Washington State 2008 – 2009 Project Update "Given these low completion rates, community colleges in general need to consider fundamental changes in their approaches to remediation -- modest improvements will not solve much of the problem.“ From "Referral, Enrollment and Completion"Referral, Enrollment and Completion in Developmental Education Sequences in Community Colleges” Thomas Bailey, Dong Wood Jeong, & Sung-Woo Cho, Community College Research Center of Teachers College, Columbia University

Success is what counts Today’s Agenda Brief Elluminate Overview (Bill) Context and Introductions (Tina) Project Reports and Presentations (Highline, Yakima, all) National Perspective—Dr. Uri Treisman, University of Texas at Austin, Charles Dana Center Facilitated Discussion (Tina, Bill, all) address today’s themes/connections next steps for this group (website/repository, AtD convenings, …?) Success is what counts

Why We’re Meeting Enhance connections of math faculty from the AtD colleges to each other. Learn more about what specifically each AtD college site is doing, and hear about what promising practices have been identified and could be shared with the system. Identify any common themes or elements in the work Explore what, if anything, we could do through the SBCTC and the Transition Math Project to help deepen or sustain the work Success is what counts

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Success is what counts National Initiative 15 States / 83 Institutions 6 Community & Technical Colleges in WA

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Example Polls: AtD National Study Roughly 2/3 of students referred to a remedial education sequence to prepare for college-level work actually complete the sequence. Of students who are identified as three or more levels below college-level work, approximately ____ percent never enroll in the first course. A. 10 B. 25 C. 40 D. 60 True (Yes) False (No) Success is what counts

SBCTC Priorities Data and Performance Measurement Student Success K-12 and Postsecondary Alignment Transfer and Articulation Financial Aid Success is what counts

Mathematics Intervention: Highline Community College Presenters: Amy Ehrlich, Jason Ramirez, Erik Scott Success is what counts

Results of Planning Year Highline focused on students who: – Can transition from ABE/ESL to credit courses – Have multiple developmental-level placements – Are taking mid-level developmental math courses Success is what counts

Math Intervention Target population – Students in Beginning Algebra (Math 091) and Intermediate Algebra (Math 097) courses Goals – Increase by 3 to 5 percent the number of students who complete Math 091 and 097 successfully, enroll continuously in math courses, and express satisfaction with the course(s). Intervention strategy – Years 1 and 2: mentor students to help them succeed in the current educational system – Years 3 and 4: redesign precollege curriculum to increase its relevance to the mathematical needs of our students Success is what counts

First Year of Implementation: Mentor Program Participants – 10 faculty (8 Math, 1 Writing, 1 Psychology) – 32 students in Math 091 or 097 in Fall 2007 Features of the program – Recruitment via mail – Orientation – One-on-one meetings with mentors for two quarters – Students earn early registration Success is what counts

First Year of Implementation: Mentor Program Curriculum Fall: The goal is to help students – demonstrate intellectual engagement, – take responsibility for their own learning, – persevere when faced with time-consuming or complex tasks, and – pay attention to detail. Winter: The goal is to help students – internalize the student attributes, – create a two-year (or longer) academic plan, – create a plan to finance their education, and – become aware of, and participate in a variety of programs or activities that lead to a more meaningful and successful college experience. Success is what counts

First Year of Implementation: Mentor Program Results 68.8% completed Math 091 or 097 with a 2.0 or better [vs. 46.5% for comparison group in same courses] 50% enrolled in the next course in Winter quarter [vs. 36.7% of comparison group] 40.6% of the original group continued to enroll in math in Spring quarter [vs. 26.2%] Success is what counts

Revisions for the Second Year of Implementation Critiques of program – One-on-one mentoring was very time-intensive and scheduling was complicated – Many of the participating students did not seem to need the assistance offered by the program – Mentors had conflicting views on the level of detail needed in the manual – Collection of reporting forms from mentors was inconsistent Adjustments – Expanded pool of mentors – Imposed criteria for student eligibility – Revised mentor manual – Mentors met with each other on a set schedule – Adapted curriculum for a college success course Success is what counts

