Math Reality vs. Math Myth: A Partnership for Student Success

Math Reality vs Math Myth: A Partnership for Student Success Dianne Siegfreid, Concurrent Enrollment, Weber State University, Utah Dixilee Blackinton, Developmental Math, Weber State University, Utah Lisa Jasumback, K-12 Math Supervisor, Davis School District, Utah The Salt Lake Tribune August 18, 2004 Utah up on ACT scores Overall results make educators happy, but math still a struggle Fewer then half of collegebound grads from 2004 will well in college math courses “…math remains the toughest of the ACT exams, reinforcing revelations from another measure: the Utah Basic Skills Competency Test…” Weber State University Demographics • Primarily an undergraduate 4-year institution • Open Enrollment • Approximately 18,000 students • Commuter Campus Weber State University Demographics continued • 39% Non-traditional Students • 60% Students are full time • 89% of students work at least 10 hrs per week • 38% are married The University Viewpoint • Student body has changed • Student preparation has not kept pace • Most high school intermediate algebra students land in college developmental math The University Viewpoint continued • Low passing rates in developmental math • Trust issue between college and high school • Higher math placement enhances college success Math Placement • Only 30% are eligible for college level math • Less than ACT 23 score and COMPASS Placement 905 (Prealgebra) 50% 960 (Beg Algebra) 25% 1010 (Int Algebra) 7% Higher Courses 16% Prognosis of Earning a Degree • 10-year Analysis (1990-2000) First Course Prealgebra Beg Algebra Passed MC/QL 1.8% 3.8% Degree 11.4% 22% • 1-year Analysis (Admitted Summer 1998-Spring 1999) First Course Achieved QL Prealgebra 9% Beg Algebra16% Int Algebra 34% Still Enrolled 34% 36% 44% Davis School District Demographics • K-12 Public School System • Suburban, just north of Salt Lake City • Includes Title Elementary Schools • 60,000 students currently, expected to increase 20,000 in the next ten years Typical Barrier to Concurrent Math • Need for High Standards • Standards: require content, exams, assignments and grading scale to match college Typical Barrier to Concurrent Additional Effort by College Faculty Math Additional Effort: train teachers to use collegiate grading scale and require a grading portfolio review Solutions continued • Limited contact with students • Limited contact: sponsor visits by collegiate faculty to concurrent classes to meet and work with students WSU-DSD Collegiate Math Success Pilot Program 2004-05 • Identify course proficiencies for collegiate math readiness and best instructional techniques • District and college collaborate to provide appropriate professional development on how to teach for collegiate math success • Select concurrent adjunct faculty 2004-05 continued • Identify entry level collegiate math classes for concurrent credit • Provide information sessions with parents and students regarding collegiate math success factors • Assess participant perception of efforts and teachers’ knowledge and skills 2005-06 • Reconsider K-12 course content and sequencing of classes • Incorporate collegiate developmental math proficiencies into high school classes • Continue information sessions with students and parents 2005-06 continued • Implement Pilot Concurrent Math 1050 • Assess student performance and compare with previous data • Assess continuation of program and implement accordingly 2005-06 Pilot Concurrent Math 1050 Year long class • First semester • Second Semester • Content to bridge gap for college math readiness • Content of WSU Math 1050 • Compass Exam Fail: earn HS credit only Pass: eligible for concurrent credit • Use WSU exams • Use WSU grade scale • Assess student data 2006-07 • Conduct longitudinal studies on concurrent students when sequencing to higher level math or entry into WSU or other post-secondary schools • Continue implementation of program and select additional sites • Continue program assessment WSU Concurrent Enrollment Program and DSD will provide funds and in-kind services to provide for the implementation of the professional development, program assessments and program informational publications Lessons Learned • Never assume nor blame your program partners, instead, converse and collaborate • Be willing to challenge the status quo • Clarify with your partners the math expectations for proficiency to better assure student readiness Lessons Learned continued • Improve the match between secondary and post-secondary pedagogy and math rigor to better meet the students’ needs • Stop the Student Rush: Let students have the time they need to really learn their math basics Lessons Learned continued • Persistence, Persistence, Persistence • Finding the right people for partners Best of Luck to You Thanks for the opportunity to share ... in developmental math • Trust issue between college and high school • Higher math placement enhances college success Math Placement • Only 30% are eligible for college level math • Less than... on how to teach for collegiate math success • Select concurrent adjunct faculty 2004-05 continued • Identify entry level collegiate math classes for concurrent credit • Provide information sessions... developmental math proficiencies into high school classes • Continue information sessions with students and parents 2005-06 continued • Implement Pilot Concurrent Math 1050 • Assess student performance