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Math Task Force Additional Data Details August 2014 1.

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Presentation on theme: "Math Task Force Additional Data Details August 2014 1."— Presentation transcript:

1 Math Task Force Additional Data Details August 2014 1

2 2 Pre-College Math FTES

3 3 Race/Ethnicity and SES Current and Former Pre-College Math Students and All Students Who Completed College Math Student Achievement Initiative-2012-13 Pre-College Math Starting Level Last Year Enrolled All Current and Former Pre-College Math Students (N=71,091) Lower Level at Start of Year (N=28,304) Higher Level at Start of Year (N=42,787) All Students Completed College Math 2012-13 Parity Odds of Being a Student Who Competes College Math White 65%64%65%71% 1.1 Black or African American 9%10%8%5% 0.6 American Indian and Alaskan Native 4% 3% 0.7 Asian 8%6%9%12% 1.6 Native Hawaiian and Other Pacific Islander 1% 0.9 Other 2% 1.1 Hispanic 14% 13%10% 0.8 Odds of Being Lowest SES Quintile

4 4 Current and Former Pre-College Math Students Successfully Completing College Math (Earning an SAI Quant Point) Within Two Years of Last Pre-College Enrollment

5 5 % students completing a college math course within two years of their last pre-college math course Student Achievement Initiative 2012-13 By Student's Math Level Placement All From a Lower Level Start From a Higher Level Start White 21%11%28% Black/African American 15%7%22% American Indian/Alaskan Native 16%7%24% Asian 24%12%30% Native Hawaiian/Pacific Islander 22%9%30% Other 19%8%26% Hispanic 18%7%26%

6 6 Recent high school graduates enrolled in pre-math as % of total high school grads new to college in the year 45% of pre-college math students are under 21 years. 51% of high school graduates who come to CTCs enroll in pre-college math the next year. Looking out longer, at least two-thirds of recent high school graduates in our system will eventually enroll in pre-college math classes.

7 7 Starting math-ready shortens the time to degree and therefore reduces the economic and other life situation opportunity costs to students for enrolling and staying in college. Students who are math ready when they start complete college math earlier than students who must become college ready first. Students who start math ready go on to earn their degree sooner.

8 8 Nine in ten transfer students who earned a bachelor’s degree in the class of 2011 transferred with college math. CTC transfers comprised 40% of the 2011 public four year baccalaureate graduating class. 75% transferred with a two-year degree and hence college math. Two-thirds (66%) of those remaining who transferred with no degree also completed college math prior to transfer. 92% of CTC transfers in the 2011 baccalaureate graduating class transferred with college math. Source: Role of Transfer Report and MRTE

9 9 What metrics should the dashboard measure for the system? GoalMetricData Reduce the share of recent high school graduates requiring precollege math courses Reduce the % of high school graduates enrolling in pre-college math within 3 years after graduating. Data and baseline for 1 year already reported. Can start reporting within 3 years- The Education Research and Data Center (ERDC) provides high school graduate information we can link to our students. Additional analyses can be done for hs transcripts and Smarter Balance test results as that comes on board.

10 10 Possible metrics……. GoalMetricData Increase successful completion of precollege and college level mathematics classes % of current and former pre- college math students that successfully complete college math in the year Currently measured in SAI after student pass the highest level pre-college course. Disaggregated by race/ethnicity. Emphasizes acceleration, completion of pre-math and college math.

11 11 Possible measures….. GoalMetricData Increase college mathIncrease the number of students who earn the SAI quantitative reasoning point. Satisfactorily completed college math credits increase as % of all earned academic credits Can get from transcripts now, albeit numbers will be driven by enrollments. Rates less sensitive to enrollments. This rate would show we are successfully doing more college math. Academic numerator alleviates some of the workforce issues that may not be full clarified.

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