1. GATEWAY COURSE SUCCESS Scaling Corequisite

2. Too many students start college in remediation. 2

3. Too many entering freshmen need remediation. 3 51.7% of those entering a 2-year college enrolled in remediation 19.9% of those entering a 4-year college enrolled in remediation Source: Fall 2006 cohorts

4. Too few remedial students ever graduate. 4

5. Most remedial students never graduate. 5 Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts

6. 6 Student attrition is at the heart of the matter.

11. Few Ever Get to Gateway 70% of students placed into remediation fail to enroll in a gateway course in two academic years 11

12. Policy Objectives for Gateway Course Success 12 1.Design STEM and non-STEM math options. 2.The default placement for most students will be gateway courses. 3.Provide additional academic support as corequisite, not prerequisite. 4.Establish a placement range instead of a single cut score.

13. What is Statewide Scale? A state system where... the vast majority of students... at the vast majority of institutions... receive academic support as a corequisite...... resulting in dramatic increases in the number of students completing gateway math and English courses in one academic year. 13

14. Guiding Objective Students complete gateway courses and enter programs of study in one academic year 14

15. 15 Mathematics must be aligned with programs of study.

16. “College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.” University System of Georgia Mathematics Task Force:

17. College Algebra’s Only Purpose : Preparation for Calculus College Algebra Calculus 17

18. STEMSTEM

19. 19 Providing Academic Support as a Corequisite

20. One Semester Redesigned Gateway Extra Time 45 minutes after class Additional class periods Mandatory Tutoring Paired proctored labs Sequenced 5 weeks prep plus 10 weeks gateway content 20 Gateway

21. One Semester Corequisite Results 21 InstitutionSubject Traditional Model Corequisite Model CC of Baltimore County Accelerated Learning Model English 33%74% Austin Peay State University Structured Assistance English 49%70% Quantitative Reasoning 11%78% Statistics 8%65%

22. One Year Corequisite 22 Gateway Semester 1 Semester 2 Gateway Content Academic Support College Success Skills STEM Quantitative Reasoning Statistics

23. One Year Corequisite Results 23 Carnegie Statway Success in gateway math within one academic year

24. Aligned and Parallel Support in Technical Certificate Programs Technical Program Math and Language Skills 24 Tennessee Colleges of Applied Technology Work Keys/Keytrain Required, Proctored Lab Competency-based, Self-paced

25. TCAT Results 79% Graduation Rate All Complete Academic Support 25

26. Placement into gateway courses and programs of study 26

27. Plotting a Path to Programs of Study 27 High school Performance (GPA/Senior Year Courses) High School Transcripts Placement/Entrance Exams “Grit”

28. Plotting a Path to Programs of Study 28 Grit, like cognitive ability, falls within a normal distribution. Our current higher education system was built for students with high grit and high academic ability. We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.

29. Current Model Enrolls Most Students into Remediation 29 Percent of Students Student Placement Data 30%70% Gateway Remediation

30. New Model Enrolls Most in College 30 Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

31. A Broad Placement Range 31 Percent of Students Student Placement Data 30% 10% 60% Less than 2.0 HS GPA or ACT Below 14 or Equivalent 2.0 – 2.5 High School GPA or ACT 14-18 or Equivalent 2.5 High School GPA or ACT 19 or Equivalent

32. Goal of Assessment Reform : More Students in Gateway Courses DON’T: Try to build the perfect test Create a new rigid system for sorting students DO: Dismantle unnecessary barriers by placing the vast majority in gateway courses Accept that the majority of students need some support – cognitive and non-cognitive Provide that support in the college-level gateway course – as a co-requisite 32

33. Policy Objectives for Gateway Course Success 33 1.Design STEM and non-STEM math options. 2.The default placement for most students will be gateway courses. 3.Provide additional academic support as corequisite, not prerequisite. 4.Establish a placement range instead of a single cut score.