1. Forces Shaping Undergraduate Education in Mathematics Jenna Cullinane, Ph.D. Washingtin October 16, 2014 Jenna Cullinane, Ph.D. Washingtin October 16, 2014 an initiative of the Charles A. Dana Center and the Texas Association of Community Colleges

2. Why is it the “right time” for Math Pathways? Prioritization in the national mathematics community Sweeping dev ed policy reforms Completion agenda & forces in HE Structural forces in K-12 education 2

3. Source: Jobs for the Future, Community College Research Center, 2009 22% Enroll 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. 3 100% 1 level below 29% Pass Not completed: 6% 41% Enroll Blue: Percent out of original 100% without duplication, i.e., each student is counted once Why is it the “right time” for Math Pathways?

4. Student attrition and long course sequences are at the heart of the matter. 4

5. What is the “right math”?  College algebra and traditional developmental math sequences were designed in the 1950’s to prepare students for calculus. But the majority of students are in majors that do not require calculus. 5

6. What is the “right math”? Estimations based on data from the Texas Higher Education Coordinating Board, 2013: Degrees Earned by CIP code 6

7. What is the “right math”? Dunbar, S. 2005. Enrollment flow to and from courses below calculus. In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America. 7

8. What is the “right math”? 8 Dunbar, S. 2005. Enrollment flow to and from courses below calculus. In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America.

9. What is the “right math”? 9 Virtually no students who pass college algebra ever start Calculus III, which is a key course for STEM majors. Dunbar, S. 2005. Enrollment flow to and from courses below calculus. In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America.

10. Recommendations from the Math Community Alignment: Institutions should offer multiple pathways with relevant and challenging math content aligned to specific fields of study 10

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12. Recommendations from the Math Community “Unfortunately, there is often a serious mismatch between the original rationale for a college algebra requirement and the actual needs of students who take the course. A critically important task for mathematics sciences departments at institutions with college algebra requirements is to clarify the rational for requirements, determine the needs of students, and ensure that department’s courses are aligned with these findings.” --Mathematics Association of America, Committee on the Undergraduate Program in Mathematics 12

13. Recommendations from the Math Community Acceleration: Institutions should offer accelerated pathways that allow students to complete a college-level math course in one year. 13

14. Recommendations from the Math Community “We recommend that many more students be advised to begin their programs of study in college-level, credit- bearing gateway courses. Underprepared students should also study college-level material with integrated, just-in-time support either in a single semester or over one year.” --University System of Georgia Mathematics Task Force 14

15. New Mathways Project: Working Statewide Charles A. Dana Center at the University of Texas at Austin  Led development of original curricula for pathways to college success—Statway and Quantway—in partnership with the Carnegie Foundation Texas Association of Community Colleges  Represents all 50 community college systems in Texas  Represents the interests of community colleges in state policymaking and budgeting A unique partnership of colleges setting the agenda for reform  addresses issues from the classroom to state policy  allows for collaboration and input from people at all levels of the system 15

16. The New Mathways Project (NMP) Model 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 16

17. The New Mathways Project (NMP) Model 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 17

18. Working with All Colleges in Texas  Codevelopment partners (9): Participate in original development of materials and services; first to implement; take a leadership role in supporting other colleges  Active Learning Sites (15 in 2014, 11 in 2015): Implement one to two years later; prepare for implementation through a mentoring relationship with codevelopment partners  Capacity Building Sites: Implement three to four years later; focused on informing faculty and building buy-in 18

19. Resources for implementation  Curricular Resources  NMP Implementation Guide  Mathematics Pathways Transfer  Transfer and Articulation FAQ  Program of Study Briefs  Research background on NMP principles and curriculum  Informational webinars  Faculty training 19

20. Courses designed by the Dana Center 20

21. NMP Preliminary Enrollment and Completion 2013-2014  All information presented here is preliminary.  The information was complied by the Dana Center using data self-reported by the colleges.  Totals include the nine codevelopers and Trinity Valley College.  Our external evaluators, MDRC will be reporting the official enrollment and completion numbers in (March 2015) based on data verified by THECB. 21

22. NMP Preliminary Enrollment and Completion 2013-2014 22

23. Carnegie Statway Success in gateway math within one academic year 23

24. California Acceleration Project Students in accelerated math pathways had 4.5 greater odds of completing a college-level math course than students in traditional sequences. 24

25. University System of Georgia: Task Force on the Role of Mathematics in College Completion “It is time to innovate at scale, and the Task Force Recommendations are offered as a blueprint for this innovation. The task force believes strongly that pilot projects, which typically affect small numbers of students on individual campuses and small numbers of campuses within the System, cannot bring about the outcomes of Georgia’s Higher Education Completion Plan.” 25

26. University System of Georgia: Task Force on the Role of Mathematics in College Completion 1.Focus on supporting success in college credit-bearing, gateway mathematics courses for all students. 2.Align gateway mathematics course sequences with academic programs of study. In particular, College Algebra should not be the default class for non-STEM majors. 3.Implement a co-requisite approach to support student success in gateway mathematics courses. 4.Develop year-long mathematics pathways for students with significant gaps in preparation. 26

27. University System of Georgia: Task Force on the Role of Mathematics in College Completion 5.Use multiple measures to place students in gateway courses and appropriate supports. 6.Terminate use of COMPASS as an exit examination. 7.Align the outcomes of gateway mathematics courses with the Common Core Georgia Performance Standards (CCGPS) for Mathematics. 8.Develop advising systems and protocols for placing students in gateway mathematics courses and co-requisite supports that align with their intended programs of study. 27

28. Ohio Mathematics Steering Committee: Rethinking Postsecondary Mathematics 1.Strategy #1: Develop high-quality entry-level courses and pathways connected to coherent programs of study for students majoring in (1) mathematics, (2) other mathematics-intensive majors, and (3) majors that are not mathematics intensive. 2.Strategy #2: Develop transfer policies and processes that foster effective transfer of course credits while encouraging course innovation on all public campuses. 3.Strategy #3: Support constructive engagement of mathematics chairpersons and faculty within campus communities and across campuses to shape curricular policy, improve instruction and bolster student support and advising. 28

29. Ohio Mathematics Steering Committee: Rethinking Postsecondary Mathematics  Strategy #4: Develop high-quality measures for improving mathematics course offerings and instruction; and collect, analyze and share relevant data.  Strategy #5: Improve student success in college-level mathematics courses by aligning postsecondary expectations and high school practice. 29

30. About the Dana Center 30 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.