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Adding Up the Progress:
Transforming Developmental Math Education
Board of Higher Education Meeting | April 28, 2015
2
Transforming Developmental Math Education
Failure of Dev’l Math Education in MA
For every 100 students
enrolling in dev’...
3
Transforming Developmental Math Education
Failure of Dev’l Math Education in MA
86 completed
dev’l coursework…
But only ...
4
 Pilot began this academic year
 Campuses permitted to use
high school GPA as alternative placement
standard (in lieu ...
5
 Intermediate goal by fall 2018:
 20% increase in rate of students completing a first
college-level math course within...
6
 DHE charged with:
 Convening implementation planning team
▪ Developmental Math Implementation PlanningTeam
▪ Developm...
7
Non-Pilot
(Using Accuplacer)
Pilot for All
Students
Pilot for Some
Students
3 Community Colleges
+ 4 State Universities
...
8
Transforming Developmental Math Education
Preliminary Results: Campus-Level
19%
9%
*
40%
55%
n/a n/a
35%
15%
24%
93%
60%...
9
Transforming Developmental Math Education
Preliminary Results: Campus-Level
50% 50%
47%
12%
20%
8%
19%
45% 47% 47%
9%
22...
10
Transforming Developmental Math Education
Preliminary Results: Campus-Level
16%
9%
17%
32%
50%
64%
54%
20%
12%
17%
33%
...
11
Transforming Developmental Math Education
Preliminary Results: Student-Level
79% 79%
62% 66% 69%
87% 91%
83% 87% 87% 84...
Quinsigamond
Community College
Dr. Leslie Bolinger Horton
Dean
School of Math & Science
GPA Pilot
 A total of 165 first-time degree seeking freshmen who were
identified as potential math participants registere...
Exploration of Math Code on
Academic Success in MAT 100
 MAT 100 Pass Rates Fall 2014 by Math Code and HS GPA
QCC Math Department Initiatives
 Emporium Math Classes
 Mastery learning
 Math Boot Camps
 92% Place at least one
leve...
UMass Boston
Dr. Maura Mast
Associate Vice Provost
Undergraduate Studies
University of Massachusetts Boston
The university took the following approach to implement the BHE Policy on
Developmental...
Additional initiatives for this pilot
• Developmental math courses were combined so that students would take at most
one s...
Changes in course enrollments
Course Fall 2013 Spring 2014 Fall 2014 Spring 2015
Developmental Math 10 sections
270 studen...
Westfield State University
Dr. Karin Vorwerk
Professor and Chair
Department of Mathematics
The Westfield State Model
No non-credit math courses
Specialized 100-level classes for different majors
• Math 110/111 – M...
Implementing New Guidelines
Prior to AY 2014-15
• Every incoming student took ACCUplacer test
• Lowest scoring students pl...
Lessons learned so far
High school GPA is not sensitive enough
In AY 13-14, among students with GPA ≥2.8:
• 34% scored bel...
Next Steps
25
 Amend AAC 14-12 and extend period of
experimentation to spring 2016
 UMass Donohue Institute to conduct qualitative
...
Discussion
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Adding Up the Progress: Transforming Developmental Math Education

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A presentation to the Board of Higher Education at their meeting on April 28, 2015 by:

- Dr. Carlos Santiago, Senior Deputy Commissioner for Academic Affairs at the Department of Higher Education
- Dr. Leslie Bolinger Horton, Dean of School of Math & Science at Quinsigamond Community College
- Dr. Maura Mast, Associate Vice Provost of Undergraduate Studies at UMass Boston
- Dr. Karin Vorwerk, Professor and Chair of the Department of Mathematics at Westfield State University

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Adding Up the Progress: Transforming Developmental Math Education

