Increasing Success Rates in Mathematics: Lecture/Lab with Prescriptive Remediation Aiken Technical College Achieving the Dream College Since 2007

Success is what counts. 2 Aiken Technical College Located in Aiken, SC – transitional mix of industries – formerly textiles, now nuclear, manufacturing; largely blue collar workforce, now needing higher level skills Founded 1972, celebrating our 40 th Anniversary Approximately 3000 students Achieving the Dream College Since 2007 Aiken Technical College achieved Leader College status in

Success is what counts. 3 Mathematics Success Barriers Weak Foundational Skills Technology Weakness and Access Large Class Sizes Length of Math Remediation Study Skills and Time on Task

Success is what counts. 4 Addressing Math Barriers  Mandatory Lab Additional Contact Hours Structured Work Time Technology Access and Support  Lab Tutors Addressed class size Individual Instruction Relationships and Consistent Instruction

Success is what counts. 5 Addressing Math Barriers Flexible Pacing Students take tests as they are ready Acceleration Mastery Lectures to make connections Goal Clarification and Critical Thinking

Success is what counts. 6 Math Lecture/Lab Structure Students register for a combination of Lecture and Required Lab Lecture- MAT Meets 3 hours per week; Lecture Time and Work Time Lab- MAT Meets 3 hours per week - Connected to a particular lecture - Has the Instructor and 2 Tutors Both the Lecture and the Lab are held in a room with 36 Computer Stations.

Success is what counts. 7 MAT 031 Success Rates Table 1: Math 031 (lowest level of Developmental Math) Success Rates Cohort Start Term Total Students enrolled in lowest level of Developmental Math (MAT-031) Students who passed MAT-031 with a grade of A, B, or C Percentage of students who passed MAT- 031 with a grade of A, B, or C Students who did not pass MAT-031 Percentage of students who did not pass MAT-031 BASELINE (Fall 2007) % % Fall % % Fall % % Fall % % Fall % % Fall % %

Success is what counts. 8 MAT 031 Success Rates by Ethnicity MAT-031 Success Rates by Ethnicity Minority*WhiteDifference Fall 2007 (BASELINE)62.71%54.16%-8.55% Fall %75.00%30.70% Fall %66.07%15.48% Fall %75.00%8.73% Fall %74.19%5.66%

Success is what counts. 9 MAT 031 – 032 Acceleration Success Rates Table 2: Accelerated (Math 032) Success Rates Cohort Start Term Students in lowest level course (MAT- 031) who attempted accelerated course (MAT- 032) Percentage of students in lowest level course (MAT-031) who attempted accelerated course (MAT-032) Students who were successful in accelerated course (MAT-032) Percentage of students who were successful in accelerated course (MAT-032) BASELINE (Fall 2007)3 of %3 of % Fall of %32 of % Fall of %35 of % Fall of %48 of % Fall of %37 of % Fall of %19 of %

Success is what counts. 10 MAT 032 Acceleration by Ethnicity MAT 032 Acceleration Attempts/Success by Ethnicity SemesterMinority*WhiteDifference Fall 2007 (BASELINE)N/A Fall % (20) attempted; of whom 17 (85%) succeeded 31.8% (14) attempted, of whom 14 (100%) 5.8% Fall % (18) attempted; of whom 13 (72.2%) succeeded 41.1% (23) attempted, of whom 21 (91.3%) succeeded 19.7% Fall % (25) attempted; of whom 22 (88.0%) succeeded 41.1% (28) attempted, of whom 27 (96.4%) succeeded 11.0% Fall % (18) attempted; of whom 12 (66.67%) succeeded 38.7% (24) attempted, of whom 23 (95.8%) succeeded 18%

Success is what counts. 11 MAT 101 Beginning Algebra Striving for Improvement in Retention and Success

