1. WvEB Mathematics: College Level, Web-Enhanced Algebra and Trigonometry Courses for High School Students in West Virginia Dr. Laura J. Pyzdrowski WvEB Project Director and WVU WvEB Algebra Coordinator Dr. Mike Mays, WvEB Trigonometry Coordinator Cecilia Fizer, Concord WvEB Algebra Coordinator

2. Steering Committee V. J. BenokraitisDeborah Brown Connie DaleBruce Ebanks Bruce FlackElizabeth Dale James DenvirMurrel Hoover Carl JohnsonDavid Kennedy Larry LambJames Miller Diana MunzaMary Poling Laura PyzdrowskiGary Seldomridge Deborah SeldomridgeJudy Silver Sue SteinbeckJoe Urbanski Donna Watson

3. WvEB Algebra Design Sub - Committee Jim Denvir (Marshall) Bruce Ebanks (Marshall) James Miller (WVU - Morgantown) Laura J. Pyzdrowski (WVU, coordinator) Judy Silver (Marshall) Joe Urbanski ( WVUIT) Diana Munza ( High School Teacher Representative)

4. WvEB Algebra 9-12 Sub - Committee Murrell Hoover (Charleston) Larry Lamb (State Mathematics Coordinator) Diana Munza (Fairmont) Debbie Seldomridge (Keyser) Sue Steinbeck (Parkersburg)

5. WvEB Course A college-level mathematics course for high school students The structure of the course allows for concurrent enrollment.

6. GOALS To help students remain in a mathematics pathway while in high school, and allow for a smooth transition into entry level college mathematics Increase WV College Going Rates Increase WV Math ACT Scores

7. High School Students Experience the Pace of a University Course Gain Confidence in Mathematical Ability –Entice students into STEM fields Avoid Senior Mathematics Void

8. Design WvEB Algebra and Trigonometry target the “middle track”student. WvEB Calculus will target advanced track students. Courses are not meant to replace mathematics courses in the high school curriculum.

9. Design Higher Education Instructor of Record High School Teacher Facilitator Use of Content Standards and Objectives –Algebra III credit Students are counseled as to course appropriateness.

10. Design Students use a graphing utility/graphing calculator. Students work in groups when appropriate. Students will be exposed to problem solving in context. Students make connections among tables of numbers, algebraic analysis, and graphs.

11. WvEB Mathematics Course Components Reading Assignments (Text Component) Lectures (CD Component or video streaming) Laboratories (School Lab/CD/Web Component) Homework (Text Component) Homework Quizzes (Web Component) Tests (Given at High School Site and Proctored) Facilitator Input Instructor/Facilitator/Student Communication (Web Component) Pilot of Online Tutoring ( MathChat)

12. Facilitator The facilitator for the project must be a certified high school mathematics teacher, must apply to the institution of record, is the instructor of record for the high school credit portion of the course, and must attend professional development sessions to become familiar with the technological components of the course as well as the course material and requirements.

13. Duties of Facilitator Monitoring tests in a supervised setting Sending or giving student materials to the instructor of record Handing graded materials back to the students Facilitating with homework assignments

14. Duties of Facilitator Assisting and guiding students who need help with content of the course Supervising computer laboratories and guiding student groups when needed through difficult laboratory topics Making sure that the computer facilities are functioning and reporting malfunctions to the appropriate support staff and the instructor of record

15. Duties of Facilitator Assisting in counseling as to the appropriateness of the course for interested students Consulting with regard to content selection, and development

16. Duties of Facilitator The facilitator will be the "eyes and ears" for the higher education instructor of record and will provide information about student concerns and in-class performance. Serve as consultants on NSF CCLI grant. Dr. Michael Mays, CCLI PI Dr. Laura J. Pyzdrowski, CCLI Co-PI

17. WvEB “Perks” ( WVU) “Salary” of $80/student for up to 10 students. For 10 students or more the “salary” is $1000 To teacher if offered outside of school day To county if offered during school day No Minimum number of students required

18. Structure The structure at each site will vary. Students meet during scheduled times to discuss and do mathematics and take tests. ( Contact hours) There are supervised group work for the interactive computer laboratories.

19. Placement Hosting Higher Education Institutions use individual placement requirements.

20. WvEB Eligibility An overall GPA of 3.0 An earned “C” or better in Algebra 1, Algebra 2, and Geometry –in addition, WvEB Trig requires a “C” or better in WvEB Algebra High School permission for the student to take the course –Some High Schools have additional requirements. Meet other institutional entry requirements

21. Software/Hardware Requirements: Windows 98, Me, 2000 or XP system Internet Explorer and Media Player A sound card and CD-ROM drive

22. WvEB Algebra WVU-Morgantown Sites Clay-Battelle High School Elkins High School Hedgesville High School Liberty High School Moorefield High School Morgantown High School Robert C. Byrd High School Roane County High School South Harrison High School Trinity High School Tygarts Valley High School University High School Preston County High School (Fall 2007)

