statway/quantway overview at mathpathways nocal

8/2/2019 Statway/Quantway Overview at MathPathways NoCal

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The story is a familiar one: A high-school dropout and single

mother works the supermarket late shift. Motivated to earn a

four-year degree so she can have a better life for herself and

her 4-year-old daughter, she enrolls in a community college

after earning a GED. Three years later, she still hasnt

completed the sequence of three remedial math courses

required before she can take college-level math. Defeated, she

says, "I just couldnt do it anymore." For this student and too

many others, the dream stops here.

The Reality

60% of community college students who take theplacement exam place into remedial education classes.

This could be as high as 90% for low-income and minoritystudents at some community colleges.

The number of students moving from remedial educationclasses to college-level courses can drop as low as 15%.

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Solution: New Mathematics Pathways

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Through college-levelstatistics

To-and-through college-levelquantitative reasoning

Two 1-year pathways for elementary algebra students

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Seeding the Network

19 Communitycolleges

3CaliforniaState

universi9es

5 States(CA,WA,TX,FL,CT)


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Seeding the Network

8 Communitycolleges

3 States(NY,OH,GA)


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For the developmental math student:

We have re-conceptualized the content necessary for successfulcompletion of a college level, transferable math/stat course

We address the intermediate algebra gatekeeper to college success

We have shortened the time it takes for dev math students tocomplete a college level course

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For the developmental math student:

We focus the student on conceptual rather than proceduralunderstanding, resulting in deeper learning

We make sure students know the concepts behind the math andcan apply them in many contexts

We focus on students and the psychological and non-cognitivebarriers, the social and emotional challenges, that interfere withtheir learning

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FixedMindset

AboutMath

(1item)

FirstDayofClass 3+WeeksLater

ES=.38*

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2.2

2.4

2.6

2.8

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3.2

3.4

3.6

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Interest/

Relevance

(3items)

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2.2

2.4

2.6

2.8

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3.2

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Anxiety

(3items)

ES=.17*

*P


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For the faculty member:

You are part of a national network, with important professionalopportunities and bringing national recognition to their work

You share in the network-wide improvement of curriculum andinstructional materials

Carnegie National Network faculty receive comprehensiveprofessional development support.

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For the faculty member:

With a network, faculty members are no longer laboring alone tosolve the developmental math problem. We use the wisdom ofcrowds to bring together faculty members across the country towork on the challenges of the developmental math together.

The faculty and colleges receive real time feedback on theirstudents progress, even down to the keystrokes!

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For the institution:

We assist in articulation and provide the Carnegie umbrella toopen dialogue with universities and state articulation bodies

We provide the means for data collection and analysis of yourstudents progress, down the each class session

We can keep more students in the academic pipeline to increasestudent success and graduation rates

Access to innovative research and development to promote studentsuccess and engagement

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The Results so farDevelopmental mathematics students completing their first term of collegelevel statistics

Retention completed first term: 93%

Persistence enrolled in second term: 65%

Pass rate 77% D or better 70% C or better

Success rate completed college level math in one academic year: Statway: 46% - Predicted National Average: 5% - 15%15 of 19 colleges reporting

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What can Statway students major in? Liberal Arts Health Services Nursing Social Sciences Behavioral Sciences Fine Arts Social Work Environmental Studies Hospitality/Tourism Justice Studies Nutritional Science

Occupational Therapy Geography Humanities Kinesiology / Athletics Biological Sciences Career Technical Undecided

Opening doors for students

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I praise the fact that someone finally had enough sense to realize that agreat deal of students have been kept from furthering their educationdue to this overpowering wall, and now there is hope for alot of us,not only to pursue higher education but to learn something thatwould really apply to our everyday life.

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What Statway Students Are Saying

Ifeelthatifonepersonputintheworktoreallyunderstandtheconceptstheycanpass.Iwasnevera"mathperson"butcomingintoStatwayhascompletelymadea360degreeturnabouthowifeelaboutmath.Itisgreat!

IpanicalotwhenIhearanythingtodowithtes9ng

Math and test anxiety

A growth mindset

Course relevance


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Funders

Contact Us

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[email protected]


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Statway and Quantway Learning Outcomes

Developmental Mathematics Learning Outcomes

Numeracy Facility working with rational numbers: computation, rounding, estimation

Proportional Reasoning Comparing relationships such as difference vs. relative difference; working with

percentages and proportions

Algebraic Reasoning Using variables to represent unknown Representing real world relationships with expressions, equations, inequalities, graphs

and tables

Functions Modeling situations with linear, quadratic and exponential functions, inequalities andequations

Describe functions verbally, graphically, algebraically and with a table of values

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Statway Statistics Learning Outcomes Students will understand the data analysis process and the well-

designed statistical studies

Students will demonstrate the use of distributional thinking toreason about data in order to describe trends and patterns, judge afit of a model to distribution, and describe similarities anddifferences in comparing distributions.

Students will demonstrate an ability to use appropriate statisticalevidence to reason about population characteristics anexperimental treatment effects.

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Quantway Quantitative Literacy Outcomes Students will demonstrate quantitative reasoning to analyze

problems, critique arguments, and draw and justify conclusions

Communicate quantitative results both in writing and orally usingappropriate language, symbolism, data and graphs

Use technology appropriately as a tool

Exhibit confidence in quantitative reasoning through perseveranceand ability to transfer prior knowledge in unfamiliar contexts

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How You Can Get InvolvedSubmit letter of interest with evidence of colleges culture of evidence,including:

demonstration of institutional research capacity and expertise; evidence of the math departments interest in committing to a

common curriculum and assessments, and

focus on conceptual understanding, student engagement and language; and an overall institutional commitment to continuous improvement

[email protected]

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statway/quantway overview at mathpathways nocal

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