1. Math Graduation Requirements and Alternative Math Pathways Mary Legner, Riverside City College Ginni May, ASCCC Executive Committee Toni Parsons, San Diego Mesa College Curriculum Institute 2016 Double Tree Hilton Anaheim, July 7-9

2. Outcomes Attendees will: Receive a review of the current math requirements for an associate degree in the CCC system; Learn of the some of the concerns surrounding math requirements, Be updated on the current, pending, and/or pilot project requirements by CSU and UC for students taking transfer level math to meet quantitative reasoning; Be informed about the current work CSU and UC regarding math and/or quantitative reasoning requirements; Explore some alternative math pathways; Engage in dialog regarding these issues.

3. Acronym Tutorial FYI : ASCCC – Academic Senate for California Community Colleges CCC – California Community Colleges CSU – California State University UC – University of California CCCCO – California Community Colleges Chancellor’s Office BOG – Board of Governors GEAC – General Education Advisory Committee (to CSU Chancellor) IGETC – Intersegemental General Education Transfer Curriculum QR – Quantitative Reasoning

4. History – CCC Math Requirement The current math competency requirements for the associate degree in the California Community College System were: Adopted by the Academic Senate in Spring 2005; Approved by the Board of Governors in September 2006; Effective for all students admitted to a CCC beginning Fall 2009.

5. History – CCC Math Requirement Alternative courses are permitted (encouraged) by Title 5: Leading up to the 2006 vote, many on the Board of Governors were reluctant to approve the change in graduation competencies because they feared it would simply become another barrier to students (especially CTE). The Academic Senate for California Community Colleges made a commitment to the Board of Governors that it would actively encourage, support, and promote alternative courses: that is, courses with content different from the traditional Intermediate Algebra curriculum may also be acceptable.

6. Title 5 Math Requirements From § 55063: Competency in mathematics shall be demonstrated by obtaining a satisfactory grade in a mathematics course at the level of the course typically known as Intermediate Algebra (either Intermediate Algebra or another mathematics course at the same level, with the same rigor and with Elementary Algebra as a prerequisite, approved locally), or by examination; Note that these are graduation requirements for the AA or AS, not requirements for a certificate.

7. Title 5 Math Requirements In addition the Title 5 language includes… From § 55063: The competency requirements for written expression and mathematics may also be met by obtaining a satisfactory grade in courses in English and mathematics taught in or on behalf of other departments and which, as determined by the local governing board, require entrance skills at a level equivalent to those necessary for Freshman Composition and Intermediate Algebra respectively. Note that these are graduation requirements for the AA or AS, not requirements for a certificate.

8. What does this mean? Alternative courses to traditional Intermediate Algebra may be used to meet CCC Math Competency, provided the course requires Elementary Algebra or equivalent entrance skills.

9. CSU GE-Breadth Area B4 Mathematics and Quantitative Reasoning Area B4 courses must emphasize the development of students’ mathematical and quantitative reasoning skills beyond the level of intermediate algebra. Courses in the history of mathematics, for example, are not acceptable for Area B4 because they are not focused on building students’ mathematical skills. Trigonometry and discipline- specific statistics courses are not acceptable for IGETC Area 2 but may be acceptable for CSU GE-Breadth Area B4. Courses in the other sub- areas of Area B emphasize the perspectives, concepts, principles, theories, and methodologies of the disciplines. Area B4 courses must emphasize the development of student’s mathematical and quantitative reasoning skills beyond the level of intermediate algebra, which must be a stated prerequisite. From CSU Office of the Chancellor, Guide for CSU Reviewers http://www.calstate.edu/app/documents/EO-595/Area_B.pdf http://www.calstate.edu/app/documents/EO-595/Area_B.pdf

10. IGETC Area 2 Mathematical Concepts and Quantitative Reasoning All courses must have an explicit prerequisite of Intermediate Algebra and build students’ skills beyond the level of Intermediate Algebra. Trigonometry and discipline-specific statistics courses are not acceptable for IGETC Area 2 but may be acceptable for CSU GE Area B4. Courses that are designed to serve a restricted range of disciplines but “emphasize the mathematical basis of statistics, probability theory and estimation, application and interpretation, uses and misuses, and the analysis and criticism of statistical arguments in public discourse” may be approved for IGETC Area 2A. From CSU Office of the Chancellor http://www.calstate.edu/app/documents/IGETC/IGETC_Area_2.p df http://www.calstate.edu/app/documents/IGETC/IGETC_Area_2.p df

11. Concerns Regarding Math Requirements Equity In response to the equity challenges, a number of California Community Colleges and a few CSU campuses have been piloting statistics-based curricular pathways in quantitative reasoning for transfer purposes, doing so under temporary approval agreement from the CSU General Education Advisory Committee (GEAC).

