math pathways at scale - sheeo 415 vandal sheeo 81017.pdf · objective: to become the best-educated...
TRANSCRIPT
Bruce Vandal Senior Vice President | Complete College America
@BruceatCCA
COMPLETE COLLEGE AMERICA
Math Pathways at
Scale
Very Few Community College Students Complete Gateway Math
One Year
20%
Two Years
28%
college algebra courses serve two distinct student populations:
the overwhelming majority for whom it is a terminal course …, and the
relatively small minority for whom it is a gateway to further math. Neither group
is well-served by the traditional … college algebra course.
Why is College Algebra the Default?
Many programs, that don’t require calculus,
use college algebra as a terminal course.
It is the only course that definitely transfers
in many states
College Algebra is the destination course of
our remedial education system
Advisors tell undecided students college
algebra is the “safe option”.
Few in College Algebra, Enroll in Calculus
5
10%
30% 60%
Students Who Take College Algebra
Ever Take Calculus1
Take BusinessCalculus
Do Not Take AnyForm of Calculus
Virtually no students
who pass college
algebra ever start
Calculus III, which is a
key course for STEM
majors.
Dunbar, S. 2005. Enrollment flow to and from
courses below calculus . In A Fresh State for
Collegiate mathematics: Rethinking the
Courses below calculus, N.B. Hastings et al.
(Eds.). Washington DC: MAA Notes,
Mathematical Association of America.
College Algebra’s Purpose Is Preparation for Programs Requiring Calculus
6
College Algebra Program Calculus
The mathematical sciences community must begin to think in terms of
a broader range of entry-level courses and pathways into and through
curricula for all students,
Math Is Aligned to Majors
Quantitative Reasoning
Statistics/Modeling
College Algebra/Pre-Calc/
Calculus
Humanities
Arts
Social Sciences
Health Sciences
Business
Engineering
Hard Sciences
Classics
Performing Arts
Cultural Studies
Technical Math Technical
Certificate
Programs
Meta-Major Gateway Math Program
Psychology
Political Science
Communications
Welding
Carpentry
Civil Engineering
Chemical
Engineering
Chemistry
9
Math Aligned to Major
Applicable to Program of Study
Requirements
Transferable into Programs of Study at
Receiving Institutions
Designed to be delivered with a Corequisite
for Underprepared Students
A Key Component of Pre-Major Advising
Pre-Major
Advising
Humanities STEM Social
Sciences
College
Algebra Stats
Advise and
Assess
Choose
Meta-major
Gateway Math
in 1st year
Choose Major
QR
Coreq
Major
Coreq Coreq
Major Major
A Model Pathway
Ivy Tech Remedial/Coreq Math Placement Post-Math
Pathways
73%
71% 71%
67%
52%
36%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2009 2010 2011 2012 2013 2014 2015
Corequisites result in dramatic improvements in gateway course
success
2.7% 3.8% 6.8%
11.5%
19.7%
25.6%
13.1% 12.3%
32.9%
45.5%
55.3%
63.4%
70.1%
79.5%
48.7%
54.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
<13 14 15 16 17 18 No ACT OverallPre-Requisite Model 2012-13 Corequisite Full Implementation 2015-16
TBR Community College Gateway Math Success in
One Year
Math Pathways States
Other Statewide
Initiatives
State Activity
Housto
n
CCA/Dana Center
Math Pathways States
1. Provide a Clear Option for Non-STEM
0%
10%
20%
30%
40%
50%
60%
Two-Year Institutionsn = 4374
Four-Year Institutionsn = 7284
53% 56% 47%
44%
M121 Non-STEM Pass Rate Fall 2009 - Spring 2015
Pass Not Pass
2. Develop Alternative Pathways
3501
3. Strengthen Advising Processes for Math
3696
6329
10025
2769 3832
6601
0
2000
4000
6000
8000
10000
12000
STEM Non-STEM Total
M121 AS A TERMINAL COURSE FALL 2009 – SPRING 2015
Terminal Non-Terminal
4. Evaluate and Redesign Curricular Requirements
M121 Algebra Enrollment by Major Area Fall 2009 - Spring 2015
Arts, Ed, Govt, & Communication Trades & Agriculture
Business & IT STEM
Health Science General Studies
Results to Date
• Altered developmental algebra enrollment
• Impacted college algebra grades
• Introduced qualitative math statewide
• Accelerated corequisite remediation efforts
4987
4008
3315
2014-2015 2015-2016 2016-2017
Enrollment in Remedial Algebra
Math Pathways—Virginia Context
Joseph G. DeFilippo, Ph.D.
Director of Academic Affairs
22
23
Virginia Higher Ed Structure
• Publics:
• 14 four-year
• 1 two-year junior college
• Community college system—23 colleges (40 campuses)
• Governance:
• Institutional boards
• SCHEV (coordinating board)
• Secretary of Education
• General Assembly
24
Aspiration
Virginia Plan for Higher Education
Objective: to become the best-educated state by
2030.
• Current estimates show Virginia ranking sixth among states, with
51% of its working population (ages 25-64) with a workforce
credential or degree.
• The estimated rate to achieve the objective by 2030 is 70%.
