Multiple Measure Math Placement An evolvingrevolving credit approach

Multiple Measure Math Placement: An evolving-revolving credit approach Angela Garcia garciaangela@cochise. edu Math Department Chair, Cochise College Tammy Brewer brewert@cochise. edu Director of Testing Services, Cochise College 1

Sometimes the most brilliant and intelligent students do not shine in standardized tests because they do not have standardized minds. - Diane Ravitch Network for Public Education Co-founder & President 2

Multiple Measure Math Placement: An evolving-revolving credit approach I. Background & Definitions II. Cochise College Plan to implement Multiple Measure Math placement III. Obstacles we encountered IV. (Re)working Multiple Measure into the fine print V. Discussion: the future of this valuable commodity 3

Background and Definitions 4

Background and Definitions ➢ What are multiple measures ➢ Why are multiple measures important? 5

Background and Definitions ➢ What are multiple measures 6

Background and Definitions ➢ Why are multiple measures important? ❖ What we think ❖ What we’ve learned ❖ What we want "Shh. Do you hear that? It’s the winds of change. " -Randall, Monsters INC. 7

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Background and Definitions ➢ Why are multiple measures important? Single subject exams limitations ❖ Overplacing ❖ Underplacing ❖ Studies suggest other indicators, e. g, high school GPA, may be better predictors of success Community College Research Center (CCRC) One CCRC study of a statewide community college system found that the ACCUPLACER severely misplaces 33 percent of ofenteringcommunity college students. In other words, based on their ACCUPLACER scores, one third of of entering students were either "overplaced" in in college-level courses and failed or or"underplaced"ininremedial courses when they could have gotten aa BB or or better in a college-level course. Using students' high school GPA instead of of placement testingto tomake placement decisions was predicted to to cut severe placement error rates in in half(to 17 17 percent) (Belfield & Crosta, 2012). (emphasisadded)) https: //ccrc. tc. columbia. edu/Community-College-FAQs. html 9

Background and Definitions ➢ Why are multiple measures important? The on-ramp to our guided pathway 10

Cochise College plan to implement Math Multiple Measures 11

CC Plan to implement Math MM ➢ Math Department’s MM Development Process ➢ How we expected to use Math MM ➢ What we expected to see 12

CC Plan to implement Math MM Math Department’s MM Development Process 13

CC Plan to implement Math MM How we expected to use Math MM 14

CC Plan to implement Math MM What we expected to see 15

Obstacles 16

Obstacles ➢ Students faced ➢ Advisers faced 17

Obstacles Students are unaware of what is needed from them. 18

Obstacles Adviser Survey Results 19

Obstacles Survey Results How do you define multiple measure placement? Estimate the percentage of students you place through methods other than the traditional placement test. Estimate the percentage of students who provide you with a high school transcript. If presented with a high school transcript how do you process it? Do you think using multiple measures is beneficial to students? Do you think Cochise is doing enough to implement multiple measures placement? Are you comfortable placing students using methods other than the traditional placement test results? Please explain what you would need to be more confident with other (placement) methods. Are there other types of multiple measures that you think Cochise should adopt? Please list other types of multiple measures that you would like for Cochise to adopt. Why do you think multiple measure placement is not being used for more students at Cochise College? 20

“[Multiple measure placement] lacks structure and is very subjective depending on the advisor/counselor seeing the student. With the exception of Math, I think high school grades are inflated and I don’t trust English grades on a high school transcript to tell me whether or not a student can read/write at a college level. ” - MM Advisor Survey Respondent 21

Obstacles Survey Results Training Leadership Awareness Skepticism Why do you think Multiple Measure Placement is not being used for more students at Cochise College? 22

Obstacles Survey Results Training “Most of my knowledge… comes from fellow advising co-workers. ” Leadership “Lack of knowledge” Awareness “Lacks structure” Skepticism “it is something we need more clarity on. ” 23

Obstacles Survey Results Training Leadership Awareness Skepticism “lack of push by management” “I would prefer to have official information/recommendations from the English & Math departments” “Training and policy need to be revisited to create a concise list of all [Multiple Measure] exceptions. ” "First rule of leadership: Everything is your fault. " -Hopper, A Bug’s Life 24

