Broadening the Pipeline Comprehensive Math Reform that Increased

Completion without Limiting Options

Erik ScottDevelopmental Mathematics Committee Chair

Thinking About Your InstitutionWhat improvements are you seeking in your precollege

math students’ achievement and understanding?What strengths does your math department have that

can facilitate changing the curriculum and pedagogy?In what ways does your math department’s culture or

personnel hinder or prevent change?What strengths does your institution have that can

facilitate this type of change?In what ways does your institution hinder or prevent this

type of change?

Overview – Changes to Sequence

Prior Sequence Current Sequence

• Arithmetic

• Basic Algebra• (3x+5=12, Geom, Stats)

• Int. Algebra Essentials• (Graphs, f(x), Quad)

• College Level• (Gen Ed)

• Int. Alg. for STEM• (Factor, Rat’l Expr)

• College Level• (Precalculus)

• Arithmetic

• Basic Algebra• (3x+5=12)

• Middle Algebra• (Factoring, Graphs)

• Intermediate Algebra• (f(x), Quad)

• College Level• (Gen Ed)

• College Level• (Precalculus)

Key Features of Courses – Math 81Learning goals include

Describe and use available resources to be successful in math classes.

Describe your reasoning on a task, including sources of confusion or errors.

Mastery tests – signed numbers, equation solvingRelevant applications – car rentals, home remodeling,

personal finance, following stock pricesActive classroom – group work or guided activitiesOnline homework system (MyMathLab)Custom textbook (Rockswold + Martin-Gay)

Key Features of Courses – Math 91Learning goals include

Describe your level of understanding before a formal assessment as well as steps you will take to improve.

Describe and consistently apply an effective strategy for solving problems.

Mastery tests – function concepts, linear functionsRelevant applications – Analyzing real data/graphs

using ideas of functions and lines, comparing modelsSame text, HW system, and approach to class time

Key Features of Courses – Math 98Course emphasizes

Function families and the algebra of functions, which gives a reason for adding rational expressions

Solving nonlinear inequalities and features of graphs, which gives a reason for factoring

Transformations, which gives a reason for completing the squareAdditional emphasis of the CRS Student Attributes

Students should take responsibility for their own learningStudents should pay attention to detail

Homework – Option of paper or MyMathLabText – Int. Algebra-Graphs & Models (Bittinger, et. al.)

Evidence of Effectiveness I

2004 – 2010 2010 – 2012 Change (% pts)Math 81(Basic Algebra) 57.3 % 65.0 % +7.7 %Math 91(Middle Algebra or Int. Alg. Essentials)

52.3 % 64.5 % +12.2 %

Overall Pass Rates – % of Students Earning 2.0 or Higher

Data Notes: Percentages are averages of annual pass rates for the included years.Prepared by Dr. Helen Burn, Highline faculty member.

Evidence of Effectiveness II

First course was Old Sequence New Sequence Change (% pts)Math 81(Basic Algebra) 2 % 18 % +16 %Math 91(Middle Algebra or Int. Alg. Essentials)

30 % 46 % +16 %

Persistence to College Level in One Year –

Data Notes: Percentages are the fraction of students who started in the listed course and enrolled in a college-level math course within one year.New sequence data is students taking Math 81/91 in Fall 2010 or Winter 2011 – the first full year of our new curriculum.Prepared by Tonya Benton, Director of Institutional Research at Highline.

Evidence of Effectiveness III

First course was Math 107(Math in Society)

Math 111(Precalc for Busn.)

Math 146(Statistics)

Math 141(Precalc for STEM)

Math 81(Basic Algebra) 86 % 57 % 38 % (Not in 2 qtrs)

Math 91(Middle Algebra or Int. Alg. Essentials)

79 % 74 % 68 % 92 %

Pass Rates in College-Level Course –

Data Notes: Percentages are the pass rates only for those students who enrolled in a college-level math course within two quarters of their first course.Prepared by Tonya Benton, Director of Institutional Research at Highline.

Factors Leading to ChangeAchieving the Dream – Data focusAutonomy of curriculum groups in departmentPrior efforts to create alternative algebra pathwaysCollege and departmental-level focus on learning

outcomesAnnual scheduling of faculty and coursesAdministrative support with regard to DTA

Factors Leading to Successful Implementation

Ongoing communication with full departmentGathering & acting on feedbackSeeking vote of support

Having different groups of faculty develop the gen-ed and STEM-focused algebra courses

Allowing faculty to opt out of teaching these coursesProactive and ongoing training of facultyInclusion of adjunct faculty as partnersFaculty Inquiry Groups – supported by SBCTC’s Rethinking

Precollege Math grantPositive initial data on student achievement/attitudes

Comparison to Other Approaches

Statway & Quantway (Carnegie Foundation)

Similarities – Enable completing precollege to college-level course in one year; all use authentic contexts and data

Differences – Direct students toward specific college-level courses; complicates advising for students who do not complete the full program

Comparison to Other Approaches

The Emporium Model (NCAT, Virginia Tech)

Similarities – Use online homework systems and typically include mastery requirements

Differences – Tech-dependent, emphasis on skills over concept

Applying These Ideas to Your InstitutionWhat improvements are you seeking in your precollege

math students’ achievement and understanding?What strengths does your math department have that

can facilitate changing the curriculum and pedagogy?In what ways does your math department’s culture or

personnel hinder or prevent change?What strengths does your institution have that can

facilitate this type of change?In what ways does your institution hinder or prevent this

type of change?

Questions?

Contact me (Erik Scott) atescott@highline.edu