12. Current, Pending, and/or Pilot Projects from CSU and UC On the recommendation of GEAC, the CSU authorizes temporary recognition of statistics pathways curriculum in satisfaction of the Quantitative Reasoning requirement for transfer admission and completion of lower-division coursework in general education. http://www.calstate.edu/app/geac/documents/statistics-pathways- in-csu-quantitative-reasoning-fall2015.pdf Expires at the beginning of fall term 2019 Monitor efficacy of statistics pathways Inform subsequent revision of permanent policy

13. CCC and UC IGETC Standards It is recommended to ICAS to accept the 2016 standards with a modification to the quantitative reasoning statement to include: Until 2019, math courses with prerequisites of intermediate algebra OR statistics courses that are part of the Carnegie model Statway are acceptable to fulfill the quantitative reasoning requirement. UC would agree to no other pathway to meeting the general education in quantitative reasoning.

14. What is Quantitative Reasoning?

15. Quantitative Reasoning Taskforce (QRTF) draft The ability to reason quantitatively is a stable combination of skills and practices involving: (i) the ability to read, comprehend, interpret, and communicate quantitative information in various contexts in a variety of formats, (ii) the ability to reason with and make inferences from quantitative information in order to solve problems arising in personal, civic, and professional contexts, (iii) the ability to use quantitative methods to assess the reasonableness of proposed solutions to quantitative problems, and (iv) the ability to recognize the limits of quantitative methods.

16. Quantitative Reasoning Taskforce (QRTF) draft Quantitative methods include the methods of computation, logic, mathematics, and statistics. Quantitative information is traditionally found in subject areas like mathematics, statistics, computer science, and logic.

17. Association of American Colleges and Universities By one definition, quantitative reasoning (QR) is the application of basic mathematics skills, such as algebra, to the analysis and interpretation of real-world quantitative information in the context of a discipline or an interdisciplinary problem to draw conclusions that are relevant to students in their daily lives. It is not just mathematics. … The term numeracy is also used in conjunction with these skills. From AACU - Quantitative Reasoning the Next “Across the Curriculum” Movement by Susan Elrod, 2014 https://www.aacu.org/peerreview/2014/summer/elrod https://www.aacu.org/peerreview/2014/summer/elrod

18. General Education—Quantitative Reasoning Quantitative Reasoning as part of the General Education pattern is the purview of all faculty, We must engage in the intersegmental dialog – What are the expectations (in Quantitative Reasoning) for citizens holding a baccalaureate degree? CSU Council of Math Chairs’ concern is that these pathways do not prepare students for college level courses.

19. Pathway Models… Intermediate Algebra for non-STEM Corequisite Models: academically unprepared students take entry- level college courses simultaneously with remedial academic support. Tennessee Model – http://academiccommons.columbia.edu/catalog/ac:197866–http://academiccommons.columbia.edu/catalog/ac:197866 Acceleration Models: Community College of Baltimore County – http://www.ampatccbc.orghttp://www.ampatccbc.org San Diego Mesa College Riverside City College – Math JumpStart Note, ASCCC may provide examples but leaves recommendations for specific models to the discipline specific groups such as CMC^3.

20. San Diego Mesa – MATH 92 Combines Beginning and Intermediate Algebra 3 unit lecture/1 unit lab combination. Class meets 6 hours per week Course was designed around the ELM standards “Lab time” uses real world applications for contextual learning. Lab packet designed by faculty Pre-requisite for Stats and Math for Liberal Arts courses only Back door for students that change majors

21. Discussion

22. Thank you!