23. WvEB Algebra Other Sites Concord: Cecilia Fizer –Pike View High School –Interest from Princeton and Bluefield High School Fairmont: Switched to WVU sites in Fall 2006 –Fairmont Senior High –Fairmont East High School –Marion County Technical Center –North Marion High School

24. WvEB Trigonometry WVU-Morgantown Sites Clay-Battelle High School Elkins High School Fairmont Senior High School Liberty High School Morgantown High School North Marion High School Robert C. Byrd Roane County High School Trinity High School Tygart’s Valley High School University High School Preston County High School (Spring 2008)

25. WvEB Algebra Initial Results 29 Student Participants in Fall 2000

26. WvEB Algebra Initial Results

27. WvEB Algebra Results Fall 2000

28. Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

29. WvEB Student Participation

30. WvEB Algebra 2003-2004 Results 318 Student Participants 8 percent D/F/W rate

31. Accuplacer Scores WvEB Algebra; n=265 Fall 2003 - Spring 2004

32. Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

33. WvEB Trigonometry Spring 2004 Results 161 Student Participants 4 percent D/F/W rate

34. Accuplacer Scores WvEB Trig; n=53 Spring 2004

35. Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

36. Accuplacer Scores WvEB Math; n=53 Fall 2003 - Spring 2004

37. Scores on Accuplacer Scores of 40 or less : < 20th percentile Scores of 41 to 62: 20th - 50th percentile Scores of 63 to 85: 50th - 80th percentile Scores of 86 to 102: 80th - 90th percentile Scores of 103 to 120: 90th - 100th percentile

38. WvEB Algebra Fall 2004 Results 181 Student Participants 1.7 percent D/F/W rate.

39. WvEB Algebra Spring 2005 Results 94 Student Participants 4.5 percent D/F/W rate.

40. WvEB Trigonometry Spring 2005 Results 165 Student Participants 6.3 percent D/F/W rate

41. ACT Test Most students in West Virginia high schools take the ACT test. At the time of the study, there was an ACT Math Task force in West Virginia. Similar studies in follow-up courses such as Trigonometry are being analyzed.

42. Data Analysis Fall 2004-Spring 2005 As a group, students enrolled in WvEB Algebra improved their mean ACT scaled score from 21.22 to 22.74. This analysis was done using an ANOVA to assess whether there were differences between the ACT pretest and the ACT posttest. There was a significant difference between the tests, F(1, 227) = 37.356, p <.001, such that students performed better on the posttest (M =22.74, SD = 3.99) than on the pretest (M = 21.22, SD = 3.95).

43. Matched Pair Study in Fall 2004 59 students enrolled in the WvEB College Algebra course from one local high school were matched with students enrolled in on- campus College Algebra.

44. Matched Pair Study in Fall 2004 The goal of the matched pairs was to get a homogenous sample of the on-campus students for comparison against the WvEB students. Matched according to gender – papers drawn from a hat and coin tosses –done by research assistant

45. Matched Pair – On Campus Completed Algebra I, Algebra II, and Geometry in high school with a “C” or better At least a 3.0 high school grade point average On-campus students were first semester freshman who had just graduated from high school

46. Data Analysis Using scaled scores, paired-samples t-tests were used to determine whether differences existed between the two groups on the ACT.

47. Data Analysis Fall 2004

48. Discussion In 2005, West Virginia’s math ACT average of 19.3 as compared to the National average of 20.7 had West Virginia tied for having the 5th lowest average math ACT score in the nation.

49. Discussion Campus pre score of 20.78 and post score of 22.66 are less than the score of 23 required. Students are also admitted into the course –algebra workshop –departmental placement test score It is conjectured that students are not putting in the effort that they would in a real ACT testing.

50. Ongoing Efforts for WvEB 04-05 Study Track through subsequent math courses Analysis of questionnaire given to high school students in the fall 2004 semester

51. Research Design for College Algebra Fall 2004 High School Questionnaire

52. In the News Flat Math Score Trends with More AP courses –“U.S. high school students are taking tougher classes, receiving better grades and, apparently, learning less than their counterparts of 15 years ago.” From The Los Angeles Times, Thursday, February 22, 2007. See http://www.latimes.com/la-me- student23feb23,0,2368105.story

53. Rigorous College Level Courses First and foremost a college level course –Supervised or taught by higher education faculty members Support High School CSOs with more rigor and relevance in freshman level mathematics courses

54. West Virginia Higher Education Math Task Force - 2002 For those students entering a liberal arts/business major, it is strongly recommended that the senior year course promote algebraic thinking skills.

55. What Comes Next? WvEB Calculus, WvEB Number Theory –www.wvebmath.wswww.wvebmath.ws

56. ? Questions ? This slide show available –www.wvebmath.ws For more information, email: –lpyzdrow@math.wvu.edulpyzdrow@math.wvu.edu –mays@math.wvu.edumays@math.wvu.edu –cecilia@concord.educecilia@concord.edu