1 COREQUISITE REMEDIATION

Too many entering freshmen need remediation % of those entering a 2-year college enrolled in remediation 19.9% of those entering a 4-year college enrolled in remediation Source: Fall 2006 cohorts

Most remedial students never graduate. 3

4 Student attrition is at the heart of the matter.

Source: Hughes, K., Edgecombe, N., & Snell, M. (2011). “Developmental Education: Why and How We Must Reform It.” New York: Columbia University, Teachers College, Community College Research Center. Presentation given at the 2011 League for Innovation in the Community College Annual Conference. 5

Few Ever Get to Gateway 70% of students placed into remediation fail to enroll in a gateway course in two academic years 6

Policy Objectives for Gateway Course Success 1. Design STEM and non-STEM math options. 2. The default placement for most students will be gateway courses. 3. Provide additional academic support as corequisite, not prerequisite. 4. Establish a placement range instead of a single cut score. 7

Guiding Objective Students complete gateway courses and enter programs of study in their first academic year 8

Mathematics must be aligned with programs of study. 9

College Algebra’s Only Purpose: Preparation for Calculus 10 College Algebra Calculus

“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.” University System of Georgia Mathematics Task Force: 11

12 STEMSTEM

Providing Academic Support as a Corequisite 13

One Semester Redesigned Gateway 14 Gateway Extra Time Mandatory Tutoring Sequenced Paired proctored labs 45 minutes after class Additional class periods 5 weeks prep plus 10 weeks gateway content

One Semester Corequisite Results InstitutionSubject Traditional Model Corequisite Model CC of Baltimore County Accelerated Learning Model English 33%74% Austin Peay State University Structured Assistance English 49%70% Quantitative Reasoning 11%78% Statistics 8%65% 15

One-Year Corequisite 16 Gateway Semester 1 Semester 2 Gateway Content Academic Support College Success Skills STEM Quantitative Reasoning Statistics

One-Year Corequisite Results Carnegie Statway Success in gateway math within one academic year 17

Aligned and Parallel Support in Technical Certificate Programs Technical Program Math and Language Skills 18 Work Keys/Keytrain Required, Proctored Lab Competency-based, Self- paced

TN Colleges of Applied Technology 79% Graduation Rate (Including All Math and English Requirements for the Occupation) 19

Placement into gateway courses and programs of study 20

Current Model Enrolls Most Students into Remediation 21 Percent of Students Student Placement Data 30%70% Gateway Remediation

New Model Enrolls Most in College 22 Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

Policy Objectives for Gateway Course Success 1. Design STEM and non-STEM math options. 2. The default placement for most students will be gateway courses. 3. Provide additional academic support as corequisite, not prerequisite. 4. Establish a placement range instead of a single cut score. 23

24 MATH ALIGNMENT TO MAJORS

College Algebra’s Only Purpose: Preparation for Calculus 25 College Algebra Calculus

26 STEMSTEM

College Algebra’s Only Purpose: Preparation for Calculus 27 College Algebra Calculus

“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.” University System of Georgia Mathematics Task Force: 28

Carnegie’s Statway and Quantway: alternative pathways to and through college level mathematics October 28, 2013 Mary Parker, Austin Community College

Carnegie Pathways  The current system: 60-70% of cc students need at least 1 developmental math course. Only 20% of them will complete that requirement within 3 years.  An alternative: Carnegie’s Statway and Quantway – A different structure – to-and-through college math in 1 year – Curriculum with relevant, authentic contexts – Unique research-based pedagogy – Embedded attention to non-cognitive factors Research-practice partnership within a networked improvement community, supported by rapid hub analytics 30

31 Elem. Algebra Int. Algebra College Math Semester 1 Semester 2 Semester 3 or more College Math Credit College Math Credit College Math Credit College Math Credit Statway Quantway A New Way: Coherent, Intensive Learning What Colleges Traditionally Have Done

The Results  The traditional sequence: – 6% of dev math students complete college credit within 1 year – 15% of dev math students complete college credit within 2 years  Statway and : – 50% of dev math students received college credit within 1year  The traditional sequence: – 21% of students complete dev math requirements in 1 term  Quantway – 60% of complete dev math within 1 term 32

33 Pathways schools, Fall 2013

Student voices  “It’s very refreshing to be not only grasping it, but actually interested in math…. It’s nice to wake up and be excited for my first class of the day.”  “This class has helped me in my other classes. This has…exercised my mind enough for me to become a better writer, believe it or not.”  “I think I take a more careful approach instead of rushing through it now. I take time to sit down and plan what I’m going to do. I develop a strategy and carry it out.” 34

carnegiefoundation.org/developmental-math

College Algebra’s Only Purpose: Preparation for Calculus 36 College Algebra Calculus

37 PLACEMENT

At Last Year’s Convening.... Multiple measures should be used to provide guidance in the placement of students in gateway courses and programs of study. 38

Building the Perfect Assessment  High school Performance (GPA/Senior Year Courses)  High School Transcripts  Placement/Entrance Exams  “Grit” 39

 Assessments are not precise – even GPA  Large risk of misplacing students  Can grit improve student success? 41 The Poor Reliability of Assessments

A New Path? 42 STEM Non-STEM CTE Completed Pre- Calc Parallel or Embedded Math High School GPA Between 2.0 and 2.5 One Semester Corequisite Quantitative Reasoning or Stats ACT Between High Grit Path 1 ACT Below Low Grit Integrated One- Year Calculus HS GPA < 2.0 or ACT < 14

Duckworth’s Words of Wisdom  Grit, like cognitive ability, falls within a normal distribution.  Our current higher education system was built for students with high grit and high academic ability. 44

Current Model Enrolls Most Students into Remediation 45 Percent of Students Student Placement Data 30%70% Gateway Remediation

Duckworth’s Words of Wisdom  Grit, like cognitive ability, falls within a normal distribution.  Our current higher education system was built for students with high grit and high academic ability.  We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success. 46

New Model Enrolls Most in College 47 Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

More Students in Gateway Courses DON’T:  Try to build the perfect test  Create a new rigid system for sorting students DO:  Dismantle unnecessary barriers by placing the vast majority in gateway courses  Accept that the majority of students need some support – cognitive and non-cognitive  Provide that support in the college-level gateway course – as a co-requisite 48

One Semester Corequisite Results InstitutionSubject Traditional Model Corequisite Model CC of Baltimore County Accelerated Learning Model English 33%74% Austin Peay State University Structured Assistance English 49%70% Quantitative Reasoning 11%78% Statistics 8%65% 49

50 TRANSFORMATION AT SCALE

“…no public institution of higher education shall offer any remedial support, including remedial courses, that is not embedded with the corresponding entry level course…or offered as part of an intensive college readiness program, except such institution may offer a student a maximum of one semester of remedial support that is not embedded provided such support is intended to advance such student toward earning a degree…” 51 An Act Concerning College Readiness and Completion Subst. Senate Bill No. 40 State of Connecticut

“The Commission endorses the co- requisite model as a statewide best practice for postsecondary remediation and affirms Ivy Tech Community College’s goal of delivering 100 percent of its remedial coursework through the co-requisite model by 2014.” 53 Resolution to Redesign Remediation in Indiana R The Indiana Commission for Higher Education

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