Download - Student Success in College and Technology Michael Sullivan [email protected] February 7, 2008
Student Success in College Student Success in College and Technology and Technology
Michael SullivanMichael [email protected]@jjc.edu
www.jjc.edu/dept/math/sullivanwww.jjc.edu/dept/math/sullivanFebruary 7, 2008February 7, 2008
“Fortune favors the prepared mind.”-- Louis Pasteur
“The advancement and perfection of mathematics are intimately connected with the prosperity of the state.”-- Napoleon
“The Illiterate of the future will not be someone who cannot read, it will be someone who does not know how to learn.-- Alvin Toffler
The Learning PyramidThe Learning Pyramid
Lecture
Reading
Audio Visual
Demonstration
Discussion Group
Practice by Doing
Teach Others/Immediate Use
5%
10%
20%
30%
50%
75%
80%
Adapted from The Learning Triangle: National Training Laboratories, Bethel Maine©mindServegroup 2005
Advantages of Personal Response Advantages of Personal Response SystemsSystems
Increased attentionIncreased attention Increased attendanceIncreased attendance Increased retentionIncreased retention
Draper and BrownDraper and BrownStudents are twice as likely to attempt to Students are twice as likely to attempt to
construct an answer to a question using a construct an answer to a question using a PRS compared to a question that required PRS compared to a question that required them to raise their hand.them to raise their hand.
PRS TransmitterPRS Transmitter
True or False: True or False: I have used personal I have used personal response systems in my classroom.response systems in my classroom.
OutlineOutline
I.I. Why Do Students Need Postsecondary Why Do Students Need Postsecondary Education?Education?
II.II. Are Our Students Ready for Are Our Students Ready for Postsecondary Education?Postsecondary Education?
III.III. How Can We Help to Increase the How Can We Help to Increase the Proportion of Our Students Who Attain Proportion of Our Students Who Attain a Postsecondary Education?a Postsecondary Education?
I.I. Through CurriculumThrough CurriculumII.II. Through TechniquesThrough Techniques
Why Do Students Need Why Do Students Need Postsecondary Education?Postsecondary Education?
In 1950, 80% of jobs were classified as “unskilled”. Now, an estimated 85% of jobs are classified as “skilled,” requiring education beyond high school. At the same time, 60% of future jobs will require training that only 20% of today’s workers possess.
-- Business-Higher Education Forum
Source: Education Pays, The College Board
Put the following in order, from highest to lowest, as to which education level pays the most taxes.
(a) High School Diploma
(b) Master’s Degree
(c) Professional Degree
(d) Associate’s Degree
SOURCE: U.S. Department of Education, National Center for Education Statistics. (2006). The Condition of Education 2006 (NCES 2006–071), Table 22-1.
Unemployment Rates by Level of Unemployment Rates by Level of EducationEducation
Percent of the Population Living in Poverty by Level of Education and Household Type
Percentage of the Population Aged 25 Years or Older Reporting Excellent or Good Health by Income and Level of
Education
Source: General Social Survey
Source: General Social Survey
High School Factors Related to High School Factors Related to Attaining a Bachelor’s DegreeAttaining a Bachelor’s Degree
Who’s Ready for College? Who’s Ready for College? 2007 ACT Scores Reflecting College Preparedness2007 ACT Scores Reflecting College Preparedness
Source: ACT High School Profile Report, 2007
Who’s Ready for College?Who’s Ready for College?
College Readiness by Gender Based on 2007 ACT Exam
Source: ACT High School Profile Report, 2007
ACT Core CurriculumACT Core Curriculum
ACT core curriculum is
• 4 years of English
• 3 years of Math
• 3 years of science
• 3 years of social science
Source: ACT, Crisis at the Core
Average ACT Mathematics Scores by Course Pattern, 2007
18.3 17.920.4 20.5
22.424.8
0
5
10
15
20
25
30
Less than 3Years of Math
Alg 1, Alg 2, &Geom (Min Core)
Alg 1, Alg 2,Geom, & Other
Adv Math
Alg 1, Alg 2,Geom, & Trig
Alg 1, Alg 2,Geom, Trig, &
Other Adv Math
Alg 1, Alg 2,Geom, Trig, &
Calc
Course Pattern
Ave
rag
e A
CT
Mat
hem
atic
s S
core
Source: ACT, Crisis at the Core
ACT Science Score by Course Pattern
19.120.2
23.422.4
0
5
10
15
20
25
Less than 3 Years ofNatural Science
Gen Sci, Bio, Chem (MinCore)
Bio, Chem, Phys Gen Sci, Bio, Chem, &Phys
Course Pattern
Ave
rag
e A
CT
Sci
ence
Sco
re
Source: ACT, Crisis at the Core
Percent Meeting College Readiness Benchmark by Course Pattern, 2007
2115
38 40
58
75
0
10
20
30
40
50
60
70
80
Less than 3Years of Math
Alg 1, Alg 2, &Geom (Min Core)
Alg 1, Alg 2,Geom, & Other
Adv Math
Alg 1, Alg 2,Geom, & Trig
Alg 1, Alg 2,Geom, Trig, &
Other Adv Math
Alg 1, Alg 2,Geom, Trig, &
Calc
Course Pattern
Per
cen
t M
eeti
ng
Ben
chm
ark
College Readiness in Mathematics means that there is a 75% probability the student will earn a C or better in College Algebra.
