mvp mathematics progression study report · “many students entering college have weak skills in...

Mathematics Progression Study

Spring 2009

Benjamin D. Misley Ann McLaughlin

Co-Investigator Co-Investigator

Executive Summary Throughout the United States, colleges and universities are struggling to sustain programs and course offerings to meet educational needs when resources are continuously being reduced. Institutions also have to address educational shortcomings for students transitioning from high school to postsecondary education, especially in math.

“Many students entering college have weak skills in mathematics. According to the 2005 report of the Business-Higher Education Forum…22 percent of college freshmen must take remedial math courses, and less than half of the students who plan to major in science or engineering actually complete a major in those fields. Students in underrepresented minority groups, who suffer disproportionately in terms of weak math skills, are particularly underrepresented among college graduates in math, science, and engineering” (Thiel, 2008).

The objective of the Mathematics Progression Study is to evaluate student success in math from grade 9 to postsecondary graduation. The significance of the study was to determine possible barriers to success in math for students advancing to remedial math education at the postsecondary educational level. The goal for Mid-Valley Partnership (MVP) members is to reduce the need for remedial math education at the postsecondary level, to create a high level of student success in math, and to strengthen student persistence to postsecondary graduation. The analysis of remedial math education for the MVP institutions includes general trends in remedial math education needs for regional high school students attending Linn-Benton Community College and Oregon State University as well as gender and ethnic data. The data suggests that the lower the percentage of students taking math during their senior year in high school the higher the percentage of students taking remedial math at the postsecondary level. The data also suggests that females are more likely, within white populations, to take remedial math courses and males are more likely, within ethnic minority populations, to take remedial math courses. Based on the analysis and the goals of this study it is recommended that: • MVP institutions create greater expectations and higher standards for high school students

for math. • Oregon State University rely on its community colleges partnerships as with Linn-Benton

Community College to provide remedial math education and eliminate course offerings at Oregon State University.

• MVP institutions reduce emphasis on math placement exam when transitioning from high school to postsecondary education.

• MVP institutions encourage math coursework for students during their senior year of high school.

• MVP institutions standardize courses within and between school districts.

In the Strong American Schools (2008) report the Diploma To Nowhere it states that “[e]ducators at all levels need to collect better data and start publicly reporting the percentage of students receiving remediation and the percentage of high schoolers who are unprepared for university-level work. At the same time, high schools must bolster academic expectations and improve outcomes.” The institutions associated with this study accept the challenge outlined by Strong American Schools by beginning the process to document regional student success in math education. Study Description The focus of the study was to create an integrated data system that focuses on student success in math from grade 9 to postsecondary education with a specific focus on remedial math students in postsecondary. The data is a compilation of math courses and grades from Linn Benton Lincoln Education Service District including information from Corvallis School District, Greater Albany School District, and Philomath School District, as well as data from Linn-Benton Community College and Oregon State University. The study will assist the MVP in evaluating previous high school graduation requirements for math to create a basis for a longitudinal study to assess the success of the newly implemented high school graduation requirements. Background. The MVP was established in 2004. It is a partnership comprised of local educational leaders from Corvallis School District, Greater Albany Public School District, Linn-Benton Community College, Linn Benton Lincoln Education Service District, Oregon State University, and Philomath School District. The study is an evaluation of student success in math from grade 9 to postsecondary graduation from Oregon State University during the years of 2002-2007. Objective. “The collective objective must be getting all students ready for college” (Strong American Schools, 2008). The objective of this study was to evaluate whether the previous high school graduation standards for the regional school districts met the level required for students to advance to college level math in postsecondary education. The evaluation will help develop a basis for a longitudinal study and ultimately a comparison to the newly implemented high school graduation requirements. To meet the objective, an evaluation of math courses and grades from grade 9 to postsecondary was conducted for postsecondary remedial math students to define successful progression and persistence to postsecondary graduation. Obstacles. During this study a variety of obstacles were encountered. One of them includes the assessment of course equivalencies not only within and across school districts but also equivalencies during the transition from high school to postsecondary education. Many courses did not translate directly into postsecondary math course offerings. The coursework discrepancies for the study participants created assessment challenges for the researchers. Another obstacle to this study was the lack of information regarding students’ majors and degree discipline. Specifically, a lack of information regarding discipline at the time of coursework, as

each discipline requires a different level of math, researchers were consequently unable to determine what math courses were required for study participants. Significance. “Students need a university degree in order to succeed in modern society and the global economy. Our nation’s economic security relies on a well educated, well-prepared workforce” (Strong American Schools, 2008). Math education is an important element to student success and understanding the barriers to success in math is essential in assisting students to postsecondary graduation. “Some [students] need minimal remediation, but others need much more. Students who need only limited remediation can get discouraged at having to spend a semester’s worth of time and resources in a remedial course” (Biswas, 2007). With the implementation of new high school graduation requirements including more math education at the secondary educational level, educators hope to reduce the need for remedial math education in postsecondary and improve persistence and progression to postsecondary graduation. Educators need to assess student success as students transition from high school to postsecondary education to determine if the goals and objectives of high school graduation requirements are being met. The intent of the study is to compare and continually assess student success in math. The results of this study and future studies will assist MVP members in policy decisions regarding math curriculum in connection with state standards including addressing questions such as: • Are the current high school math requirements preparing students for postsecondary level

math? • Is there a correlation in the high school mathematics courses taken by remedial students and

the need for remediation at the postsecondary level? • Are there similarities in the math weaknesses of high school graduates that enroll in

postsecondary remedial math courses? • What percentage of postsecondary remedial math students complete his or her high school

graduation math requirements prior to their senior year? Other studies including the National Center for Education Statistics, Institute of Education Sciences’ (2008) longitudinal study Trends Among High School Seniors 1972-2004 indicate a need to evaluate course taking trends especially during the senior year to understand student success among high school students (Appendix D). This study is an initial evaluation of high school math courses taken by remedial student to determine if there is a correlation to the courses taken and enrollment in remedial math courses. Methodology Method for identification and extraction. The students evaluated in this study were extracted from the Oregon State University and the Linn Benton Lincoln Education Service District student databases. The use of these sources allowed for flexibility and accessibility to student records. Although, the data are limited in that it does not correlate inconsistencies related to data reporting (i.e. curriculum changes). As math curriculum changed, the reported data did not

specify changes or equivalency to previous data, which created a lack of clarity in the correlation of curricula between school districts. The initial extraction of student data originated from the Oregon State University Student Information System data warehouse for students who graduated with an undergraduate degree during 2002-2007. The data specified graduates who attended Corvallis School District, Greater Albany Public School District, Philomath School District, and may have attended Linn-Benton Community College prior to graduating from Oregon State University. The remaining data for grade 9 to grade 12 was extracted from the Linn Benton Lincoln Education Service District student database for only those students that enrolled in remedial math courses during their postsecondary education at Linn-Benton Community College and/or Oregon State University. The two data sets were integrated to create a comprehensive view of a remedial student’s educational career (Appendix A). The integrated data set includes math courses, grades, and GPA. In addition, a crosswalk of math courses for grade 9 to postsecondary was developed to assist in the analysis of student progression (Appendix B). Prescribe. The prescribing method for this study is an outward-focused review of secondary students and their preparedness for postsecondary level math. The study reviewed student progression in math for the regional school districts and the math requirements for graduation. The information was compared to math courses and grades taken at the postsecondary level to determine if the previous high school courses were successful in preparing students for postsecondary math requirements. By ranking the criteria for student success including grades and grade point average, the researchers determined if students graduating from the local school districts were meeting the requirements for college level math. The inclusion of grade point average was important, as other studies have linked “a path from high school GPA to type of college math enrollment” (Hagedorn, Siadat, & Fogel, et. al., 1999). With the implementation of new graduation requirements including changes to math requirements, it is important to compare student progression with policy decisions related to remedial math education for all educational levels. The new high school graduation requirements implemented for entering freshmen in 2008 will help to create a comparative analysis of previous requirements to determine if the predicted outcome of reducing the need for remedial math is actualized. Analysis General Trends As indicated in Figure 1, there is a slight increase in students taking remedial math courses between 2002-2007. Remedial math coursework from regional high schools is highest in 2007, with 21 of the 69 participants taking remedial math coursework.

Figure 1

Table 1 analyzes the growing number of students taking remedial math courses by graduation year. Although class sizes generally increase over this fivepercentage of students taking remedial coursework in thigher rate over time. Table 1: Comparison of Remedial Math Students to Size of Regional Graduation

Group Graduation Year

Number of Students Taking Remedial Coursework

Total Number of Students in Regional Graduation Class

Percentage of Students Taking Remedial Coursework by Class

* Average % per year based on previous five years. As the analysis indicates, there is a negative correlation between students taking remedial math coursework by graduation year and the percentage of students taking math their senior year of high school. Figure 2 below indicates that with time, students are less apt to take math courses their senior year of high school, resulting in higher rates of remedial math attendance (see Figure 1).

