1. Restructuring the Math Pipeline for Success Cuyamaca College Math Pathways

2. Cuyamaca College Transfer Math Success Rates
One-year throughput rates for first-time math students classified as “underprepared” increased almost 7 fold …
10% %

3. Math Pathways Goals Annihilate the achievement gap
Increase the proportion of incoming students who complete a degree- or transfer-level math course in much less time
Increase the proportion of students who transfer and/or earn a degree or certificate

4. Structural Bias/Placement Is Destiny
students who start in remediation that are placed 3 or more levels below transfer
Asian
32%
Black
61%
Latinx
53%
White
35%
Julie … 3 minutes
Terrie … 8 minutes
Tammi … 9 minutes
Source: Perry, M.; Bahr P. R.; Rosin, M.; & Woodward, K. M. (2010). Course-taking patterns, policies, and practices in developmental education in the California community colleges. Mountain View, CA: EdSource. Compiled from Table 3 (p. 138) and Table 9 (p. 144).

5. Structural Bias/Placement Is Destiny
Students’ Starting Placement
% Completing Transfer-Level Math in 3 Years
One Level Below
35%
Two Levels Below
15%
Three or more Levels Below 6%
Julie … 3 minutes
Terrie … 8 minutes
Tammi … 9 minutes
Across CA, more than half of ALL Black and Latinx students are placed at this level.
Statewide data, Basic Skills Cohort Tracker, Fall ‘09-Spring ‘12

6. The Choice
Accept that students who assess three levels below transfer cannot succeed in a college-level math course without multiple layers of decontextualized remediation.
Recognize student capacity to do college-level work with a little extra support and provide students with an achievable pathway to attaining their educational goals.
Condemn students to the math pipeline of doom where they have little hope of ever realizing their educational goals. OR
Find a way to tap into student capacity to do college level work.

7. High Leverage Strategies
Change placement policies to allow more incoming students to enroll directly in transfer- level math
Accelerate remediation
Design and implement concurrent-enrollment support models (a.k.a. co-requisite models)

8. Change Placement Policies
Disjunctive placement with MMAP rules
All students are eligible for Statistics (with or without support)
No math courses below Intermediate Algebra
Use meta-majors to advise students into the appropriate math pathway
General; Business; STEM; Technical; Education

9. Paradigm Shifts in Teaching & Learning
The activity-based math classroom
Intentional support for the affective domain
Change expectations: students, teachers, staff, and administrators

10. Number of Course Sections
Schedule Changes
Number of Course Sections
Course Level
Fall 2015
Fall 2016
Fall 2017
Two+ Levels Below 18
N/A
One Level Below 15 19
(10 w/support) 13
(7 w/support)
PreStatistics 3 4
Statistics 11 22
(9 w/support)
All Transfer Level
(includes Statistics) 29 47
(13 w/support) 51
(12 w/support)
AB705 will cause many of these changes by itself
Talk about enrollment data Julie sent
Catch the bus story … students who are successful, stay and take more classes

11. Cuyamaca College Access: Fall 2015 vs Fall 2016
11 times greater
5 times greater
4 times greater
5.4 times greater
3 times greater
2.3 times greater
The slide is busy, but the
Takeaway is … we closed the achievement gap with regard to access

12. CC Transfer-Level Math Course Success by Placement
1.8 times greater
3.7 times greater
14 times greater
Students DO have the capacity (naysayers were wrong)
Draw back to more than half of Black and Latinx students place at 3+ levels below transfer
Assessment: levels below transfer

13. CC Transfer-Level Math Course Success by Ethnicity
5 times greater
4 times greater
9 times greater
These are students whose first math course was one of these coreq courses
Fall 2013 Cohort…
The following table summarizes the enrollment among first-time students that enrolled in a developmental math course (two or more levels below transfer) in their first-year at Cuyamaca ( ), and successfully completed a transfer level math course at either college within two years.
Fall 2016 Cohort…
The following table summarizes the enrollment among students that enrolled in their first math course as a transfer-level course with corequisite support in broken up by their Accuplacer placement and successfully completed the transfer level math course at either college within one year.

