Forces Shaping Undergraduate Education in MathematicsJenna Cullinane, Ph.D.WashingtinOctober 16, 2014

an initiative of the Charles A. Dana Center and the Texas Association of Community Colleges

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Why is it the “right time” for Math Pathways?

Prioritization in the national mathematics community

Sweeping dev ed policy reforms

Completion agenda &

forces in HE

Structural forces in K-12

education

Source: Jobs for the Future, Community College Research Center, 2009

22% Enroll

Not completed:12%

Not completed:25

%

Not enrolled 7%

Not enrolled 18%

3 levels below

Not enrolled 16%

2 levels below

Completed 16%

82% Enroll

57% Pass

Referred to Lev. 3

100%

1 level below

29% Pass

Not completed:6%

41% Enroll

Blue: Percent out of original 100% without duplication, i.e., each student is counted once

Why is it the “right time” for Math Pathways?

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Student attrition and long course sequences are at the heart of the matter.

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What is the “right math”?

College algebra and traditional developmental math

sequences were designed in the 1950’s to prepare

students for calculus.

• But the majority of students are in majors that do not

require calculus.

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What is the “right math”?

Require calculus

23%

Do not require calculus

77%

Associate's Degrees Awarded

Require calculus

38%Do not require calculus

62%

Bachelor's Degrees Awarded

Estimations based on data from the Texas Higher Education Coordinating Board, 2013: Degrees Earned by CIP code

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What is the “right math”?

10%

90%

Students Who Take College Algebra

Ever Take Calculus 1Do Not Take Calculus 1

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.

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What is the “right math”?

10%

30%

60%

Students Who Take College Algebra

Ever Take Calculus 1Take Business CalculusDo Not Take Any Form of Calculus

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.

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What is the “right math”?

10%

30%

60%

Students Who Take College Algebra

Ever Take Calculus 1Take Business CalculusDo Not Take Any Form 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.

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Recommendations from the Math Community

Alignment: Institutions should offer multiple pathways with relevant and challenging math content aligned to specific fields of study

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Recommendations from the Math Community

“Unfortunately, there is often a serious mismatch between the original rationale for a college algebra

requirement and the actual needs of students who take the course. A critically important task for mathematics

sciences departments at institutions with college algebra requirements is to clarify the rational for requirements,

determine the needs of students, and ensure that department’s courses are aligned with these findings.”

--Mathematics Association of America, Committee on the Undergraduate Program in Mathematics

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Recommendations from the Math Community

Acceleration: Institutions should offer accelerated pathways that allow students to complete a college-level math course in one year.

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Recommendations from the Math Community

“We recommend that many more students be advised to begin their programs of study in college-level, credit-bearing gateway courses. Underprepared students

should also study college-level material with integrated, just-in-time support either in a single semester or over

one year.”

--University System of Georgia Mathematics Task Force

New Mathways Project: Working Statewide

Charles A. Dana Center at the University of Texas at Austin

Led development of original curricula for pathways to college success—Statway and Quantway—in partnership with the Carnegie Foundation

Texas Association of Community Colleges

Represents all 50 community college systems in Texas

Represents the interests of community colleges in state policymaking and budgeting

A unique partnership of colleges setting the agenda for reform

addresses issues from the classroom to state policy

allows for collaboration and input from people at all levels of the system

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The New Mathways Project (NMP) Model

A systemic approach to improving student success by reforming developmental and gateway mathematics based on four fundamental principles:

1. Multiple pathways aligned to specific fields of study

2. Acceleration that allows students to complete a college-level math course more quickly

3. Intentional use of strategies to help students develop skills as learners

4. Curriculum design and pedagogy based on proven practice

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The New Mathways Project (NMP) Model

A systemic approach to improving student success by

reforming developmental and gateway mathematics based on four fundamental principles:

1. Multiple pathways aligned to specific fields of study

2. Acceleration that allows students to complete a college-level math course more quickly

3. Intentional use of strategies to help students develop skills as learners

4. Curriculum design and pedagogy based on proven practice

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Working with All Colleges in Texas