0

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2003 2004

10 8

# o

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ak

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me

dia

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ou

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sFrequency of Students Taking Remedial Math

Courses by Graduation Year

Table 1 analyzes the growing number of students taking remedial math courses by graduation year. Although class sizes generally increase over this five-year period, the percentage of students taking remedial coursework in their graduation class increases at a

Table 1: Comparison of Remedial Math Students to Size of Regional Graduation

2003 2004 2005 2006 2007

10 8 16 14

145 153 195 192 183

6.90% 5.23% 8.21% 7.29% 11.48%

Average % per year based on previous five years.

indicates, there is a negative correlation between students taking remedial math coursework by graduation year and the percentage of students taking math their senior year of high school. Figure 2 below indicates that with time, students are less apt

ake math courses their senior year of high school, resulting in higher rates of remedial

2004 2005 2006 2007

8

16 14

21

Graduation Year

Frequency of Students Taking Remedial Math

Courses by Graduation Year

Table 1 analyzes the growing number of students taking remedial math courses by

year period, the heir graduation class increases at a

Table 1: Comparison of Remedial Math Students to Size of Regional Graduation

2007 Total

21

69

183

868

11.48%

*7.95%

indicates, there is a negative correlation between students taking remedial math coursework by graduation year and the percentage of students taking math their senior year of high school. Figure 2 below indicates that with time, students are less apt

ake math courses their senior year of high school, resulting in higher rates of remedial

Figure 2

Table 2 below displays GPA analysis by graduation year. It is important to indicate that although the majority of students (52.2%) did not take math their senior year, on average they have higher GPAs. For 2005, the GPA is higher for those students taking math their senior year of high school compared to other years noted in the study. Table 2 suggests that a lack of math during the senior year of high school will result in a difficult transition to equivalent math coursework from high school to postsecondary education, causing math placement errors at the postsecondary level.

Table 2: GPA Analysis by Graduation Year

Graduation Year # of students taking math senior year Total Remedial Students % of students taking math senior year*Average GPA of those taking math senior*Average GPA of those not taking math senior year of HS

* GPA calculation of math courses, excludes a

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

2003

70.0%

% o

f R

em

ed

ial

Stu

de

nts

Ta

kin

g M

ath

Se

nio

r Y

ea

rPercentage of Remedial Students Taking

Math Senior Year of High School

Table 2 below displays GPA analysis by graduation year. It is important to indicate that

dents (52.2%) did not take math their senior year, on average they have higher GPAs. For 2005, the GPA is higher for those students taking math their senior year of high school compared to other years noted in the study. Table 2 suggests

ath during the senior year of high school will result in a difficult transition to equivalent math coursework from high school to postsecondary education, causing math placement errors at the postsecondary level.

Table 2: GPA Analysis by Graduation Year

2003 2004 2005 2006 7 5 11 6

10 8 16 14% of students taking math senior year 70% 62.5% 68.8% 42.9Average GPA of those taking math senior year of HS 2.29 2.24 2.83 2.80Average GPA of those not taking math senior year of HS 2.72 2.97 2.50 3.01

math courses, excludes all other high school courses

2004 2005 2006 2007

62.5%68.8%

42.9%

33.3%

Graduation Year

Percentage of Remedial Students Taking

Math Senior Year of High School

Table 2 below displays GPA analysis by graduation year. It is important to indicate that dents (52.2%) did not take math their senior year, on average

they have higher GPAs. For 2005, the GPA is higher for those students taking math their senior year of high school compared to other years noted in the study. Table 2 suggests

ath during the senior year of high school will result in a difficult transition to equivalent math coursework from high school to postsecondary education, causing

2006 2007 Total 6 7 36 14 21 69 42.9% 33.3% 52.2% 2.80 2.36 2.50 3.01 2.95 2.83

Gender/Ethnicity Data Figure 3 below shows the gender statistics for the study. Of the 69 participants, 47 (68.1%) were female, and the remaining 22 (31.9%) were male. Females accounted for over two thirds of the overall study participants. Figure 3

In the white population, which was 84% of the total study population, nearly three fourths, 74.1%, were female, with the re Figure 4

Figure 5 indicates that the ethnic minority participants gender statistics, which accounted for 11 (15.9%) of the 69 participants, are contrary to that of the white population. Males, 63.6%, account for the majority of the ethnic minority participants, while females account for 36.4% of the ethnic minority participants.

47

Gender Statistics

43

White Population: Remedial Math

Coursework by Gender

Figure 3 below shows the gender statistics for the study. Of the 69 participants, 47 emale, and the remaining 22 (31.9%) were male. Females accounted for

over two thirds of the overall study participants.

In the white population, which was 84% of the total study population, nearly three fourths, 74.1%, were female, with the remaining 25.9% being male (Figure 4).

Figure 5 indicates that the ethnic minority participants gender statistics, which accounted for 11 (15.9%) of the 69 participants, are contrary to that of the white population. Males,

majority of the ethnic minority participants, while females account for 36.4% of the ethnic minority participants.

22

Gender Statistics

M

F

15

43

White Population: Remedial Math

Coursework by Gender

M

F

Figure 3 below shows the gender statistics for the study. Of the 69 participants, 47 emale, and the remaining 22 (31.9%) were male. Females accounted for

In the white population, which was 84% of the total study population, nearly three

Figure 5 indicates that the ethnic minority participants gender statistics, which accounted for 11 (15.9%) of the 69 participants, are contrary to that of the white population. Males,

majority of the ethnic minority participants, while females

M

M

Figure 5

Analysis of the last year of math coursework in high school indicates that 62 (89.9%) of the study participants completed highremedial math levels, leaving 10.1% of the study participates completing high school at remedial math levels. It also should be noted that of the 7 study participants who completed high school at remedial math MTH095 to MTH065 in the transition from high school to postsecondary education, showing further regression within the study participants.

4

Ethnic Minority Populations: Remedial

Math Coursework by Gender

Analysis of the last year of math coursework in high school indicates that 62 (89.9%) of the study participants completed high school at course levels above postsecondary remedial math levels, leaving 10.1% of the study participates completing high school at remedial math levels. It also should be noted that of the 7 study participants who completed high school at remedial math levels, 4 of those students regressed from

065 in the transition from high school to postsecondary education, showing further regression within the study participants.

7

Ethnic Minority Populations: Remedial

Math Coursework by Gender

M

F

Analysis of the last year of math coursework in high school indicates that 62 (89.9%) of school at course levels above postsecondary

remedial math levels, leaving 10.1% of the study participates completing high school at remedial math levels. It also should be noted that of the 7 study participants who

ts regressed from 065 in the transition from high school to postsecondary education,

M

F

Figure 6

Figure 7 indicates the completed levels ofmath students. The majority of students (72.5%) completed high school at the College Algebra level. Whereas, 10.1% of students completed their high school education at MTH095, Intermediate Algebra, and the remainiPre-Calculus/Trigonometry level.

62

Ending Math Coursework in High School

Figure 7 indicates the completed levels of high school math coursework by remedial math students. The majority of students (72.5%) completed high school at the College Algebra level. Whereas, 10.1% of students completed their high school education at MTH095, Intermediate Algebra, and the remaining 12 students (17.4%) completed at the

Calculus/Trigonometry level.

7

Ending Math Coursework in High School

MTH 095 or below

Above MTH 095

high school math coursework by remedial

math students. The majority of students (72.5%) completed high school at the College Algebra level. Whereas, 10.1% of students completed their high school education at

ng 12 students (17.4%) completed at the

MTH 095 or below

Above MTH 095

Figure 7

Recommendations Two existing problems arose during the study. First, some students genuinely need remedial math courses, and have not been adequateSecond, some students have taken sufficient math coursework in high school and for various reasons regress into remedial coursework during college. Greater Expectations and Higher Standards for High School Students: “To be prepared for the challenges they will face after graduation, every high school student should take four years of rigorous math, including Algebra I, Geometry and Algebra II, as well as data analysis of statistics” (Achieve, Inc., 2004“63% of those who require one or two remedial math courses fail to earn degrees.” Those who inadequately prepare in high school are disadvantaged in postsecondary education from the beginning. This study examined the 3odds to graduate despite needing remedial math coursework “In his 1999 study, Clifford Adelman found that ‘of all the components of curriculum intensity and quality, none has such an obvious and pdegrees as the highest level of mathematics one studies in high school.’ Indeed, Adelman reports that the higher the level of math students take in high school, the more likely they are to earn bachelor’s degrees and that the threshold is a substantive course beyond Algebra II.”Inc., 2004) In a world where the importance of a degree is increasing in order to obtain

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MTH 065 MTH 095

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tsEnding Level of HS Math Coursework in

Remedial Math Students

Two existing problems arose during the study. First, some students genuinely need remedial math courses, and have not been adequately prepared during high school. Second, some students have taken sufficient math coursework in high school and for

s regress into remedial coursework during college.

and Higher Standards for High School Students:

To be prepared for the challenges they will face after graduation, every high school student years of rigorous math, including Algebra I, Geometry and Algebra II, as well

Achieve, Inc., 2004). Further supporting this claim is the fact that “63% of those who require one or two remedial math courses fail to earn degrees.” Those who inadequately prepare in high school are disadvantaged in postsecondary education from the

examined the 37% who persist to graduation; these studentsodds to graduate despite needing remedial math coursework.