14. Statistics w/support Success Rates (First-Time Students)
Initial Placement
Fall 2013 Cohort
Transfer Math
in Two Years
2016 – 2017
Transfer Math with support
One Level Below
36%
70%
Two Levels Below
19%
71%
Three+ Levels Below 4%
57%
One Level … Traditional (215) … Transfer Math with support (57)
Two Levels … Traditional (296) … Transfer Math with support (91)
Three Levels … Traditional (84) … Transfer Math with support (23)
Showcases student capacity

15. B-STEM Math w/support Success Rates (First-Time Students)
Initial Placement
Fall 2013 Cohort
Transfer Math
in Two Years
2016 – 2017
Transfer Math with support
One Level Below
36%
60%
Two Levels Below
19%
Three+ Levels Below 4%
50%
One Level … Traditional (215) … Transfer Math with support (42)
Two Levels … Traditional (296) … Transfer Math with support (10)
Three Levels … Traditional (84) … Transfer Math with support (4)

16. Cuyamaca College Overall Transfer Math Success Rates (2016 – 2017)
Number of Students
Success Rate
First-Time Students w/support
356
69%
First-Time Students w/o support
1533
64%
Comparing first-time students who took a transfer math course with support versus first-time students who took a transfer math course without support (any transfer-level math course)
There was NO difference in success

17. The Latest Question
So they get access and they’re more successful in your math classes, but how are they doing in classes with a math prereq?

18. CHEM 102 Success 1.6 times greater 2.3 times lower
CHEM 102 (Intro to General, Organic and Biological Chemistry) is a required transferable chemistry course for Nursing and Allied Health majors
PreStats includes AND 10 backward-designed “Math Interludes” lessons for CHEM 102
2.3 times lower

19. Voices of students, faculty & counselors

20. Cuyamaca College Student Survey
An electronic survey was sent to all students enrolled in a course with support and the same course in the traditional mode
Overall response rate of 28%
Students enrolled in concurrent support courses were significantly more likely to…
feel more comfortable making mistakes in class
feel the in-class activities helped them master the course material and complete homework
agree the course provided them with more opportunities to receive guidance from other students
believe the instructor did a good job of managing the classroom

21. Cuyamaca College Students
Karly Franz (PreCalculus w/support)
“I enjoyed the course’s intensity and, despite challenges outside the classroom, earned a B+. I’m now on my way to becoming a high school biology teacher.”
Michael Smith (Statistics w/support)
“I wouldn’t have done it. I would have dropped out and not gone to school.”
Caleb Rendon-Guerrero (Statistics w/support)
“I like working in groups and switching groups because you get more perspectives. You might misunderstand something and then someone helps you see it another way. It’s kind of like having two teachers.”
Karly placed 1 level below
Caleb placed 2 levels below
Michael placed 3 levels below

22. Cuyamaca College Faculty & Counselors
Vi Trang (Business Calculus w/support)
“I like teaching this course because the students are more engaged and motivated to learn. And it helps them get through the math pipeline faster.”
Annalinda Arroyo (Statistics w/support)
“We shouldn’t limit students just because they have a label like ‘underprepared.’ Even without specific skills that we often think are necessary, students can contribute significantly to solving problems. They can use their reason to analyze situations and come up with solutions.”
Melanie Davidson (Counselor)
“It gives me the chance to talk about what they want to do for a career and other opportunities that would get them there faster.”
Here is what a few students had to say
Keith placed 2 levels below
Lizbeth placed 2 levels below
Karly placed 1 level below
Caleb placed 2 levels below

23. Resources & Contacts Tammi Marshall Math Department Chair
Cuyamaca College
Cuyamaca Math Pathways materials