Moving Beyond Pilots Some Reflections Some Aspirations AMS
Moving Beyond Pilots Some Reflections Some Aspirations AMS Committee on Education, October 12, 2018 Karen Saxe, AMS, Macalester College AMS Committee on Education Uri Treisman, Dana Center, UT Austin
Lower Division Pathways: From Scaling Pilots to Change at Scale • Thinking About Scale—Critical Dimensions • Spread • Depth • Ownership • Change in Standards of Responsible Practice • Change in relevant statutes, administrative codes and regulations
Higher Education Mathematics Course Enrollment 4 Year Institutions 1995 2000 2005 2 Year Institutions 2010 1995 2000 2005 2010 College Algebra and below 57% 58% 56% 54% 81% 81% 80% Calculus 37% 35% 37% 38% 10% 8% 7% 7% 7% 6% 7% 8% 12% 10% 12% 1348 1273 1580 1887 Advanced Courses Other Courses (2 Year) TOTAL Enrollment (in thousands) Source: Adapted from the CBMS 2010 Census Report, Table S. 2 1469 1614 1607 1971
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Dana Center Mathematics Pathways Model Quick structural change Mathematics pathways are structured so that: 1) All students, regardless of college readiness, enter directly into mathematics pathways aligned to their programs of study. 2) Students complete their first college-level math requirement in their first year of college. Continuous improvement Students engage in a high-quality learning experience in math pathways designed so that: 3) Strategies to support students as learners are integrated into courses and are aligned across the institution. 4) Instruction incorporates evidence-based curriculum and pedagogy and is improved over time by the application of context-sensitive improvement protocols
Recommendations from the Ohio State Math Task Force 1. Improve student success in entry-level courses by aligning mathematics to academic programs of study and by improving instructional delivery mechanisms 2. Develop, implement, and evaluate co-requisite strategies to support underprepared students 3. Redesign OTM course criteria and processes to focus on student learning outcomes 4. Establish a statewide network of mathematics chairpersons 5. Improve communication among mathematics faculty and stakeholders across institutions 6. Develop quality measures for improving student success in mathematics; then collect, analyze, and share relevant data 7. Strengthen collaboration and communication between K 12 and higher education on mathematics curriculum and instruction
State Reform at Scale
Pathways in Texas For students enrolling in developmental education courses: Developmental Education Completion All FTIC, Community College Students AY 2014 AY 2015 29% in one year 60% in one semester 13% in one year 72% in one semester n=31, 962 Gateway Course Completion: Corequisite model n=31, 962 n=6, 120 n=1, 159 Source: Texas Higher Education Coordinating Board (2015)
And we began to see results • California Acceleration Project: • Statway: • Tennessee: • Indiana: • Georgia: • Colorado: • San Jacinto College: 10% -> 49% 15% -> 49% 12% -> 61% 14% -> 64% 20% -> 63% 31% -> 64% 12% -> 70%
The Dana Center Math Pathways Framework Sustainable change is best achieved through a process that is • student centered, • faculty-and staff driven, • administrator-supported, • policy-enabled, and • culturally reinforced.
Upper Division Pathways; 5 regional meeting • New England Regional Meeting on Upper-Division Pathways, WPI June 11 -12, 2018 • Mountain Regional Meeting on Upper-Division Pathways, Utah Valley U - Sept 28 -29, 2018 • Southeast Regional Meeting on Upper-Division Pathways, Morehouse College - Feb 22 -23, 2019 • TBD
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