Codevelopment partners (9): Participate in original development of materials and services; first to implement; take a leadership role in supporting other colleges

Active Learning Sites (15 in 2014, 11 in 2015): Implement one to two years later; prepare for implementation through a mentoring relationship with codevelopment partners

Capacity Building Sites: Implement three to four years later; focused on informing faculty and building buy-in

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Resources for implementation

Curricular Resources NMP Implementation Guide Mathematics Pathways Transfer Transfer and Articulation FAQ Program of Study Briefs Research background on NMP principles and

curriculum Informational webinars Faculty training

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Courses designed by the Dana Center

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NMP Preliminary Enrollment and Completion 2013-2014

All information presented here is preliminary. The information was complied by the Dana

Center using data self-reported by the colleges.

Totals include the nine codevelopers and Trinity Valley College.

Our external evaluators, MDRC will be reporting the official enrollment and completion numbers in (March 2015) based on data verified by THECB.

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NMP Preliminary Enrollment and Completion 2013-2014

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Carnegie StatwaySuccess in gateway math within

one academic year

Traditional Model Statway

5.9%

51.0%

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California Acceleration ProjectStudents in accelerated math pathways had 4.5 greater odds of completing a college-level math course than students in traditional sequences.

University System of Georgia: Task Force on the Role of Mathematics in College Completion

“It is time to innovate at scale, and the Task Force Recommendations are offered as a blueprint for this innovation. The task force believes strongly that pilot projects, which typically affect small numbers of students on individual campuses and small numbers of campuses within the System, cannot bring about the outcomes of Georgia’s Higher Education Completion Plan.”

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University System of Georgia: Task Force on the Role of Mathematics in College Completion

1. Focus on supporting success in college credit-bearing, gateway mathematics courses for all students.

2. Align gateway mathematics course sequences with academic programs of study. In particular, College Algebra should not be the default class for non-STEM majors.

3. Implement a co-requisite approach to support student success in gateway mathematics courses.

4. Develop year-long mathematics pathways for students with significant gaps in preparation.

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University System of Georgia: Task Force on the Role of Mathematics in College Completion

5. Use multiple measures to place students in gateway courses and appropriate supports.

6. Terminate use of COMPASS as an exit examination.

7. Align the outcomes of gateway mathematics courses with the Common Core Georgia Performance Standards (CCGPS) for Mathematics.

8. Develop advising systems and protocols for placing students in gateway mathematics courses and co-requisite supports that align with their intended programs of study.

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Ohio Mathematics Steering Committee: Rethinking Postsecondary Mathematics

1. Strategy #1: Develop high-quality entry-level courses and pathways connected to coherent programs of study for students majoring in (1) mathematics, (2) other mathematics-intensive majors, and (3) majors that are not mathematics intensive.

2. Strategy #2: Develop transfer policies and processes that foster effective transfer of course credits while encouraging course innovation on all public campuses.

3. Strategy #3: Support constructive engagement of mathematics chairpersons and faculty within campus communities and across campuses to shape curricular policy, improve instruction and bolster student support and advising.

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Ohio Mathematics Steering Committee: Rethinking Postsecondary Mathematics

Strategy #4: Develop high-quality measures for improving mathematics course offerings and instruction; and collect, analyze and share relevant data.

Strategy #5: Improve student success in college-level mathematics courses by aligning postsecondary expectations and high school practice.

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About the Dana Center

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The Charles A. Dana Center at The University of Texas at Austin works with our nation’s education systems to ensure that every student leaves school prepared for success in postsecondary education and the contemporary workplace.

Our work, based on research and two decades of experience, focuses on K–16 mathematics and science education with an emphasis on strategies for improving student engagement, motivation, persistence, and achievement.

We develop innovative curricula, tools, protocols, and instructional supports and deliver powerful instructional and leadership development.