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COREQUISITE REMEDIATION

COREQUISITE REMEDIATION. Too many entering freshmen need remediation. 51.7%. 19.9%. of those entering a 2-year college enrolled in remediation. of those entering a 4-year college enrolled in remediation. Source: Fall 2006 cohorts. Most remedial students never graduate.

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COREQUISITE REMEDIATION

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  1. COREQUISITE REMEDIATION

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

  3. Most remedial students never graduate.

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

  5. Source: Hughes, K., Edgecombe, N., & Snell, M. (2011). “Developmental Education: Why and How We Must Reform It.” New York: Columbia University, Teachers College, Community College Research Center. Presentation given at the 2011 League for Innovation in the Community College Annual Conference.

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

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

  8. Guiding Objective Students complete gateway courses and enter programs of study in their first academic year

  9. Mathematics must be aligned with programs of study.

  10. College Algebra’s Only Purpose:Preparation for Calculus STEM

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

  12. STEM

  13. Providing Academic Support as a Corequisite

  14. 45 minutes after class • Additional class periods One Semester Redesigned Gateway Extra Time • Paired proctored labs Mandatory Tutoring • 5 weeks prep plus 10 weeks gateway content Sequenced Gateway

  15. One Semester Corequisite Results

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

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

  18. Aligned and Parallel Support in Technical Certificate Programs • Work Keys/Keytrain • Required, Proctored Lab • Competency-based, Self-paced

  19. TN Colleges of Applied Technology 79% Graduation Rate (Including All Math and English Requirements for the Occupation)

  20. Placement into gateway courses and programs of study

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

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

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

  24. MATH ALIGNMENT TO MAJORS

  25. College Algebra’s Only Purpose:Preparation for Calculus STEM

  26. STEM

  27. College Algebra’s Only Purpose:Preparation for Calculus STEM

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

  29. Carnegie’s Statway and Quantway: alternative pathways to and through college level mathematics October 28, 2013 Mary Parker, Austin Community College mparker@austincc.edu

  30. Carnegie Pathways • The current system: 60-70% of cc students need at least 1 developmental math course. Only 20% of them will complete that requirement within 3 years. • An alternative: Carnegie’s Statway and Quantway • A different structure – to-and-through college math in 1 year • Curriculum with relevant, authentic contexts • Unique research-based pedagogy • Embedded attention to non-cognitive factors Research-practice partnership within a networked improvement community, supported by rapid hub analytics

  31. A New Way: Coherent, Intensive Learning College Math Credit StatwayQuantway Semester1 Semester 2 Semester 3 or more College Math Credit What Colleges Traditionally Have Done

  32. The Results • The traditional sequence: • 6% of dev math students complete college credit within 1 year • 15% of dev math students complete college credit within 2 years • Statway 2011-12 and 2012-13: • 50% of dev math students received college credit within 1year • The traditional sequence: • 21% of students complete dev math requirements in 1 term • Quantway 2012-2013 • 60% of complete dev math within 1 term

  33. Pathways schools, Fall 2013 43 Community Colleges State Universities 14 States

  34. Student voices • “It’s very refreshing to be not only grasping it, but actually interested in math…. It’s nice to wake up and be excited for my first class of the day.” • “This class has helped me in my other classes. This has…exercised my mind enough for me to become a better writer, believe it or not.” • “I think I take a more careful approach instead of rushing through it now. I take time to sit down and plan what I’m going to do. I develop a strategy and carry it out.”

  35. carnegiefoundation.org/developmental-math

  36. College Algebra’s Only Purpose:Preparation for Calculus STEM

  37. PLACEMENT

  38. At Last Year’s Convening . . . . Multiple measures should be used to provide guidance in the placement of students in gateway courses and programs of study.

  39. Building the Perfect Assessment • High school Performance (GPA/Senior Year Courses) • High School Transcripts • Placement/Entrance Exams • “Grit”

  40. The Poor Reliability of Assessments • Assessments are not precise – even GPA • Large risk of misplacing students • Can grit improve student success?

  41. A New Path? Completed Pre-Calc Path 1 STEM Integrated One-Year Calculus ACT Between 14-18 High Grit High School GPA Between 2.0 and 2.5 One Semester Corequisite Quantitative Reasoning or Stats Non-STEM ACT Below 14-18 Low Grit CTE Parallel or Embedded Math HS GPA < 2.0 or ACT < 14

  42. Duckworth’s Words of Wisdom • 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.

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

  44. Duckworth’s Words of Wisdom • 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.

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

  46. 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

  47. One Semester Corequisite Results

  48. TRANSFORMATION AT SCALE

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