Innovation in Developmental English and Math

Pierce College

Elizabeth Atondo, Marco De La Garza, & Crystal Kiekel

OverviewSummer Bridge

ASAP

Statway

Summer Bridge: LiteratureInstitutional policies should facilitate student

completion of necessary developmental coursework as early as possible in the educational sequence (Poppy Copy, A.4)

Orientation, assessment, and placement should be mandatory for all new students (Poppy Copy, B.1)

Counseling support should be substantial, accessible, and integrated with academic programs (Poppy Copy, B.3)

Summer Bridge: DescriptionStudents are assessed and invited to apply

while attending local high schools (Poppy Copy, B.1)

The summer before they come to Pierce, they take a basic skills English course along with a College Success course (Poppy Copy, A.4)

Student success is supported by tutors, instructors, and counselors (Poppy Copy, B.3)

Parent & Student Orientation

Success and Retention Rates: SB vs Non SB in Summer 08

Cohort Cohort Size RetainedSuccessful

(A, B, C, or P)

SB 21 90 97.8% 82.2%

Non-SB 21 890 93.9% 78.5%

     

SB 28 72 100% 100%

Non-SB 28 841 90% 80%

Progress in English Courses (Summer 08 - Spring 09), GPA, and Units Completed: SB

vs. Non-SB Students

CohortCohort

Size% passed Engl 21

% passed Engl 28

% passed Engl 101

Cumulative GPA

Units Complete

d

SB 21 90 89% 60% 19% 2.24 20.5

Non-SB 21 890 63% 35% 7% 2.11 16.6             

SB 28 72 N/A 100% 40% 2.54 25.3

Non-SB 28 841 N/A 63% 28% 2.64 21.8

ASAP: Literature and DataCounseling support should be substantial,

accessible, and integrated with academic programs (Poppy Copy, B.3)

A high degree of structure is provided in developmental education courses (Poppy Copy, D.5)

The overall success rate for Algebra at Pierce is 48% (Beginning Algebra) and 53% (Intermediate)

ASAP: DescriptionStudents take two Algebra courses along

with the College Success course in the same semester (Poppy Copy D.5)

Students are immersed in math (Poppy Copy D.5)

Student success is supported by tutors, instructors, and counselors (Poppy Copy D.4)

Retention Rates for Students in ASAP & Non-ASAP Math 125 Courses – Fall 09

 Math 125 Retention

ASAP Status

Cohort Size RetainedSuccessful (A, B, C, or

P)

ASAP 150 85.33% 66.67%

Non-ASAP 

4,698 78.40% 53.26%

Next StepsScale up

8 SB cohorts in summer 20105 ASAP cohorts in fall 2010ASAP cohort for SB students in fall 2010

ConcernsNo block registrationPrecarious funding

Statway: LiteratureThe 3 courses with the highest rates of

failure and withdrawal in postsecondary education are all developmental mathematics courses.

Fail rates for developmental math and transfer-level math are often above 50%

As trigonometry enrollments fall, statistics enrollments rise

•Carnegie Foundation for the Advancement of Teaching

•2 semester math pathway for non-STEM majors

•C0ntextualizes algebra for statistics, data analysis, and quantitative reasoning

•“Do-College” component

•19 colleges nation-wide = “The Collaboratory”

Statway: Description

Statway: ChallengesTeach components of algebra needed for

the workplace, citizenship, and statistics

Develop a “Plan B” bridge

Create articulated courses

Maintain intellectual rigor