Source: ACT, Crisis at the Core
Percent Meeting College Readiness Benchmark by Course Pattern
15
20
48
40
0
10
20
30
40
50
60
Less than 3 Years ofNatural Science
Gen Sci, Bio, Chem (MinCore)
Bio, Chem, Phys Gen Sci, Bio, Chem, &Phys
Course Pattern
Per
cen
t M
eeti
ng
Ben
chm
ark
College Readiness in Science means that there is a 75% probability the student will earn a C or better in College Biology.
Source: ACT, Crisis at the Core
Source: ACT, Crisis at the Core
Source: ACT, Crisis at the Core
Source: Adelman, The Toobox Revisited
Source: Adelman, The Toobox Revisited
According to data obtained from the General Social Survey, the odds of a man being at least pretty happy in his marriage is 40:1. The odds of a female being at least pretty happy in her marriage is 20:1. What is the odds ratio of males to females?
Adelman’s Recommendations
• 3.75 Carnegie Units in High School Math
• 2.5 Carnegie Units of science or more than 2.0 Carnegie Units of core laboratory science
Note: A Carnegie Unit is a full year (36 – 40 weeks) in a specific class meeting four or five times per week for 40 – 50 minutes per
class session.
Current High School Graduation Requirements in Math and Science
In the state of Illinois, the class of 2010 must take the following math courses to graduate:
(a) Algebra I, Geometry, and any other math
(b) Algebra I and Geometry only
(c) Three years of any math course
(d) Who needs math anyway!
Parent/Student Attitudes Parent/Student Attitudes Toward Math and ScienceToward Math and Science
Source: Reality Check
Percent of Students Who Feel the Following Are Essential Before They're Done with School
0% 10% 20% 30% 40% 50% 60% 70% 80%
Being able to write well
Personal finance
Honest and ethical
Punctual
Understanding math and science
Understanding current events
Computer skills
Understanding cultures and religions of other nations
Understanding and appreciating art and culture
Speaking a foreign language
Source: Reality Check
Source: Reality Check
I’d be really unhappy if I ended up in a job or career that required doing a lot of math or science.
Agree, 45%
Disagree, 53%
Don't Know, 2%
Factors Contributing to Attainment of Factors Contributing to Attainment of a Bachelor’s Degree While in a Bachelor’s Degree While in
CollegeCollege
First-year grades-dummy
variable (0 or 1). A 1
indicates the student’s
grades are in the top two quintiles.
Low credits first year. Did the student earn less than 20
credits in the first year?
A proxy for preparedness of high school
studentSocioeconomic status
A proxy for preparedness of high
school studentSocioeconomic status
First-year GPA
Whether one attends multiple schoolsNumber of credits
earned in summer school
Ever a part-time studentTotal number of college
math creditsWere grades rising, falling, or flat over timeDid student repeat or withdraw from more
than 20% of courses?
Enrolled continuously?
“You are not here merely to make a living. You are here to enable the world to live more
amply, with greater vision, and with a finer spirit of hope and achievement. You are here to
enrich the world. You impoverish yourself if you forget this
errand.”
--Woodrow Wilson, 28th president of the US
SourcesSources ACT High School Profile Report of the Graduating Class of 2007, ACT Adelman, Clifford. 2004. Principal Indicators of Student Academic Histories in
Postsecondary Education, 1972 – 2000. Washington D.C.: U.S. Department of Education, Institute of Education Sciences
Adelman, Clifford. 1999. Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment. Washington D.C.: U.S. Department of Education
Adelman, Clifford. The Toolbox Revisited: Paths to Degree Completion From High School Through College. Washingon D.C. U.S. Department of Education, 2006.
Cerrito, Patricia B.; Levi, Inessa. An Investigation of Student Habits in Mathematics Courses. College Student Journal. Dec. 1999, Vol. 33 Issue 4
Crisis at the Core: Preparing All Students for College and Work. ACT Dounay, Jennifer, Standard Graduation Requirements, Education Commission of
the States Draper, S. and Brown, M. (2004) Increasing interactivity in lectures using an
electronic voting system. Journal of Computer Assisted Learning 20, 81 – 84
SourcesSources Geiser, Saul and Santelices, Veronica, The Role of Advanced Placement and
Honors Courses in College Admissions, University of California, Berkeley, 2004 Gonzalez, Eugenio J., O’Connor, Kathleen M. and Miles, Julie A., How Well Do
Advanced Placement Students Perform on the TIMSS Advanced Mathematics and Physics Tests? International Study Center, Lynch School of Education, Boston College, June 2001
Treisman, Phillip Michael (Uri) (1985). A study of the mathematics performance of black students at the University of California, Berkeley. Unpublished doctoral dissertation, University of California, Berkeley.
U.S. Department of Education, A Test of Leadership: Charting the Future of U.S. Higher Education. Washington D.C., 2006
Wirt, J., Choy, S. Rooney, P. Provasnik, S., Sen, A., and Tobin, R. (2004). The Condition of Education 2004 (NCES 2004-077) U.S. Department of Education, National Center for Education Statistics. Washington D.C. Government Printing Office
Zinth, Kyle and Dounay, Jennifer, Mathematics and Science Education in the States. Education Commision of the States, July, 2006