Second Year of Implementation: Fall 2008 Data Student recruitment remains an obstacle – 232 were invited, 27 attended the orientation, and 18 participated in the program, a decline from the previous year. – Of the students in the college success course, approximately 20% were in the target population, and over 80% were in Running Start. Though the demographic profile remained similar, achievement did not – 44.4% in the mentoring program passed Math 091 or 097 [vs. 68.8% for the previous intervention group] – 50% enrolled in next math course in next quarter [same as previous year] Success is what counts

Next Steps Cease mentoring program Explore options for ensuring all students are exposed to topics in the mentoring program – Make College 100 mandatory – Incorporate elements of mentoring program into mathematics or other courses Explore the value of mandatory enrollment in math courses early in a student’s academic program Redesign precollege math courses Success is what counts

Overview of Proposed Revision of Math Curriculum Two-quarter precollege sequence, with mandatory third quarter for students needing precalculus Two-quarter sequence emphasizes – Quantitative reasoning (analyzing, representing, and interpreting data) – Functions – Topics and applications likely to be reinforced in non-math courses as well as daily experience – Development of successful learning habits Third quarter emphasizes specialized algebraic skills and concepts (rational expressions, completing the square, etc.) Success is what counts

For More Information Visit Highline’s Achieving the Dream website Success is what counts

Developmental Math at YVCC George Lopez, Math Instructor Sheila Newkirk, Research Analyst Success is what counts

Strategies to improve math success Math Center/Tutoring Center (Title V) Math 055 Jump Start (Coop Title V) Math 041 instead of ABE Math (Title V) Math 104 Common Assessment (Coop Title V) TMP Math Placement Math + Study skills Extended Quarters for beginning and intermediate Algebra Success is what counts

What changed? Math Center funded by college Tutoring Center focus on lower levels of math Some placement scores were lowered Some exit grades were raised BUT, not a lot has changed because we haven’t taken any strategies to scale. Success is what counts

What data do we have? OIE reports in SSRS ATD Strategy tracking with comparison cohorts Student anecdotes and efficacy surveys Math Center usage (but not link to success) Nothing conclusive for strategies but some disturbing trends! Success is what counts

Trends in Developmental Math Success Rates (2.0+): to Math 050 – increase from 72.3% to 73.5% Math 075 – Decrease from 75.1% to 62.7% Math 085 – Decrease from 68.7% to 67.3% Math 095 – Decrease from 67.7% to 63.9% What sense do we make of this? Success is what counts

ATD: Math + Study Skills Math 075: Pre-Algebra + Study Skills – Too few students at this point to evaluate success Math 085: Beginning Algebra + Study Skills – Preliminary data indicates no difference between groups Measured by performance in Math 085 and performance in Math 095 Success is what counts

ATD: Extended Quarters Three quarters for Beginning and Intermediate Algebra instead of two. – Math 084, 091, and 094 sequence vs. Math 085, Math 095 Unable to evaluate success yet due to lack of implementation time. Success is what counts

ATD: Extended Quarter (Continued) We will be evaluating Transfer and Workforce as separate groups – Transfer students must complete college math, whereas Workforce quantitative requirements vary. – Ultimately hope to see an increase in degree/certificate rates based on where a student begins in math. Baseline rate is 35% within 150% of time. Success is what counts

Round Robin Question 1 Share a lesson learned, something you feel best exemplifies your project’s work to date. Success is what counts

Round Robin Question 2 Here’s a 're-do‘ button; what would you do over about your project? Success is what counts

Round Robin Question 3 What's an obstacle your project has overcome and how did you overcome it? Success is what counts

National Perspective Dr. Uri Treisman Creator, Emerging Scholars Program (ESP), designed to increase the number of minority and other underserved students who succeed in calculus. Founder and director, Charles A. Dana Center, a research unit in The University of Texas at Austin’s College of Natural Sciences Success is what counts

Themes and Project Connections? Success is what counts

Next Steps??? Success is what counts