“In his 1999 study, Clifford Adelman found that ‘of all the components of curriculum intensity and quality, none has such an obvious and powerful relationship to ultimate completion of degrees as the highest level of mathematics one studies in high school.’ Indeed, Adelman reports that the higher the level of math students take in high school, the more likely they are to earn

rees and that the threshold is a substantive course beyond Algebra II.”In a world where the importance of a degree is increasing in order to obtain

MTH 095 MTH 105/111 MTH 112 MTH 251

7

50

12

0

Math Level

Ending Level of HS Math Coursework in

Remedial Math Students

Two existing problems arose during the study. First, some students genuinely need ly prepared during high school.

Second, some students have taken sufficient math coursework in high school and for

To be prepared for the challenges they will face after graduation, every high school student years of rigorous math, including Algebra I, Geometry and Algebra II, as well

porting this claim is the fact that “63% of those who require one or two remedial math courses fail to earn degrees.” Those who inadequately prepare in high school are disadvantaged in postsecondary education from the

these students overcame the

“In his 1999 study, Clifford Adelman found that ‘of all the components of curriculum intensity owerful relationship to ultimate completion of

degrees as the highest level of mathematics one studies in high school.’ Indeed, Adelman reports that the higher the level of math students take in high school, the more likely they are to earn

rees and that the threshold is a substantive course beyond Algebra II.” (Achieve In a world where the importance of a degree is increasing in order to obtain

employment and participate in global markets, expectations need rise if we anticipate competing in this global market. Achieve, Inc. (2004) further recommends that students are placed in an accelerated high school program, allowing students to opt-out rather than requiring students to opt-in to the advanced or honors program. Eliminate Remedial Math Course Offerings at OSU As colleges and universities restructure to sustain programs and course offerings, it is also time to increase expectations of incoming college students by eliminating remedial math course offerings at OSU. This would send a clear message and incentive for students to adequately prepare for postsecondary education in high school. Instead, remedial courses would be offered at LBCC, strengthening the partnership between OSU and LBCC. Provide Incentives for Going Beyond the Core Regional high schools need to provide incentives that encourage students to go beyond the core curriculum currently required for a high school diploma in Oregon. For example, “the Indiana Core 40 includes three years of math through Algebra II…To provide an additional, powerful incentive for students, the Roundtable also has recommended that completion of the Core 40 curriculum be required for state financial aid eligibility at four-year institutions.” (Achieve, Inc., 2004). Reduce Emphasis on Math Placement Exam “Because the average college student attends a nonselective institution to which he or she is almost assured admission, the remediation placement exam taken when first arriving on campus has become the key academic gate-keeper to postsecondary study.” (Bettinger, 2005). There is too much emphasis placed on the math placement exam that students take to determine their math course progression from high school to postsecondary education. The sum of high school math knowledge is determined by one exam, the summer after high school graduation, which is a difficult transition period. This calls for greater requirements during START weeks for refresher courses. Students should be required to take a refresher course prior to the math placement exam. The refresher course should coincide with the student’s last class taken in high school, so students are placed in the appropriate math course. Another way to reduce emphasis of the math placement exam is to provide students with the opportunity to take the math placement exam during their junior and senior years in high school. This would allow students to take the exam after their last math course and would provide a more accurate gauge of their math skills.

Encourage Mathematics Coursework During the Senior Year of High School “There is a growing consensus that students should take math during their senior year in high school – preferably a course beyond Algebra II – to ensure that they continue to strengthen their knowledge and skills.” (Achieve, Inc., 2004). By taking math during a student’s senior year in high school, students retain math skills during the transitional period between high school and postsecondary education. In this study, only 36 (52%) out of the 69 students took a math class their senior year of high school. It is evident that a time-lapse from a student’s last high school math course to his or her first postsecondary math class hinders math progression. Course Standardization Between Districts In order for educators to assess student success in math, course equivalencies are essential to understanding math coursework between districts as well as the transitional period to postsecondary education. This would require course standardization between and within districts for math courses, enabling educators throughout the state to assess and compare student success in Oregon. Conclusion As educators it is our responsibility to create a path for success for all students. To do so, it is necessary to understand the barriers students face as they transition from high school to postsecondary education. Remedial math education is a known barrier to success for some students. “Students enrolling in remedial mathematics classes are starting our postsecondary institutions at a marked disadvantage. Although college professionals must strive to intervene and help reverse the cycle of inferiority reported by our remedial students, their efforts are ex-post facto” (Hagedorn, et. al., 1999).

“Improvements in mathematics education must occur at all levels. Certainly improvements in elementary and high school curriculum and instruction will reduce the need for college remediation. However, despite Herculean efforts by K-12 professionals, the need for college mathematics remediation is unlikely to disappear. Since it is the duty of educators to direct all students toward success, students enrolled in remedial courses deserve the best instruction and curriculum we know how to deliver” (Hagedorn, et. al., 1999).

However, we must first assess what has been done and how implemented change influences the success of our students. This study is the basis of that assessment.

