The Path Less Completed Redesigning the developmental math sequence to help students get through, get a job, and get on with their lives SPONSORED BY #PearsonLearn

Meet Your Guide Amy Getz, M.A. Strategic Implementation Lead Higher Education Charles A. Dana Center University of Texas at Austin getz_a@austin.utexas.edu

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The Places We’ll Go Today’s presentation will cover: What the New Mathways Project (NMP) is and the impact it’s making on students Lessons we’ve learned along the way Recommendations and resources for institutions implementing math pathways

Polling Questions: Which of the following best describes your role? Select all that apply. Higher Ed Math Faculty Higher Ed Administrator Higher Ed Advisor Higher Ed Other Staff Other

What we know: Completion of a college-level math course is an obstacle to program or degree completion for too many students. Completion of a college-level math course is an obstacle to program or degree completion for too many students.

It’s NOT A Closer Look: What’s the real problem? Developmental math… College-level mathematics courses… Student supports… Programs of study… Transfer or policy… It’s NOT

between all these things A Closer Look: What’s the real problem? DISCONNECT between all these things It IS the

New Mathways Project Definition: 1: Noun new · math · ways · pro · ject │ nü \ math-,wāz \ ‘prä-jekt Definition: A systemic approach to improving student success and completion by reforming developmental and gateway mathematics based on four principles. 1:

Four Principles of Reform at All Levels of the System The Dana Center’s Role Four Principles of Reform at All Levels of the System 1 Multiple pathways aligned to specific fields of study NATIONAL Acceleration that allows most students to complete a college-level math course in one year or less 2 STATE INSTITUTIONAL 3 Intentional use of strategies to help students develop skills as learners 4 Curriculum design and pedagogy based on proven practice FACULTY & CLASSROOM utdanacenter.org

The Dana Center’s Role NATIONAL KEY ACTIVITIES: GOAL: Legitimize math pathways through professional associations and mathematics leadership Common Vision 2025: Collaboration of five math professional associations to modernize undergraduate pathways Transforming Post-secondary Education in Mathematics through thought leaders promoting constructive change in college mathematics KEY ACTIVITIES:

The Dana Center’s Role NATIONAL STATE KEY ACTIVITIES: GOAL: Legitimize math pathways through professional associations and mathematics leadership STATE GOAL: Coordinate policy, institutional and organizational efforts across state to promote NMP model Texas: Support policy change, engage 21 universities and 47 community college systems Other States: Mobilize faculty to set vision for math pathways in Colorado, Georgia, Indiana, Missouri, Montana, New Mexico, Ohio, and Oklahoma KEY ACTIVITIES:

These resources are available now. The Dana Center’s Role NATIONAL GOAL: Legitimize math pathways through professional associations and mathematics leadership STATE GOAL: Coordinate policy, institutional and organizational efforts across state to promote NMP model INSTITUTIONAL GOAL: Build tools and services that help colleges to implement systematic reform Texas: Offer institutional mentorship Everywhere: Provide detailed implementation guide and scaling toolkit Develop tools and strategies to help train advisors and plan for student recruitment KEY ACTIVITIES: These resources are available now.

The Dana Center’s Role NATIONAL STATE INSTITUTIONAL GOAL: Legitimize math pathways through professional associations and mathematics leadership STATE GOAL: Coordinate policy, institutional and organizational efforts across state to promote NMP model INSTITUTIONAL GOAL: Build tools and services that help colleges to implement systematic reform FACULTY & CLASSROOM GOAL: Develop professional learning and curricular resources informed by faculty Course Materials: Mathematics & Learning Frameworks Faculty Training for Dana Center courses and for general active learning pedagogy KEY ACTIVITIES:

Questions about the NMP Principles or Levels of Work? 1 Multiple pathways aligned to specific fields of study NATIONAL Acceleration that allows most students to complete a college-level math course in one year or less 2 STATE INSTITUTIONAL 3 Intentional use of strategies to help students develop skills as learners 4 Curriculum design and pedagogy based on proven practice FACULTY & CLASSROOM

One Year Down the Road Year One Student Outcomes in Texas

Year One Texas Student Outcomes Staying the Course NMP students were more likely to… Complete developmental math requirements Enroll in a college-level math course Pass a college-level math course

Year One Texas Student Outcomes Students and faculty reported that students were highly engaged with math content and students built stronger learning communities.

Developmental Levels Down of Math Courses Enrolled In Year One Texas Student Outcomes Comparison Data: Students in non-NMP Courses Outcome Developmental Levels Down of Math Courses Enrolled In One Level Two Levels Students enrolled in a traditional dev math class in fall 2013 5,000 5,600 Among those enrolled in fall 2013 traditional dev math class, by spring 2014: Completed dev math requirement 60% 18% Enrolled in a non-NMP college-level math class 37% 5% Passed non-NMP college-level math class with “C” or higher 23% 3%

All Colleges Offering Foundations Year One Texas Student Outcomes Year One Data: Students in NMP Courses Outcome All Colleges Offering Foundations Colleges Offering Foundations that Promoted Enrollment in Statistical Reasoning Number of codevelopment colleges 7 5 Students enrolled in Foundations in fall 2013 233 136 Among students enrolled in fall 2013 Foundations, by spring 2014: Completed dev math requirement with a “C” or higher 65% 70% Enrolled in college-level statistics course 46% 64% Passed college-level statistics course with “C” or higher 30% 49%