  1. 1. Adding Up the Progress: Transforming Developmental Math Education Board of Higher Education Meeting | April 28, 2015
  2. 2. 2 Transforming Developmental Math Education Failure of Dev’l Math Education in MA For every 100 students enrolling in dev’l math in 2010 (n=11,037)… 60 completed dev’l coursework… But only 18 completed a credit-bearing course by 2012. Community College Students
  3. 3. 3 Transforming Developmental Math Education Failure of Dev’l Math Education in MA 86 completed dev’l coursework… But only 56 completed a credit-bearing course by 2012. For every 100 students enrolling in dev’l math in 2010 (n=1,554)… State University Students
  4. 4. 4  Pilot began this academic year  Campuses permitted to use high school GPA as alternative placement standard (in lieu of Accuplacer)  BHE will review pilot results and modify policies as necessary in fall 2015 Transforming Developmental Math Education AAC 14-12: Period of Experimentation
  5. 5. 5  Intermediate goal by fall 2018:  20% increase in rate of students completing a first college-level math course within two years of enrollment  Campus strongly encouraged to:  Pilot new GPA standards  Design and implement general academic pathways within credit-bearing programs  Revise content, sequencing and timeframe of dev’l math education offerings consistent with math requirements of these pathways Transforming Developmental Math Education AAC 14-19: Developmental Math Policy
  6. 6. 6  DHE charged with:  Convening implementation planning team ▪ Developmental Math Implementation PlanningTeam ▪ Developmental Math Advisory Board to serve as liaisons to campuses and DHE  Promoting design & development of campuses’ general academic pathways ▪ Mathematics, including Developmental Math, is one of the AY15–16 AcademicTransfer Pathways disciplines  Promoting best practices in dev’l mathematics ▪ Convening planned for fall 2015 Transforming Developmental Math Education AAC 14-19: Developmental Math Policy
  7. 7. 7 Non-Pilot (Using Accuplacer) Pilot for All Students Pilot for Some Students 3 Community Colleges + 4 State Universities 7 Campuses 10 Community Colleges 4 State Universities + 1 UMass 15 Campuses 2 Community Colleges + 1 UMass 3 Campuses Transforming Developmental Math Education Voluntary Campus Pilots Note: 3 campuses did not participate.
  8. 8. 8 Transforming Developmental Math Education Preliminary Results: Campus-Level 19% 9% * 40% 55% n/a n/a 35% 15% 24% 93% 60% 97% 72% 0% 20% 40% 60% 80% 100% Pilot for All Pilot for Some Non- Pilot Pilot for All Non- Pilot Pilot for All Pilot for Some % Placing into College-Level Math by Pilot Status: Fall 2013 vs. Fall 2014 Community Colleges State Universities UMass * Fall 2013 data not available for one community college.
  9. 9. 9 Transforming Developmental Math Education Preliminary Results: Campus-Level 50% 50% 47% 12% 20% 8% 19% 45% 47% 47% 9% 22% 2% 17% 0% 20% 40% 60% 80% 100% Pilot for All Pilot for Some Non- Pilot Pilot for All Non- Pilot Pilot for All Pilot for Some % Enrolling in Developmental Math by Pilot Status: Fall 2013 vs. Fall 2014 Community Colleges State Universities UMass
  10. 10. 10 Transforming Developmental Math Education Preliminary Results: Campus-Level 16% 9% 17% 32% 50% 64% 54% 20% 12% 17% 33% 52% 65% 60% 0% 20% 40% 60% 80% 100% Pilot for All Pilot for Some Non- Pilot Pilot for All Non- Pilot Pilot for All Pilot for Some % Enrolling in College-Level Math by Pilot Status: Fall 2013 vs. Fall 2014 Community Colleges State Universities UMass
  11. 11. 11 Transforming Developmental Math Education Preliminary Results: Student-Level 79% 79% 62% 66% 69% 87% 91% 83% 87% 87% 84% 82% 67% 96% 0% 20% 40% 60% 80% 100% % Completing College-Level Math in Fall 2014 by “College-Ready” Status Community Colleges State Universities UMass
  12. 12. Quinsigamond Community College Dr. Leslie Bolinger Horton Dean School of Math & Science
  13. 13. GPA Pilot  A total of 165 first-time degree seeking freshmen who were identified as potential math participants registered for college level MAT 100 in fall 2014. Approximately one-third or 32% (n=52) of the math pilot participants (MPP) received a college level placement via their Accuplacer score, while 50% (n=83) would have received a developmental math placement via their Accuplacer score. Eighteen percent (n=30) did not take the Accuplacer so their placement is unknown.
  14. 14. Exploration of Math Code on Academic Success in MAT 100  MAT 100 Pass Rates Fall 2014 by Math Code and HS GPA
  15. 15. QCC Math Department Initiatives  Emporium Math Classes  Mastery learning  Math Boot Camps  92% Place at least one level higher than initial placement via Accuplacer  Contextualization  “…contextual learning theory, learning occurs only when students process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). The mind naturally seeks meaning in context by searching for relationships that make sense and appear useful. (http://www.cord.org/contextual-learning-definition/ ) 85 82 80 100 92 9598 97 97 0 20 40 60 80 100 120 MAT 090 MAT 095 MAT 099 Emporium Fall: Took the Final Exam and Passed the Final Exam- Percentage Fall 2012 Fall 2013 Fall 2014
  16. 16. UMass Boston Dr. Maura Mast Associate Vice Provost Undergraduate Studies