25
Intra-commonwealth Gaps
26
Coordination in re transfer/mobility
SCHEV
• State Committee on Transfer
• State Policy on College Transfer (focuses
on articulation and communication in 2+2
transfer)
• Specific legislative mandates (recent: dual
enrollment; passport credential)
• But…no real history/practice of curriculum
commonality
27
What’s at Stake? The Case of Remediation
28
In 2015, our Chancellor set an ambitious goal to triple the number of credentials earned each year by students who attend one of the 23 community colleges in Virginia. The new strategic plan, Complete 2021, is a single, audacious goal, which is centered on completion to increase
economic mobility and individual prosperity across the Commonwealth.
The VCCS Mathematics Pathways Project is a strong step forward to support the VCCS’s strategic plan Complete 2021 which will prepare students for the workforce or a transfer institution.
The purpose of the VCCS Mathematics Pathways Project is to improve student success in
developmental mathematics through gateway mathematics courses by reducing the time to completion with increased success and greater levels of rigor.
Math Pathways Project
www.tinyurl.com/VCCSMathPathways
VCCS Math Faculty
VCCS Support Dept
Universities
State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
1 VCCS Math Faculty
3 VCCS Support Dept
Universities
2 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
• The Charge • Research and Structure
Growing Support
6 Stakeholders
at the Table
42 VCCS Math Faculty 4 VCCS Support Dept
Universities
4 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
• The Charge • Research and Structure • Comprehensive Plan
• Collaboration with K-12
• Multiple Measure Placement
• Placement Testing • CoRequisite
Model • Math Pathways
Growing Support
50 Stakeholders
at the Table
82 VCCS Math Faculty 71 VCCS Support Dept 1 Universities
5 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
• The Charge • Research and Structure • Comprehensive Plan
• Collaboration with K-12
• Multiple Measure Placement
• Placement Testing • CoRequisite
Model • Math Pathways
• Communication and Planning Begins
• College Leads and 5 Major Workgroups
Growing Support
159 Stakeholders
at the Table
121 VCCS Math Faculty 145 VCCS Support Dept 27 Universities
23 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components • The Charge • Research and Structure • Comprehensive Plan
• Collaboration with K-12
• Multiple Measure Placement
• Placement Testing • CoRequisite
Model • Math Pathways
• Communication and Planning Begins
• College Leads and 5 Major Workgroups
• Pathway Course Teams • University Visits • Add Dev Math
Workgroup and Plan • Webcalls, webcalls,
webcalls
Growing Support
316 Stakeholders
at the Table
127 VCCS Math Faculty 151 VCCS Support Dept 43 Universities
30 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components • The Charge • Research and Structure • Comprehensive Plan
• Collaboration with K-12
• Multiple Measure Placement
• Placement Testing • CoRequisite
Model • Math Pathways
• Communication and Planning Begins
• College Leads and 5 Major Workgroups
• Pathway Course Teams • University Visits • Add Dev Math
Workgroup and Plan • Webcalls, webcalls,
webcalls • Math Summit • QUINN • State SIS Support • VPT Redesign • Prof. Development Plan
Growing Support
351 Stakeholders
at the Table
142 VCCS Math Faculty 151 VCCS Support Dept 58 Universities
37 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components • …….. • College Leads and 5
Major Workgroups • Pathway Course Teams • University Visits • Add Dev Math
Workgroup and Plan • Webcalls, webcalls,
webcalls • Math Summit • QUINN • State SIS Support • VPT Redesign • Prof. Development Plan • Collaboration with
SCHEV and Adult Basic Ed
• Transition Meeting • CTE and AH Courses
Growing Support
388 Stakeholders
at the Table
200 VCCS Math Faculty 161 VCCS Support Dept 73 Universities
47 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
Growing Support
481 Stakeholders
at the Table
• …….. • Prof. Development Plan • Collaboration with
SCHEV and Adult Basic Ed
• Transition Meeting • CTE and AH Courses • DCRC – Course
Approval • State Transfer Table • MPI and Publisher
Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan
200 VCCS Math Faculty 181 VCCS Support Dept 73 Universities
47 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
Growing Support
501 Stakeholders
at the Table
• …….. • Prof. Development Plan • Collaboration with
SCHEV and Adult Basic Ed
• Transition Meeting • CTE and AH Courses • DCRC – Course
Approval • State Transfer Table • MPI and Publisher
Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan • Advising Institute
200 VCCS Math Faculty 181 VCCS Support Dept 73 Universities
47 State and National Support & Organizations
Stake Holder
Involvement
Project Timeline
Sprin
g 2
01
6
Sum
mer
20
16
Fall 20
16
Sprin
g 2
01
7
Sum
mer
20
17
Fall 20
17
Sprin
g 2
01
8
Fall 20
18
+
Fall 20
15
Project Components
Growing Support
501 Stakeholders
at the Table
• …….. • Prof. Development Plan • Collaboration with
SCHEV and Adult Basic Ed
• Transition Meeting • CTE and AH Courses • DCRC – Course
Approval • State Transfer Table • MPI and Publisher
Showcase • SCHEV IPAC • Specialty Courses • Universities revisited • Collaboration Plan • Advising Institute
Moving Forward • College Implementation • Adjustments • Continued
Collaboration • Data Collection • Continuous
Improvement
Successes and Challenges
Successes and Challenges
Successes and Challenges
Successes and Challenges
Successes and Challenges
Successes and Challenges Successes and Challenges