Restructuring the Math Pipeline for Success Cuyamaca College Math Pathways

Cuyamaca College Transfer Math Success Rates One-year throughput rates for first-time math students classified as “underprepared” increased almost 7 fold … 10% 67%

Math Pathways Goals Annihilate the achievement gap Increase the proportion of incoming students who complete a degree- or transfer-level math course in much less time Increase the proportion of students who transfer and/or earn a degree or certificate

Structural Bias/Placement Is Destiny students who start in remediation that are placed 3 or more levels below transfer Asian 32% Black 61% Latinx 53% White 35% Julie … 3 minutes Terrie … 8 minutes Tammi … 9 minutes Source: Perry, M.; Bahr P. R.; Rosin, M.; & Woodward, K. M. (2010). Course-taking patterns, policies, and practices in developmental education in the California community colleges. Mountain View, CA: EdSource. Compiled from Table 3 (p. 138) and Table 9 (p. 144).

Structural Bias/Placement Is Destiny Students’ Starting Placement % Completing Transfer-Level Math in 3 Years One Level Below 35% Two Levels Below 15% Three or more Levels Below 6% Julie … 3 minutes Terrie … 8 minutes Tammi … 9 minutes Across CA, more than half of ALL Black and Latinx students are placed at this level. Statewide data, Basic Skills Cohort Tracker, Fall ‘09-Spring ‘12

The Choice Accept that students who assess three levels below transfer cannot succeed in a college-level math course without multiple layers of decontextualized remediation. Recognize student capacity to do college-level work with a little extra support and provide students with an achievable pathway to attaining their educational goals. Condemn students to the math pipeline of doom where they have little hope of ever realizing their educational goals. OR Find a way to tap into student capacity to do college level work.

High Leverage Strategies Change placement policies to allow more incoming students to enroll directly in transfer- level math Accelerate remediation Design and implement concurrent-enrollment support models (a.k.a. co-requisite models)

Change Placement Policies Disjunctive placement with MMAP rules All students are eligible for Statistics (with or without support) No math courses below Intermediate Algebra Use meta-majors to advise students into the appropriate math pathway General; Business; STEM; Technical; Education

Paradigm Shifts in Teaching & Learning The activity-based math classroom Intentional support for the affective domain Change expectations: students, teachers, staff, and administrators

Number of Course Sections Schedule Changes Number of Course Sections Course Level Fall 2015 Fall 2016 Fall 2017 Two+ Levels Below 18 N/A One Level Below 15 19 (10 w/support) 13 (7 w/support) PreStatistics 3 4 Statistics 11 22 (9 w/support) All Transfer Level (includes Statistics) 29 47 (13 w/support) 51 (12 w/support) AB705 will cause many of these changes by itself Talk about enrollment data Julie sent Catch the bus story … students who are successful, stay and take more classes

Cuyamaca College Access: Fall 2015 vs Fall 2016 11 times greater 5 times greater 4 times greater 5.4 times greater 3 times greater 2.3 times greater The slide is busy, but the Takeaway is … we closed the achievement gap with regard to access

CC Transfer-Level Math Course Success by Placement 1.8 times greater 3.7 times greater 14 times greater Students DO have the capacity (naysayers were wrong) Draw back to more than half of Black and Latinx students place at 3+ levels below transfer Assessment: levels below transfer

CC Transfer-Level Math Course Success by Ethnicity 5 times greater 4 times greater 9 times greater These are students whose first math course was one of these coreq courses Fall 2013 Cohort… The following table summarizes the enrollment among first-time students that enrolled in a developmental math course (two or more levels below transfer) in their first-year at Cuyamaca (2013-2014), and successfully completed a transfer level math course at either college within two years. Fall 2016 Cohort… The following table summarizes the enrollment among students that enrolled in their first math course as a transfer-level course with corequisite support in 2016-2017 broken up by their Accuplacer placement and successfully completed the transfer level math course at either college within one year.

Statistics w/support Success Rates (First-Time Students) Initial Placement Fall 2013 Cohort Transfer Math in Two Years 2016 – 2017 Transfer Math with support One Level Below 36% 70% Two Levels Below 19% 71% Three+ Levels Below 4% 57% One Level … Traditional (215) … Transfer Math with support (57) Two Levels … Traditional (296) … Transfer Math with support (91) Three Levels … Traditional (84) … Transfer Math with support (23) Showcases student capacity

B-STEM Math w/support Success Rates (First-Time Students) Initial Placement Fall 2013 Cohort Transfer Math in Two Years 2016 – 2017 Transfer Math with support One Level Below 36% 60% Two Levels Below 19% Three+ Levels Below 4% 50% One Level … Traditional (215) … Transfer Math with support (42) Two Levels … Traditional (296) … Transfer Math with support (10) Three Levels … Traditional (84) … Transfer Math with support (4)

Cuyamaca College Overall Transfer Math Success Rates (2016 – 2017) Number of Students Success Rate First-Time Students w/support 356 69% First-Time Students w/o support 1533 64% Comparing first-time students who took a transfer math course with support versus first-time students who took a transfer math course without support (any transfer-level math course) There was NO difference in success

The Latest Question So they get access and they’re more successful in your math classes, but how are they doing in classes with a math prereq?

CHEM 102 Success 1.6 times greater 2.3 times lower CHEM 102 (Intro to General, Organic and Biological Chemistry) is a required transferable chemistry course for Nursing and Allied Health majors PreStats includes AND 10 backward-designed “Math Interludes” lessons for CHEM 102 2.3 times lower

Voices of students, faculty & counselors

Cuyamaca College Student Survey An electronic survey was sent to all students enrolled in a course with support and the same course in the traditional mode Overall response rate of 28% Students enrolled in concurrent support courses were significantly more likely to… feel more comfortable making mistakes in class feel the in-class activities helped them master the course material and complete homework agree the course provided them with more opportunities to receive guidance from other students believe the instructor did a good job of managing the classroom

Cuyamaca College Students Karly Franz (PreCalculus w/support) “I enjoyed the course’s intensity and, despite challenges outside the classroom, earned a B+. I’m now on my way to becoming a high school biology teacher.” Michael Smith (Statistics w/support) “I wouldn’t have done it. I would have dropped out and not gone to school.” Caleb Rendon-Guerrero (Statistics w/support) “I like working in groups and switching groups because you get more perspectives. You might misunderstand something and then someone helps you see it another way. It’s kind of like having two teachers.” Karly placed 1 level below Caleb placed 2 levels below Michael placed 3 levels below

Cuyamaca College Faculty & Counselors Vi Trang (Business Calculus w/support) “I like teaching this course because the students are more engaged and motivated to learn. And it helps them get through the math pipeline faster.” Annalinda Arroyo (Statistics w/support) “We shouldn’t limit students just because they have a label like ‘underprepared.’ Even without specific skills that we often think are necessary, students can contribute significantly to solving problems. They can use their reason to analyze situations and come up with solutions.” Melanie Davidson (Counselor) “It gives me the chance to talk about what they want to do for a career and other opportunities that would get them there faster.” Here is what a few students had to say Keith placed 2 levels below Lizbeth placed 2 levels below Karly placed 1 level below Caleb placed 2 levels below

Resources & Contacts Tammi Marshall Math Department Chair Cuyamaca College Tammi.Marshall@gcccd.edu Cuyamaca Math Pathways materials https://app.box.com/s/vkpu5kutm8lz5ozm65flpjcbvug8vpfs