1. DEVELOPMENTAL MATH REFORM IN WASHINGTON STATE – CAN WE/SHOULD WE INNOVATE TOGETHER FOR STUDENT SUCCESS? Rebecca Hartzler – Seattle Central College Bill Moore – WA State Board for Community and Technical Colleges

2. QUESTIONS TO CONSIDER:

3. WHAT’S TRENDING ACROSS THE NATION?  Performance Based Funding Models - 20 states with five more in process  Policies for Pre-college Math  Tennessee  Florida  Virginia  Ohio  Connecticut  North Carolina  Texas

4. WHAT ARE THE NATIONAL SUCCESS RATES? Jaggars & Stacey, CCRC, 2014 Courtesy Jeff Wagnitz, Highline CC

5. Students in Washington CTC Pre-College Courses In 2012-13:  Nearly 71,000 students enrolled in pre-college courses  13,665 FTE (full-time equivalent) students in pre-college courses, 9% of all state supported FTEs  Pre-college math accounts for 72% of all pre-college FTEs  45% were recent high school graduates (most of the rest 25+)  Younger students enroll primarily for transfer, older students for workforce education  Low socioeconomic students (SES) are most likely to be below college- ready when they start college. Source: SBCTC Pre-College Education ReportSBCTC Pre-College Education Report

6. Starting college-ready in math shortens the time… …To complete college math (leading to higher college credit accumulation and degree attainment) …To degree completion (reducing the economic and other life situation opportunity costs to students for enrolling and staying in college) (A) % of Group that Completed College Math by Winter 2014 (B) % of College Math Completers (Column A) that Completed within 1st Year (C ) % of College Math Completers (Column A) who Complete College or Earn at Least 45 Transfer Credits by Winter 2014 Never Enrolled in Pre-College41%86%68% 2 Highest Pre- college Levels44%52%50% All Pre- College Levels Combined36%42%40% Source: David Prince, SBCTC

7. WHAT HAVE WE ACCOMPLISHED IN WA STATE?  Rethinking Pre-College Math  Transition Math Project  Dual Algebra Tracks for STEM and non-STEM majors  Multiple Pathways – Statistics and Quantitative Reasoning  Achieving the Dream  Acceleration by Design  “Avoidance” strategy

8. Core to College  Use Smarter Balanced 11 th grade assessment as part of college placement process  Co-design college readiness (“transition”) courses offered to 12 th grade students who are not yet college-ready  Develop and/or sustain local college/school district partnerships Acceleration by Design: “Avoidance”

9. Improving Placement Assessment  Emphasize identifying skills/needs, not screening students into precollege level  Use multiple measures and offer students options  Simplify and clarify process for students Acceleration by Design: “Diagnosis”

10. Course Redesign  Statewide acceleration model developed based on national research and college best practices  Meaningful pathways with relevant, challenging math  Infuse technology to support student learning  Incorporate intentional strategies to help students as math learners Acceleration by Design: “Relevance & Focus”

11. What We’ve Learned

12. WHAT’S GOING ON IN OLYMPIA? YOU SAY THAT LIKE IT’S A BAD THING! PROPOSED SYSTEM WORKPLAN:  Convene task force and national advisory board for math acceleration and success.  Inventory current policies and practices in Washington on pre-college and college level math  Examine current efforts, state policies and evidence of success in other state systems  Develop strategies to increase math achievement for community and technical college students, and accelerate pathways to successful completion of college level math  Develop research approach to evaluate results of system-wide approaches to math achievement  Provide regular progress reports and recommend actions to WACTC and State Board

13. CAN WE WORK TOGETHER TO IMPROVE THE SUCCESS OF OUR PRE-COLLEGE MATH STUDENTS  What are the advantages for taking a consistent systemic approach to improving student success in pre-college math?  What kind of data and research approach do we need to evaluate the efficacy and return on investment of a system-wide approach?  What are the college-level implications of pursuing multiple math pathways?  What is involved in building the professional community of faculty needed to support and sustain an initiative at scale system wide?