2014 03-18 qcc pif grant
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2014 03-18 qcc pif grant

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The Vision Project Performance Incentive Fund (PIF) is designed to support innovative work that will advance the Vision Project goal for Massachusetts to achieve national leadership in public higher ...

The Vision Project Performance Incentive Fund (PIF) is designed to support innovative work that will advance the Vision Project goal for Massachusetts to achieve national leadership in public higher education. Quinsigamond Community College reports on their progress in improving developmental math education with the assistance of PIF funding since FY2012. Presented by Dr. Leslie Bolinger Horton, Dean for the School of Math & Science at Quinsigamond Community College, to the Massachusetts Board of Higher Education on March 18, 2014.

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2014 03-18 qcc pif grant 2014 03-18 qcc pif grant Presentation Transcript

  • Developmental Mathematics March 18, 2014 Presented by: Dr. Leslie Bolinger Horton Dean for the School of Math & Science Quinsigamond Community College Lhorton@qcc.mass.edu
  • Quinsigamond Community College Vision #1 Project 2013 - 2014 Justification Math Conduct a revised Emporium curriculum, building in Modularized approach at QCC 5 Teaching Assistants @ $25.06 per Hour $27,641 Teaching Assistants are essential in Modularized Approach Accuplacer coordination 133 hours x $15 Proctoring in the WPS Fall/2013 - 133 hours x $15.00 $4,000 Accuplacer Scores needed to determine Math Levels/QCC Proctors @ $15.00 per hour 2 - Math Boot Camps at QCC during Intersession $1,800 x 2 for 20 hours per week $3,600 Math Readiness for up coming WPS students 2- Math Pre-Assessment Workshops (MPAWS) 1 at WPS and 1 Bootcamp at QCC $1,800 x 2 $3,600 Math Readiness for up coming WPS students 2 College Level courses offered @ WPS $3,000 x 2 $6,000 Courses offered for students who meet Accuplacer requirements for College Math Fringe Costs (Math) $1,000 Supplies (Math): Math Codes $85 X 93 $7,905 Needed for students supplies Travel (Math): Bus passes for taking Accuplacer tests, attending Math Pre- Assessment Workshops (MPAWS) at QCC, attending Math classes at QCC, etc.131 passes x $3.30 per pass $500 For students taking Accuplacer Clerical Assistant 20 hrs x 26 week = 520 hrs x $10.00 per hr = $5,200 Total $59,446
  • Vision Project 5 Vision Project Key Outcome Areas 1) Increase college-going rates of high school graduates  Developmental Education – Philomena D’Alessandro  K-12 Partnership / Algebraic Reasoning-Haynalka Caton 2) Increase graduation and student success rates  Mathematics Boot Camps – Sheiba Mas-Oud 3) Workforce alignment 4) Improve academic achievements on campus-level and national assessments of learning 5) Achieve comparable learning outcomes among different student population groups
  • Structure Of Emporium Classrooms
  • Jerome Bruner The Process of Education (1999) We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form…at any stage of development (p. 33) A curriculum as it develops should revisit…basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them (p. 13). QCC Emporium Spiraled Curriculum
  • Table F Number of Students Enrolled at the End of the Semester Number of Students who Took the Final Exam Number of Students who Passed the Final Exam Percentage of Students who Took and Passed the Final Exam (≥73) Percentage of Students who Passed the Final Exam out of all Students Enrolled at the End of the Semester MAT 090 Emporium SP 2013 61 49 41 (41/49) 84% (41/61) 67% Emporium SP 2012 44 30 30 (30/30) 100% (30/44) 68% Non- Emporium Sp 2012 270 206 168 (168/206) 82% (168/270) 62% MAT 095 Emporium SP 2013 64 46 41 (41/46) 89% (41/64) 64% Emporium SP 2012 55 42 37 (37/42) 88% (37/55) 67% Non- Emporium SP 2012 579 454 355 (355/454) 78% (355/579) 61% MAT 099 Emporium SP 2013 63 55 35 (35/55) 64% (35/63) 56% Emporium SP 2012 55 37 22 (22/37) 59% (22/55) 40% Non- Emporium SP 2012 665 533 366 (366/533) 69% (366/665) 55% Results: Spring 2012 – Spring 2013
