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Mathematics from High School to Community College: Preparation, Articulation, and College Un -readiness

Mathematics from High School to Community College: Preparation, Articulation, and College Un -readiness. Louise Jaffe, Ed.D . UCLA, 2012. Research on College Readiness in Math for Community College (CC) Freshmen.

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Mathematics from High School to Community College: Preparation, Articulation, and College Un -readiness

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  1. Mathematics from High School to Community College: Preparation, Articulation, and College Un-readiness Louise Jaffe, Ed.D.UCLA, 2012

  2. Research on College Readiness in Math for Community College (CC) Freshmen Analyzed the effectiveness of different high school mathematics pathways in preparing students for college-level mathematics. • Searched for routes to college readiness • Found predictors of college un-readiness

  3. Why Math?Math Functions As A Roadblock

  4. Research Question How do different high school mathematics course-taking patterns and achievement predict placement into community college mathematics?

  5. Examined High School Math Pathways • Where students start: Grade 9 Math • When students stop: No Math in Grade 12 • Where students stop: Highest-Level Math • every course beyond Algebra 2 doubles the odds of college completion (Adelman, 2006)

  6. Sample: 2920 12th Grade Students

  7. Multinomial Logistic Regression Model

  8. CC Math Assessment Placement

  9. Finding Gender, ethnicity, socioeconomic status, and parent education were not significant predictors of placement in community college mathematics.

  10. CC Math Assessment Placement by Ethnicity

  11. Finding Mastery of mathematics that precedes high school coursework is fundamental

  12. Top Ten: Highest Correlation to Placement

  13. Finding The CAHSEE Math scale scores were significant predictors of placement at all levels below college-level mathematics

  14. Finding Suggests Off-Label Use of CAHSEE Math to Improve College-Readiness (n=857)

  15. Finding No Math in Grade 12 was a significant predictor of placement, with a large effect, at 2-, 3-, and 4-levels below college-level mathematics

  16. Who Took No Math in Grade 12? * p < .05, ** p < .01

  17. Who took No Math in Grade 12?

  18. Who Took No Math in Grade 12?

  19. Students who started high school further behind were more likely to stop sooner

  20. Finding There is an opportunity cost to not taking math in grade 12.

  21. Wherestudents stop is determined in part by when students stop

  22. Students who advanced beyond Algebra 2 were more likely to be college-ready

  23. Most students who took No Math in Grade 12 passed Grade 11 Math

  24. Students traveled different paths through high school mathematics

  25. Conclusions The high school mathematics path most frequently travelled by community college-bound students was characterized by: • Algebra 1 or below in grade 9, • no math in grade 12, and • no HS math beyond Algebra 2. At these important junctures, students were directed to or chose paths that diminished their chances of attaining college-readiness.

  26. Conclusions These findings suggest high schools could decrease college un-readiness in mathematics for community college-bound students by: • Continuing to strengthen mastery of basic arithmetic and pre-algebra content for students who score below 430 on the CAHSEE Math • Requiring lower achieving students to take math in grade 12, using senior year to remediate weak skills or to advance beyond Algebra 2

  27. Conclusions If educators and researchers in California could study student records across segments (K12 to CC), they would identify useful and actionable findings to improve college readiness.

  28. Questions? Comments? Thank you! Louise Jaffe louisecjaffe@gmail.com 310-450-2487

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