1. Improving completion and equity in math at LMC

2. The LMC Math Department is making significant changes to its Fall 2016 schedule.

3. These changes are part of an action plan to dramatically improve completion rates of degree and transfer requirements in math and to address equity gaps.

4. According to a study by Greg Stoup, 50-60% of the inequities in degree or transfer completion in CCCCD is explained by initial placement in math or English.
The Problem

5. Students who place into the lowest levels of math are much less likely to complete math requirements for the degree or transfer.
The Problem

6. The Problem Placement levels below transfer Course
Complete math for LMC degree
Complete at least one transferable math course 3
Math 12 Prealgebra
22% 9% 2
Math 25 Elem. Algebra
41%
20% 1
Math 29 Elem.+Int. Algebra
69%
46%
Math 30 Int. Algebra
70%
43%
Math 27 Pre-stats
62%
Fall 2013 cohort tracked through Fall 2015
The Problem

7. Disproportionate impact of placement leads to inequities in completion:
In Fall 2014, 50% of African Americans placed 3 or more levels below in math, compared to 30% of Hispanics and 23% of Whites.
Only 16% of African Americans were eligible for transfer level math, compared to 33% of Hispanics and 35% of Whites.
The Problem

8. A pathways approach with remediation aligned with math requirements in programs of study:
Algebra-based pathway
Statistics pathway
Immersion instead of multi-semesters in remediation means fewer exit points in math pipeline where we can lose students;
Broader access to Statistics (Math 34) and to accelerated algebra (Math 29, one level below transfer)
The Solution

9. A new course to broaden access to Statistics: Math 28 is designed to support students with “just-in-time” remediation to learn Statistics. Concurrent enrollment in Math 34 (Introductory Statistics) is mandatory; prerequisite is Algebra I with a C- or better.
What’s new?

10. Changes to prerequisites in the algebra pathway: Students with a C- or better in Algebra I are now eligible to take Math 25 (Elementary Algebra) and Math 29 (combined elementary and intermediate algebra). Math 29 is designed to support students who need algebra for their program of study but who also may lack confidence in their algebra skills. (I need a refresher!) It contains an extensive treatment of core Algebra I topics, as well as Algebra II. Math 29 has a much higher success rate and throughput rate.
What’s new?

11. What’s new? Use of high school work in placement:
Previously, students were placed into the LMC math curriculum based on a placement test.
Placements tests do not do a good job of predicting who does well in math courses.
National research suggests that under-placement error is much more prevalent than over placement error.
Now students’ high school math completion (C- or better) will be the primary placement criteria.
What’s new?

12. Out with the old …

13. In with the new …