Appendix A – Student Progression Data

High School

9th 10th 11th 12th

Unique

ID Ethnicity Gender Location TITLE GRADE TITLE GRADE TITLE GRADE TITLE GRADE

GA

PS 1 W F ALGEBRA 1 B GEOMETRY B ALGEBRA 2 F ALGEBRA 2 B

1 W F ALGEBRA 1 B ALGEBRA 2 C

CS

D

2 W F MTH ANLYS1 A MTH ANLYS2 A MATH ANALYSIS 3 B

2 W F MTH ANLYS1 B MTH ANLYS2 A MATH ANALYSIS 3 B

CS

D

3 W F MTH CONCPT A MATH ANALYSIS 1 B ALGEBRA/GEOMETRY 2 B ALGEBRA/GEOMETRY 3 C

3 W F MTH CONCPT A MATH ANALYSIS 1 D ALGEBRA/GEOMETRY 2 B ALGEBRA/GEOMETRY 3 C

CS

D 4 W M MTH ANLYS1 B MTH ANLYS2 P MATH ANALYSIS 3 B

4 W M MTH ANLYS1 A MTH ANLYS2 D MATH ANALYSIS 3 C

4 W M

PS

D

5 W M PRE ALG A ALGEBRA I B INF GEOM B ALGEBRA II D

5 W M APPLY MATH A ALGEBRA I C INF GEOM C ALGEBRA II C

GA

PS

6 W F ALGEBRA 1 A GEOMETRY C ALGEBRA 2 F PROBABILITY/STATISTICS B

6 W F ALGEBRA 1 A GEOMETRY C ALGEBRA 2 D

6 W F LBCC

6 W F LBCC

GA

PS 7 W M ALGEBRA 1 B GEOMETRY D GEOMETRY B ALGEBRA 2 C

7 W M ALGEBRA 1 D GEOMETRY C ALGEBRA 2 B

GA

PS 8 W F PRE ALG A ALGEBRA 1 C GEOMETRY C ALGEBRA 2 C

8 W F PRE ALG A ALGEBRA 1 B GEOMETRY C ALGEBRA 2 C

8 W F

GA

PS 9 W F ALGEBRA 1 C GEOMETRY B ALGEBRA 2 C PROBABILITY & STATISTICS B

9 W F ALGEBRA 1 B GEOMETRY C ALGEBRA 2 B PROBABILITY & STATISTICS C

9 W F LBCC

GA

PS 10 W F ALGEBRA 1 C GEOMETRY D ALGEBRA 2 D

10 W F ALGEBRA 1 C GEOMETRY D ALGEBRA 2 D

CS

D

11 W F MTH ANLYS1 C MATH ANALYSIS 2 D MATH ANALYSIS 2 B

11 W F MTH ANLYS1 D MATH ANALYSIS 2 G MATH ANALYSIS 2 B

11 W F

11 W F

CS

D 12 W M ALGEBRA 1 A GEOMETRY C ALGEBRA/GEOMETRY 3 C

12 W M ALGEBRA 1 A

12 W M

CS

D 13 AC F MATH N ALGEBRA APPLICATIONS 1 B ALG/GEO APPLICATIONS 2 B ALGEBRA/GEOMETRY 2 B

13 AC F

13 AC F

CS

D 14 W F ALGEBRA 1 A ALGEBRA/GEOMETRY 2 C ALGEBRA/GEOMETRY 3 B

14 W F ALGEBRA 1 A

14 W F APP MATH P

CS

D 15 W F MTH ANLYS1 B MATH ANALYSIS 2 E MATH ANALYSIS 2 E MATH ANALYSIS 2 C

15 W F MTH ANLYS1 B MATH ANALYSIS 2 E MATH ANALYSIS 2 E MATH ANALYSIS 2 G

15 W F MATH CONCEPTS 2 P

GA

PS 16 W M ALGEBRA 1 B GEOMETRY C ALGEBRA 2 B PRECALCULUS C

16 W M ALGEBRA 1 C GEOMETRY C ALGEBRA 2 B PRECALCULUS D

16 W M

CS D

17 AI M MTH ANLYS1 B MATH ANALYSIS 2 E MATH ANALYSIS 2 C MATH ANALYSIS 3 P

17 AI M MTH ANLYS1 C MATH ANALYSIS 2 E MATH ANALYSIS 2 B MATH ANALYSIS 3 P

17 AI M

17 AI M

GA

PS 18 W F ALGEBRA 1 B GEOMETRY A ALGEBRA 2 B

18 W F ALGEBRA 1 A GEOMETRY A ALGEBRA 2 B

CS

D

19 AC M ADVANCED GEOMETRY C MATH ANALYSIS 2 B

19 AC M ADVANCED GEOMETRY A MATH ANALYSIS 2 A

19 AC M MATH ANALYSIS 3 A

19 AC M MATH ANALYSIS 3 B

CS

D

20 W F ALGEBRA APPLICATIONS 1 C ALG/GEO APPLICATIONS 2 B ALG/GEO 2B A ALGEBRA/GEOMETRY 3 B

20 W F

20 W F

20 W F SOU

PS

D 21 W F ALG I LAB B GEOMETRY B ALGEBRA II A PRE-CALCULUS C

21 W F ALG I LAB B GEOMETRY B ALGEBRA II B PRE-CALCULUS B

21 W F LBCC

CS

D

22 W F MATH ANALYSIS 2 B MATH ANALYSIS 3 B MATH ANALYSIS 4 E MATH ANALYSIS 4 C

22 W F MATH ANALYSIS 2 B MATH ANALYSIS 3 B MATH ANALYSIS 4 D

22 W F

22 W F

22 W F

CS

D

23 W F MATH ANALYSIS 1 A MATH ANALYSIS 2 B MATH ANALYSIS 3 A MATH ANALYSIS 4 B

23 W F MATH ANALYSIS 1 A MATH ANALYSIS 2 B MATH ANALYSIS 3 A MATH ANALYSIS 4 A

23 W F

23 W F

23 W F

PS

D

24 W F INTEGRATED MATH II A INTEGRATED MATH III B PRE-CALCULUS B

24 W F INTEGRATED MATH II B INTEGRATED MATH III C PRE-CALCULUS B

24 W F

24 W F

GA

PS 25 W F FOUND ALG/GEOM 1 A ALGEBRA 1 A GEOMETRY A ALGEBRA 2 B

25 W F FOUNDATIONS ALG GEOMETRY1 A ALGEBRA 1 A GEOMETRY B ALGEBRA 2 A

25 W F

GA

PS 26 W M ALGEBRA 1 B ALGEBRA 1 C ALGEBRA 2 D ALGEBRA 2 C

26 W M ALGEBRA 1 D GEOMETRY C ALGEBRA 2 F ALGEBRA 2 D

26 W M GEOMETRY C

GA

PS 27 W F PREALGEBRA A ALGEBRA 1 B GEOMETRY C ALGEBRA 2 C

27 W F PREALGEBRA B ALGEBRA 1 D GEOMETRY D ALGEBRA 2 C

CS

D

28 B M PRE ALG B ALGEBRA 1 B ALGEBRA 2 D

28 B M PRE ALG B

CS

D

29 W M MTH ANLYS1 G MATH ANALYSIS 1 A MATH ANALYSIS 2 B MATH ANALYSIS 3 C

29 W M MATH ANALYSIS 1 C MATH ANALYSIS 2 B

CS

D 30 W M MATH ANALYSIS 1 A MATH ANALYSIS 2 C MATH ANALYSIS 3 C MATH ANALYSIS 4 G

30 W M MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 C MATH ANALYSIS 4 G

30 W M

GA

PS

31 W F ALGEBRA 1 A GEOMETRY B ALGEBRA 2 B PRE CALCULUS B

31 W F ALGEBRA 1 A GEOMETRY B ALGEBRA 2 B PRE CALCULUS C

31 W F

CS

D

32 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 C MATH ANALYSIS 3 P

32 W F MATH ANALYSIS 1 D MATH ANALYSIS 2 C MATH ANALYSIS 3 C

32 W F

32 W F

CS

D

33 W M ALGEBRA 1 D INFORMAL GEOMETRY B ALGEBRA/GEOMETRY 2 C

33 W M ALGEBRA 1 B

33 W M

33 W M

GA

PS 34 W F ALGEBRA 1 C GEOMETRY C ALGEBRA 2 C

34 W F ALGEBRA 1 D GEOMETRY D ALGEBRA 2 D

CS

D 35 W F ALGEBRA 2 N ALGEBRA 2AB B COLLEGE ALGEBRA/TRIG C

35 W F ALGEBRA 2A N ALGEBRA 2AB C

35 W F

CS

D

36 W F ALGEBRA APPLICATIONS 1 A ALG/GEO APPLICATIONS 2 B ALG/GEO 2B B ALGEBRA/GEOMETRY 3 C

36 W F

GA

PS 37 W F ALGEBRA CONNECTIONS A A ALGEBRA CONN B A GEOMETRY B ALGEBRA 2 C

37 W F ALGEBRA CONNECTIONS A A ALGEBRA CONN B A GEOMETRY B ALGEBRA 2 C

CS

D 38 AV M MTH ANLYS1 C MATH ANALYSIS 2 C MATH ANALYSIS 3 A

38 AV M MTH ANLYS1 C MATH ANALYSIS 2 C MATH ANALYSIS 3 A

38 AV M

GA

PS

39 W F ALGEBRA 1 A GEOMETRY A ALGEBRA 2 A

39 W F ALGEBRA 1 A GEOMETRY A ALGEBRA 2 B

39 W F

39 W F

39 W F LBCC

CS

D

40 W F ALG/GEO APPLICATIONS 1 B ALG/GEO 1B B ALG/GEO 2B B ALG/GEO 3 C

40 W F

40 W F

40 W F

CS

D

41 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 G MATH ANALYSIS 2 C

41 W F MATH ANALYSIS 1 C MATH ANALYSIS 2 G MATH ANALYSIS 2 D

GA

PS

42 W F ALGEBRA 1 B GEOMETRY B ALGEBRA 2 B PROBABILITY & STATISTICS A

42 W F ALGEBRA 1 B GEOMETRY A ALGEBRA 2 C PROBABILITY & STATISTICS B

42 W F

42 W F

CS

D

43 W F ALGEBRA/GEOMETRY 1 B ALGEBRA/GEOMETRY 2 A ALG/GEO 3 A

43 W F ALGEBRA/GEOMETRY 1 B

GA

PS 44 W F GEOMETRY B ALGEBRA 2 B PROBABILITY/STATISTICS B

44 W F GEOMETRY A ALGEBRA 2 B PROBABILITY/STATISTICS B

CS

D 45 W M ALGEBRA/GEOMETRY 2 B ALGEBRA/GEOMETRY 3 C COLLEGE ALGEBRA/TRIG C

45 W M COLLEGE ALGEBRA/TRIG D

45 W M

CS

D

46 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 B

46 W F MATH ANALYSIS 1 A MATH ANALYSIS 2 C MATH ANALYSIS 3 A

46 W F

46 W F

GA

PS 47 W F ALGEBRA 2 C PRECALCULUS B

47 W F ALGEBRA 2 B PRECALCULUS C

47 W F

PS

D

48 W F INTEGRATED MATH I C INTEGRATED MATH I B CONSUMER MATH A

48 W F INTEGRATED MATH I D INTEGRATED MATH I C CONSUMER MATH A

48 W F

48 W F

CS

D 49 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 B

49 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 A

49 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 B

49 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 A

49 W F

49 W F

49 W F

49 W F

PS

D

50 W F ALG/GEO APPLICATIONS 1 B ALGEBRA/GEOMETRY 2 D INTEGRATED MATH II B

50 W F ALG/GEO APPLICATIONS 1 B ALGEBRA/GEOMETRY 2 D INTEGRATED MATH II B

CS

D

51 W F ALGEBRA II A GEOMETRY B PRE-CALCULUS A

51 W F ALGEBRA II A GEOMETRY B PRE-CALCULUS A

51 W F

51 W F

PS

D

52 W M INTEGRATED MATH I B INTEGRATED MATH II C INTEGRATED MATH III C

52 W M INTEGRATED MATH I B INTEGRATED MATH II C INTEGRATED MATH III C

52 W M

52 W M

GA

PS 53 W F ALGEBRA 1 C GEOMETRY D ALGEBRA 2 D

53 W F ALGEBRA 1 D GEOMETRY D ALGEBRA 2 B

CS

D

54 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 E MATH ANALYSIS 2 B MATH ANALYSIS 3 B

