1. Unlocking the Mathematical Gate: Using Our Collective Findings for Greatest Impact Bernadine Chuck Fong, Sr. Managing Partner Achieving the Dream Leadership Coach HSI March 8, 2014

2. 60-70% Students assigned to developmental math course. 60-70% Students assigned to developmental math course. 80% Percent of these students that never get past this gate. 80% Percent of these students that never get past this gate. 500,000 students in every cohort will never complete college math requirement. 500,000 students in every cohort will never complete college math requirement. 2 The Problem

3. Language & Literacy Productive Persistence Advancing Quality Teaching LearningGoals, Curriculum, and Pedagogy The Improvement Drivers for Success “Getting Under the Hood”

4. Learning is a Cultural Activity  Teaching is a cultural activity, but so is learning…  Even if teachers can successfully create learning opportunities in the classroom, students need to be prepared to take advantage of them. 4

5. Research: Features of Teaching that Predict Learning (Learning Opportunities) – Struggle – students spend at least some time struggling with important mathematics (desirable difficulties) – Connections – making mathematical relationships – among concepts, procedures, ideas – explicit in the lesson (explanations; connections) – Deliberate Practice – increasing variation and complexity over time (different from repetitive practice) – because learning takes time! More like driving to work than launching a rocket ship. 5

6. Cross Cultural Comparison: Making Connections in High Performing Classrooms 6

7. A College Level Pathway for developmental math students  RE-CONCEPTUALIZED the curriculum  SHORTENED the trajectory  RICH PROBLEMS for students to “struggle with” 7

8. 8 Elem. Algebra Int. Algebra College Math Semester 1 Semester 2 Semester 3 or more College Math Credit College Math Credit College Math Credit College Math Credit Statway Quantway A Solution: Coherent, Intensive Learning Pathways What Colleges Traditionally Have Done

9. Traditional Sequence Statway Statway: Time to Complete a College Level Math Course 1 Year 2 Years Triple the success rate in half the time. 6% 51% 15%

10. Traditional Sequence Quantway 1 Quantway: Time to Complete Developmental Sequence 1 Term 2 Terms Double the success rate in half the time. 21% 56% 29%

11. Success Rate – Gender 11

12. Success Rate – Gender and Race/Ethnicity 12

13. College Units Earned – Post Statway 13 StatwayNon-Statway 7.125.32

14. 14 Who Are Pathways Students? 75% 2 Levels and Below 22% 1 Level Below

15. 15 Who Are Pathways Students? 69% Less than College Degree 31% 2-Year, 4-Year, or Graduate Degree

16. With the Pathways data We can predict on Day One which students are not likely to succeed Belonging uncertainty Math/statistics anxiety Fixed mindset Stereotype threat Social ties Belonging uncertainty Math/statistics anxiety Fixed mindset Stereotype threat Social ties Maternal Education Minority Language spoken at home Work hours # Dependents Maternal Education Minority Language spoken at home Work hours # Dependents Math Conceptual Knowledge Placement level Math Conceptual Knowledge Placement level Math SurveyProductive PersistenceDemographics This ability to predict is powerful…. Now we can intervene 16

17. Productive Persistence: tenacity + good strategies  True or False: – “You are either a math person or you are not”  87% of our students answered “True”  Need designed interventions to move to a Growth Mindset 17

18. 18 Social Ties and Mindsets Mindsets and Social Ties (Both Pathways)

19. Connections to Stereotype Threat N = 714 math students

20. Productive Persistence: Week 1

21. Productive Persistence: Day 1 – Week 4

22. Productive Persistence At Risk Indicator 22 Key indicator variables:* 1.Math/ statistics anxiety 2.Fixed mindset 3.Belonging uncertainty 4.Stereotype threat 5.Grit * Each scored (0/1 for presence of risk) Risk LevelNumber of Risk Factors No risk0 Medium risk1 or 2 High risk3, 4 or 5

23. Productive Persistence At Risk Indicator 23 Passing the first term common assessment defined as earning a 60% or above

24. Leveling the Playing Field  We are finding that, given the right opportunities and supports, prompts and encouragements, developmental math students can perform as well as other students  “Developmental math” designation may create its own stereotype threat that militates against learning 24

25. www.carnegiefoundation.org pathways@carnegiefoundation.org

26. 26 48 colleges and universities in 14 states

27. The Carnegie Network-College partnership Contact: pathways@carnegiefoundation.org NETWORK provides:  Advancing Quality Teaching professional development  All instructional materials and assessments  Analytics on student performance  Engagement in a Networked Improvement Community NETWORK provides:  Advancing Quality Teaching professional development  All instructional materials and assessments  Analytics on student performance  Engagement in a Networked Improvement Community COLLEGE involvement:  College team of faculty, IR, counselor, dean  Winter Orientation and National Forum  Co-development of materials  Conference calls/webinars  Data Sharing COLLEGE involvement:  College team of faculty, IR, counselor, dean  Winter Orientation and National Forum  Co-development of materials  Conference calls/webinars  Data Sharing 27