Innovations in Pre-College Math State Board for Community and Technical Colleges March 27, 2014

Pre-college enrollments and students Statewide initiatives to accelerate college readiness Highline Community College Everett Community College Strategic plan for math acceleration Agenda 2

2RoleofPre-CollegeEduc_000.pdf In , pre-college courses were 9% of all state supported full-time equivalent enrollments (FTES) Colleges enrolled 13,665 FTES in pre-college courses. Pre-college math accounts for 72% of all pre- college FTES. English makes up most of the rest. Pre-College Enrollments 3

In , nearly 71,000 students enrolled in pre-college courses. 45% were recent high school graduates. Over half were older students, vast majority 25+ years. Younger students enroll primarily for transfer. Older students primarily enroll for workforce education. 40% of new transfer and workforce students enrolled in pre-college math or English. Low socioeconomic students (SES) are most likely to be below college-ready when they start college. Students in Pre-College Courses 4

Statewide Initiatives to Transform Pre-College Education

Governance Institute for Student Success Funded by Bill & Melinda Gates Foundation Four states including Washington Series of workshops for all trustees and presidents in 2011, 2012, 2013 Focused on student success metrics and change strategies Institutional leadership and policy

Achieving the Dream Focused on first year success for low income, precollege students Strong focus on success in gatekeeper courses like pre-college and college math At 19 colleges, Washington has highest share of colleges engaged in Achieving the Dream in the nation Regional “Culture of Evidence” and “Evidence Based Practices” workshops for all colleges in state National efforts to improve completion

Student Achievement Initiative Community and technical college system performance funding system From 2007 to 2013, college readiness points increased 28% Revised metrics provide greater emphasis on acceleration, achievement points for completing remedial sequence instead of remedial courses, and for completing freshman math and English courses Align policy with system strategies

Foundational System Work

Core to College  Use Smarter Balanced 11 th grade assessment as part of college placement process  Co-design college readiness (“transition”) courses offered to 12 th grade students who are not yet college-ready  Develop and/or sustain local college/school district partnerships Acceleration by Design: “Avoidance”

Improving Placement Assessment  Emphasize identifying skills/needs, not screening students into precollege level  Use multiple measures and offer students options  Simplify and clarify process for students Acceleration by Design: “Diagnosis”

Course Redesign  Statewide acceleration model developed based on national research and college best practices  Meaningful pathways with relevant, challenging math  Infuse technology to support student learning  Incorporate intentional strategies to help students as math learners Acceleration by Design: “Relevance & Focus”

What We’ve Learned

Highline Community College District Jeff Wagnitz Vice President of Instruction College District Initiatives Everett Community College Al Friedman Dean of Math and Science