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Goodbye 19 th Century Math Courses – Hello... Modern Accelerated Pathways Amy Getz Strategic Implementation Lead, Higher Education Team Amy Getz Strategic.

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Presentation on theme: "Goodbye 19 th Century Math Courses – Hello... Modern Accelerated Pathways Amy Getz Strategic Implementation Lead, Higher Education Team Amy Getz Strategic."— Presentation transcript:

1 Goodbye 19 th Century Math Courses – Hello... Modern Accelerated Pathways Amy Getz Strategic Implementation Lead, Higher Education Team Amy Getz Strategic Implementation Lead, Higher Education Team an initiative of the Charles A. Dana Center and the Texas Association of Community Colleges

2 2 Other Countries’ Average Scale Score Math Performance on 8 th Grade TIMSS Compared with the U.S. Source: Data taken from the Trends in International Mathematics and Science Study (TIMSS), accessed Jan 10, 2013 at Computations of categories by the Charles A. Dana Center.http://nces.ed.gov/timss/index.asp 2

3 College Readiness Has Increased Texas Higher Education Coordinating Board. (2004 & 2013).

4 College Readiness Has Increased Texas Higher Education Coordinating Board. (2004 & 2014).

5 Source: Michael Marder, 2012.

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7 The Transition to College is Tough... 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 % 1 level below 29% Pass Not completed: 6% 41% Enroll Orange and Black: Percent out of original 100% at each step with duplication, i.e., students who continue are counted in multiple steps Blue: Percent out of original 100% without duplication, i.e., each student is counted once Bailey, T. (2010). National Center for Postsecondary Research 22% Enroll Progression through Developmental Math Sequence

8 For What Purpose? Is the obstacle of the traditional algebra-based developmental math sequence justified? 8

9 Select Math Use All U.S. Workers Handel, M.J. (2007).

10 Statistics Is Used More Than Algebra II Handel, M.J. (2007).

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12 A Dilemma... Encouraging more students to pursue STEM fields... Without institutionalizing inappropriate obstacles for students. 12

13 Source: David Bressoud -

14 14 STATISTICS PATHWAY is designed for students seeking a college-level statistics course as part of their general education requirement for majors in fields including: Nursing Social Work Criminal Justice STATISTICS PATHWAY is designed for students seeking a college-level statistics course as part of their general education requirement for majors in fields including: Nursing Social Work Criminal Justice QUANTITATIVE REASONING PATHWAY is designed for students pursuing a field of study in which general education math is a requirement. These fields include majors in: Communications Graphic Design Paralegal QUANTITATIVE REASONING PATHWAY is designed for students pursuing a field of study in which general education math is a requirement. These fields include majors in: Communications Graphic Design Paralegal STEM-PREP PATHWAY is designed for students seeking a STEM or mathematics- intensive major in fields including: Petroleum Engineering Computer Science Chemistry STEM-PREP PATHWAY is designed for students seeking a STEM or mathematics- intensive major in fields including: Petroleum Engineering Computer Science Chemistry

15 The New Mathways Project 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 15

16 What Does it Take?  Changes in state policy  Coordination with 4-year institutions on transfer  Coordination with programs of study to set new math requirements  Institutional changes to advising  New curriculum to support changes in content and instructional strategies  Modify student supports such as tutoring 16

17 What have we achieved?  In first year:  Project wide: 60% increase in students earned college credit in half the time  In five colleges: 280% increase in students earning college credit in half the time  In second year:  20 colleges implementing courses  14 colleges preparing to implement next year 17

18 The Faces Behind the Data 18

19 Want to know more about the NMP?  Come to the breakout session at 3:15.  Sign up to receive monthly updates about the NMP by contacting us at: 19

20 Contact Information  General information about the Dana Center:  Higher Education work:  Amy Getz (general project issues): 20

21 About the Dana Center 21 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.


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