1. Creative Solutions for Fast-Tracking to College-Level Mathematics
Kristin Good
Dean Arts & Sciences
Washtenaw Community College

2. The Reality
Nearly 60% of students entering community college are placed into remedial courses (Bailey, Jeong, & Cho, 2010).
Many who are required to enroll in remedial mathematics courses do not pass these courses and cannot consequently obtain a degree. Only 28% of the remedial students go on to receive some college credential within 8.5 years (Juszkiewicz, 2015).
This lack of degree completion translates into significantly lower earning opportunities over a lifetime. Those who complete an associate’s degree or bachelor’s degree earn more, 18% and 68% respectively, than a high school graduate (Bureau of Labor Statistics, 2015).

3. Factors affecting lack of success in remedial mathematics
Lack of motivation and self-efficacy (Wood, Newman, & Harris, 2015)
MTH 094
Student readiness (Norman, Medhanie, Harwell, Anderson, & Post, 2011; Smith et al., 2015)
ALEKS PPL
Improper placement into remedial courses (Hughes & Scott-Clayton, 2011; Scott-Clayton, 2012)

4. Our Story (prior to Summer 2015)
At WCC, here are three numbers for you:
85%98%56%
Basic Math Pre-Algebra Algebra

5. WCC Math Story

6. Former Pre-College Sequence
Math 034 (Basic Math) Math 067 (Pre-Algebra) Math 097 (Beginning Algebra) Quantitative Reasoning Statistics DONE Intermediate Algebra, College Algebra, Pre Calc…

7. Former Pre-College Sequence
Math 034 (Basic Math) Math 067 (Pre-Algebra) Math 097 (Beginning Algebra) Quantitative Reasoning Statistics DONE Intermediate Algebra, College Algebra, Pre Calc…
Unfortunately, the Math 097 prepared our NONSTEM students for the class they were less likely to progress to.

8. WCC’s New Math Pathway Summer 2015

9. New Non-STEM Developmental Option MTH 094:Pathways to Math Literacy
Unit 1 Numbers and Patterns
Focus on data. Set the stage by addressing a number of study skills and student success issues. Work on number sense, encourage educated guesses, analyzing data for patterns, and review some prerequisite material.
Unit 2 Relationships and Reasoning
Building blocks of functions and equations—start to develop the idea of function, input/output, independent/dependent, more number sense, carefully explore the meaning of a variable and develop the idea of a solution of an equation, solve some basic equations, and develop a problem solving strategy.

10. New Non-STEM Developmental Option MTH 094:Pathways to Math Literacy
Unit 3 Thinking Linearly
Dig in on linear relationships. Cover the rectangular coordinate system. Explore slope-intercept form, direct variation, writing equations of lines, relating graphs and tables to equations, linear regression, problem solving, and systems.
Unit 4 Living in a Nonlinear World
Expand to nonlinear relationships. Cover distance formula, applications based on graphs of quadratic functions, quadratic regression, applications based on graphs of exponential functions, exponential regression, inverse variation, scientific notation, operations with polynomials, factoring (stressing the relationship between factors, x-intercepts, and solutions), and algebraic approaches to solving quadratic equations.

11. Daily Lessons (1-2 per day)
Workbook Style
Groups (a must)
“Things are different”
Productive Struggle
Calculators and Computers
Group, Class, Group, Individual
Bonus: Learning styles and Study and Success Skills
Example: that tech assignment that shows the result of different exam grades

12. WANTED Course Mentor: Pathways to Math Literacy
Willing and Enthusiastic Believer That We CAN Do Developmental Differently
Tireless Answerer of Questions from All
Training Scheduler
Experienced Convincer and Assurer, and Hand-holder
Supply Order-er, Furniture Arranger; Brunch Host
Staffing Mentalist

13. New Collaborative Classroom

14. Teacher as Facilitator

15. RESULTS

16. Enrollment Shifts in the Capstone Developmental Math Courses
Fall 2016

17. What? Who? A 13.35% jump in enrollments at this level of Math
Who: Predominantly from our occupational division, Advanced Technologies/Public Services Careers
Who: The most significant predictor is the division in which the student’s declared major falls.  Simply put, students in 094 are much more likely to be enrolled in ATP programs.  Students in 094 are marginally more likely to be younger (borderline significant).

18. Follow On Data from MTH 094

19. Follow On Data from MTH 097

20. Fall to Winter Persistence

21. Next Phase: Placement
The end of COMPASS meant the beginning of something amazing for our campus:
ALEKS PPL

22. Process….

23. Getting to ALEKS PPL Lots of cross-campus conversation
Multiple visits from the ALEKS
Hosted state-wide conversation on the benefits of moving to ALEKS
Made the case for persistence

25. MTH 099

26. It Takes a Village Advising Facilities Media Services Testing Center
Faculty
Administration

27. Teamwork needed Faculty need to advocate for change
Administrators need to support change
Advisors needed to feel very comfortable with the options for students
Advisors needs to understand and advocate for the non-STEM pathway
More “choices” for students = More confusion
Media services and Facilities need to be willing to identify new layouts for collaborative classrooms
Testing Center needs to be willing to offer multiple testing and clear communication about results

28. Film for Pre-Algebra Instructors to show
Faculty have a role in advising
Students trust their instructor
Film

29. Future Questions

30. Questions Will the “bubble” continue to boost enrollment
Will the follow-on courses (Quantitative Lit and Stats) experience the same bubble?
Will pass rates stay comparable?
Will graduation rates in affected programs rise?
Institutional Research
How will ALEKS PPL continue to impact placement?
Can MTH 099 become a high school initiative?

31. Your Questions?