1 Philip Uri Treisman Professor of Mathematics and Public Affairs Executive Director, Charles A. Dana Center The University of Texas at Austin Redesigning.

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Presentation transcript:

1 Philip Uri Treisman Professor of Mathematics and Public Affairs Executive Director, Charles A. Dana Center The University of Texas at Austin Redesigning Developmental Mathematics Education: A National Perspective Developmental Education Initiative Statewide Meeting of Mathematics Chairs and Faculty June 1, 2011 Developmental Education Initiative Statewide Meeting of Mathematics Chairs and Faculty June 1, 2011

2 Source: Calcagno, J. C., & Long, B. T. (2008). The impact of postsecondary remediation using a regression discontinuity approach: Addressing endogenous sorting and noncompliance (NCPR Working Paper). New York, NY: National Center for Postsecondary Research. 2 The Problem Addressed

3 3 The Typical Developmental Math Sequence in Community Colleges Source: Bailey, T., Jeong, D. W., & Cho, S. (2010). Referral, enrollment, and completion in developmental education sequences in community college. Economics of Education Review, 29(2),

4 4 Five-year Trends in Developmental Education Enrollment Source: Texas Higher Education Coordinating Board Percentages of Texas Community Colleges - as of Fall 2010

5 5 Developmental Education Students by Age Source: Texas Higher Education Coordinating Board

6 6 Nested Problems in a Broken System Goals Structure Placement Articulation Student Support Improvement Infrastructure

7 7 Skills and Mindsets that Support Student Success

8 8 Our Approach: New Pathways Statway Quantway STEMway

9 The Importance of Prevention Strategies Beautiful examples South Texas College El Paso Community College

10 Statway: Integrating College Level Introductory Statistics and Developmental Mathematics. Peck, R., Snell M., Delmas, B., Kimball, R., Klipple, K. AMATYC Presentation, November 12, The Promise of Accelerated To-And-Through Pathways The Promise: 1.Dramatically increasing student success in college mathematics. 2.Dramatically increasing students’ ability to use the math they are learning in the world around them. 3.By working together on common solutions to common problems, we can build viable pathways to upward mobility for our students.

11 We Live in an Incoherent Environment for Improvement: The Joyful Conspiracy Source: Bryk, T. and Gomez, L. 2008, Ruminations. Carnegie Foundation for the Advancement of Teaching.