1. Math Performance Success Dr. Barbara Illowsky De Anza College 1

2. Developmental Math challenges Low Success Low Progression Rate Not Reaching Educational Goals 2

3. De Anza’s Solution Math Performance Success (MPS) Program: Intensive intrusive counseling Cohort Approach Common Curriculum Common Faculty 3

4. Recognition and Support Cited as Exemplary Program by ASCCC Recipient of Hewlett Foundation Award Partially Supported by Title III Grant Financially Supported by De Anza Student Body

5. KEY FINDINGS: Hanover Research, Feb. 2016 MPS participants outperform similar non- MPS students by 28.8 percentage points in the combined “six-year graduation or transfer” rate. Among MPS students, there are not large differences in graduation rate, time until graduation, or proportion of STEM courses across gender or ethnicity categories. 5

6. KEY FINDINGS (cont.): MPS participation is correlated with an increased grade point average (GPA) of 0.2 points. MPS participation is correlated with passing an additional 0.5 courses per term. MPS participation is correlated with an increased proportion of STEM courses of 5.2 percentage points. 6

7. Data for Single Instructor 7

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9. Program Structure Lack of Success in Math Low Math Self-confidence Many from Special Programs Learning and Physical Disabilities Under-represented Groups Low SES Referrals from Instructors & Counselors 9 High Risk Students

10. Program Structure Application Processing Program Orientation Student Contract Explicit Expectations Noncompliance  Termination Frequent In-Class Counseling Intervention Academic & Personal Student Success Focus Interventions Identifying and addressing issues 10 Counseling

11. Program Structure Year-long sequences Elem. Alg.  Interm. Alg.  Statistics Pre-Alg.  Elem. Alg.  Interm. Alg. Sense of Community Same Instructor Lasting Relationships Student-Student Instructor-Student 11 Cohorts

12. Program Structure In-class: Daily, with Consistent Tutors Drop-in Available: ≈ 50 hours/week Individual Attention Encourages Study Groups Mandatory Tutoring when Grades < 70% at Any Point in Term Many Tutors are Former MPS Students 12 Student Tutors

13. Program Structure In-class Practice Group Work Small Group Discussion Collaborative Learning 13 Active Learning

14. Program Structure 10 Hours per Week (5 units) Double Load for Instructor Allows Flexibility to Meet Student Needs 14 Double Time

15. Program Structure Instructors, Counselors, Administrators, Advisors, Tutors Weekly Team Meetings Deepens Working Relationships 15 Team Approach

16. 16 Student testimonial “School-wise MPS is the best thing that has happened in my life. Math is a difficult subject, but thanks to the professor, tutors, and counselors, I am completing my math requirements for my major. The teachers and tutors really make math a lot less complicated and make it somewhat fun. I strongly recommend the program to students that don’t have a strong background in math.” - Saul Gembe

17. 17 Student testimonial “When I first started out, I had no idea how intense the class was going to be. The labs, Homework, projects, exams, quizzes, etc…were overwhelming to me, but, as the weeks went by I understood why all this was necessary. I began to understand why and how things in the program worked. I was no longer overwhelmed and felt confident again that I am smart enough for math.” - Emily Ikuta

18. 18 Student testimonial “ The MPS Program has definitely helped me understand Math. In the past, it was very difficult to grasp different concepts. Now, I find myself at times helping other people with it. ” - Godfrey Ramos

19. Benefits Successful Students Enriched College Experience Moral & Ethical Reasons Program Components Applicable to Other Developmental Disciplines 19

20. Implementing at Your Institution 20 Educate Everyone - Instructors - Student Body - Grant Funders - Counselors - Administration Maintain, Analyze and Share Data Start Small

21. Contact Us: HernandoHerminio@deanza.edu (counselor) MathiosDiane@fhda.edu GeraghtyMo@deanza.edu (faculty) 21

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23. Must Commit to Cohort for Year Emotionally Exhausting Requires More Preparation Extra Activities Recruitment 23 Challenges Instructors

24. Student Recruitment and Registration Availability of Staff for Weekly Meetings Extensive Commitment for Adjunct Faculty Tutor Recruitment & Training Collaboration Among Counselors, Tutors & Faculty 24 Challenges Coordination

25. Recruitment & Reluctance Dilution of Services High Demand, Low Supply 25 Challenges Counselors

26. Rooms for Double Time Shortage of Classrooms on Campus More Accommodations for Special Needs Students 26 Challenges Facilities

27. Conflicting Philosophies Resource Distribution 27 Challenges Politics

28. Exacerbates Existing Challenges Recruitment and Training Increased Complexity in Coordination “Cost” Requires Cultural Change across Institution 28 Challenges Growth