  • Fall 2012 Emporium vs. Non-Emporium: Final Exam Pass Rates Table E Number of Students Enrolled at Beginning of the Semester Percentage of Students who Passed the Final Exam (≥73) Number of Students who Took the Final Exam Percentage of Students who Took and Passed the Final Exam (≥73) Percentage of Students who Dropped the Course (after the withdraw period) or did not take the final exam MAT 090 Emporium 58 (35/58) 60% 41 (35/41) 85% (17/58) 29% Non- Emporium 563 (370/563) 66% 452 (370/452) 82% (111/563) 20% MAT 095 Emporium 55 (27/55) 49% 33 (27/33) 82% (22/55) 40% Non- Emporium 589 (365/589) 62% 460 (365/460) 79% (129/589) 22% MAT 099 Emporium 61 (40/61) 66% 50 (40/50) 80%* (11/61) 18% Non- Emporium 859 (481/859) 56% 709 (481/709) 68% (150/859) 17%
  • Finishing the Course Early & Passed the Final Exam MAT 090 MAT 095 MAT 099 Spring 2012 8 27 6 Fall 2012 10 4 5 Spring 2013 12 20* 9 *Note 1: One MAT 095 student completed both MAT 095 and MAT 099 in the same semester. The early completion numbers suggest that our students would continue to benefit from course options that allow them to complete developmental math courses at a quicker pace. The fall 2013 modularized courses made it easier for students to finish the developmental math sequence in fewer than three semesters, since module progress was saved from semester to semester. Students who cannot complete an entire developmental course in a single semester may also benefit from their progress being saved and, eventually, complete the developmental sequence faster than originally possible. Decreasing the time that students spend in developmental math will hopefully increase their chance of success in
  • Spring 2013 Final Exam Pass Rates vs. Mastery Requirement  Percentage: Students who  Satisfied the Mastery  Requirement & Passed the Final  Exam (≥73) / All Students who  Satisfied the Mastery  Requirement & Took the Final  Exam Percentage: Students who Took  the Final Exam without Satisfying  the Mastery Requirement & Passed  the Final Exam (≥73) / All Students  who Took the Final Exam without  Satisfying the Mastery  Requirement MAT 090 (29/32) 91% (12/17) 71% MAT 095 (41/41) 100% (5/10) 50% MAT 099 (27/37) 73% (8/18) 44% Note 1: Meeting the mastery requirement is defined as completing every assignment in the MyMathLab course with a grade of 80% or higher. Satisfying the mastery requirement did not guarantee that a student would pass the departmental final exam in all courses. However, in the spring 2013 semester, a higher percentage of students who satisfied the mastery requirement did pass the final exam verses the percentage of students who passed the final exam without satisfying the mastery requirement.
  • Algebraic Reasoning Intended to accelerate student learning in Algebra where curricular gaps may exist. Upon successful completion the student will be prepared for entry-level college coursework in mathematics. Equivalent to Quinsigamond’s MAT 095 (Beginning Algebra) and MAT 099 (Intermediate Algebra) courses. Worcester Public Schools ≈ 350 students served Worcester Technical High School Doherty High School South High School North High School
  • Worcester Technical High School Fall 2013 Implemented to replace a 4th year Math requirement, offered during school hours Tested all the juniors (current seniors) in the Spring of 2013 Based on the Accuplacer scores, students were placed into 3 different classes: MAT 090-Basic Math / MAT 095 MAT 095- Beginning Algebra / MAT 099 MAT 099- Intermediate Algebra / MAT 100
  • WTHS Fall 2013 MAT 090 MAT 095 MAT 099 All MAT Students Percent Passed 94% 85% 69% 81% Total Passed 44 61 46 151 Total Students 47 72 67 186
  • Mass Manufacturing Extension Partnership Boot Camp Results Sessions run from 12:00-4:00pm 5 consecutive working days Attending all 5 days is a requirement In a program for employment Initial Accuplacer: Did not test into MAT 090 Tested Into Number of Students Total Number of Students Percentage College Level Math (MAT 100/121/ 122/123/233) 2 11 18% Intermediate Algebra (MAT 099) 2 11 18% Beginning Algebra (MAT 095) 7 11 64%
  • “This group was amazing and I am really proud of them. A lot of the expressed interest in the QCC manufacturing program so we did something a little bit different. I invited the Dean of Business, Engineering and Technology, Kathy Rentsch, to talk with them about enrolling into one of our manufacturing program and she did a fantastic job explaining all questions and details about the program.” (Sheiba Mas-Oud)