54 W F MATH ANALYSIS 1 C MATH ANALYSIS 2 E MATH ANALYSIS 2 A MATH ANALYSIS 3 C

54 W F

54 W F

CS

D 55 X F HONORS GEOMETRY C MATH ANALYSIS 2 C MATH ANALYSIS 3 A

55 X F HONORS GEOMETRY C MATH ANALYSIS 2 C MATH ANALYSIS 3 B

55 X F

CS

D

56 W F MATH ANALYSIS 1 A MATH ANALYSIS 2 B MATH ANALYSIS 3 B

56 W F MATH ANALYSIS 1 A MATH ANALYSIS 2 B MATH ANALYSIS 3 B

56 W F

56 W F

CS

D

57 W F ALGEBRA/GEOMETRY 1 A ALG/GEO 2 B ALG/GEO 3 B

57 W F ALGEBRA/GEOMETRY 1 B

57 W F

57 W F

57 W F LBCC

PS

D

58 A F INTEGRATED MATH I B INTEGRATED MATH II B INTEGRATED MATH III B PRE-CALCULUS B

58 A F INTEGRATED MATH I B INTEGRATED MATH II C INTEGRATED MATH III A PRE-CALCULUS B

58 A F

58 A F

CS

D

59 W M ALGEBRA/GEOMETRY 1 A ALGEBRA/GEOMETRY 2 C ALG/GEO 3 B

59 W M ALGEBRA/GEOMETRY 1 B

CS

D

60 W F ALGEBRA/GEOMETRY 1 B ALGEBRA/GEOMETRY 2 C ALG/GEO 3 C

60 W F ALGEBRA/GEOMETRY 1 C

60 W F

60 W F

CS

D

61 HS M MTH ANLYS1 G ALG APPL C ALG APPL 2 C

61 HS M ALGEBRA APPLICATIONS 2 C

61 HS M LBCC

61 HS M LBCC

61 HS M LBCC

CS

D

62 W F MATH ANALYSIS 1 C MATH ANALYSIS 2 B MATH ANALYSIS 3 C

62 W F MATH ANALYSIS 1 C MATH ANALYSIS 2 C MATH ANALYSIS 3 C

62 W F

62 W F

GA

PS

63 A M ALGEBRA 1 F ALGEBRA 1 D GEOMETRY F ALGEBRA 2 F

63 A M ALGEBRA 1 D ALGEBRA 1 F GEOMETRY F

63 A M MATH P

63 A M

63 A M

CS

D

64 W M MATH ANALYSIS 1 A MATH ANALYSIS 2 A MATH ANALYSIS 3 A

64 W M MATH ANALYSIS 1 A MATH ANALYSIS 2 A MATH ANALYSIS 3 A

64 W M

64 W M

CS

D 65 W M PRE ALGEBRA C ALGEBRA/GEOMETRY 1 B ALG/GEO 2B C ALG/GEO 3 C

65 W M PRE ALGEBRA D ALGEBRA/GEOMETRY 1 C

65 W M

CS

D

66 W M MATH ANALYSIS 1 C MATH ANALYSIS 2 A MATH ANALYSIS 3 A

66 W M MATH ANALYSIS 1 C MATH ANALYSIS 2 B MATH ANALYSIS 3 B

66 W M

66 W M

66 W M

PS

D

67 D F GEOMETRY C GEOMETRY B INTEGRATED MATH 3 B

67 D F GEOMETRY D GEOMETRY F INTEGRATED MATH 3 B

GA

PS 68 AK M ALGEBRA 1 B GEOMETRY C ALGEBRA 2 D ALGEBRA 2 D

68 AK M ALGEBRA 1 B GEOMETRY B ALGEBRA 2 F ALGEBRA 2 C

CS

D

69 W F MATH ANALYSIS 1 B MATH ANALYSIS 2 B MATH ANALYSIS 3 C

69 W F MATH ANALYSIS 1 C MATH ANALYSIS 2 B MATH ANALYSIS 3 B

69 W F

69 W F

Postsecondary Education

Freshman Sophomore Junior Senior

Unique

ID Ethnicity Gender Location

COURSE

NUMBER TITLE GRADE

COURSE

NUMBER TITLE GRADE

COURSE

NUMBER TITLE GRADE

COURSE

NUMBER TITLE GRADE

GA

PS 1 W F 065 ELEMENTARY ALGEBRA F 105 *INTRO TO CONTEM MATH C+ 245 *MATH FOR MGT, LIFE, & SOCIAL C-

1 W F 111 *COLLEGE ALGEBRA C-

CS

D

2 W F 095 INTERMEDIATE ALGEBRA A 245 *MATH FOR MGT, LIFE, & SOCIAL A-

2 W F 111 *COLLEGE ALGEBRA A

CS

D

3 W F 095 INTERMEDIATE ALGEBRA A 211 *FOUNDS ELEM MATH A-

3 W F 111 *COLLEGE ALGEBRA A 212 FOUNDS ELEM MATH S

CS

D 4 W M 095 INTERMEDIATE ALGEBRA U 245 *MATH FOR MGT, LIFE, & SOCIAL A

4 W M 111 *COLLEGE ALGEBRA A

4 W M 241 *CALC FOR MGT & SOCIAL SCI B+

PS

D

5 W M 095 INTERMEDIATE ALGEBRA C- 112 *ELEMENTARY FUNCTIONS B- 111 *COLLEGE ALGEBRA A-

5 W M 251 *DIFFERENTIAL CALCULUS C

GA

PS

6 W F 095 INTERMEDIATE ALGEBRA F

6 W F 211 *FOUNDS ELEM MATH C

6 W F LBCC 111 *COLLEGE ALGEBRA D

6 W F LBCC 245 *MATH FOR MGMT, LIFE & SOC SCI D

GA

PS 7 W M 095 INTERMEDIATE ALGEBRA C- 105 *INTRO TO CONTEM MATH S 245 *MATH FOR MGT, LIFE, & SOCIAL S

7 W M 111 *COLLEGE ALGEBRA C+

GA

PS 8 W F 095 INTERMEDIATE ALGEBRA F 211 *FOUNDS ELEM MATH C

8 W F 212 *FOUNDS ELEM MATH C

8 W F 390 *FOUNDS OF ELEM MATH C

GA

PS 9 W F 095 INTERMEDIATE ALGEBRA C 241 *CALC FOR MGT & SOCIAL SCI A-


9 W F LBCC 241 *CALC FOR MGMT & SOCIAL SCI D 245 *MATH FOR MGMT, LIFE & SOC SCI C

GA

PS 10 W F 095 INTERMEDIATE ALGEBRA U 105 *INTRO TO CONTEM MATH C-

10 W F

CS

D

11 W F 095 INTERMEDIATE ALGEBRA A 252 *INTEGRAL CALCULUS B

11 W F 111 *COLLEGE ALGEBRA B

11 W F 112 *ELEMENTARY FUNCTIONS B+

11 W F 251 *DIFFERENTIAL CALCULUS B

CS

D 12 W M 095 INTERMEDIATE ALGEBRA S

12 W M 111 *COLLEGE ALGEBRA B

12 W M 112 *ELEMENTARY FUNCTIONS A

CS

D 13 AC F 095 INTERMEDIATE ALGEBRA W 241 *CALC FOR MGT & SOCIAL SCI A- 231 ELEMENTS DISCRETE MATH C 351 INTRO TO NUMERICAL ANL C+