Obstacles Survey Results Training Leadership Awareness Skepticism Students need to be made aware to bring in all unofficial documentation” “High school transfers are not bringing their transcript” “It is unhelpful and confusing… having just one type of multiple measure for placements rather than all” “Most students do not come to registration with a copy of their high school transcripts or SAT/ACT scores for me to review. ” “Students don’t want to go get a copy of their HS transcript then come back later to register” 25

Obstacles Survey Results Training Leadership Awareness Skepticism “I don’t have any faith in HS GPA or Grades” “[Multiple Measure placement is] very subjective depending on the advisor/counselor” “Lets see some results of pass rates on students who have been placed with MMPL” 26

Keep moving You failed! forward! 27

Working Multiple Measures into the fine print 28

Working MM into the Fine Print ➢ Transition to ACCUPLACER Next Generation ➢ Math Department Objectives ➢ Results 29

Working MM into the Fine Print Transition to ACCUPLACER Next Generation In April, 2017, Cochise transitioned from using ACCUPLACER Classic Transition ACCUPLACER NG placement tests toto ACCUPLACER Next Generation Classic ACCUPLACER tests Next Generation ACCUPLACER tests Arithmetic Elementary Algebra Arithmetic Quantitative Reasoning, Algebra, and Statistics Advanced Algebra and Functions College Level Math 30

Working MM into the Fine Print Transition to ACCUPLACER Next Generation Testing was invited to the February, 2017, math department meeting to discuss the transition. Discussion included: Transition to ACCUPLACER NG Insight statements Background questions Weighted measures Branching profiles Observations about the current math placement testing 31

Working MM into the Fine Print Transition to ACCUPLACER Next Generation Three math tests is a lot of math tests , so in addition to setting new cut scores the math department embraced an additional goal… Place students using the fewest number of math tests Without compromising placement validity 32

Working MM into the Fine Print Math Department Objectives 1. Use multiple measures to decrease the number of math placement tests students need to take. 2. Ensure this method is placing students into the proper level math course. 33

Working MM into the Fine Print The Math Department developed Multiple Measure type pre-test questions that are used to start candidates in the appropriate test “Where/when/which was the last math class you completed? ” “What grade did you earn? ” “What degree are you pursuing? ” “Do you think you are a good math student? ” 34

Working MM into the Fine Print Transition to ACCUPLACER Next Generation Prior to April 2016(ELA Branching Profile) April 2016 -April 2017(CLM Branching Profile) College Level Math Elementary Algebra < 40 40 -70: PLACE Arithmetic >/= 71 College Level Math Any score: PLACE < 40 >/= 40: PLACE Elementary Algebra < 40 PLACE >/= 40: Arithmetic Any score: PLACE 35

Working MM into the Fine Print Transition to ACCUPLACER Next Generation Current Branching Profile Prior to April 2016 (ELA Branching Profile) April 2016 -April 2017(CLM Branching Profile) College Level Math Elementary Algebra Answer a few questions…. . < 40 >/= < 40 40 -70: PLACE 40: PLACE >/= 71 Arithmetic QRAS Elementary Algebra Advanced Algebra < 40 >/= 40: Arithmetic College Level PLACE Math PLACE Arithmetic Any score: PLACE 36

Working MM into the Fine Print Results 37

Working MM into the Fine Print Results Result: Number of students placing with only 1 math test increased from 16% to 73% 38

Working MM into the Fine Print Results 39

Working MM into the Fine Print Results 40

Working MM into the Fine Print Results Saved time Saved money Collecting MM type data Kept Multiple Measure concepts on the table 41

Working MM into the Fine Print Results 42

Working MM into the Fine Print Results 43

How are students reacting? Students were asked to rate if they believe their placement or previous math course prepared them for the course they were currently enrolled in. 44

Some comments made by students: “ 081 is like a refresher class for me, I knew things already but if I was placed higher I wouldn’t have been too optimistic. ” “My placement test allows me to be able to find a comfortable spot for me to perfect and learn new math skills. ” 45

Discussion: the future of this valuable commodity 46

Discussion ➢ What are your MM strategies? ➢ What are your successes? Failures? ➢ What are your obstacles? ➢ What can we do as a state to implement MM that are fair and balanced yet work within our unique academic cultures? 47

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