1. Remedial Mathematics and Beyond: A Faculty-Led Project for Curriculum Alignment and Streamlining of Quantitative Requirements at Community Colleges Panelists: Alexandra W. Logue, CASE, Graduate Center Mari Watanabe-Rose, Central Office of Academic Affairs Susan Licwinko, Borough of Manhattan Community College Ross Tippit, Borough of Manhattan Community College Rebecca Walker, Guttman Community College Alia Tyner-Mullings, Guttman Community College Olen Dias, Hostos Community College Kate Wolfe, Hostos Community College The City University of New York First Annual LaGuardia Community College Developmental Mathematics Conference April 15, 2016 1

2. Supported by: The Teagle Foundation The Spencer Foundation The City University of New York 2

3. Completion of Mathematics Remediation is the Single Largest Barrier to Increasing College Graduation Rates: CUNY data are typical of national data. 76% of fall 2014 new CUNY community college freshmen were assessed as needing remedial mathematics. 38% of students in the highest-level (elementary algebra) fall 2014 CUNY remedial math course passed. Many students assigned to remedial math never take it. Most students assigned to remedial math do not complete it. Students cannot satisfy their general education (Common Core) CUNY quantitative requirement without first completing remedial math. 3

4. Implications of the relationship between graduation and remediation Most recent CUNY graduation data: o 18% of CUNY community college students initially assessed as needing remedial math graduate within four years. o 35% of CUNY community college students with no initial remedial need graduate within four years. These data represent huge amounts of wasted money and time, and lives unfulfilled. Years, decades, of trying to make small changes in how remedial math courses are taught have made little difference in course success rates. 4

5. But there is hope... Various strategies to help degree progress of students assessed as needing remedial math, including corequisite remediation, have been showing positive outcomes. For example… 5

6. Mainstreaming Remedial Math Students Randomized Controlled Trial (Fall 2013) – Course Pass Rates 6 717 research participants were randomly assigned to one of the three groups. (Logue, Watanabe-Rose, & Douglas, 2016)

7. Mainstreaming Remedial Math Students RCT (Fall 2013) – Quantitative-Course Status after Three Semesters 7 As of the end of Fall 2014… (Logue, Watanabe-Rose, & Douglas, 2016)

8. ... And there is more. Faculty from three CUNY community colleges have committed to using such evidence to help students. These faculty and others will analyze and change how quantitative education is delivered at their colleges. 8

9. These efforts will constitute: PRIME: CUNY’s Project for Relevant and Improved Mathematics Education (2016-2019) Participants: Borough of Manhattan Community College Guttman Community College Hostos Community College funded by the Teagle Foundation 9

10. PRIME participants will determine what quantitative topics students in different majors actually need. will streamline their curricula to focus on those topics. will incorporate evidence-based curricular and pedagogical reforms designed to increase success in quantitative courses. 10

12. Traditional Courses Alternative Non-Stem Courses

17. ​ Course ​ Enrollment ​ Pass rate ​ DFW rate ECO 100 ​ 370 ​ 65.6% ​ 38.1% ​ ECO 201 ​ 857 ​ 86% ​ 18.5% ​ ECO 202 ​ 187 ​ 89.8% ​ 12.2%

20. Guttman Community College Team Rebecca Walker – Professor of Mathematics Karla Fuller – Assistant Professor of Science Marla Sole – Assistant Professor of Mathematics Alia Tyner-Mullings – Assistant Professor of Sociology Joan Lucariello – Provost 20

21. All remediation integrated into credit bearing classes City Seminar with Quantitative Reasoning component – Using quantitative information to support a thesis – First semester – Building number sense and proportional reasoning – Second Semester – Quantifying change Statistics and Statistics A/B – Credit bearing Introductory Statistics course 5 hours per week – One 12-week semester Basic Statistics for proficient students – Two 12-week semester sequence for students not proficient – Just in time algebra support – Extended time – 5 hours per week for two 12 week semesters Algebra Practicum – For Business and IT Majors 21

22. Student Performance at End of First Year of Study Cohort Number Not Proficient in Math at Entry # of Passing Statistics B Grades (A-D) Earned During the First Year of Study Pass Rate % of Cohort Not Proficient in Math at Entry that Earned Grades of A-D in Statistics B During the First Year of Study Fall 2012 24811647% Fall 2013 23812954% Fall 2014 34422967% 22

23. Questions Guiding Our Work Ahead Are we addressing the correct topics with the correct depth and rigor? How can we be more effective? How can we be more efficient? 23