Year One Texas Student Outcomes Newly Published Report Laying the Foundations: Early Findings from the New Mathways Project, an external review of the NMP is now available at www.mdrc.org/publication/laying-foundations

Lessons Learned What we’ve discovered along the way

Lessons Learned: Role of Leadership Set the charge Connect to mission and strategic plan Establish structures for cross-institutional work “Faculty-driven, administrator-supported”

Lessons Learned: Context Matters Take the time to build a shared understanding of the current context Build on strengths and success

Lessons Learned: Pathways, Not Courses

Faculty & Staff Supports Lessons Learned: Multiple Dimensions Faculty & Staff Supports Content Delivery Placement Articulation PATHWAYS Student Supports Sequence Structure

Lessons Learned: Design for Scale Set goals for scaling early Balance bold vision with practicality Engage broadly from beginning Excerpt from NMP Institutional Scaling Toolkit

Lessons Learned: Work Systemically Include all stakeholders early Communicate, communicate, communicate Engage, don’t just tell Excerpt from NMP Implementation Guide

Polling Questions: I am most interested in learning more about: Select one. Integration of student success strategies and supports Math courses Implementation process for colleges Transfer and applicability

Resources

NMP Resources: Implementation NMP Implementation Guide NMP Institutional Scaling Toolkit (end of May) Pathways Workshop

NMP Resources: Transfer & Applicability Program of Study Briefs: nursing, social work, communications, criminal justice Mathematics Pathways Transfer Inventory (Texas)

NMP Resources: Professional Learning College-Based Learning Modules – to support active learning pedagogy New Faculty Workshops for Dana Center courses Annotated bibliographies for NMP principles, curriculum design and learning frameworks content

NMP Resources: Curriculum Frameworks of Mathematics and Collegiate Learning Math courses are being released through Pearson

Student Success Strategies & Supports

Student Success Strategies & Supports Goals Students receive coherent and consistent support to become intentional and independent learners. The full college experience helps students develop and practice good skills and habits over time.

Student Success Strategies & Supports Recommended strategies Learning Frameworks course: Develops skills, knowledge and mindsets for independent learners Integration and support of key skills and concepts into content courses – including math! Critical to provide faculty training Cross-institutional alignment of key concepts

Mathematics Courses

NMP Course Characteristics Designed to promote active learning Includes strong embedded support for instructors College-level content integrated into developmental course Support development of strong reasoning, problem solving and communication skills Create a coherent experience for students and reinforce retention across terms Student success strategies embedded in math courses

NMP Courses

Curriculum Development Timeline Course Status Frameworks* Developed, available as a free resource on the Dana Center website Foundations Online version will be released through Pearson in fall 2015 Statistical Reasoning Currently available in PDF format. Online version will be released through Pearson in spring 2016 Quantitative Reasoning Reasoning with Functions I and II In development, will be piloted in spring 2016 and fall 2017

Implementation Process

Implementation Process Primary Responsibilities Key Activities by Phase Suggested Timeline Phase I: Organizing for Change College Leadership Set the Charge Establish the Leadership Team 1 month Phase II: Planning for Change Leadership Team Understand the Current Context Assess the Needs Explore the Options Make a Plan 4 months Phase III: Preparing for Implementation Leadership Team & Course-specific Instructional Teams College-wide Work Plan Campus-wide Communication Allocate Resources Schedule Courses Plan Advising & Recruitment Prepare for Evaluation Plan for Academic Support Conduct Outreach to External Partners Instructional-level Work Establish the Instructional Teams Identify Obstacles and Opportunities Plan Instructional-level Communication Prepare to Teach the Courses: Logistical Planning Instructional Planning 6 months

Transfer & Applicability

Transfer and Applicability What we have found: In most cases, transfer is not the problem; applicability to programs of study is the problem. The issues vary widely from state to state. There is increasing momentum behind math pathways.

Transfer and Applicability Recommended Strategies: Separate myth from reality Verify information about math requirements Look at data on student transfer from both the 2-year and the 4-year perspective Prioritize Where are most students going? And in what programs?

Transfer and Applicability Recommended Strategies: Facilitate regional discussions between 2-year and 4-year institutions and get the right people in the room The Dana Center can help…

More questions?

Related Reports California Acceleration Project Evaluation, http://www.rpgroup.org/projects/cap Statway/Quantway (multiple reports), http://www.carnegiefoundation.org/in- action/pathways-improvement-communities/ Changing Equations: How Community Colleges are Re-Thinking College Readiness in Math, http://www.learningworksca.org/wp- content/uploads/2013/10/LWBrief_ChangingEquations_WEB.pdf Degrees of Freedom: Diversifying Math Requirements for College Readiness and Graduation, http://edpolicyinca.org/publications/degrees-freedom- diversifying-math-requirements-college-readiness-and-graduation

Benefit from the NMP Sign up for monthly updates of new information, services and tools at mathways@austin.utexas.edu Use the resources on our website: www.utdanacenter.org To learn more about the courses, contact Heather Cook at hcook@austin.utexas.edu Contact Amy at getz_a@austin.utexas.edu

About the Dana Center 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.

More questions? Amy Getz, M.A. Strategic Implementation Lead Higher Education Charles A. Dana Center University of Texas at Austin getz_a@austin.utexas.edu