Developmental Education Acceleration Project: An Evaluation of Modularization and Compression Approaches in Mathematics National Conference on Acceleration in Developmental Education Baltimore, MD June 19, 2014 Alissa Gardenhire Research Associate MDRC

Support for this Research The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A to MDRC. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. 2

Goals for this Presentation  To introduce the two approaches to acceleration included in this project  To describe the project’s two programs  To provide an overview of MDRC’s study  (If time) To have an interactive discussion about these acceleration strategies in mathematics 3

Quick Discussion  What are a few words that describe a traditional lecture-based developmental math course?  What about traditional developmental math courses has led to a desire for acceleration?

Developmental Math: A Barrier to Student Progress 5 Less than 25% of community college students who enroll in developmental education courses earn a degree from a community college within 8 years. 1 Developmental math, in particular, is cited as a major hurdle to graduation for community college students. 2 Only 17% of students who need three or more developmental math courses complete the sequence. 3 1 Bailey & Cho (2010). 2 Bailey, Jeong, & Cho (2010). 3 Bailey, Jeong & Cho (2010).

Fine-grained placement tests Discrete learning units, or modules Computer-assisted learning Individualized assistance/support Complete two courses in a single semester Compatible with varied instructional methods Immersion in math subject matter content Modularization Compression Two Course Acceleration Approaches

ModMath at Tarrant County College The College 2-year institution in Hurst, Tx Northeast campus serves ~15,000 students ~1,200 developmental math students in Spring 2014 Origins of ModMath  ModMath began as FACULTY DRIVEN a pilot in 2008 to increase student chances to progress by testing early, to give students “credit” for material they master, and to allow students to maintain momentum even if they need to stop out periodically. 7

W HAT IS M OD M ATH ? Fine Grained Placement Test Computer-Assisted Instruction Self-paced Instructor as Facilitator ModMath MATH 0114 MATH 0115 MATH 0116 Semester Courses Equivalent to Dev. Math 1 MATH 0361 MATH 0117 MATH 0118 MATH 0119 Equivalent to Int. Algebra MATH 0362

M OTIVATION FOR E VALUATION

Weak Evidence ≠ Group experiences the program Group does not experience the program Differences in outcomes between these two groups of individuals could be the result of the types of individuals and/or the program. “Motivated” Individual “Unmotivated” Individual 10

≈ Program Group Control Group Differences in outcomes between program and control group individuals are a result of the program (not the types of people) 11 Strong Evidence “Motivated” Individual “Unmotivated” Individual (Random Assignment)

M OTIVATION FOR E VALUATION

Math Path at Pasadena City College The College 2-year institution ~30,000 students ~3,500 students/term in developmental math History of Math Path  Pilot created in 2006 to help STEM students get through their developmental math requirements quickly Program now serves all types of students (developmental and college-ready) in all majors  Although very demanding, both students and staff have been very receptive to Math Path

What is Math Path? Two full courses compressed into one term; 8 weeks each Course meets 4x per week for 2.5 hours Some are paired with a 70 minute support course which also meets 4x week. Students, grouped into cohorts, support each other and participate in study sessions, tutoring, and social activities 14 Math Path Video “Immersion with Intensity and Intimacy” – Brock Kline, PCC

MDRC’s Evaluation  Randomized Control Trial Study compares modularization or compression to traditional math instruction, NOT to one another  Study Cohorts ModMath: Spring 2014, Fall 2014, and Spring 2015 Math Path: Fall 2014 and Spring 2015  Data Sources Transcript and enrollment data Student and instructor surveys Student and staff interviews Classroom observations  Reports 2016 & 2017

MDRC’s Evaluation  Implementation Study What does it take to implement the ModMath or Math Path acceleration strategy? Was the program implemented as planned? Do program group students get something different than control groups? What?  Impact Study What effect does the program have on students’ progress through and completion of the developmental math sequence? What progress to students, particularly at PCC make in non-math courses, as well? 16

Questions?  What questions do you have about our evaluation?  What suggestions do you have for the inquiry?

Thank You Alissa Gardenhire, PhD Research Associate MDRC For more information about MDRC’s Developmental Education Acceleration Project visit: acceleration-project#featured_content acceleration-project#featured_content 18