13 AC F 111 *COLLEGE ALGEBRA B 245 *MATH FOR MGT, LIFE, & SOCIAL B 232 ELEMENTS DISCRETE MATH B

13 AC F 199 *TOPICS IN MATHEMATICS N

CS

D 14 W F 095 INTERMEDIATE ALGEBRA A

14 W F 111 *COLLEGE ALGEBRA B-

14 W F 112 *ELEMENTARY FUNCTIONS C+

CS

D 15 W F 065 ELEMENTARY ALGEBRA B+

15 W F 095 INTERMEDIATE ALGEBRA C

15 W F 105 *INTRO TO CONTEM MATH A

GA

PS 16 W M 095 INTERMEDIATE ALGEBRA S

16 W M 105 *INTRO TO CONTEM MATH B+

16 W M 111 *COLLEGE ALGEBRA S

CS

D

17 AI M 095 INTERMEDIATE ALGEBRA C

17 AI M 111 *COLLEGE ALGEBRA C

17 AI M 241 *CALC FOR MGT & SOCIAL SCI C

17 AI M 245 *MATH FOR MGT, LIFE, & A-

SOCIAL G

AP

S 18 W F 095 INTERMEDIATE ALGEBRA A 241 *CALC FOR MGT & SOCIAL SCI C+

18 W F 111 *COLLEGE ALGEBRA B+ 245 *MATH FOR MGT, LIFE, & SOCIAL A

CS

D

19 AC M 095 INTERMEDIATE ALGEBRA A 245 *MATH FOR MGT, LIFE, & SOCIAL A-

19 AC M 111 *COLLEGE ALGEBRA A

19 AC M 241 *CALC FOR MGT & SOCIAL SCI C

19 AC M

CS

D

20 W F 065 ELEMENTARY ALGEBRA A 112 *ELEMENTARY FUNCTIONS B

20 W F 095 INTERMEDIATE ALGEBRA B

20 W F 111 *COLLEGE ALGEBRA A-

20 W F SOU 245 *MATH FOR MGMT, LIFE & SOC SCI B

PS

D 21 W F 095 INTERMEDIATE ALGEBRA A- 111 *COLLEGE ALGEBRA A-

21 W F 241 *CALC FOR MGT & SOCIAL SCI B

21 W F LBCC 245 *MATH FOR MGMT, LIFE & SOC SCI C

CS

D

22 W F 095 INTERMEDIATE ALGEBRA C 212 FOUNDS ELEM MATH B

22 W F

22 W F 111 *COLLEGE ALGEBRA W 390 FOUNDS OF ELEM MATH B

22 W F

22 W F 211 *FOUNDS ELEM MATH A

CS

D

23 W F 095 INTERMEDIATE ALGEBRA A 390 FOUNDS OF ELEM MATH A-

23 W F

23 W F 211 *FOUNDS ELEM MATH A

23 W F

23 W F 212 FOUNDS ELEM MATH A-

PS

D 24 W F

095 INTERMEDIATE ALGEBRA B 211 *FOUNDS ELEM MATH A 212

FOUNDATIONS OF ELEMENTARY

MATH A

24 W F


24 W F

GA

PS 25 W F 095 INTERMEDIATE ALGEBRA A 212 FOUNDS ELEM MATH A

25 W F

25 W F 211 *FOUNDS ELEM MATH B 390 FOUNDS OF ELEM MATH B

GA

PS 26 W M 095 INTERMEDIATE ALGEBRA W 105 *INTRO TO CONTEM MATH C+ 245 *MATH FOR MGT, LIFE, & SOCIAL U

26 W M 251 *DIFFERENTIAL CALCULUS F 111 *COLLEGE ALGEBRA C

26 W M

GA

PS 27 W F 095 INTERMEDIATE ALGEBRA A 105 *INTRO TO CONTEM MATH B+

27 W F 111 *COLLEGE ALGEBRA B- 245 *MATH FOR MGT, LIFE, & SOCIAL S

CS

D

28 B M 065 CHE/ELEMENTARY ALGEBRA N 241 *CALC FOR MGT & SOCIAL SCI C+

28 B M 111 *COLLEGE ALGEBRA C 245 *MATH FOR MGT, LIFE, & SOCIAL F

CS

D

29 W M 095 INTERMEDIATE ALGEBRA C

29 W M 111 *COLLEGE ALGEBRA C

CS

D 30 W M 095 INTERMEDIATE ALGEBRA B-

30 W M 111 *COLLEGE ALGEBRA B

30 W M 112 *ELEMENTARY FUNCTIONS B-

GA

PS


31 W F 111 *COLLEGE ALGEBRA C+

31 W F 112 *ELEMENTARY FUNCTIONS C

CS

D

32 W F 095 INTERMEDIATE ALGEBRA C 111 *COLLEGE ALGEBRA B

32 W F

32 W F

32 W F

CS D

33 W M 065 ELEMENTARY ALGEBRA B+ 112 *ELEMENTARY FUNCTIONS D

33 W M 095 INTERMEDIATE ALGEBRA D-

33 W M 111 *COLLEGE ALGEBRA C-

33 W M 241 *CALC FOR MGT & SOCIAL SCI F

GA

PS 34 W F 065 ELEMENTARY ALGEBRA F 111 *COLLEGE ALGEBRA A

34 W F 199 T/EXCEL FOR MTH 111 P

CS

D

35 W F 095 INTERMEDIATE ALGEBRA B 241 *CALC FOR MGT AND SOCIAL SCI A-

35 W F 111 *COLLEGE ALGEBRA B

35 W F

245

*MATH FOR MGT, LIFE, &

SOCIAL C-

CS

D

36 W F 095 INTERMEDIATE ALGEBRA C 112 *ELEMENTARY FUNCTIONS W

36 W F 111 *COLLEGE ALGEBRA D-

GA

PS 37 W F 095 INTERMEDIATE ALGEBRA B


CS

D 38 AV M 095 INTERMEDIATE ALGEBRA A 241 *CALC FOR MGT & SOCIAL SCI A

38 AV M 111 *COLLEGE ALGEBRA A-

38 AV M 112 *ELEMENTARY FUNCTIONS A

GA

PS

39 W F 065 ELEMENTARY ALGEBRA A

39 W F 095 INTERMEDIATE ALGEBRA B+

39 W F 111 *COLLEGE ALGEBRA B+

39 W F

245


SOCIAL A

39 W F LBCC 241 *CALC FOR MGT & SOCIAL SCI A

CS

D


40 W F 111 *COLLEGE ALGEBRA B+

40 W F 112 *ELEMENTARY FUNCTIONS C-

40 W F

CS

D

41 W F 095 INTERMEDIATE ALGEBRA W 105 *INTRO TO CONTEMPORARY MATH B

41 W F

GA

PS


42 W F 111 *COLLEGE ALGEBRA C

42 W F 241 *CALC FOR MGT & SOCIAL SCI C

42 W F

245


SOCIAL C-

CS

D

43 W F 095 INTERMEDIATE ALGEBRA C 211 *FOUNDS ELEM MATH A

43 W F 111 *COLLEGE ALGEBRA B- 212 FOUNDS ELEM MATH A

GA

PS 44 W F 095 INTERMEDIATE ALGEBRA C

44 W F

CS

D 45 W M 095 INTERMEDIATE ALGEBRA B

45 W M 111 *COLLEGE ALGEBRA B-

45 W M 112 *ELEMENTARY FUNCTIONS C-

CS

D



46 W F

46 W F

GA

PS

47 W F 095 INTERMEDIATE ALGEBRA B 241 *CALC FOR MGT & SOCIAL SCI D


47 W F

245


SOCIAL A

PS

D

48 W F 065 ELEMENTARY ALGEBRA W

48 W F 105 *INTRO TO CONTEM MATH C+

48 W F

48 W F

CS

D

49 W F 095 INTERMEDIATE ALGEBRA A


49 W F

49 W F

49 W F

49 W F

49 W F

49 W F

PS

D

50 W F

095 INTERMEDIATE ALGEBRA F 105

*INTRO TO CONTEMPORARY

MATH A

50 W F

CS

D


51 W F 111 *COLLEGE ALGEBRA C

51 W F 241 *CALC FOR MGT & SOCIAL SCI C-

51 W F

245


SOCIAL A-

PS

D

52 W M 065 ELEMENTARY ALGEBRA C+

52 W M 095 INTERMEDIATE ALGEBRA D+

52 W M 105 *INTRO TO CONTEM MATH A

52 W M

GA

PS 53 W F 095 INTERMEDIATE ALGEBRA C- 105 *INTRO TO CONTEM MATH C

53 W F

CS

D

54 W F 095 INTERMEDIATE ALGEBRA B 241 *CALC FOR MGT & SOCIAL SCI B

54 W F 111 *COLLEGE ALGEBRA B 245 *MATH FOR MGT, LIFE, & SOCIAL B+

54 W F

54 W F

CS

D 55 X F

095 INTERMEDIATE ALGEBRA B 211 *FOUNDS ELEM MATH B 212

FOUNDATIONS OF ELEMENTARY

MATH A

55 X F 111 *COLLEGE ALGEBRA A 390 FOUNDS OF ELEM MATH A

55 X F 112 *ELEMENTARY FUNCTIONS W

CS

D

56 W F 095 INTERMEDIATE ALGEBRA B+ 241 *CALC FOR MGT & SOCIAL SCI B+

