The Multiplier Effect: A x B x C = Success

1. The Multiplier Effect:A x B x C = Success The Impact of Trident Technical College’s Math Initiatives on Student Success

2. Presenters • Darren Felty, Department Head for English and Journalism • Dub Green, Research Analyst • David Flenner, Department of Mathematics Coordinator

3. The Process • Institutional Recognition of Issues • Initiation: Math Department Initiatives • Intensification: Achieving the Dream Initiatives • Expansion: Re-accreditation Quality Enhancement Plan Initiatives

4. Math Department Initiatives • Meetings focused on student success issues • Team discussions • Issues prior to classes • Issues in classes • Issues post classes • Internal focus without campus-wide involvement

5. Math Department Initiatives: Results • Developing 5-credit Beginning Algebra course • Developing 5-credit Intermediate Algebra course • Developing College Algebra with Modeling course

6. Achieving the Dream Intensification • Detailed data analyses • Campus consultations with faculty, staff, and students • Intensified “Math Summit” meetings with Math Dept., Developmental Math, and the college president • Selection as ATD priority focus: “Increasing students’ math skills attainment, comfort levels, and course completions” • Development of initiatives

7. Achieving the Dream Intensification:Results • Changing College Algebra and other math placement criteria • Adding instructional assistants in Developmental Math lab classes • Revising online Probability and Statistics class

8. Expansion into Re-accreditation QEP • Cross-divisional team development • Exploration of instructional strategies • Identification of focuses • Development of strategies, budget, and scaling plans • Campus-wide involvement • Implementation

9. Expansion into Re-accreditation QEP: Results

10. Expansion into Re-accreditation QEP: Path2Math Success • Instituting Beginning Algebra placement change • Adding Developmental Mathematics Basics • Implementing and scaling computer-assisted instruction • Creating Math Cubes (Math3) • Expanding math tutoring • Enhancing faculty development

11. Data Studies

12. Quantitative Data • Success rate comparison to college norms and goals (All Classes) • Demographic Breakdowns • Gender • Ethnicity • Age • Full Time/Part Time • Pell Recipients • FAFSA EFC • National Community College Benchmarking

14. Quantitative Data • Developmental and Gateway math studies • Success • Persistence • First Attempt vs. repeating student success • Prerequisite impacts • Placement • First year students • Learning outcomes with competencies

15. Quantitative Data • Math placement studies • Algebra sequence • Comparisons of placement methods • Comparisons with other SC Tech colleges • Projections of impact of change • First term and first attempt student success

16. Placement • How often are placement scores reviewed? • We learned not very often. • In 2009 we realized we had the lowest compass pre-algebra score for admittance into Math 101.

18. Quantitative Data • Impact of Computer-Assisted Instruction (CAI) in algebra sequence classes • Comparison with non-CAI classes • Success rates • Persistence rates • First attempt students • Demographic breakdowns

19. Qualitative Data • Math Department reports • Faculty/Staff consultations • Student input from focus groups • Student surveys • All math students • MAT 032 students on impact of Instructional Assistants

20. Strategies

21. Math Department Initiatives: Results • Developing 5-credit Beginning Algebra course (MAT 152) • Developing 5-credit Intermediate Algebra course (MAT 153) • Developing College Algebra with Modeling course (MAT 109)

22. Strategy Results for 5-Credit Courses • Low enrollments due to scheduling (5 days a week) • Financial aid complications for students failing 3-credit course then taking the 5-credit version • Strong success results in comparison to MAT 101 and MAT 102 • Difficulty scaling

23. Strategy Results for College Algebra with Modeling • Low enrollments due to lack of demand • Problems with transferability of course • Strong success results in comparison to College Algebra, but a very small data pool • Difficulty scaling due to lack of demand

24. Achieving the Dream Intensification:Results • Changing College Algebra and other math placement criteria • Adding instructional assistants in Developmental Math lab classes • Revising online Probability and Statistics class

25. Placement Changes for College Algebra • Raise the COMPASS MAT 110 exemption score from 480 to 580 for the SAT and from 20 to 22 for the ACT • Require students who do not meet the minimum requirement to take the COMPASS exam and take the class that the COMPASS recommends • Eliminate the “We’ll take the highest” policy between placement tools