  17. 17. University of Massachusetts Boston The university took the following approach to implement the BHE Policy on Developmental Mathematics, effective for registrations for fall 2014: • New freshmen with high school GPA above 2.7 were allowed to register directly into College Algebra or Quantitative Reasoning, the entry-level mathematics courses at UMass Boston. • The university purchased access to ALEKS PPL, a new placement test system, which has the following features: • It is adaptive, meaning that one test is used for placement into mathematics courses ranging from Developmental Mathematics to the Calculus sequence; • Student may take the test online at any time; • Students receive detailed feedback of strengths and areas for improvement; • Students have 6 months of free access to an online learning module individually tailored to their strengths and weaknesses in mathematics. • All entering students were encouraged to take the new ALEKS PPL placement test. • Mathematics pathways for different majors were articulated and disseminated to advisors. • College Algebra faculty were invited to use the ALEKS PPL curriculum in their classes.
  18. 18. Additional initiatives for this pilot • Developmental math courses were combined so that students would take at most one such course; • Three College Algebra faculty were trained in using the ALEKS curriculum and their courses were scheduled into a computer lab; • Five sections of College Algebra were identified as appropriate for students who tested into Developmental Math but chose to enroll in College Algebra; • Pre-requisites for College Algebra and Quantitative Reasoning were adjusted to allow continuing students to move directly into these courses; • For Spring 2015, supplemental instruction was increased.
  19. 19. Changes in course enrollments Course Fall 2013 Spring 2014 Fall 2014 Spring 2015 Developmental Math 10 sections 270 students 10 sections 121 students 5 sections 73 students 0 sections 0 students College Algebra 19 sections 512 students 11 sections 290 students 18 sections 519 students 16 sections 362 students Quantitative Reasoning 11 sections 226 students 7 sections 144 students 12 sections 274 students 12 sections 270 students • Initial data suggest that student success in the entry-level courses is as strong as it has been in the past, if not stronger. • For fall 2015: • Developmental math will be permanently removed from the curriculum; • More faculty will be trained to use the ALEKS curriculum; • Math department is exploring other pedagogical and curricular changes for College Algebra; • Pending budgetary approval, supplemental instruction will be further increased and additional support will be provided for Quantitative Reasoning.
  20. 20. Westfield State University Dr. Karin Vorwerk Professor and Chair Department of Mathematics
  21. 21. The Westfield State Model No non-credit math courses Specialized 100-level classes for different majors • Math 110/111 – Mathematics for Liberal Arts • Math 115 – Mathematics for Business and Social Sciences • Math 116 – Mathematical Systems (Math Majors only) • Math 123 – Mathematical Methods for Natural Sciences • Math 153 – Mathematics for Elementary Education SIP (Supplemental Instruction Program) • Student teaching assistants • TAs attend class and hold help sessions • Too recent to evaluate effectiveness Extended Time (ET) sections • ET sections meet an extra hour per week to allow for review and remediation Karin Vorwerk, Ph.D., Professor and Chair, Department of Mathematics, Westfield State University, kvorwerk@westfield.ma.edu
  22. 22. Implementing New Guidelines Prior to AY 2014-15 • Every incoming student took ACCUplacer test • Lowest scoring students placed in special extended time (ET) sections • Number of ET sections ranged from a high of 14/AY to a low of 3/AY • For various reasons, morphed into ET only for ELED, BUSM AY 2014-15 (New BHE Guidelines) • Only students with high school GPA below 2.8 took ACCUplacer • Offered only one ET section Fall 14 (Math 115) • Data collection • Validation of ACCUplacer/ ET model • Evaluation of placement and predictors of success, such as high school GPA, high school GPA (Math only), high school Math classes, Math SAT, ACCUplacer scores Karin Vorwerk, Ph.D., Professor and Chair, Department of Mathematics, Westfield State University, kvorwerk@westfield.ma.edu
  23. 23. Lessons learned so far High school GPA is not sensitive enough In AY 13-14, among students with GPA ≥2.8: • 34% scored below 72 on ACCUplacer test • 47% scored below 82 on ACCUplacer test These students would now be exempt from taking ACCUplacer test. ET sections work • Data show increased completion rates and increased grades • Some departments requested keeping ET sections ET sections concerns • ET sections are expensive • Faculty receive four credits instead of three • Lower class caps (25 vs 30-35) • Only FT faculty teach ACCUplacer sections (office hours) • Pressure to fill classes • Scheduling four blocks instead of three Karin Vorwerk, Ph.D., Professor and Chair, Department of Mathematics, Westfield State University, kvorwerk@westfield.ma.edu
  24. 24. Next Steps
  25. 25. 25  Amend AAC 14-12 and extend period of experimentation to spring 2016  UMass Donohue Institute to conduct qualitative study to complement quantitative analysis  Developmental Math convening  DHE report with recommendations  BHE decision on placement standards in December 2015, allowing campuses to begin making changes, if necessary, spring 2016 Transforming Developmental Math Education Fall 2015
  26. 26. Discussion

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