56 W F 111 *COLLEGE ALGEBRA A- 245 *MATH FOR MGT, LIFE, & SOCIAL B+

56 W F

56 W F

CS

D

57 W F 095 INTERMEDIATE ALGEBRA B 245 *MATH FOR MGT, LIFE, & SOCIAL B+

57 W F 111 *COLLEGE ALGEBRA C+

57 W F

57 W F

57 W F LBCC 241 *CALC FOR MGT & SOCIAL SCI B

PS

D

58 A F 095 INTERMEDIATE ALGEBRA A

58 A F 111 *COLLEGE ALGEBRA A

58 A F 241 *CALC FOR MGT & SOCIAL SCI C+

58 A F 245


SOCIAL A

CS

D

59 W M 095 INTERMEDIATE ALGEBRA C 245 *MATH FOR MGT, LIFE, & SOCIAL A- 241 *CALC FOR MGT & SOCIAL SCI B


CS

D

60 W F 095 INTERMEDIATE ALGEBRA C 241 *CALC FOR MGT & SOCIAL SCI B-


60 W F 245


SOCIAL B-

60 W F

CS D

61 HS M 065 ELEMENTARY ALGEBRA A

61 HS M 095 INTERMEDIATE ALGEBRA W

61 HS M LBCC 111 *COLLEGE ALGEBRA C

61 HS M LBCC 241 *CALC FOR MGT & SOCIAL SCI B

61 HS M LBCC 245 *MATH FOR MGMT, LIFE & SOC SCI C

CS

D

62 W F 095 INTERMEDIATE ALGEBRA C


62 W F

62 W F

GA

PS

63 A M 065 ELEMENTARY ALGEBRA C

63 A M 095 INTERMEDIATE ALGEBRA F

63 A M 111 *COLLEGE ALGEBRA A

63 A M 199 T/ALGEBRAIC REASONING A

63 A M 199 T/EXCEL FOR MTH 111 P

CS

D

64 W M 095 INTERMEDIATE ALGEBRA A 245 *MATH FOR MGT, LIFE, & SOCIAL A

64 W M 111 *COLLEGE ALGEBRA A

64 W M 112 *ELEMENTARY FUNCTIONS A

64 W M

CS

D 65 W M 065 ELEMENTARY ALGEBRA B 245 *MATH FOR MGT, LIFE, & SOCIAL D

65 W M 095 INTERMEDIATE ALGEBRA S

65 W M 111 *COLLEGE ALGEBRA W

CS

D

66 W M 095 INTERMEDIATE ALGEBRA B 251 *DIFFERENTIAL CALCULUS B 252 INTEGRAL CALCULUS C


66 W M 112 *ELEMENTARY FUNCTIONS B

66 W M

66 W M

PS

D

67 D F 095 INTERMEDIATE ALGEBRA D 105 *INTRO TO CONTEM MATH A-

67 D F

GA

PS

68 AK M 095 INTERMEDIATE ALGEBRA F 105

*INTRO TO CONTEMPORARY

MATH C

68 AK M 111 *COLLEGE ALGEBRA W

CS

D

69 W F 095 INTERMEDIATE ALGEBRA A


69 W F

69 W F

Appendix B – Course Crosswalk HS Level Math Course OSU Postsecondary Equivalent

Algebra 1A Math Analysis 1 Algebra/Geometry 1

MTH065

Algebra 1B Math Analysis 2 Algebra/Geometry 2

MTH095

Algebra II Math Analysis 3 Algebra-Geometry 3

MTH105/111

College Algebra Trigonometry Pre-Calculus Math Analysis 4

MTH112

Calculus MTH251

Appendix B – Course Crosswalk (continued) HIGH SCHOOL COURSES

Grade 9 Grade 10 Grade 11 Grade 12

TITLE TITLE TITLE TITLE

9TH GRADE MATH

General

Math

10TH GRADE MATH

General

Math

11TH GRADE MATH

General

Math

MATH General Math

APPLIED MATH APPLIED MATH CONSUMER MATH INTERMEDIATE ALGEBRA Algebra

GENERAL MATHEMATICS ESSENTIAL MATHEMATICS I CONSUMER MATHEMATICS INTRO TO ALGEBRA

MATH CONCEPTS ESSENTIAL MATHEMATICS II ESS MATH II ALG/GEO 1B

MTH065 PRE ALG Prealgebra

MATHEMATICS MATH ALGEBRA I

PRE ALGEBRA PRE ALGEBRA Prealgebra MATHEMATICS ELEMENTARY ALGEBRA

ADV ALGEBR

Algebra

ADV ALGEBR

Algebra

ADV ALGEBRA

Algebra

ALG/GEO 2B

MTH095 ADV ALGEBRA/PHYSICS ADV ALGEBRA ADVANCED ALGEBRA ALGEBRA 2 W/GEOM TOPICS

ADVANCED ALGEBRA ADV ALGEBRA/PHYSICS TOPICS IN ALGEBRA ALGEBRA/GEOMETRY 2

ALGEBRA ADVANCED ALGEBRA ALG/GEO 1B

MTH065

ALG/GEO 3

MTH105/111

INTERMEDIATE ALGEBRA ALG APPL ALGEBRA I ALGEBRA 2

MATH TUTOR Math Tutor ALG/GEO 1B

MTH065

ELEMENTARY ALGEBRA ALGEBRA 2 PS

ALBEBRA/GEOMETRY 1

MTH065

ALGEBRA 1 GEOMETRY ALGEBRA II PS

ALG APPL 1 ALGEBRA/GEOMETRY 1 INFORMAL GEOMETRY ALGEBRA/GEOMETRY 3

ALG/GEO 1A INTEGRATED MATH I MATH ANALYSIS 1 INTEGRATED MATH 3

ALG/GEO 1B MATH ANALYSIS ALG/GEO 2

MTH095

MATH ANALYSIS 3

ALG/GEO APPLICATIONS 1 MATH ANALYSIS 1 ALG/GEO 2B ADVANCED PRE-CALCULUS

MTH112

ALGEBRA 1 ADVANCED GEOMETRY

MTH095

ALGEBRA/GEOMETRY 2 CLLGE ALGE

ALGEBRA CONN A ALG/GEO 2 INTEGRATED MATH II COLLEGE ALGEBRA

ALGEBRA CONNECTIONS A ALG/GEO 2B MATH ANALYSIS 2 COLLEGE ALGEBRA/TRIG

ALGEBRA I ALGEBRA/GEOMETRY 2 ALG 2/TRIG

MTH105/111

MATH ANAL 4/PRE-CALC

ALGEBRA/GEOMETRY 1 GEOMETRY ALG APPL 2 MATH ANALYSIS 4

FOUND ALG/GEOM 1 GEOMETRY 1/2 ALG/GEO 3 PRE-CALCULUS

INTEGRATED MATH INEGRATED MATH 2 ALGEBRA 2 PRECALCULUS

INTEGRATED MATH I INTEGRATED MATH 2 ALGEBRA APPLICATIONS 2 TRIGONOMETRY

MATH ANALYSIS 1 INTEGRATED MATH II ALGEBRA/GEOMETRY 3 ADV PLCMT CALCULUS

MTH251

MTH ANLYS1 MATH ANALYSIS 2 INTEGRATED MATH III AP CALCULUS/ANALYT. GEOM

WAIVE INT MATH I MTH ANLYS2 MATH ANALYSIS 3 CALCULUS

ADV GEOM

MTH095

ALG/GEO 3

MTH105/111

MTH ANLYS3 CALCULUS (BLUE DAY)

ADVANCED GEOMETRY ALGEBRA 2 ADV PRE-CALCULUS

MTH112

CALCULUS (GOLD DAY)

ALGEBRA/GEOMETRY 2 ALGEBRA APPLICATIONS 2 ADVANCED PRE-CALCULUS CALCULUS A (1ST DAY)

FORMAL GEOMETRY ALGEBRA CONN B COL ALG CALCULUS B

FOUNDATIONS ALG GEOMETRY1 ALGEBRA II COL ALG/TR CALCULUS B (2ND DAY)

FRESHMAN GEOMETRY ALGEBRA II/TRIG COLLEGE ALGEBRA/TRIG CALCULUS G

GEO/CULT ALGEBRA/GEOMETRY 3 MATH ANAL 4/PRE-CALC CALCULUS W. ANALYT. GEOM

GEOMETRY INTEGRATED MATH III MATH ANALYSIS 4 CALCULUS-AUDIT

HONORS GEOMETRY MATH ANALYSIS 3 PRE-CALCULUS HON CALCULUS

INTEGRATED MATH II ADV PRE-CALCULUS

MTH112

PRECALCULUS HONORS CALCULUS

MATH ANALYSIS 2 COLLEGE ALGEBRA/TRIG PRECALCULUS W/TRIG/A.GEO

PRAC GEOMETRY PRE-CALC TRIG

ADV. ALGEBRA 2

MTH105/111

PRECALCULUS AP CALCULUS

MTH251

ALGEBRA 2 PRECALCULUS W/TRIG/A.GEO CALCULUS (BLUE DAY)

ALGEBRA II CALCULUS MTH251 CALCULUS (GOLD DAY)

ALGEBRA/GEOMETRY 3

CALCULUS B

PRE-CALCULUS MTH112

CALCULUS G

CALCULUS W. ANALYT. GEOM

HONORS CALCULUS

Appendix B – Course Crosswalk (continued)

