Math Reality vs. Math Myth: A Partnership for Student Success Dianne Siegfreid, Concurrent Enrollment, Weber State University, Utah Dixilee Blackinton, Developmental Math, Weber State University, Utah Lisa Jasumback, K-12 Math Supervisor, Davis School District, Utah

The Salt Lake Tribune August 18, 2004 Utah up on ACT scores Overall results make educators happy, but math still a struggle

Fewer then half of college- bound grads from 2004 will do well in college math courses. “…math remains the toughest of the ACT exams, reinforcing revelations from another measure: the Utah Basic Skills Competency Test…”

Weber State University Demographics Primarily an undergraduate 4-year institution Open Enrollment Approximately 18,000 students Commuter Campus

Weber State University Demographics continued 39% Non-traditional Students 60% Students are full time 89% of students work at least 10 hrs. per week 38% are married

The University Viewpoint Student body has changed Student preparation has not kept pace Most high school intermediate algebra students land in college developmental math

The University Viewpoint continued Low passing rates in developmental math Trust issue between college and high school Higher math placement enhances college success

Math Placement Only 30% are eligible for college level math Less than ACT 23 score and COMPASS Placement 905 (Prealgebra) 50% 960 (Beg. Algebra)25% 1010 (Int. Algebra)7% Higher Courses16%

Prognosis of Earning a Degree 10-year Analysis ( ) First Course Passed MC/QL Degree Prealgebra 1.8%11.4% Beg. Algebra 3.8%22% 1-year Analysis (Admitted Summer 1998-Spring 1999) First Course Achieved QL Still Enrolled Prealgebra 9%34% Beg. Algebra16%36% Int. Algebra34%44%

Davis School District Demographics K-12 Public School System Suburban, just north of Salt Lake City Includes 9 Title 1 Elementary Schools 60,000 students currently, expected to increase 20,000 in the next ten years

7 th Graders Enrolled in Algebra % 17%15%

Math Course Taking Patterns of Seniors (2004) Who Were Enrolled in Algebra As 7 th Graders

Distribution of Grades

Using the 6 th Grade CRT To Identify Students For Algebra

Eighth Grade

Ninth Grade

Tenth Grade

Eleventh Grade

Differences Between High School/College Math High SchoolCollege Student Body All StudentsTop 70% Pedagogy Procedural-HowAnalytical-Why Curriculum Int. Algebra in CollegeInt. Algebra H.S. Required Out of Class Study Time Minimal2 Hours per Hour In

Differences Between High School/College Math continued High SchoolCollege Assessment AlgorithmsApplication of Concept Grading Some Non- Achievement Indicators Demonstrated Achievement

Typical Barrier to Concurrent Math Lack of Trust Trust: collaborate on professional development for teachers to enhance student math readiness

Typical Barrier to Concurrent Math Need for High Standards Standards: require content, exams, assignments and grading scale to match college

Typical Barrier to Concurrent Math Additional Effort by College Faculty Additional Effort: train teachers to use collegiate grading scale and require a grading portfolio review

Solutions continued Limited contact with students Limited contact: sponsor visits by collegiate faculty to concurrent classes to meet and work with students

WSU-DSD Collegiate Math Success Pilot Program

Identify course proficiencies for collegiate math readiness and best instructional techniques District and college collaborate to provide appropriate professional development on how to teach for collegiate math success Select concurrent adjunct faculty

continued Identify entry level collegiate math classes for concurrent credit Provide information sessions with parents and students regarding collegiate math success factors Assess participant perception of efforts and teachers’ knowledge and skills

Reconsider K-12 course content and sequencing of classes Incorporate collegiate developmental math proficiencies into high school classes Continue information sessions with students and parents

continued Implement Pilot Concurrent Math 1050 Assess student performance and compare with previous data Assess continuation of program and implement accordingly

Pilot Concurrent Math 1050 Year long class First semester Content to bridge gap for college math readiness Compass Exam Fail: earn HS credit only Pass: eligible for concurrent credit Second Semester Content of WSU Math 1050 Use WSU exams Use WSU grade scale Assess student data

Conduct longitudinal studies on concurrent students when sequencing to higher level math or entry into WSU or other post-secondary schools Continue implementation of program and select additional sites Continue program assessment

WSU Concurrent Enrollment Program and DSD will provide funds and in-kind services to provide for the implementation of the professional development, program assessments and program informational publications.

Lessons Learned Never assume nor blame your program partners, instead, converse and collaborate Be willing to challenge the status quo Clarify with your partners the math expectations for proficiency to better assure student readiness

Lessons Learned continued Improve the match between secondary and post-secondary pedagogy and math rigor to better meet the students’ needs Stop the Student Rush: Let students have the time they need to really learn their math basics

Lessons Learned continued Persistence, Persistence, Persistence Finding the right people for partners

Best of Luck to You Thanks for the opportunity to share