24. What will we do? Consider the learning objectives and the overall structure of Quantitative Reasoning, Statistics, and the Algebra Practicum – Analysis of current curricula including content comparisons – Comparison of current curricula and time on task to other models – Focus groups with faculty from various disciplines to better understand the quantitative skills needed to be successful – Student feedback about current courses 24

25. What will we do? Assess and revise as needed the use of peer tutors in Statistics, Quantitative Reasoning, and the Algebra Practicum Explore piloting an alternative or additional placement mechanism – Consider possible means for placement mechanisms to be better aligned with the courses students will be entering 25

26. PRIME Project Personnel Christine Mangino, Provost Mathematics  Olen Dias, Deputy Chair, Associate Professor  Edme Soho, Assistant Professor  AJ Stachelek, Assistant Professor  Amrit Singh, Adjunct Lecturer Natural Science  Van Chan Phanh, Assistant Professor Behavioral and Social Sciences  Kate Wolfe, Assistant Professor 26

27. Why we need PRIME?  47% of Freshmen enrolled in a Math remedial course  Almost 17% of all students enrolled in a Math remedial courses  Currently takes 3 semesters or more to complete Math remediation 27

28. PRIME Goals 1. Streamlining Remediation: successfully complete the required math course for graduation in 1 or 2 semesters, instead of 3  Current remediation path: Basic Math Skills (MAT 10) or Arithmetic + Algebra (MAT 15)  Elementary Algebra (MAT 20)  Introduction to College Math (MAT 100) 2. Curriculum Alignment  In order to meet the needs of specific departments, MAT courses will include more contextualization of activities and projects as we redesign the MAT curriculum and even link MAT courses with other departments 28

29. 1. Streamlining Remediation  Elementary Algebra (MAT 20) (fail)  Elementary Algebra (pass)  Statistics (MAT 120) (3 semesters)  Elementary Algebra (NP/Fail)  Statistics + MAT 20 (pass CEAFE) (2 semesters)  Fail entrance exam  Statistics (MAT 120) + MAT 20 (pass CEAFE) (1 semester) Projected PRIME Activities 29

30. 2. Curriculum Alignment  Develop problem-based curriculum (contextualization) for departments such as Early Childhood Education, Psychology and Liberal Arts for) in these courses: Arithmetic + Algebra (MAT 15), Elementary Algebra (MAT 20), Quantitative Reasoning (MAT 115) and Statistics (MAT 120)  Explore linkage between Introduction to Statistics and Psychology (Research Methods course) Projected PRIME Activities 30

31. Projected PRIME Activities 31 Year 1  Gather relevant information and revise math curriculum MAT 10, MAT 100 (Introduction to College Math), MAT 115 (Quantitative reasoning), develop assessment rubrics, submit to college governance  Include problem-based curriculum for contextualization (Elementary Arithmetic)  Select & train peer leaders for Supplemental Instruction.  Disseminate Information with Advisors/departments

32. Projected PRIME Activities Year 2  Assess & Revise math curriculum (MAT 10, MAT 100, MAT 115), use data from Office of Institutional Research (OIR)  Revise MAT 120 (Statistics), submit to governance as pilot (MAT120SI)  Explore links to Research Methods in Psychology courses  Revise MAT 150 (College Algebra), submit to governance as pilot  Disseminate information, work on conference proposals 32

33. Year 3  Pilot all courses (MAT 10, MAT 100, MAT 115, MAT 120)  Assess and revise curriculum  Launch new curriculum  Disseminate information, work on conference proposals, work on publications Projected PRIME Activities 33

34. PRIME Summary All three colleges are using various methods to streamline remediation, e.g., o Combined courses o Corequisite remediation o Backward curricular design o Compressed courses All three are recognizing the value of the student’s time o Many CUNY students face many challenges and so their education deserves to be as efficient as possible o Streamlining their quantitative remedial work will provide academic momentum and/or decreased reward delay and/or increase probability of finishing before there is an interruption 34

35. PRIME Summary To quantify all of these factors we will be using a novel metric to measure colleges’ progress: the contact hours needed for a student to successfully pass a college-level quantitative course 35

36. PRIME Summary This will allow us to compare different completion strategies, both within and across colleges Measures of quality of learning will be conducted simultaneously Goal is to have as high-quality, efficient, learning as possible 36

37. Conclusions PRIME is relevant to all CUNY associate-degree programs PRIME is critical for hundreds of thousands of students across the United States PRIME is essential for increasing graduation rates Colleges and faculty have important and challenging roles to play in making these changes 37

38. Thank you For more information about PRIME please contact: Lexa Logue, Principal Investigator alexandra.logue@cuny.edu alexandra.logue@cuny.edu Mari Watanabe-Rose, Co-Investigator mari.watanabe@cuny.edu mari.watanabe@cuny.edu 38