POSTSECONDARY COURSES

PS - First Year PS - Second Year PS - Third Year PS - Fourth Year

TITLE TITLE TITLE TITLE

ELEMENTARY ALGEBRA MTH065 ELEMENTARY ALGEBRA MTH065 INTRO TO CONTEM MATH MTH105

INTRO TO CONTEM MATH MTH105

INTERMEDIATE ALGEBRA MTH095 INTERMEDIATE ALGEBRA MTH095 INTRO TO CONTEMPORARY MATH INTRO TO CONTEMPORARY MATH MTH105

T/ALGEBRAIC REASONING MTH103 INTRO TO CONTEM MATH MTH105 COLLEGE ALGEBRA MTH111 COLLEGE ALGEBRA MTH111

INTRO TO CONTEM MATH MTH105

COLLEGE ALGEBRA MTH111 ELEMENTARY FUNCTIONS MTH112 ELEMENTARY FUNCTIONS MTH112

INTRO TO CONTEMPORARY MATH ELEMENTARY FUNCTIONS MTH112 T/MATH EXCEL FOR MTH 251 MTH199 FOUNDATIONS OF ELEM MATH

MTH211/

212

COLLEGE ALGEBRA MTH111 T/EXCEL FOR MATH 111

MTH199

FOUNDATIONS OF ELEMENTARY MAT

MTH211/

212

FOUNDATIONS OF ELEMENTARY MATH

ELEMENTARY FUNCTIONS MTH112

T/EXCEL FOR MTH 111 FOUNDATIONS OF ELEMENTARY MATH FOUNDS ELEM MATH

ELEMENTARY FUNCTIONS WAIVED T/EXCEL MTH 112 FOUNDS ELEM MATH FOUNDS OF ELEM MATH

ST/EXCEL WORKSHOP MATH 111

MTH199

T/MATH EXCEL FOR MTH 252 FOUNDS OF ELEM MATH ELEMENTS DISCRETE MATH

MTH231/

232

ST/MATH EXCEL FOR MTH 112 FOUNDATIONS OF ELEMENTARY MAT MTH211/

212

CALC FOR MGT & SOCIAL SC MTH241 CALC FOR MGT & SOCIAL SCI MTH241

ST/MATH EXCEL FOR MTH 251 FOUNDS ELEM MATH MATH FOR MGMT, LIFE & SOC SCI MTH245

MATH FOR MGT, LIFE, & SOCIAL MTH245

ST/MATH EXCEL FOR MTH 252 FOUNDS OF ELEM MATH MATH FOR MGT, LIFE, & SOCIAL DIFFERENTIAL CALCULUS MTH251

T/EXCEL FOR MTH 111 ELEMENTS DISCRETE MATH

MTH231/

232 APPL DIFF EQUATIONS MTH246

INTEGRAL CALCULUS MTH252

T/EXCEL FOR MTH 112 CALC FOR MGT & SOCIAL SCI MTH241

APPL DIFFERENTIAL EQUATIONS VECTOR CALCULUS I MTH254

T/MATH EXCEL FOR MTH 251 CALC FOR MGT, LIFE & SOC SCI APPLIED DIFFERENTIAL EQUATIONS VECTOR CALCULUS II MTH255

FOUNDS ELEM MATH MTH211/

212

MATH FOR MGMT, LIFE & SOC SCI MTH245

DIFFERENTIAL CALCULUS MTH251 APPL DIFF EQUATIONS MTH256

FOUNDS OF ELEM MATH MATH FOR MGT, LIFE, & SOCIAL INTEGRAL CALCULUS MTH252 APPLIED DIFFERENTIAL EQUATIONS

ELEMENTS DISCRETE MATH MTH231/

232

DIFFERENTIAL CALCULUS MTH251 INFINITE SERIES AND SEQUENCES MTH253 MATHEMATICAL IDEAS IN BIOLOGY MTH268

ELEMENTS DISCRETE MATH INTEGRAL CALCULUS MTH252 VECTOR CALCULUS I MTH254 ADVANCED CALCULUS MTH311

CALC FOR MGT & SOCIAL SCI MTH241

INFINITE SERIES AND SEQUENCES MTH253 VECTOR CALCULUS II MTH255 LINEAR ALGEBRA I MTH341

CALC FOR MGT AND SOCIAL SCI VECTOR CALCULUS I MTH254 MATRIX & POWER SERIES METHODS MTH306 LINEAR ALGEBRA II MTH342

MATH FOR MGMT, LIFE & SOC SCI MTH245

VECTOR CALCULUS II MTH255 ADVANCED CALCULUS MTH311 INTRO TO MODERN ALGEBRA MTH343

MATH FOR MGT, LIFE, & SOCIAL APPL DIFF EQUATIONS MTH256

FUND CONCEPTS TOPOLOGY MTH333 INTRO TO NUMERICAL ANALYSIS MTH351

DIFFERENTIAL CALCULUS MTH251

APPLIED DIFFERENTIAL EQUATIONS LINEAR ALGEBRA I MTH341 INTRO TO NUMERICAL ANL

DIFFERENTIAL CALCULUS WAIVED MATRIX & POWER SERIES METHODS MTH306 LINEAR ALGEBRA II MTH342 ST/APPLIED DISCRETE MATH MTH355

INTEGRAL CALCULUS MTH252

LINEAR ALGEBRA I MTH341 INTRO TO NUMERICAL ANALYSIS MTH351

REAL ANALYSIS MTH411

INTEGRAL CALCULUS WAIVED LINEAR ALGEBRA II MTH342 INTRO TO NUMERICAL ANL METRIC SPACES AND TOPOLOGY MTH430

INFINITE SERIES AND SEQUENCES MTH253 INTRODUCTION TO PROBABILITY MTH361 ST/APPLIED DISCRETE MATH MTH355 COMPUTATIONAL NUMBER THEORY MTH440

VECTOR CALCULUS I MTH254

EUCLIDEAN GEOMETRY MTH681 PROBABILITY I MTH463

VECTOR CALCULUS II MTH255

DIFFERENTIAL GEOMETRY MTH534

APPL DIFF EQUATIONS

MTH256

INTRO TO DIFFERENTIAL GEOMETRY

APPL DIFFERENTIAL EQUATIONS

GENERAL RELATIVITY MTH537

APPLIED DIFFERENTIAL EQUATIONS

COMPLEX VARIABLE MTH611

MATHEMATICAL IDEAS IN BIOLOGY MTH268

PROJ/TUTORING MLC

MTH406/

506/606

MATRIX & POWER SERIES METHODS MTH306

Appendix C State Remediation Rates

Alabama 11,734 students assigned to remediation in math at public four- and two-year institutions in 2007. 4,750 students assigned to remediation in both math and English at public four- and two-year institutions in 2007.

Colorado 29.7 percent (8,341 students) of recent high school graduates required remediation in at least one discipline in 2007. 54.5 percent (4,392 students) of recent high school graduates in two-year institutions required remediation in at least one subject in 2007. 19.8 percent (3,949 students) of recent high school graduates in four-year institutions required remediation in at least one subject in 2007.

Illinois

119,531 students (11.3 percent of total headcount) assigned to remediation in at least one subject at four- and two-year institutions (includes independent institutions) in 2004-2005. 102,566 students (14.7 percent of total headcount) at community colleges assigned to remediation. 7,593 students (4.5 percent of total headcount) at public universities assigned to remediation.

Georgia 18.7 percent (6,902 students) of first-time freshmen required placement in learning-support courses system-wide in 2007. 51.9 percent (3,031 students) of first-time freshmen in two-year colleges required learning support in 2007.

Indiana College students needing remediation during 2004-05: 25 percent of all students. 70 percent of community college students.

Kansas Between 2003 and 2006, 59 percent of students tested into remediation in mathematics.

Kentucky 53 percent of all entering postsecondary students in public four- and two-year institutions with developmental needs in at least one subject in 2004. 44 percent had developmental needs in mathematics.

Maryland 48.3 percent of 2004-2005 Maryland high school graduates assessed as needing remediation in at least one subject. 42.2 percent as needing remediation in mathematics.

Massachusetts

37 percent of the public high school graduates of 2005 who were enrolled in public two- and four-year institutions were assigned to at least one remedial course during their first semester of college. Of students enrolled at community colleges, 65 percent enrolled in at least one developmental course, versus 22 percent at state colleges and 8 percent at state university campuses.

Ohio 37 percent of all first-time freshmen in public two- and four-year institutions took at least one remedial course in 2005. 39 percent of first-time freshmen age 20 and over in public two- and four-year institutions took at least one remedial course in 2005. 36 percent of first-time freshmen under age 20 in public two- and four-year institutions took at least one remedial course in 2005.

Oklahoma

In 2006-07, 39,550 students enrolled in remedial courses, including: 3 percent (1,085 students) at the research universities. 17 percent (6,329 students) at the regional universities. 81 percent (31,836 students) at the community colleges. Of the first-time freshmen enrolling in fall 2006, 36.5 percent took remedial courses.

Tennessee 2,290 recent high school graduates entering two- and four-year institutions took at least one remedial course.

Texas 38 percent of students at public two-year institutions enrolled in at least one remedial course in the fall of 2006. 24 percent of students at public four-year institutions enrolled in at least one remedial course in the fall of 2006.

Source: Strong American Schools, Diploma To Nowhere, 2008, Appendix A, p. 20-27

Appendix D

Source: National Center for Education Statistics, Institute of Education Science

References Achieve, Inc. (2004). The Expectations Gap: A 50-State Review of High School Graduation

Requirements. Retrieved September 13, 2008, from http://www.achieve.org/files/coursetaking.pdf.

Bettinger, E. P., & Long, T. B. (2005). Addressing the Needs of Under-Prepared Students in

Higher Eduation: Does College Remediation Work? NBER Working Paper No. 11325. Biswas, Radha Roy. (September 2007). Accelerating Remedial Math Education: How

Institutional Innovation and State Policy Interact. Achieving the Dream. Boston, MA: Jobs for the Future.

Hagedorn, L. S., Siadat, M. V., Fogel, S. F., Nora, A., & Pascarella, E. T. (1999). Success in

College Mathematics: Comparisons Between Remedial and Nonremedial First-year College Students. Research in Higher Education , pp. 40, 261-284.

Strong American Schools. (2008). Diploma to Nowhere. Retrieved from http://www.strongamericanschools.org/files/SAS_Diploma_To_Nowhere_v11_FINAL.pdf.

Thiel, T., Peterman, S., & Brown, M. (2008, July/August). Addressing the Crisis in College

Mathematics. Change Magazine, pp. 44-49.

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