26. Placement Changes for College Algebra - Results • Reduction in enrollment in College Algebra (as predicted) • Increases in enrollment in MAT 032 (Developmental Mathematics) and MAT 101 more so than MAT 102 • Increases in the success of first time freshmen and first attempt students

27. Placement Changes for College Algebra - Results • In Fall 2006 of the four methods of entrance into College Algebra only one (Compass) returned success rates of over 50% • In Fall 2011 all four methods of entrance into College Algebra had success rates above 50% • This change has produced a “multiplier” effect throughout the math curriculum

28. Strategy Results of Adding Instructional Assistants to MAT 032 • Initial results showed small increases in success rates and significant increases in progression rates for pilot IA sections over non-IA sections • Students responded positively to the instructional assistants • Scaled up to all sections on TTC’s Main Campus • Expanded to MAT 031 in Fall 2011 • Continuing to monitor for efficacy and use of resources

29. Online Probability and Statistics Revision • Inclusion of extensive instructional videos • Requirement to watch videos and take quizzes related to them • Alignment of video content with testing

30. Results for Online Probability and Statistics Revision • Sharp increases in student success to match classroom sections • Difficulty getting other instructors to adopt modules • Continuing to monitor for growth and/or replication in other MAT online classes

31. Expansion into Re-accreditation QEP: Path2Math Success • Instituting Beginning Algebra placement change • Adding Developmental Mathematics Basics • Implementing and scaling computer-assisted instruction • Creating Math Cubes (Math3) • Expanding math tutoring • Enhancing faculty development

32. Placement Changes for Beginning Algebra • Changed COMPASS cut off from 39 (the lowest in the state) to 55 • Enrollment increases in MAT 031 and MAT 032 • Increases in success rates for first time freshmen in MAT 101

33. Results of Adding MAT 031 • Splitting of competencies between MAT 031 and MAT 032 • Very high enrollments in MAT 031 in first term • Success rate slightly exceeded prior success for MAT 032 • Sharp increases in success rates for MAT 032 in Fall 2011

34. Adding Computer-Assisted Instruction in Algebra Sequence • Adoption of MyMathLab • Implementation of more frequent assessment and feedback • Requiring students to complete preparatory quizzes for each competency • Requiring students to score a 90 on quizzes in order to take unit test

35. Adding Computer-Assisted Instruction in Algebra Sequence • Scaling plans start with 5 sections in MAT 101, then MAT 102, then MAT 110 • Progressively expanding CAI in each class to impact the majority of students each term • CAI coordinator manages training of full and part time instructors • Building of a math computer lab

36. CAI Strategy Results • Initially significant increases in CAI student success compared to non-CAI • More rapid expansion than scaling plans • Fall 2011 CAI student success rates exceeded non-CAI student success rates in MAT 101, MAT 102, and MAT 110 (for all students, first attempters, and first time freshmen)

37. Math Cubes and Tutoring Expansion • Furnished Math Cubes on all campuses • Designated math study spaces for students to work with instructors and other students • Enhanced math tutoring • Developed tutor training program

38. Math Cubes and Tutoring Expansion • Math Cubes have been very popular • “Open Door” policy makes statistical analysis difficult to conduct • Still trying to increase student participation in tutoring • In aggregate, students receiving tutoring at least three times during a term have higher success rates than students not receiving tutoring

39. Data Results Fall 2006 to Fall 2011 Comparison

40. Developmental MAT Classes:Fall 2006

41. Gateway MAT Classes: Fall 2006

42. Developmental MAT Classes: Fall 2011

43. Gateway MAT Classes:Fall 2011

44. Fall 2011: Statistics Online Course Redesign

45. Fall 2011: CAI vs. Non-CAI Success

46. Questions • What are the most significant issues with math students’ success at your institution? • What are the most significant impediments to change? • What strategies have you tried? What are the results of the strategies?

47. Contact for Questions • David Flennerdavid.flenner@tridenttech.edu 843-574-6422

48. The Multiplier Effect:A x B x C = Success The Impact of Trident Technical College’s Math Initiatives on Student Success