. Only 28% of the remedial students go on to receive some college credential within 8.5 years (Juszkiewicz, 2015). This lack of degree completion translates into significantly lower earning opportunities over a lifetime. Those who complete an associate’s degree or bachelor’s degree earn more, 18% and 68% respectively, than a high school graduate (Bureau of Labor Statistics, 2015).

Factors affecting lack of success in remedial mathematics Lack of motivation and self-efficacy (Wood, Newman, & Harris, 2015) MTH 094 Student readiness (Norman, Medhanie, Harwell, Anderson, & Post, 2011; Smith et al., 2015) ALEKS PPL Improper placement into remedial courses (Hughes & Scott-Clayton, 2011; Scott-Clayton, 2012)

Our Story (prior to Summer 2015) At WCC, here are three numbers for you: 85%98%56% Basic Math Pre-Algebra Algebra

WCC Math Story

Former Pre-College Sequence Math 034 (Basic Math) Math 067 (Pre-Algebra) Math 097 (Beginning Algebra) Quantitative Reasoning Statistics DONE Intermediate Algebra, College Algebra, Pre Calc…

Former Pre-College Sequence Math 034 (Basic Math) Math 067 (Pre-Algebra) Math 097 (Beginning Algebra) Quantitative Reasoning Statistics DONE Intermediate Algebra, College Algebra, Pre Calc… Unfortunately, the Math 097 prepared our NONSTEM students for the class they were less likely to progress to.

WCC’s New Math Pathway Summer 2015

New Non-STEM Developmental Option MTH 094:Pathways to Math Literacy Unit 1 Numbers and Patterns Focus on data. Set the stage by addressing a number of study skills and student success issues. Work on number sense, encourage educated guesses, analyzing data for patterns, and review some prerequisite material. Unit 2 Relationships and Reasoning Building blocks of functions and equations—start to develop the idea of function, input/output, independent/dependent, more number sense, carefully explore the meaning of a variable and develop the idea of a solution of an equation, solve some basic equations, and develop a problem solving strategy.

New Non-STEM Developmental Option MTH 094:Pathways to Math Literacy Unit 3 Thinking Linearly Dig in on linear relationships. Cover the rectangular coordinate system. Explore slope-intercept form, direct variation, writing equations of lines, relating graphs and tables to equations, linear regression, problem solving, and systems. Unit 4 Living in a Nonlinear World Expand to nonlinear relationships. Cover distance formula, applications based on graphs of quadratic functions, quadratic regression, applications based on graphs of exponential functions, exponential regression, inverse variation, scientific notation, operations with polynomials, factoring (stressing the relationship between factors, x-intercepts, and solutions), and algebraic approaches to solving quadratic equations.

Daily Lessons (1-2 per day) Workbook Style Groups (a must) “Things are different” Productive Struggle Calculators and Computers Group, Class, Group, Individual Bonus: Learning styles and Study and Success Skills Example: that tech assignment that shows the result of different exam grades

WANTED Course Mentor: Pathways to Math Literacy Willing and Enthusiastic Believer That We CAN Do Developmental Differently Tireless Answerer of Questions from All Training Scheduler Experienced Convincer and Assurer, and Hand-holder Supply Order-er, Furniture Arranger; Brunch Host Staffing Mentalist

New Collaborative Classroom

Teacher as Facilitator

RESULTS

Enrollment Shifts in the Capstone Developmental Math Courses Fall 2016

What? Who? A 13.35% jump in enrollments at this level of Math Who: Predominantly from our occupational division, Advanced Technologies/Public Services Careers Who: The most significant predictor is the division in which the student’s declared major falls.  Simply put, students in 094 are much more likely to be enrolled in ATP programs.  Students in 094 are marginally more likely to be younger (borderline significant).

Follow On Data from MTH 094

Follow On Data from MTH 097

Fall to Winter Persistence

Next Phase: Placement The end of COMPASS meant the beginning of something amazing for our campus: ALEKS PPL

Process….

Getting to ALEKS PPL Lots of cross-campus conversation Multiple visits from the ALEKS Hosted state-wide conversation on the benefits of moving to ALEKS Made the case for persistence

MTH 099

It Takes a Village Advising Facilities Media Services Testing Center Faculty Administration

Teamwork needed Faculty need to advocate for change Administrators need to support change Advisors needed to feel very comfortable with the options for students Advisors needs to understand and advocate for the non-STEM pathway More “choices” for students = More confusion Media services and Facilities need to be willing to identify new layouts for collaborative classrooms Testing Center needs to be willing to offer multiple testing and clear communication about results

Film for Pre-Algebra Instructors to show Faculty have a role in advising Students trust their instructor Film

Future Questions

Questions Will the “bubble” continue to boost enrollment Will the follow-on courses (Quantitative Lit and Stats) experience the same bubble? Will pass rates stay comparable? Will graduation rates in affected programs rise? Institutional Research How will ALEKS PPL continue to impact placement? Can MTH 099 become a high school initiative?

Your Questions?