Success is what counts. 12 ATC Placement Score Referrals Semester First Time Freshmen # who took Pre-Algebra Compass Referred to Adult Ed, Scored 0-35 Referred MAT 031, Scored Referred MAT 032, Scored Referred MAT 101, Scored FA %27.1%21.2%51.4% 2011FA %27.7%33.5%38.8% 2012FA %24.5%27.9%47.4%

Success is what counts. 13 ATC Placement Score Referrals (continued) Semester First Time Freshmen # who took Algebra Compass Referred MAT 101, Scored Referred MAT 102, Scored Referred MAT 110, Scored FA %21.9%8.1% 2011FA %22.8%7.6% 2012FA %24.2%7.7%

Success is what counts. 14 MAT 101 Beginning Algebra Success Rates Grand Total Course Withdrawal Rate Achieving the Dream (ATD) Success Rate FA % 33.20% SP % 28.50%

Success is what counts. 15 Why So Low? Math Foundational Skills Need more time on task Need more assistance Computer Access Need time to access computers while on campus Motivation Need active engagement with instructor/tutor outside of class

Success is what counts. 16 MAT 101 Redesign Changed to Open Lab Flexible Delivery Method Course delivered as hours of lecture/week & 3 hours of required lab attendance/week 3 credit hours for the course

Success is what counts. 17 Benefits of Open Lab for Students The lab is open during a variety of times per week, and student can choose the time most compatible with his/her schedule to attend Only Mat 101 students attend Open Lab Open Lab is staffed by Mat 101 instructors with some tutors as needed Computer access is readily available

Success is what counts. 18 Benefits for Students (continued) Students get one on one help from instructor Students may work to help each other in a relaxed setting We currently have 6 Mat 101 students on track to complete Mat 101 and 102 this semester using the lab to progress at an accelerated pace

Success is what counts. 19 Benefits of Open Lab for Instructors Instructors get feedback from students who are struggling and might not speak up in class All tests are taken in the Open Lab, so instructors use class time for lecturing Instructors provide one on one help with homework as students need it Instructors can maintain appropriate pacing for the course, because slower students can get caught up in the lab, and faster students can move ahead in the lab

Success is what counts. 20 MAT 101 Results Since Redesign SemesterTotal # StudentsWithdrawal RateATD Success Rate FA % 33.20% SP % 28.50% FA % 45.30% SP % 50.00% FA % 52.51%

Success is what counts. 21 Building on Success We hope to deliver Mat 102 Intermediate Algebra using the Open Lab in Fall 2013 My dream is to have a Math Lab for all levels of math students Part of the lab would be for working on assignments with assistance as needed and the other part would be an area for testing

Success is what counts. 22 Pilot Bridge Program We offered a 1 – week Boot Camp for incoming new students who had taken our Compass test and scored within 5 points of the ‘cut score’ to place in the next level math course this past July Students took the chance to skip a course, save a semester, and save about $600 in tuition and fees (which is the cost for 1 course)

Success is what counts. 23 How Did It Work? Students began the week with a diagnostic test taken on the computer in Pearson’s MyFoundationsLab. Areas of weakness were identified. An individualized program was set up for each student based on his/her deficiencies

Success is what counts. 24 Bridge Program (continued) Students worked with an instructor and the computer based program to refresh weak math skills Tutors were available for assistance At the end of the week, the students took a post test to try to qualify to register for the next level math course.

Success is what counts. 25 Results Of 7 students who participated, 6 qualified to enroll in the next level math above the one in which they originally placed Following those 6 students last semester, all successfully completed the course they took with a ‘C’ or better.

Success is what counts. 26 Future Plans We will offer our Bridge Program again this Summer 2013 to incoming Freshmen Identify students who place close to the ‘cut scores’ on the placement test anytime during the year and offer an online version of our Bridge Program --- That’s my dream!

Success is what counts. 27 Contact Information Fr. Gregory Rogers Dean, General Education and University Transfer Aiken Technical College (803) Lynn Rickabaugh Chair, Mathematics Department Aiken Technical College (803) ext. 1319