This document discusses Nevada's transition to a co-requisite model for remedial and college-level math courses. It finds that the co-requisite model improves success rates for liberal arts students by allowing them to complete their math requirement in one semester instead of two. For students who previously took remedial math, success rates in college-level courses like College Algebra were 70-90% under the new model compared to 56-81% previously. The co-requisite model also allows more remedial students to earn college credit in their first year. The main challenges are staffing smaller co-requisite sections and funding the credit-bearing college courses.

2. Traditional NSHE Curriculum
Math 120
Math and Stat
for Liberal Arts
Math 126
College Algebra
Math 95
Elementary Algebra
Math 96
Intermediate Algebra
All higher math and stat
Liberal Arts
Journalism
Secondary Ed BA
Some Health Sciences
STEM
Business
Nursing
Elementary Ed
Some Health Sciences
Heads Up!
PeopleSoft Allows Various
Ways to Stop Leaks In
This Pipe
80%
20%

3. Math 96=Prerequisite to All
Gateway Math?
 2/3 of Math 96 content is not needed for
success in Math 120
 Providing alternative route to Math 120
improves success for Liberal Arts
students
allows a more focused and effective
route for remedial students into
College Algebra
students who complete Math 96 now
have 70% success rate in Math 126
Both Groups of Students Benefit

4. Co-requisite Model
Foundation
Needed for both College
Algebra and Math 120
Needed for College
Algebra,

5. How Co-req. Model Classes
Work
ACT=19, SAT=470, ACC EA=76, Math 95 Elementary Algebra
Or NSHE CORE GPA=3.5
 Math 96 OR
 Math 120E + Math 96A 4 credits
ACT=20, SAT=480, ACC CLM=30, or Math 96A
• Math 126E + Math 96D 5 credits

6. Fall 2013 Remedially-Placed
Cohort (all, not just freshmen)
0
50
100
150
200
250
300
350
400
95 96 120E 126E
Did Not Pass Before
Spring
Failed Fall, Passed
WM
Passed in Fall
Fall Math Class
70% 56% 94% 81% Pass
Rate
ABCD ABC
90%
ABCD

7. Fall 2013 Remedially-Placed
Cohort (all 870, not just
freshmen)
0
50
100
150
200
250
300
350
400
95 96 120E 126E
Did Not Pass Before
Spring
Failed Fall, Passed
WM
Passed in Fall
Fall Math Class
34% of Cohort Earned
College Credit in Fall
Via 120E & 126E

8. Overall Success
2012-2013
 Large scale pilot of 120E and 126E, without
Math 95 prerequisite for Math 96 and 120E
 80% of remedially-placed freshmen earned
college credit in first year
2013-2014
 Systematic placement yielded higher
enrollments
 Pass rates >90% in 120E, 80% in 126E
 Fine-tuning placement in
Math 95 vs Math 96 OR 120E

9. Fall Enrollment of Remedially-
placed Students (all, not just
freshmen)
Math 95
37%
Math 96
27%
Math 120E
13%
Math 126E
23%
Remedial Enrollment

10. Math 95
15%
Math 96
23%
Math
120E/126E
13%
Math 120/126
18%
Already
Completed
Gateway
31%
Spring Enrollment of Fall 2013 Cohort

11. Biggest Challenges: Staffing and
$$
 Student/Teacher Ratio Smaller to
Support Remedial Students
 Credit Bearing Means State Funded
 LOA Positions Have 12 Credit Limit
5+5+?=12 5+?+?=12
 Lecturers Can Teach 15, 16, 20
Credits (with overload), But That’s
More Expensive

12. Conclusions
 Success Rates of Freshmen with
ACT 19-21 or Math 95 in Math 120E+96A
ACT 20-21 in Math 126E+96D
Are as High as Those of Freshmen with
ACT >=22 in Math120 and 126
 Math 95 Provides Common Foundation for
Weakest Students
 PeopleSoft Provides Multiple Tools to Insure
Students Stay on Math Track
 HS GPA Provides Useful Additional
Placement For Math 95 vs 96